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THESIS

IMPROVING READING COMPREHENSION OF THE

TENTH GRADE STUDENTS OF SMK N 5 DENPASAR

IN ACADEMIC YEAR 2013/2014 BY USING

NUMBERED HEADS TOGETHER

LUH TRI JAYANTI SWASTYASTU

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2014

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THESIS






NPM 10.8.03.5.1.31.2.5.3868




DENPASAR

2014

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PRE-REQUISITE TITLE





Thesis

As Partial Fulfillment of the Requirements for the

Sarjana Pendidikan Degree in English Education Study Program

Faculty of Teacher Training and Education

Mahasaraswati Denpasar University


NPM 10.8.03.5.1.31.2.5.3868




DENPASAR

2014

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APPROVAL SHEET

1

This thesis entitle “Improving Reading Comprehension of the Tenth Grade

Students of SMK N 5 Denpasar in Academic Year 2013/2014 by Using

Numbered Heads Together” has been approved and accepted as partial fulfillment

for the Sarjana Pendidikan degree in English Education Study Program, Faculty

of Teacher Training and Education, Mahasaraswati Denpasar University.

Approved By

Advisor I

Nengah Dwi Handayani, S.Pd.,M.Pd.

NPK. 82 8410 315

Advisor II

Dewa Ayu Ari W. Joni, S.Pd.,M.Pd.

NPK. 82 8810 321

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APPROVAL SHEET

2

This thesis has been examined and assesed by the examiner committe of

English Education Study Program, Faculty of Teacher Training and Education,

Mahasaraswati Denpasar University in the oral examination on February 15th

2014.

Chief Examiner

Ni Wayan Krismayani, S.Pd.,M.Pd.

NPK. 82 8410 333

Advisor I

Nengah Dwi Handayani, S.Pd.,M.Pd.

NPK. 82 8410 315

Advisor II

Dewa Ayu Ari W. Joni, S.Pd.,M.Pd.

NPK. 82 8810 321

Approved by

Dean of the Faculty of Teacher

Training and Education

Prof. Dr. Wayan Maba

NIP. 19581231 198303 1 032

Head of the English Education

Study Program

I Komang Budiarta, S.Pd.,M.Hum.

NPK. 82 8208 306

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STATEMENT OF AUTHENTICITY

The researcher hereby declares that this thesis is her own writing, and it is

true and correct that there is no other‟s work or statement, except the work or

statement that is referred in the references. All cited works were quoted in

accordance with the ethical code of academic writing.

Denpasar, 1st February 2014

The Researcher,

Luh Tri Jayanti Swastyastu

NPM. 10.8.03.5.1.31.2.5.3868

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ACKNOWLEDGEMENTS

First of all, the researcher would like to express her great-sincere gratitude

to the Almighty God, Ida Sang Hyang Widhi Wasa, for His everlasting blessing,

and mercies so that this thesis could finally be completed on the due date.

Her tremendous gratitude further goes to her first and second advisor,

Nengah Dwi Handayani, S.Pd., M.Pd. and Dewa Ayu Ari Wiryadi Joni, S.Pd.,

M.Pd. who have already guided her and share their brilliant ideas for

improvement of the thesis. In addition, she would like to thank their helpful

guidance and correction during the writing of the thesis.

In addition, she also wishes to share out his gratefulness to the Headmaster

of SMK N 5 Denpasar for his permission and of course the tenth grade students of

SMK N 5 Denpasar for their kind assistance during the process of gathering the

data needed for the present study.

Next, she is also deeply indebted to her parents, beloved brothers and

sisters, and also her best friends for their support and love so that she is able to

complete her study successfully. They furthermore share their moral support

during the process of writing the thesis.

Finally, she would like to dedicate this thesis to the love of her husband, I

Gede Arta Wibawa, and her beloved son, Putu Narottama Wijaya, who have given

their prayer, love, affection, fidelity, devotion and tremendous support during the

process writing the thesis.

Denpasar, February 2014

The Researcher,

Luh Tri Jayanti Swastyastu

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ABSTRACT

Swastyastu, L. T. J. (2014). Improving Reading Comprehension of the Tenth

Grade Students of SMK N 5 Denpasar in Academic Year 2013/2014 by

Using Numbered Heads Together. The first advisor: Nengah Dwi

Handayani, S.Pd., M.Pd. and the second advisor: Dewa Ayu Ari

Wiryadi Joni, S.Pd., M.Pd.

This study aimed at improving the students‟ achievement in reading

comprehension through the use of numbered heads together strategy. This

classroom-based action research was conducted at class tenth of SMK N 5

Denpasar in academic year 2013/2014. The subjects of the study were 35 students

consisting of 18 males and 17 females. This study was conducted in two cycles.

Each cycle consisted of two sessions, which were each session for treatment and

in the end of the cycle for test. Each cycle involved planning, action, observation,

and reflection. The instruments used in this study were tests and questionnaire.

This study was carried out based on preliminary observation, which indicated that

the students had problem in reading comprehension. This result of the study

showed that the students‟ achievement in reading comprehension improved

through the implementation of Numbered Heads Together strategy. It was shown

by the students‟ mean score in the tests. The students‟ mean score in the pre – test

was 6.06. Then it improved to 6.46 in cycle I. It was 10 (28.57%) students who

are able to achieve the passing grade score ≥ 7.5. The students‟ achievement

further improved after the researcher modified the teaching and learning activities

in cycle II. As a result, the students‟ mean score improved to 7.74 and it was 28

(80%) students who are able to achieve the passing grade score. The result of

questionnaires indicated that NHT strategy could help the students in

comprehending reading texts. Based on the result of the study, it could be

concluded that the application of NHT strategy could improve the reading

comprehension of the students.

Keywords: reading comprehension, numbered heads together

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TABLE OF CONTENTS

COVER ............................................................................................................. i

INSIDE COVER ................................................................................................ ii

PRE-REQUISITE TITLE .................................................................................. iii

APPROVAL SHEET 1 ...................................................................................... iv

APPROVAL SHEET 2 ...................................................................................... v

STATEMENT OF AUTHENTICITY ................................................................ vi

ACKNOWLEDGEMENT ................................................................................. vii

ABSTRACT ......................................................................................................viii

TABLE OF CONTENTS ................................................................................... ix

LIST OF TABLES ............................................................................................. xi

LIST OF GRAPHS ............................................................................................ xii

LIST OF APPENDICES ....................................................................................xiii

CHAPTER I INTRODUCTION .................................................................... 1

1.1. Background of Study ....................................................... 2

1.2. Research Problem ............................................................ 3

1.3. Objective of the Study ..................................................... 3

1.4. Limitation of the Study .................................................... 3

1.5. Significance of the Study ................................................. 3

1.6. Definition of Key Term.................................................... 3

CHAPTER II THEORITICAL AND EMPIRICAL REVIEW ......................... 5

2.1. Theoretical Review .......................................................... 5

2.1.1. Reading Comprehension ....................................... 5

2.1.2. Numbered Heads Together (NHT) ........................ 7

2.2. Empirical Review ............................................................ 11

2.3. Hypothesis ....................................................................... 12

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CHAPTER III RESEARCH METHODS .......................................................... 13

3.1. Subject of Study............................................................... 13

3.2. Research Design .............................................................. 13

3.3. Research Procedure.......................................................... 17

3.3.1. Initial Reflection ................................................... 17

3.3.2. Planning ............................................................... 17

3.3.3. Action .................................................................. 18

3.3.4. Observation .......................................................... 19

3.3.5. Reflection ............................................................. 20

3.4. Research Instruments ....................................................... 21

3.5. Data Collection ................................................................ 22

3.6. Data Analysis .................................................................. 23

3.7. Succes Indicator ............................................................... 24

CHAPTER IV FINDINGS AND DISCUSSION .............................................. 25

4.1 Findings ........................................................................... 25

4.1.1 Pre – Cycle ........................................................... 27

4.1.2 Cycle I.................................................................. 28

4.1.3 Cycle II ................................................................ 30

4.2 Discussion ....................................................................... 33

CHAPTER V CONCLUSION AND SUGGESTIONS .................................... 36

5.1 Conclussion ..................................................................... 36

5.2 Suggestions...................................................................... 37

REFERENCES .................................................................................................. 39

APPENDICES

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LIST OF TABLES

Table 4.1 Tabulation of Data Showing the Subjects‟ Progressing Scores

in Reading Comprehension through NHT ........................................ 24

Table 4.2 Tabulation of Data the Subjects‟ Changing Behaviour and

Attitudes in Learning Reading Comprehension through NHT .......... 40

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LIST OF GRAPHS

Graphic 4.1 Depicting the Subjects‟ Progressing achievement in

Reading Comprehension of Pre- Cycle and Cycle I ..................... 42

Graphic 4.2 Depicting the Subjects‟ Progressing achievement in

Reading Comprehension of Pre- Cycle and Cycle II .................... 43

Graphic 4.3 Depicting the Subjects‟ Progressing Grand Mean in

Reading Comprehension of Pre-Test, Cycle I and Cycle II .......... 44

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LIST OF APPENDICES

Appendix 1 Table 4.2 ..................................................................................... 41

Appendix 2 Graphic ....................................................................................... 43

Appendix 3 List of Subjects ........................................................................... 46

Appendix 4 Pre – Test .................................................................................... 47

Appendix 5 Lesson Plan 1 .............................................................................. 53




Appendix 9 Post – Test Cycle I ...................................................................... 76

Appendix 10 Post – Test Cycle II ..................................................................... 83

Appendix 11 Questionnaire .............................................................................. 90

Appendix 12 Surat Ijin Penelitian ..................................................................... 93

Appendix 13 Surat Keterangan Penelitian ........................................................ 94

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CHAPTER I

INTRODUCTION

1.1 Background of Study

Reading is one of the language skills that should be mastered by students.

Reading must be taught because through reading students are expected to be able

to get more knowledge, information and pleasure.

In this year, the first grade of SMK N 5 Denpasar uses the new paradigm of

curriculum, which is called Pendidikan Berkarakter (Character Education).

Charlie Abourjilie (2002:3) states that Character Education is the deliberate effort

to help people understand, care about, and act upon core ethical values. In the

other word, Character Education is an educatian which is thaugh to make the

students‟ character in daily.

Goodman as cited in Dwi Satmika (2011:8) states that reading is a selective

process, that is, a process of which information is made to be confirmed, rejected,

or refined by the readers as a reading progress. In the other word, reading is an

interactive process between readers and the printed words, readers learn to

recognize every letter arranged in words and the meaning referred by the words.

Therefore, the important point about reading process is reading

comprehension, because reading without comprehending should not be called

reading. The basic element for comprehension is knowledge. In other words, to be

able to comprehend a printed material, one should be able to use background

knowledge possessed and related in with the new information as they read.

Based on preliminary observation and experience during PPL in the tenth

grade students of SMKN 5 Denpasar, it was found that most students had

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difficulties in comprehending the reading text due to the fact that they were not

well motivated. This problem really affected the students‟ comprehension and

made the students fail to answer the questions correctly, especially in finding main

idea, specific information textual reference and word meaning found in text given.

Considering the problem stated above, the researcher is interested in

conducting the study to improve the achievement in reading comprehension at

tenth grade students of SMK N 5 Denpasar. The researcher would propose the

strategy in order to solve the problems by using Numbered Heads Together. Adi

(2011:5) states that Numbered Heads Together is a cooperative learning strategy

that holds each student accountable for learning the material. Students are divided

into a group and each person is given number from one up to the maximum

number in each group. By group working, this strategy ensures that each member

knows the answer to problems or questions asked by the teacher and they also can

share their opinion and idea.

Based on the review of Numbered Heads Together strategy, this study is

conducted to find out whether or not Numbered Heads Together strategy can

improve the students‟ ability in reading comprehension. The researcher will try to

use Numbered Head Together to improve students‟ ability in reading

comprehension at tenth grade students of SMK N 5 Denpasar.

1.2 Research Problem

Based on the background above, the research problem can be formulated as

follows: “Can Numbered Heads Together improve the reading comprehension of

the tenth grade students of SMK N 5 Denpasar?”

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1.3 Objective of the Study

Objective of the study is to find out whether or not Numbered Heads

Together can improve reading comprehension of the tenth grade students of SMK

N 5 Denpasar.

1.4 Limitation of the Study

This study is limited to the class X JB3 students in the first semester of

SMK N 5 Denpasar in academic year 2013/2014. The numbers of the students are

35, with 18 males and 17 females. In order to simplify the range and maximize the

result of the study, this teaching method is used to improve the ability of students‟

in mastering descriptive and narrative text.

1.5 Significance of the Study

The significant of this study are theoritically and practically. Theoritically,

the result of this study is expected to be able to improve the students‟ ability in

reading comprehension using Numbered Heads Together strategy. Besides that in

practically, the result of this study is to give beneficial for students, teacher, and

school. For the students, the result of this study is to make they know that reading

comprehension can be enjoyable subject. For the teacher, the result of this study is

expected to give a feedback in teaching reading comprehension. And for the

school, the result of this study is for additional learning material of English.

1.6 Definition of Key Terms

In order to avoid misunderstanding toward the terms used in this study,

some definitions of key terms are represented as follows:

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1.6.1 Improving Reading Comprehension

Improving Reading comprehension is getting the students achieve a better

level of understanding a passage or text. In comprehending a passage or text

people need to involve their though, background knowledge and linguistic

knowledge during the reading process to understand the message of the writer.

1.6.2 Numbered Heads Together

Numbered Heads Together is known as a strategy where the students are

involved in reviewing the materials discussed in a lesson. It means this strategy

used to check students‟ understanding about the contents being taught in the

lesson.

1.6.3 SMK N 5 Denpasar

SMK N 5 Denpasar in a government vocational high school especially in

tourism which is located in Jl. Ratna Tatasan Denpasar. SMK N 5 Denpasar has 5

vocations they are: 1) Akomodasi Perhotelan (AP), 2) Tata Boga, 3) Usaha Jasa

Pariwisata (UJP), 4) Seni Tari, and 5) Seni Karawitan.

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CHAPTER II

THEORITICAL AND EMPIRICAL REVIEW

2.1. Theoretical Review

The solid theoretical review is scientifically investigation, expected to

contribute some practical significance and should be conducted on the basis of

some relevant theoretical construct and empirical evidences, and must at the same

time. There are the following theoretical reviews: (1) the definition of reading

comprehension, (2) the definition of Numbered Heads Together. Each of these

handling is briefly discussed in this following chapter.

2.1.1 Reading Comprehension

There are some explanations and definitions of reading comprehension from

many scholars. According to Andrew P. Johnson (2008:3), reading is the practice

of using text to create meaning; therefore if there is no meaning being created,

there is no reading takes place. Reading is constantly developing skill; reading

will be better if do more practicing. Reading integrates visual and nonvisual

information. During the act of reading, the visual information found on the page

combines with the nonvisual information. And reading is the act of linking one

idea to another.

In addition, Hesham Suleiman Alyousef (2005:144) explains that reading

can be seen as an “interactive” process between a reader and a text which leads to

automaticity or reading fluency. In this process, the reader interacts dynamically

with the text as he/she tries to elicit the meaning and where various kinds of

knowledge are being used: linguistic or systemic knowledge (through bottom-up

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processing) as well as schematic knowledge (through top-down processing). It

means that in reading comprehension, there is an interactive process going on

between the author and the reader. The author presents ideas trough text.

Meanwhile, the text itself presents letters, words, sentences, and paragraph to

encode meaning. The reader uses knowledge, skills, and strategies to determine

what the meaning is, so the interactive process will result into comprehension.

All of the definitions above suggest that reading comprehension is a

thinking process. In acquiring the message of the text, one‟s prior knowledge has

an importance role in processing new information.

Otto, Rude and Spiegel as citied in Supri Adi (2011, 12-13) explain that

there are four levels that readers need to master in reading comprehension, these

four levels include:

1. Word level

First level is word level. It should be noted that before the students can

understand a complete sentence; the students must know the meaning of at

least most of the words in the sentence.

2. Sentence Level

The second level is sentence. The students must be able to combine the

words in the sentence and understand what the whole sentence means.

3. Paragraph level

The third level involved the unit paragraph. The readers comprehend the

word and sentences in a paragraph and also develop an understanding the

meaning of the paragraph itself. In this case, the readers may identify the

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main idea, draw interference or use the information in the paragraph to

determine cause and effect.

4. Reasoning level

The fourth level contains a large and creative reading. When individual read

critically, they evaluate what is read, that is they examine critically the

tough of the writer and judge their validity. Creative reading going beyond

what the author has written, applied ideas from the text to new situations

and recombined by the author‟s idea to form new concepts or to expand all

of them. Though, creative reading, the reader creates new ideas gleaned

from the text.

The reading comprehension will be achieved if the four levels above are

mastered by the students because those levels enable to motivate the students‟

interest and build background knowledge on the topic of the text that the students

read. Moreover, an appropriate strategy also takes part in achieving reading

comprehension, because by applying an appropriate strategy, the teachers are able

to explore themselves and give more knowledge to the students in teaching

English, especially reading. In this study, the writer is interested in applying

Numbered Heads Together to improve students reading comprehension of the

tenth grade students of SMK N 5 Denpasar.

2.1.2 Numbered Heads Together (NHT)

According to Richard Arends (2007:355) numbered heads together (NHT) is

an approach developed by Spenser Kagan (1998) to involve more students in the

review of materials covered in a lesson and to check their understanding of a

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lesson‟s content. There are four structured steps of NHT, (1) Numbering, students

are places in groups and each person is given number; in this case from one to the

maximum in each group, (2) Questioning, the teacher possess a question, (3)

Heads Together, students put their heads together to figure out the answer, (4)

Answering, the teacher calls a specific number to response as spokesperson for the

group. “NHT” is a cooperative learning strategy which holds each student

accountable for learning the material. By having students work together in a

group, this strategy ensures that each member knows the answer to problems or

questions asked by the teacher. Because no one knows which number will be

called, so all team members must be prepared.

Sutton as cited in Septiana (2011:23), lists five elements that are needed to

be included for small group work to be considered truly cooperative learning,

namely:

a. Positive interdependence is successfully structured when group members

perceive that they are linked with each other in a way that one cannot succeed

unless everyone succeeds. Group goals and tasks, therefore, must be designed

and communicated to students in ways that make them believe they sink or

swim together.

b. Face-to face interactio exists when students assist and support one another‟s

efforts to learn. This occurs as students actively teach one another to solve

problems and understand concepts.

c. Individual accountability exists when the performance of each individual is

assessed and the results are given back to the group and the individual in

order to ascertain who needs more assistance, support, and encouragement in

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learning. The group must be accountable for achieving its goals and each

member must be accountable for contributing his or her share of the work.

d. Social Skills is groups improve as members learn to contribute positively,

acquire trust and manage conflict. Social skills are not innate; they must be

learned by the teacher and taught to the students. Leadership, decision-

making, trust-building, communication, and conflict-management skills

empower students to manage both teamwork and task work successfully.

e. Group processing involves members reflecting on the group's work and their

interactions with each other to clarify and improve efforts to achieve group

goals and maintain effective working relationships. Group Processing

examines how groups of students can work effectively and efficiently

together, it focuses on positive behaviors and actions rather than on negative

ones and involves students thinking about how they learn.

2.1.2.1 The Implementations of Numbered Heads Together (NHT) Strategy

Based on Kagan and High (2002:4), there are some steps for implementing

Numbered Heads Together Strategy. The first called preparations. The teacher

should prepare the book which is related the material that will be taught by the

teacher. Secondly is numbering. Teacher devides students into some group which

contains three to five member teams. The teacher gives number of each member

in a group and also the name of group. The students will combine in a group with

different characteristic. Third, named questioning. Teacher ask students a

questions. All of questions should have different kind based on the material that

have already they got. Next is discussion. Students put their head together to

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figure out and make sure that everyone knows the answer. They can share

everything directly with the answer of question. After questioning,the steps is

answering. The teacher calls a number of members in a group and students with

that number raise their hands and provide answer to the whole class. And the last

is concluding. The teacher and the students will conclude or summarize all of

those questions that have already discussed. The students will get the whole

information directly.

2.1.2.2 The Strengths of Numbered Heads Together (NHT) Strategy

Kagan in Septiana (2011:24-24) states that there are some benefits of its

implementation. The first is this strategy can be helpful for the teacher in

analizing and combining materials. It allows the students to take the time they

need for thinking. This chance will help the students to improve the quality of

their answer. This strategy can also involve students into active thinking about the

materials discussed in the classroom. The second is this strategy can open

students‟ mind to review and integrate the material which have been already

discussed. The third, the students can their imagination or opinions for the other

so their understanding can be developed during the discussion. This strategy is

giving the students a chance to prepare and understand the information before

sharing with a small group or with entire class. This strategy is used in improving

students‟ motivation easily. It is also easy to use in large classes. It means the

teacher can manage in a whole class easily by this strategy. Trough this strategy,

the students have an oppurtunity to share their thinking or opinion and it can

increase their sense of involvement in classroom learning. The others is this

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strategy gives the students time to practice and some instructions before they

share each other. The last is Numbered Heads Together also gives anvantages for

students in terms of peer acceptance, peer support, academic achievement, self-

esteem, and build interest in other students as well as around the school.

Numbered Heads Together can be said as a flexible strategy since it can be

applied in various levels. Moreover, it allows all of the students share what they

have in minds with their peers. This will develop their sense of involvement in the

learning process conducted.

2.2 Empirical Review

Some researchers have proved the effectiveness of numbered heads

together in teaching reading. Numbered Heads Together has been proven to be

helpful to improve the students‟ achievement in comprehending reading material

(Elizabeth G.Cohen,Celeste M.Brody, Mara Sapon : 2004 )

Irawan, P. (2012) had applied Numbered Heads Together strategy in

improving students‟ reading comprehension in the eleventh grade of SMA

Kolomadu Karanganyar in academic year 2010/2011. Panji Irawan is one of the

researchers from Sebelas Maret University Surakarta. He found that NHT can

improve students‟ reading comprehension. It proved by the increasing students

reading comprehension scores and motivation in joining learning activity.

Moreover, Japar, A. (2011) also has proved that Numbered Heads

Together can improve students‟ reading comprehension. This technique has

motivated students in the teaching learning process. By using numbered heads

together, the students can be more active in the class; they try to find the answer

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with their friends. This strategy also forced the entire group member to know and

understand the answer because no one knows which number will be called by the

teacher.

From what have done by some research above, the research is needed to be

continued in order to know whether or not Numbered Heads Together is still

effective to be applied for other subjects. Here, the writer will conduct a research

at class X JB 3 of SMK N 5 Denpasar.

2.3 Hypothesis

In relation to what have been above, the hypothesis can be stated as follows:

Numbered Heads Together can improve the reading comprehension of the tenth

grade students of SMK N 5 Denpasar.

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CHAPTER III

RESEARCH METHODS

3.1. Subject of Study

The subject of this study was the students at class X JB 3 of SMK N 5

Denpasar in academic year 2013/2014. There were 35 students in the class room

that consisted of 18 males and 17 females. Based on the prior observation and

experience during PPL on July 29th

until September 18th

2013in the tenth grade

students of SMK N 5 Denpasar, the students were selected because the student

had problems in comprehending the reading text due the fact that they were not

well motivated.

3.2. Research Design

The research design in this study was Classroom Action Research (CAR)

that was a research design in which the interaction between the teacher and the

students took place in the class room. The goal of an action – based research was

to give a solution to a particular problem by improving the students‟ ability

through the implementation of teaching strategy. Kember in Dwi Satmika

(2011:17) states that action research is cyclical or spiral process involving steps of

planning, acting, observing, and reflecting.

In addition, Cohen (2000:229) states action research establish self-critical

communities of people participating and collaborating on all phases of the

research proses: planning, action, observation, and reflection. Based on the

concept, teaching and learning proses was divided into cycles where each cycle

consisted of two sessions. Each cycle consisted of four interconnected activities,

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namely: Planning (P), Action (A), Observation (O), and Reflection (R). The

discussion concerning the step of action above could be gradually described in

each session below from the initial reflection to the point of revision.

In this study, the researcher used the action-based research procedure.

According to Kemmis & Mc. Taggart (in Mulyatiningsih, 2011:70), an action-

based research is a cyclic process that continuously conducted by the researcher

until the minimum standard or passing score is reached. The cyclic consist of

planning, action, observation, and reflection.

Based on Kemmis & Mc. Taggart (in Mulyatiningsih, 2011:70), there

were two cycles that would be employed in this study and each cycle involved

planning, action, observation and reflection.

1. Planning

Planning referred to the process of determining the steps of the action and

instruments were used to collect the data. The researcher planed all things

required for a successful investigation. Before conducting the action, there was

some preparation that had been designed, namely:

a. Teaching Scenarios

The teaching learning scenarios were prepared in order to have a clear

description of what to be done in the classroom. It is a guideline for the

teacher in conducting every step of the teaching plan.

b. Material

The material was a reading text. There were fifteen reading texts used in this

study; three texts were used as pretest, seven texts were used as post-test 1

and 2. And five texts were used as exercise either in the first cycle or in the

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second cycle if the first cycle could not improve the reading comprehension

of the students.

c. Questionnaires

The questionnaires were given at the end of the cycle 2 in order to know

students responses toward the implementation of the strategy.

d. Reading tests

There were two kinds of reading tests; pre-test and post-test. The pre-test

was administered before giving the action in order to know the students‟

initial competence in reading comprehension. During this time, the post-test

was administered at the end of each cycle in order to know the students‟

competence in reading comprehension after the action was given. The post-

test was also used to know whether the ability of students was improved or

not.

e. Diary

The diary was used by researcher in order to take a note the classroom

activities during the learning process. It was used to record students‟

behaviors and the condition of the class during the teaching learning

activities. The data from the research diary was used to know the students‟

problems during the teaching process, so that the researcher could make a

decision about what would be done to minimize this problems in order to

get better result in each cycle.

2. Action

The plan which had been made was implemented at this stage. The

researcher did all planning in the classroom and the class management was

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done based on the teaching scenario. The activity of each stage would be

presented as follows.

a. In the pre-activity the researcher focused the students‟ interest on the

reading text, the teacher asks some questions that were related to the

text and also introduced the NHT. It was approximately 10 minutes.

b. In the whilst-activity, the researcher distributes the reading text and

asking the students to do the teacher‟s instruction based on NHT

procedure. The first, the researcher asked the student to make a group

and each student got the number based on their group (numbering),

and then distributed the reading text. After numbering the students, the

researcher asked the students to answer the question based on the text

(questioning). Then the students will share their answer with with

their friend to make sure all member of group knows the answer

(heads together). After that the student come in front of the class to

answer the question by calling the number of member randomly

(answering). It was approximately 60 minutes.

c. In the post-activity, the researcher gave the chance to the students to

ask some question or difficulties during the lesson and then ending the

class. It was approximately 20 minutes.

3. Observation

Observation referred to process of observing the action. The observation

was carried out both during and after the action. During the action, the researcher

observed the classroom situation and the students‟ behavior. After the action, the

post tests and the questionnaires were given to the students then the result of the

17

post-tests and the questionnaires were analyzed at this stage. Analyzing the

students post-test was intended to find out the result of the action whether the

students‟ comprehension in reading was improved. On the other hand, analyzing

the results of the questionnaires was intended to know the students‟ responses

toward the action.

4. Reflection

Reflection referred to the diagnosis of the effect of the treatment. It was

done at the end of the action in order to identify the strengths and weaknesses of

the action. In this stage, the researcher found out the reasons of the students‟

failure. The researcher also could decide whether the next cycle needed to be

conducted. Reflection also served as feedback to improve the next action.

3.3. Research Procedure

It has been stated previously that the type of investigation used in this

research is classroom action research. The teaching learning processes were done

by following cycles in which each cycle consist of two sessions. Each session in

that cycle consist of four interconnected activities, namely planning, action,

observation, and reflection.

3.3.1 Initial Reflections

An initial reflection was developed to know the problem in detail. Firstly,

the present study was done by determining the reading material to be tested, the

form of the test and how to evaluate the result. The pre – test was carried out as

follows:

18

a. Distributing the test to the students

b. Asking them to observe the test and question about the things related to the

test that they do not understand

c. Observing the students when they were working

d. Collecting the students‟ answer

e. Evaluating the students‟ work.

Based on the result of the pre – test, this study decided to give treatment in

order to improve the students‟

3.3.2 Planning

Planning was done to determine what to do in the action and the instruments

used for collecting data. As mentioned earlier that subjects under investigation,

students in class JB 3 of tenth grade students in SMK N 5 Denpasar had low

ability in reading comprehension, so all the plan was concerned on improving it

progressively. With the application of numbered heads together, the researcher

had already arranged some instructional activities with a hope they were going to

be successful and be able to improve the subject problem. Thus, the planning was

done by performing the following:

a. Making lesson plans based on syllabus used in SMK N 5 Denpasar. The

lesson plans were concerned on giving materials discussion and learning

activities which could be suitably implemented through numbered heads

together

19

b. Constructing post – test that researcher would administer in the end of the

cycle. Post – test focused on figuring out students‟ achievement in reading

comprehension

c. Constructing the questionnaire that researcher would administer in the end of

the last cycle

d. Preparing the teaching media including choosing reading text, providing hand

out and providing useful equipment that would help students and the

researcher to create teaching learning process interesting and meaningful.

3.3.3 Action

In this part, mainly the researcher had big role in defining the success of the

study. The researcher acted as the teacher of the class and had duty to teach them

the learning materials as well as to collect the data needed for the investigation.

Action referred to treatment given based on planning design. The action was

concerned on collecting the teaching learning scenario including pre – activities,

whilst – activities, post – activities.

Pre – activities were the beginning of teaching learning process. In this part,

the activities included greeting the subjects, checking the attendant list, asking

some question as the brainstorming, and also describing the objectives of lesson.

These activities aimed to prepare the subjects and create the atmosphere as

comfortable as possible.

Whilst – activities were the core of the teaching learning processes. It was

also the time to apply the technique which was numbered heads together including

numbering the subjects by asking them to work in group consisting of 5 persons

20

and naming each number of each member in the group. The following number 1,

2, 3, 4, and 5 (numbering). Then the researcher posed a question or task that was

going to be discussed together (questioning). The activity was continued by giving

a chance to the subjects to work together cooperatively in solving any task given

(heads together). Finally, the researcher asked the subject to answer the questions

by calling out a member in which all students had a chance to share their answer

when their number was called out. In order to have a sequence activities, so that

whilst – activities were divided into three part namely exploration, elaboration,

and confirmation.

The last activities were post – activities. In this part, teacher could

summarize the material that had been discussed in that meeting. At the end of

teaching learning process, teacher had to close the lesson by saying “good bye” or

“see you in the next meeting”.

3.3.4 Observation

Observation dealt with analyzing the results of the action. The observation

was directed toward the improvement and the subjects‟ feeling of having the

study. Improvement was observed by comparing the result of the pre – test with

the result of the post – test. If the result was considered still unsatisfying, then

action would be continued as well as doing the observation of the result until the

objective of the study had been achieved.

3.3.5 Reflection

Reflection referred to the diagnosis of the result of the observation of the

action. It was done in the end of each cycle in order to identify the strengths and

21

weaknesses of the action. The strength of the action in the first cycle would be

kept doing in the next cycle. If problem was found in the first cycle, then

researcher would do some revision of all that had been planned including lesson

plan, instrument, and also the teaching material.

3.4. Research Instruments

The research instruments could be defined as all instruments, which were

used by a teacher to simulate, activate or encourage the teaching learning process

to achieve the teaching learning objectives. Constructing valid and reliable of

research instruments was very important step of a scientific investigation. The

instruments which were used in collecting the data for this study were collected in

the test and questionnaire.

1. Test

The tests were used to measure the subjects‟ achievement in the lesson

being taught such as: pre-test and post-tests. Pre-test was conducted to determine

subjects‟ ability in reading comprehension and post-test was examined whether or

not the treatment that was taken effectively to improve the students‟ reading

comprehension. These tests were conducted in the form of multiple choice tests

with 20 items in which every correct answer would be scored 1; and 0 if it was

incorrect.

2. Questionnaire

In order to get the subjects‟ responses toward the treatment being

implemented in the classroom, it was necessary to use the questionnaire. The

questionnaire was administered at the end of the cycle II in order to know whether

22

the subjects‟ responses toward the numbered heads together positively changed

through the cycles. It allowed the subjects to give opinions about teaching-

learning. The questionnaire consisted of 10 items the form of multiple choices

which were written in Indonesian. The results of the questionnaire were

qualitatively scored using the scale between 3-0. Thus the answer A would get 3

which meant really agree; B would get 2 which meant agree; C would get 1 which

meant quite agree, D would get 0 which meant less agree.

3.5. Data Collection

There were some research instruments used to collect the data of this

classroom action study; they were pre-test, post-tests and questionnaire. In this

study, there were two kinds of data collected by the researcher namely

quantitative and qualitative data. The quantitative data were collected through the

administration of pre-test and post-tests in each cycle I and II. In pre-test, the

subjects were asked to answer reading test items to establish their ability in

reading comprehension that consisted of 20 multiple choice tests.

The process of data collection could be drawn as follows. At first, the

subjects under study were given pre-test which consisted of twenty items to find

out the initial ability of the subjects under study in reading comprehension.

Secondly, the researcher started to apply numbered heads together strategy that

had been made and gave the post-test which also consisted of 20 items to the

subjects under study in the end of lesson in each session. Post-test was

administered in the end of each cycle to find out the progress that was derived by

the subjects under study after the action. Finally, after all of sessions were done,

23

the researcher gave the questionnaire to the subject under study that consisted of

ten statements that were related to numbered heads together in order to know the

percentages of satisfaction and students‟ response towards the implementation of

numbered heads together in reading comprehension. Meanwhile, the qualitative

data were collected through the questionnaire.

3.6. Data Analysis

The data obtained for the present classroom action study were analyzed

descriptively to reveal the extent of the subjects‟ progress or increasing ability in

reading comprehension. The most important data required to answer the research

question under study collected through administering pre-test and post-tests.

Moreover, some additional supporting data gathered through administering

questionnaire to the subjects under study.

The data were calculated through mean score that consisted of the average

score of students‟ achievement in reading comprehension, the sum of total score

was divided by the number of subjects data analysis can be formulated as follows:

Mean:

M = N

X

Where: M : The mean scores

ΣX : The sum of total score of the students.

N : The total number of the students.

24

Z = N

Z X 100%

Where: Z : Percentages of subjects‟ minimum passing score

ΣZ : The sum of total students.


The mean score obtained by the subjects in pre-test were compared to its

corresponding mean scores into post-tests for both cycles I and cycle II. The

scores showed the subjects‟ positive changing behavior would be computed in the

form of percentages which refer to the respective item on the questionnaire. The

means of pre-test scores and post-test scores would calculate and computed.

Percentage of Questionnaire:

X = N

X x 100 %

Where: X : Percentage of Questionnaire

ΣX : The sum of total score of the students.


3.7. Success Indicator

The minimum required score (kriteria ketuntasan minimal) for tenth grade

students in SMK N 5 Denpasar was 7.5. The study could be regarded to be

successful if 80% of the students reached the minimum score of 7.5 in reading

comprehension by using numbered heads together.

25

CHAPTER IV

FINDINGS AND DISCUSSION

4.1 Findings

The findings discussed within the three kinds of research instrument, there

were pre-test, post-test, and questionnaires. The pre-test in reading comprehension

was administered to the subject under study to get their pre-existing ability in

reading comprehension. In pre-test, the subjects were given 20 items of multiple

choice tests to determine their ability in reading comprehension. Post-test was

administered for two times, cycle I and cycle II. This was due to the fact that each

cycle ended with administration or reflection. Therefore, there were three sets of

raw scores showing the improvement of the reading of the subjects taught through

NHT technique. They were pre-test scores and post-test scores for each cycle. The

three sets of scores which were collected in this present study can be tabulated in

this table below.

Table 4.1 Tabulation of Data Showing the Subjects’ Progressing Scores in

Reading Comprehension through NHT

Initial Reflection Cycle I Cycle II

Subject Pre-test Post-test I Post-test II

1 8.5 8.5 9.5

2 7.5 7.5 8

3 5 6.5 8

4 5 6 7.5

5 6.5 7 8

6 5 5.5 7.5

7 6 6 7

8 4.5 5 6

9 8 8 9.5

10 7.5 7 8

11 7 7 8

26

12 7.5 7.5 8

13 4.5 5 7

14 6.5 7.5 8

15 5 7 7.5

16 7 6 8

17 6.5 5 7.5

18 3 4 6

19 7.5 7 7.5

20 6 7.5 7.5

21 4 5 6

22 5 5 7.5

23 8.5 8.5 9

24 8 8.5 9

25 7 7 8

26 7.5 7.5 8

27 6 6 8

28 4 6 7.5

29 5.5 6 7.5

30 6 7 8.5

31 5 6.5 8.5

32 3.5 6 6.5

33 6.5 7 8.5

34 7.5 7.5 8

35 4 5 6.5

Total 212 229 271

Grand Mean 6.06 6.46 7.74

The additional data required for the present class action study were

collected through administering questionnaire to the subjects under study at the

end of cycle II. The questionnaire consisted of ten items of statements. The

answers to the questionnaire were qualitatively scored using rating scale 3-0. The

score gathered from administering questionnaire showed the subjects‟ changing

attitude and motivation in reading comprehension through NHT technique. The

obtained data showing the subjects‟ total scores for the items of the questionnaire

27

were tabulated in Table 4.1 Tabulation of Data the Subjects‟ Changing Behavior

and Attitudes in Learning Reading Comprehension through NHT (appendix 1

page 40-41)

As what has been explained above, the present study made use of a

cyclical process of Classroom Action Research (CAR). The present study was

mainly intended to find out whether or not reading comprehension of the tenth

grade students of SMK N 5 Denpasar in academic year 2013/2014 improved

through numbered heads together especially in identifying main idea, specific

information, textual reference and word meaning of the text. After finishing the

computation of validity, the reliability, the level of difficulty and the

discrimination power of the test item, the researcher carried out pre-test and post-

test to know the students‟ reading comprehension. On the other hand, the

questionnaire was used to know their response on the technique implemented.

After carrying out the cyclical process into practice, the findings of the present

classroom action research can be elaborated as follows.

4.1.1 Pre- Cycle

Administering pre-test also was done by the researcher to make sure the

problems occurred in the study. In the pre-test, the subjects were asked the

students to answer 20 questions which identified main idea, specific information,

textual reference and word meaning in the text in the form of multiple choices

test. From the data which presented in table 4.1, the data of the pre – test showed

that the students‟ reading comprehension were low and needed to be improved.

In addition, for the mean score of the pre- test can analyzed as following:

28

M= X = N

X =

35

212 = 6.06

The results of their answers were scored by the answer key provided,

students got 1 point so that 20 points for the maximum point and then divided 20

(the total number of questions), timed 10. The mean score of the pre-test which

was followed by 35 subjects was 6.06. This result also clarified their weaknesses

in identifying main idea, specific information, textual reference and word meaning

of the text. These results indicated that their reading comprehension urgently

needed further improvement. Therefore, the researcher tried to improve their

reading comprehension by implementing numbered heads together in the cyclical

process.

Percentage of subjects‟ could improve their score to the minimum standard

passing score could be seen as follows:

Z = N

Z X 100% =

35

10 X 100% = 28.57 %

It showed that 28.57 % of subject of the study achieved their score to the

minimum standard passing score of tenth grade students SMK N 5 Denpasar that

was 7.5.

4.1.2 Cycle I

Cycle I was carried out based on the results of the preliminary observation.

It was started with a planning which done to determine what to do in the action

and the research instruments used for collecting data. As mentioned earlier that

subject under investigation, students in class JB 3 of tenth grade student in SMK

29

N 5 Denpasar, had low ability in reading comprehension, so all the plans were

concerned with improving it progressively. It was an important step to be

concerned in order to make the action in the teaching learning process. In this

step, need to create a plan that addresses the problem faced by the subject of the

study that had been identified before. Planning aimed to prepare all the things

needed to solve the problem in the next activity. In this planning also, the

subjects‟ group was prepared. They were grouped based on the result of the pre-

test. Having been well-planned, the action was then conducted. The teaching

learning process ran smoothly. It was planned on the course plan which had been

made. Finally, in reflection, the researcher administered the post test. These steps

were done in the end of the cycle.

From the data which were presented in table 4.1 the data of the post - test

cycle 1 showed that there were only two students who could reach the minimum

standard of passing grade for tenth grade students of SMK N Denpasar that was

7.5. However, there was an improvement in students‟ reading comprehension. The

improvement of mean score could be seen by calculating the mean score of post –

test cycle 1 as following:

M = X = N

X =

35

229 = 6.46

It showed that the mean score of the post-test in cycle I was 6.46. This

result, even though it was still low, showed that there was an improvement from

the result of the pre-test.

Percentage of subjects‟ could improve their score to the minimum standard

passing score can be seen as follows:

30

Z = N

Z X 100% =

35

10 X 100% = 28.57%

It showed that 28.57 % of subject of the study achieved their score to the


was 7.5.

4.1.3 Cycle II

Cycle II was started with planning which had already been revised from

the previous version. This revision was made based on the results of the post-test.

The researcher revised the lesson plan which was made in the first planning. In the

planning, additional material presentation was prepared. If in cycle I the material

was explained verbally and needed more time in the pre activities, in cycle II the

material was presented by using a series of pictures and also the time in whilst

activities more than in the cycle 1 .

After the preparation was complete, cycle II was carried out as it was

planned on the course plan. In general, the teaching learning process in cycle II

was also the same as cycle 1 it took 90 minutes in teaching learning process.

During the teaching learning process, the students responded positively on

the material and they became more active in the classroom. In the quiz which was

given by the researcher to the students also got positive respond than the quiz

which was given in the cycle 1. After the teaching learning process which was

followed by 35 subjects, the post-test was administered. The form of post-test in

the cycle II was the same as in the cycle I that was multiple choice tests; however,

the degree of difficulties both the cycle I and cycle II were different. The post test

which was administered in the cycle II was more difficult and the text which was

31

provided in the text longer. They were instructed to identify 20 questions related

with the text which had been given.

From the data which presented in table 4.1, the data of the post-test cycle

II showed that there were only five students from 35 students who could not reach

the minimum standard of passing grade for tenth grade students of SMK N 5

Denpasar that was 7.5.

However, there was an improvement in their reading comprehension

especially in identifying specific information, main idea, textual reference and

word meaning of the text. The improvement can be seen by calculating the mean

score of post teat cycle II as following:

M = X = N

X =

35

271 = 7.74

It showed that the mean score of the post-test in cycle II was 7.74. The

results of their answers were scored by the answer key provided, students got 1

point so that there were 20 points for the maximum point and then divided 20 (the

total number of questions), timed 10.

Percentage of subjects‟ could not improve their score to the minimum

standard passing score can be seen as follows:

Z = N

Z X 100% =

35

28 X 100% = 80%

It showed that 80% of subject of the study achieved their score to the


was 7.5.

Furthermore, the additional data collected through administering the

questionnaire. The questionnaire was also administered to know the students‟

32

response toward the implementation of numbered heads together in the teaching

learning process.

The data which presented in table 4.2 (appendix 1, page 40-41) showed the

student‟ total score of option A, B, C, D in the questionnaire. For the computation

of the comparative percentages for the options‟ score of the questionnaire which

showed the subjects‟ total answer for option A, B, C, D were shown as following:

1. The total percentage of option A = 924

708 X 100% = 76.62%

2. The total percentage of option B = 924

216 X 100% = 23.38%

3. The total percentage of option C = 924

0 X 100% = 0%

4. The total percentage of option D = 924

0 X 100% = 0%

It was found that there were 76.62% of the subjects really agreed, 23.38%

agreed, 0% quite agree, 0% less agree, on the implementation of the technique.

These findings supported the major findings of this study. It also clearly indicated

the subjects‟ positive response in reading comprehension through numbered heads

together. The result of the questionnaire showed the quantity of the subjects who

really agreed with the implementation of the technique. It tended to find out

whether the students enjoyed the study or not.

These significant improvements from cycle to cycle main consideration to

stop the research because it had already reached the minimum passing grade of

reading comprehension in SMK N 5 Denpasar that was 7.5. In conclusion,

numbered heads together to the tenth grade students of SMK N 5 Denpasar in

33

academic year 2013/2014 was an effective technique in improving reading

comprehension.

4.2 Discussion

The present study was intended to improve reading comprehension by using

numbered heads together of the tenth grade students of SMK N 5 Denpasar in

academic year 2013/2014. Based on the result of the post-tests in the two cycles,

the research question, can reading comprehension of the tenth grade students of

SMK N 5 Denpasar in academic year 2013/2014 is improved by using numbered

heads together? It can be confidently answered that yes, it can. Numbered heads

together could significantly improve the reading comprehension of the tenth grade

students of SMK N 5 Denpasar in academic year 2013/2014. The results of the

above analysis were considered the findings of the present classroom study, which

could be seen as in Table 4.1 (page 24).

Therefore, to make it clear, the findings of this present classroom study

showed the rising comparative mean scores of pre-test with post-test scores

obtained by the subjects under study for the cycle I and cycle II could be

graphically presented in Graphic 4.1 Depicting the Subjects‟ Progressing

achievement in Reading Comprehension of Pre- Cycle and Cycle I, Graphic 4.2

Depicting the Subjects‟ Progressing achievement in Reading Comprehension of

Pre- Cycle and Cycle II, and Graphic 4.3 Depicting the Subjects‟ Progressing

34

Grand Mean in Reading Comprehension of Pre-Test, Cycle I and Cycle II

(appendix 2, page 42-44).

In graphic 4.1, it could be seen that the result of mean score of pre – test was

6.06 and mean score of post – test I was 6.46. It showed that the subjects could

prove the reading comprehension through NHT, even though it was still low.

Graphic 4.2 showed the result of mean score of pre – test and mean score of post –

test II was 7.74, that the subjects was improve their reading comprehension

through NHT. And Graphic 4.3 was the comparison the result of mean score of

pre – test, post – test I, and post – test II. It could be seen that NHT could improve

the reading comprehension of the subject.

Irawan, P (2012) had also applied numbered heads together strategy to

improve reading comprehension in the eleventh grade of SMA Kolomadu

Karanganyar in academic year 2010/1011. The results of the research showed that

the use of numbered heads together technique in teaching learning of narrative

texts was able to improve the students‟ ability in reading comprehension. NHT

was also able to make students not to be noisy during teaching learning process in

the classroom; students tended to be active learners; willing to speak English in

the classroom; and pay attention toward the teacher‟s explanation during teaching

learning activity.

Based on Kagan in Septiana (2011:24-24), NHT could improve the

students‟ reading comprehension because this strategy could open the students‟

mind to review and integrate the material with discussion than they work

individual. With NHT strategy, students could prepare and understand about the

material before sharing with a small group or the entire class.

35

The results of the questionnaire administered also supported the research

findings of this study. The results of the questionnaire showed the quantity of the

subjects who strongly agreed with the implementation of the technique. It showed

in Table 4.2. It proved that the technique applied worked well and was accepted

by the students. From the observation during the teaching learning process, they

were also paid much attention when numbered heads together was implemented in

the classroom. The subjects became much move active in answering some

questions given by the researcher.

36

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

As previously stated, the research was conducted to the tenth grade

students of SMK N 5 Denpasar which dealt with improving reading

comprehension through NHT. Finally, the conclusion of the discussions

throughout the present classroom action study was presented in this chapter. Some

practical suggestions in reference to the significance of the established research

findings were also recommended in the chapter. The findings of this study could

really provide benefits for the English teachers and the tenth grade students of

SMK N 5 Denpasar.

5.1 Conclusion

This present classroom action research was conducted to find out whether or

not the English reading comprehension of the tenth grade students of SMK N 5

Denpasar could be improve through numbered heads together. The improvement

of teaching technique could be clearly seen by comparing score of initial

reflection to post tests in cycle I and cycle II. The mean of initial reflection or pre

– test that was gathered from subjects under study was 6.06. This data obtained

before the researcher applied NHT in teaching reading. After that, the mean score

improved to 6.46 in terms of level of mastery. While after following the second

cycle treatments, the grand mean of the students‟ achievement increased

enormously to 7.74. As a result, it could be concluded that NHT could improve

the reading comprehension of the tenth grade students of SMK N 5 Denpasar.

37

The questionnaire that the researcher had given to the subjects under study

showed the students‟ positive changing learning behavior. The interest of the

subjects understudy to learn English especially reading comprehension was

increased by the use of NHT. It was supported by requiring data from the

questionnaire item to the subjects under study showed an comparative percentage

of 0% for item D and 0% for C, 23.38% item B and 76.62% item A.

5.2 Suggestions

In orientation with the discussion of the finding in chapter IV, the researcher

would like to offer the following suggestions.

For the teacher, the English teachers especially class X JB3 of SMK N 5

Denpasar are suggested to apply numbered heads together strategy in teaching

English. It is very necessary to apply this strategy in order to make the students

understand more easily to the reading passage. By applying this strategy, the

teacher not only can improve the students‟ reading comprehension but also make

the students become more communicative and be able to share their own

knowledge with their friend in group or entire the class and make the teaching

learning process become more attractive to avoid the students feel bored during

the class.

For the students, the students should be very often to practice their skill in

mastering English. Therefore, the students can use this strategy as an alternative

way to improve their reading comprehension. For instance, the students must do

more in practicing their English in order to improve their speaking skill.

38

For the other researchers, since in this study, the use of numbered heads

together is only experimented in reading comprehension, it is recommended to

conduct further research to examine the improvement of the use of NHT in

teaching English for junior high school.

39

REFERENCES

Andrew P. Johnson . 2008 . Teaching Reading and Writing a Guide Book form

Tutoring and Remediating Students . United Stated of America : Rowman &

Littlefield Education A Division of Rowman & Littlefield Publishers.

Charlie Abourjilie. 2002. Character Education Informational Handbook and

Guide. Public Schools of North Carolina

Cohend at all. 2000. Research Method in Education. London : Library of

Congress Cataloguing in Publication Data

Hanna, S.G and Dettmer, A.P.2004. Assessment for effective Teaching. Person

Education, Inc.

Hesham Suleiman Alyousef. 2005 . Teaching Reading Comprehension to ESL /

EFL Learners. English Journal : Reading Mtrix, 5(2), 144

Irawan, P. 2012. Improving Students‟ Reading Comprehension Using Numbered

Heads Together (NHT) Technique (a Classroom Action Research in the

Eleventh Grade SMA Negeri Kolomadu Karanganyar in the Academic Year

2010/2011). Thesis Surakarta Sebelas Maret University Surakarta

Kagan, S. & Kagan, M. 2009. Kagan Cooperative Learning. San Clemente, CA;

Kagan Publishing, Citied on www.kaganonline.com.

Kagan, Spencer. and High, Julie. 2002. Kagan Structure for English Language

Learners. Citied on Kagan Online Magazine.

Kemmis, Stephan and Mc. Taggart, Robin. 1998 . The Action Research Planer .

Deakin University.

Satmika, I.B Dwi. 2011. Improving the Reading Competency of the Students in

the Class XI IPA 1 at SMA N 1 Dawan by Using S.E.R.T (Self-Explanation

Reading Technique) in the Academic Year of 2010/2011. Thesis Singaraja.

Undiksha Singaraja.

http://www.kaganonline.com/

40

Septiana, Pande Putu. 2011. The Effect of Using Numbered Head Together

(NHT) Strategy Upon Speaking Skill of the Sevent Grade Students of

SMPN 4 Seririt in Academic Year 2010/2011. Thesis Singaraja. Undiksha

Singaraja.

Supri Adi, I Nyoman. 2011 . Improving The Students Competence in Reading

Comprehension by Using Numbered Head Together Strategy at Class VIII 2

of SMP N 3 Banjar In academic Year 2010/2011. Thesis Singaraja.

Undiksha Singaraja.

41

Appendix 1

Table 4.2 Tabulation of Data the Subjects’ Changing Behavior and

Attitudes in Learning Reading Comprehension through NHT

Subject A B C D

1 30 - - -

2 6 16 - -

3 12 12 - -

4 27 2 - -

5 24 4 - -

6 21 6 - -

7 27 2 - -

8 21 6 - -

9 30 - - -

10 24 4 - -

11 21 6 - -

12 15 10 - -

13 24 4 - -

14 18 8 - -

15 21 6 - -

16 24 4 - -

17 24 4 - -

18 24 4 - -

19 24 4 - -

20 24 4 - -

21 27 2 - -

22 18 8 - -

23 15 10 - -

24 15 10 - -

25 15 10 - -

26 21 6 - -

27 9 6 - -

28 15 10 - -

29 12 8 - -

30 27 2 - -

31 24 4 - -

32 12 12 - -

33 18 8 - -

34 15 10 - -

42

35 24 4 - -

Total 708 216 - -

Total: A+B+C+D = 924

43

5.8

6

6.2

6.4

6.6

6.06

6.46

pre-test = 6.06

post-test = 6.46

Graphic 4.1 Depicting the Subjects‟ Progressing achievement in Reading

Comprehension of Pre- Cycle and Cycle I

Appendix 2

44

0

2

4

6

86.06

7.74

pre-test = 6.06

post-test = 7.74

Graphic 4.2 Depicting the Subjects‟ Progressing achievement in Reading

Comprehension of Pre- Cycle and Cycle II

45

0

2

4

6

86.06

6.5 7.7

pre-test = 6.06

post-test = 6.46

post-test = 7.74

Graphic 4.3 Depicting the Subjects‟ Progressing Grand Mean in Reading

Comprehension of Pre-Test, Cycle I and Cycle II

46

Appendix 3

The List Name of Students Class X JB 3

SMK N 5 Denpasar

Academic Year 2013/2014

1. AGUS WIDJANTARA I KADEK

2. ANGGI SARASWATI NI KADEK

3. ARI SETIAWAN I MADE

4. ARI SWASTA PRATAMA I PUTU

5. ASTARI NI LUH PUTU

6. AYU SUASTINI NI PUTU

7. BAYU SWAMBARA I PUTU

8. BINTANG BAYU D DEWA KADE

9. BUDI SETIAWAN I GEDE

10. BUDI STYAWAN KETUT

11. CAHYANA EKA MARDINA I PUTU

12. DEDY ATMAJA I PUTU

13. DEVI ASTARI NI LUH

14. DHARMA PUTRA I NYOMAN

15. DWIARINATA I MADE

16. FERRY ANGGARIANSYAH

17. GITA YAZHARI NI PUTU

18. INDRA DWI CAHYA I MADE

19. JULIANTARA I KETUT

20. KRIS WAHYUNI NI KADEK

21. LILIK ANDAYANI NI MADE

22. MAHENDRA I GEDE

23. MARTANA I KETUT

24. MIRAH SITA LAKSEMI IGA

25. NITA KRISNAYANTI PUTU

26. PENISARA MELINDA NI LUH

27. RIAN ASTARI KADEK

28. RISKI ARDIYANTI NI PUTU

29. RIZKY ADE PUTRA I KADEK

30. RUSMINIWATI NI WAYAN

31. SANJI PRANITI I GUSTI AYU PUTU

32. SILVIA AGUSTINI NI KADEK

33. SRI MAHAYANTI NI NYOMAN

34. SRIDEVI SIKANDI NI LUH AYU PUTU

35. YUDHA MAHA PUTRA IDA BAGUS PUTU

47

Appendix 4

PRELIMENARY OBSERVATION TEST

Read the text and answer the following questions correctly by crossing (x) the

correct option!

Text 1 (text for no 1 – 5)

The rafflesia arnoldi is the biggest flower in the world. It is unusual

because of its large size. The flower is almost 100 centimeters in diameter and

140 centimeters in height. “Rafflesia” is derived from the name of the British

Governor General, Sir Thomas Stamford Raffles, who once governed and built

the Botanical Garden in Bogor. Thought it is called Rafflesia after Raffles, the

man who discovered the plant was Beccary, an Italian botanist who visited

Sumatra in 1928. Rafflesia consist of two parts: the stick-like part which grows

in the middle and the petals arround and below it. While the flower is

blossoming, it has a very unpleasant smeel which affects insect, especially

green flies. They seem eager to explore the flower. But if the fly touch the

bottom part of the sticklike center, they die.

1. What is the suitable tittle for the text?

A. Stamford Raffles

B. Italian Botanist

C. Rafflesia Arnoldi

D. Botanical Garden

2. The identification of the text can be found in ....

A. 2nd sentence.

B. 1st sentence.

C. 4th sentence.

D. 3rd sentence.

48

3. Which statement is correct based on the text?

A. Rafflesia Arnoldi has a very nice smell.

B. Beccary built the Botanical Garden.

C. Stamford Raffles is an Italian Botanist.

D. Beccary discover Rafflesia Arnoldi.

4. Rafflesia Arnoldi is unusual because of its ... size.

A. small

B. tiny

C. big

D. long

5. The word 'They' in the last paragraph refers to ....

A. The green flies.

B. The parts of rafflesia.

C. The petal.

D. Stamford Raffles and Beccary.


Javan rhinoceros is one kind of the rare rhinoceroses in the world. It is

comparatively small and slender. It‟s about 1.7 meters high. Males have a

single horn up to 10 inches in length. Females are usually hornless. Like other

kinds of rhinoceros, javan rhinoceros eats graa and spends most time in water.

Formerly the Javan Rhinoceros lived in Myanmar, Indocina, the Malay

Peninsula, Java, and Sumatra. It‟s now relatively scarce. People hunted them

for their horns. We only fine them in Ujungkulon, West Java now.

6. The identification part of the text are found in ....

A. 1st sentence

B. 2nd sentence

49

C. 3rd sentence

D. 4th sentence

7. Based on the text, which one of the following statements is correct?

A. Javan rhinoceros is very big.

B. Javan rhinoceroses are rare animals.

C. People hunted Javan rhinoceroses are hornless.

D. Male Javan rhinoceroses are hornless.

8. Females are usually hornless. The word “hornless” means....

A. having many horns.

B. having one horn.

C. having two horns.

D. having no horn

9. It is comparatively small and slender. What is the synonim of the underlined

word?

A. large.

B. big.

C. thin.

D. thick.

10. It's now relatively ...(6th line). What does the word 'it' refer to?

A. Javan Rhinoceros‟ horn.

B. Javan Rhinoceros.

C. Sumatra.

D. Malay Peninsula.

50


The Lion and The Mouse

One cold winter a lion was lying asleep in the sun. A mouse came out of

its hole and began to jump over the body of the sleeping lion. This woke up the

lion.

He caught the small creature and was going to crush it under his heavy

paw. The mouse begged pardon and requested the lion to let it go. It also said that

it might be of any help to him in future.

The lion simply laughed. He could not imagine that it could be of any help

to him. He however, was moved to pity and let it go.

Shortly afterwards, the lion was caught in the net laid by the hunter in the

forest. He tried his best to free himself from the net but all his efforts remained

fruitless. So he began to lament.

When the mouse heard his lamentation, it came out with its young ones.

They sat to work and it did not take them long to nibble at the ropes and cut them

with their sharp teeth.

The lion became free and thanked the mouse for its timely help. Now he

realized that even a small creature could be of help to the stronger and bigger

animals.

11. What did the first paragraph tell about?

A. The mouse woke up because he found the sleeping lion.

B. The lion woke up because he was hungry.

C. The mouse was waked up by the jumping lion.

D. The lion was waked up by the jumping mouse.

12. They sat to work and it did not take them long to nibble at the ropes and cut

them with their sharp teeth. The antonym of underlined word is ….

A. big.

B. short.

C. small.

D. great.

13. What was promised by the mouse to lion? The mouse promised that ….

A. he will never disturb the lion again.

B. he will help the lion in the future.

C. he will be a friend with the lion.

D. he will leave the lion forever.

51

14. What did the fourth paragraph tell about?

A. The lion was killed by the hunter.

B. The lion was helped by the mouse.

C. The lion was trapped in the hunter net.

D. The mouse was killed by the lion.

15. What does the fifth paragraph tell about?

A. The lion killed the mouse.

B. The mouse helped the lion to cut the net.

C. The lion laugh because of the mouse.

D. The lion was killed by the hunter.

16. “He caught the small creature and was going to crush it under his heavy paw.

The mouse begged pardon and requested the lion to let it go”. From this

sentence it showed that ….

A. the lion was very angry to the mouse.

B. the mouse was very angry to the lion.

C. the lion tried to apologize to the mouse.

D. The mouse was hungry and wanted to eat the lion.

17. What did the lion do after being helped by the mouse?

A. The lion was thankful for the mouse timely help.

B. The lion was gone away without caring the mouse.

C. The lion was killed the mouse after he was helped.

D. The lion kill the hunter.

18. Where was the lion caught by the hunter? He was caught in the ….

A. rice field.

B. forest.

C. mouse‟s house.

D. hunter‟s house.

19. “The lion simply laughed. He could not imagine that it could be of any help

to him.” The word “He” refers to ….

A. the mouse.

B. the hunter.

C. the lion.

D. the lion & the mouse.

52

20. “The lion became free and thanked the mouse for its timely help. Now he

realized that even a small creature could be of help to the stronger and bigger

animals” The word “He” refers to ….

A. the mouse.

B. the hunter.

C. the lion.

D. the lion & the mouse.

53

Appendix 5

LESSON PLAN

School : SMK N 5 Denpasar

Subject : English

Class : X/2

Time allocation : 2 x 45 minutes

Standard Competence : to communicate using English as Novice Level

Basic Competence : 1.5. Explain in simply the event that happening.

Skill : Reading

Indicator

1. Identifying the spesific information from the text

2. Identifying the main idea from the text

3. Finding the textual meaning of sentences from the text being read.

4. Finding the textual reference from the text.

I. Learning Objective :

When the students are given the a chance to read the text through Numbered

Heads Together Strategy, the students are able to:

1. Identify the spesific information from the text

2. Identify the main idea from the text

3. Find the textual meaning of sentences from the text being read.

4. Find the textual reference from the text.

II. Teaching Material

Text Reading

Ngaben Ceremony

Ngaben ceremony is a burning a dead body ceremony or cremation in Bali.

Ngaben ceremony is also called Pelebon ceremony. The ceremony is very

important, busy and lively, because the family was able to liberate spirit of the

deceased from his worldly ties to heaven, or transformed back into the world

through reincarnation or rebirth.

Before the cremation ceremony, families looking for a good day to do a

cremation procession. A good day is usually given by Ida Pedanda (the person

who lead the ceremony) after consultation and existing Balinese calendar.

Preparation of the ceremony usually taken away before the day was well set.

While preparing the ceremony, the family will preparing "Bade and Lembu"

54

which made of bamboo, wood, colorful paper according to the economic class or

social status in the family.

In the morning before the cremation ceremony begins, all the family and

friends came to pray for the last time. At noon, the body is cleaning and taking out

of the house and will take in Bade or Lembu which will prepared by the

community of Banjar, then carry rollicking, lively, and accompanied by gambelan

and kidung headed to the ceremony place or cemetery. Bade will parade around in

circles with the intention that the spirit of the person who has died of it being

confused and unable to return to the family that can cause interference.

Arriving at the cemetery, the body will placed in the back of Lembu and Ida

Pedanda will praying, then set fire to the body. After the body into the ashes, the

next ceremony is throwing the ashes into the nearest river or sea, returned to the

water and the wind. It is a series of top-end ceremony rough body of the deceased,

then the family can calm heart honor the spirits of the family temple, after all this

time, these spirits are believed to return to the world.

Status rebirth of the spirit of the dead is closely related to karma and deeds

and behavior during the previous life. In general, the Balinese feel that the spirit is

born into the world only within the family circle who has blood relations with

them. The circle of life and death for the people of Bali is its relationship with the

ancestors. Everyone knows that in the day he would become the ancestors too,

who was on his way in another world must be accelerated and gain enough

attention when transformed back later.

III. Teaching Strategy:

Strategy:

Numbered Heads Together

IV. Learning Activity

No Structure Learning Activity Time

(mnts)

A Pre Activity

a. Greeting the students

b. Checking the students‟ attendance list

c. Telling the students that they will have reading

class

d. Telling the students what they will do during

the class

e. Introducing Numbered Heads Together to the

students

f. Asking the students some questions related to

10”

55

the topic.

B Whilst

Activity

1. Exploration

a. Asking the students to make a group consist

of 5 students.

b. Giving the students number in each student

(numbering)

c. Giving the text to the sudents

2. Elaboration

a. Asking the students read the text

b. Asking the students to find the answer of

the question based on the text (questioning)

c. Asking the students to discuss the answer

with their friend in one group

d. Asking the students to share their answer

with their friend and make sure everyone

knows the answer (heads together)

e. Asking the students to come in front of the

class to answer the question that has been

discussed by calling the number randomly

(answering)

3. Confirmation

a. Opening question answer sesion or asking

the students difficulties

b. Giving positive feedback and reinforcement

orally or by using gestures for the students‟

success

60”

C Post Activity

a. Summarizing the material which has already

been discussed

20‟

V. Learning resource :

1. Dictionary

2. Reading Text About Ngaben

VI. Asessment:

56

a. Technique : Oral test

b. Form : Oral question

c. Instrument : Narrative test

57

STUDENTS WORKSHEET

Name___________________________ (____________) Date_______________

Ngaben Ceremony

Ngaben ceremony is a burning a dead body ceremony or cremation in Bali.

Ngaben ceremony is also called Pelebon ceremony. The ceremony is very

important, busy and lively, because the family was able to liberate spirit of the

deceased from his worldly ties to heaven, or transformed back into the world

through reincarnation or rebirth.

Before the cremation ceremony, families looking for a good day to do a

cremation procession. A good day is usually given by Ida Pedanda (the person

who lead the ceremony) after consultation and existing Balinese calendar.

Preparation of the ceremony usually taken away before the day was well set.

While preparing the ceremony, the family will preparing "Bade and Lembu"

which made of bamboo, wood, colorful paper according to the economic class or

social status in the family.

In the morning before the cremation ceremony begins, all the family and

friends came to pray for the last time. At noon, the body is cleaning and taking out

of the house and will take in Bade or Lembu which will prepared by the

community of Banjar, then carry rollicking, lively, and accompanied by gambelan

and kidung headed to the ceremony place or cemetery. Bade will parade around in

circles with the intention that the spirit of the person who has died of it being

confused and unable to return to the family that can cause interference.

Arriving at the cemetery, the body will placed in the back of Lembu and Ida

Pedanda will praying, then set fire to the body. After the body into the ashes, the

next ceremony is throwing the ashes into the nearest river or sea, returned to the

water and the wind. It is a series of top-end ceremony rough body of the deceased,

then the family can calm heart honor the spirits of the family temple, after all this

time, these spirits are believed to return to the world.

Status rebirth of the spirit of the dead is closely related to karma and deeds

and behavior during the previous life. In general, the Balinese feel that the spirit is

born into the world only within the family circle who has blood relations with

them. The circle of life and death for the people of Bali is its relationship with the

ancestors. Everyone knows that in the day he would become the ancestors too,

who was on his way in another world must be accelerated and gain enough

attention when transformed back later.

58

Instruction : Answer these following questions based on the information

that you read!

1. What is Ngaben Ceremony? Explain briefly!

2. What is Bade and Lembu?

3. How the procession of Ngaben will done?

4. Who is Ida Pedanda?

5. What about Karma in Bali?

Scoring

Quantity of true answer Score Total score

1 20

2 40

3 60

4 80

5 100

Total score = total score / maximum score x 100%

Example : 60 / 100 x 100% = 60

59

Appendix 6

LESSON PLAN


Subject : English

Class : X/2




Skill : Reading

Indicator













Text Reading

Text 1

My Banana Garden

Behind my childhood home, there is a large piece of land that is surrounded by

banana trees growing in wild disorder. Crowds of banana trees grow freely

everywhere. Their green leaves are so thick that sunlight cannot pass through.

Underneath the trees, the ground is so moist that wild mushrooms and plants

grow there all year around. In the center is a wild field where the children of my

village often fly kites. Every evening, just before sunset, some birds arrive to look

for a place to rest their tired wings. They want to land in the dark banana garden,

but the banana leaves are too wide to be made into nests. The birds cry out and

60

then fly away, seeking a better place to nest. During the rainy season, it rains for

days and days, and the banana leaves become glossy and slick. The rain also

makes the banana garden produce a very strange melody. On rainy days, I used

to sit near my window and listen ti this wonderful song. Now, whenever I hear

the plop-plop-plop of raindrops on the roof of my small, tidy apartment in the

city, I remember the beautiful, wild banana garden of my childhood. (Oshima

and Hogue 2007).

Text 2

Slash

Saul ‘Slash’ Hudson who amazes me in playing guitar is one of my favorite

guitar players. He is 179 cm tall and well-built; moreover, he has white skin with

a haired skull and his name tattooed on his right upper arm. As my favorite

guitarist, he has special characteristic that differentiates him with other guitarists.

For example, his long black curly hair covered by magician hat and tight skin

pants always accompany him when he rocks his fans in a live concert with

‘Gibson Les Paul’. In addition, he usually uses some accessories such as rings,

silver bangles, skull necklace, and a gold ‘nose ring’ pierced in the right nostril.

To summarize, Slash who is admired by a lot of people is very stylish rock

guitarist in his period.


Strategy:




(mnts)

A Pre Activity




class


the class


students


the topic.

10”

61

B Whilst

Activity

1. Exploration

a. Asking the students to make a group consist

of 5 students.


(numbering)


2. Elaboration












(answering)

3. Confirmation





success

50”

C Post Activity

a. Summarizing the material which has

already been discussed

b. Distributing post-test and asking the

students to answer the test based on their

own knowledge

30‟


3. Dictionary

4. Reading Text

62

VI. Asessment:




63

STUDENTS WORKSHEET

Name___________________________ (____________) Date_______________

Text 1

My Banana Garden

Behind my childhood home, there is a large piece of land that is

surrounded by banana trees growing in wild disorder. Crowds of banana trees

grow freely everywhere. Their green leaves are so thick that sunlight cannot pass

through. Underneath the trees, the ground is so moist that wild mushrooms and

plants grow there all year around. In the center is a wild field where the children

of my village often fly kites. Every evening, just before sunset, some birds arrive

to look for a place to rest their tired wings. They want to land in the dark banana

garden, but the banana leaves are too wide to be made into nests. The birds cry

out and then fly away, seeking a better place to nest. During the rainy season, it

rains for days and days, and the banana leaves become glossy and slick. The rain

also makes the banana garden produce a very strange melody. On rainy days, I

used to sit near my window and listen to this wonderful song. Now, whenever I

hear the plop-plop-plop of raindrops on the roof of my small, tidy apartment in

the city, I remember the beautiful, wild banana garden of my childhood. (Oshima

and Hogue 2007)


that you read!

1. What does the story tell about?

2. What is the topic sentence of that paragraph?

Text 2

Slash

Saul ‘Slash’ Hudson who amazes me in playing guitar is one of my favorite

guitar players. He is 179 cm tall and well-built; moreover, he has white skin with

a haired skull and his name tattooed on his right upper arm. As my favorite

guitarist, he has special characteristic that differentiates him with other guitarists.

For example, his long black curly hair covered by magician hat and tight skin

pants always accompany him when he rocks his fans in a live concert with

‘Gibson Les Paul’. In addition, he usually uses some accessories such as rings,

silver bangles, skull necklace, and a gold ‘nose ring’ pierced in the right nostril.

To summarize, Slash who is admired by a lot of people is very stylish rock

guitarist in his period.

64


that you read!


2. Who is Saul „Slash‟ Hudson?

3. How can you explain about Saul „Slash‟ Hudson?

Scoring


1 20

2 40

3 60

4 80

5 100


Example : 60 / 100 x 100% = 60

65

Appendix 7

LESSON PLAN


Subject : English

Class : X/2




Skill : Reading

Indicator

a. Identifying the spesific information from the text

b. Identifying the main idea from the text

c. Finding the textual meaning of sentences from the text being read.

d. Finding the textual reference from the text.




a. Identify the spesific information from the text

b. Identify the main idea from the text

c. Find the textual meaning of sentences from the text being read.

d. Find the textual reference from the text.


Text Reading

My Unforgettable Holiday

Where do you usually go to spend your holiday? Do you go to somewhere?

Maybe you stay overnight in your family during the holiday, enjoy the new

condition, or go to hometown, a lot of things that we can do to spend our holiday.

For me, holiday is a time to take rest for a while after we are incited by a lot of

projects that we can get previously. Those are so exhausting. I prefer to spend on

my holiday going to somewhere where are so interesting and can refresh our

mind.

I have an experience which is so unforgettable when I spent on my holiday

in Yogyakarta. I went there when I was first grade in senior high school. I was

66

invited by my brother to spend my holiday there, in Galungan and Kuningan

holiday surely. I went there by bus from Bajera at 4.00 pm and arrived in

Yogakarta at 6.00 am. It was long trip and also exhausting me. There I was so

surprised, that was my first time I had been Yogyakarta. It was so difference with

Bali. In Yogyakarta, I was invited by my brother to go to Prambanan temple. A

week before earthquake happened in there. Looking at some temples was built

long time ago which was so great and beautiful. It was one miracle in the world.

Next day, we went to Malioboro, and Alun Alun Yogyakarta. I bought some

clothes in Malioboro which I would give to my parents at home. In Alun Alun

Yogyakarta, there were two big trees in the middle of park with short spaces

between those trees. My brother told that who could pass the middle of those two

trees without seeing the road; he would get a miracle in his life. Listening to his

explanation, I am so challenged by it, and try to pass it. I started blinding my eyes

and try to walk without saying anything. Walked, walked, and walked. Whereas I

only walked straight ahead to pass the middle of its but my walking was turning

unconscious and kept away from the trees. When I opened my eyes, suddenly I

had been far from the trees. It is so impossible. I was trying again, again, and

again even though I tried to run to those trees but it was still failed. My brother

also tried it on, and also failed.

Finally we gave up. We were so tired, and decided to go to my brother

boarding house. Maybe we could reach to solve the myth, but I got something

which was interesting at that time.

At the eleven hour, I went to home and back to Bali. Many experiences I got

it by going to Yogyakarta and visited few objects there. That was not

disappointing when I spent my holiday in Yogyakarta. And I wish I can go there

again.


Strategy:




(mnts)

A Pre Activity




class


the class

10”

67


students


the topic.

B Whilst

Activity

1. Exploration

a. Asking the students to make a group consist of

5 students.


(numbering)


2. Elaboration


b. Asking the students to find the answer of the

question based on the text (questioning)

c. Asking the students to discuss the answer with

their friend in one group

d. Asking the students to share their answer with

their friend and make sure everyone knows the

answer (heads together)




(answering)

3. Confirmation

a. Opening question answer sesion or asking the

students difficulties



success

60”

C Post Activity a. Summarizing the material which has already

been discussed 20‟


1. Dictionary

2. Reading Text Unforgettable Holiday

68

VI. Asessment:

1. Technique : Oral test

2. Form : Oral question

3. Instrument : Narrative test

69

STUDENTS WORKSHEET

Name___________________________ (____________) Date_______________

My Unforgettable Holiday

Where do you usually go to spend your holiday? Do you go to somewhere?

Maybe you stay overnight in your family during the holiday, enjoy the new

condition, or go to hometown, a lot of things that we can do to spend our holiday.

For me, holiday is a time to take rest for a while after we are incited by a lot of

projects that we can get previously. Those are so exhausting. I prefer to spend on

my holiday going to somewhere where are so interesting and can refresh our

mind.

I have an experience which is so unforgettable when I spent on my holiday

in Yogyakarta. I went there when I was first grade in senior high school. I was

invited by my brother to spend my holiday there, in Galungan and Kuningan

holiday surely. I went there by bus from Bajera at 4.00 pm and arrived in

Yogakarta at 6.00 am. It was long trip and also exhausting me. There I was so

surprised, that was my first time I had been Yogyakarta. It was so difference with

Bali. In Yogyakarta, I was invited by my brother to go to Prambanan temple. A

week before earthquake happened in there. Looking at some temples was built

long time ago which was so great and beautiful. It was one miracle in the world.

Next day, we went to Malioboro, and Alun Alun Yogyakarta. I bought some

clothes in Malioboro which I would give to my parents at home. In Alun Alun

Yogyakarta, there were two big trees in the middle of park with short spaces

between those trees. My brother told that who could pass the middle of those two

trees without seeing the road; he would get a miracle in his life. Listening to his

explanation, I am so challenged by it, and try to pass it. I started blinding my eyes

and try to walk without saying anything. Walked, walked, and walked. Whereas I

only walked straight ahead to pass the middle of its but my walking was turning

unconscious and kept away from the trees. When I opened my eyes, suddenly I

had been far from the trees. It is so impossible. I was trying again, again, and

again even though I tried to run to those trees but it was still failed. My brother

also tried it on, and also failed.

Finally we gave up. We were so tired, and decided to go to my brother

boarding house. Maybe we could reach to solve the myth, but I got something

which was interesting at that time.

At the eleven hour, I went to home and back to Bali. Many experiences I got

it by going to Yogyakarta and visited few objects there. That was not

disappointing when I spent my holiday in Yogyakarta. And I wish I can go there

again.

70


that you read!


2. How was the writer‟s story in the text?

3. What is the second paragraph tell about?

4. What is the third paragraph tell about?

5. What does the writer find in Alun-alun Yogyakarta?

Scoring


1 20

2 40

3 60

4 80

5 100


Example : 60 / 100 x 100% = 60

71

Appendix 8

LESSON PLAN


Subject : English

Class : X/2




Skill : Reading

Indicator













Text Reading

The Legend of Lau “Kawar”

Once upon a time there was a village called “Kawar” in Tanah Karo.

Before the village named into a lake, it used to be prosperous.

One day, the villagers held a feast to celebrate their successful harvest.

They gathered at the village head‟s house. Delicious food was served. People

were eating and laughing. They were singing and dancing during the feast.

Meanwhile, in one of the houses, there was an old woman. She was laying on her

bed alone. Her son, her daughter in law, and her granddaughter were at the party.

She could not go to the party because was sick. Suddenly she felt very hungry.

72

Her feet were too week to walk. She crept to the kitchen, but there was nothing to

eat.

At the party, when they were enjoying then food, the son suddenly

remembered to his mother. “Have you sent some food for her ?” he asked. “Not

yet,” his wife answered. Then, his wife wrapped a little rice and some fish. She

asked her daughter to deliver it to her grandmother at home.

The little girl ran home. However, before giving the food to the old

woman, she ate the fish and left the bones with the rice. She wrapped the food

again and gave it to her grandmother. Then, the old woman opened the food, she

was very disappointed. There was only a little rice and the fishbone. She cried and

prayed to the God. “Oh, God! I‟d rather die and beg you to destroy place and all

the people here because they have forgotten and old woman, like me !”

Suddenly, thunder came. The sky turned into dark. The land was shaking

and turned into a big whole. The rain was pouring into it. It did not stop for

several days. When it stopped, the village has disappeared. There was a large lake

to replace it. People called it Lau Kawar.


Strategy:




(mnts)

A Pre Activity




class


the class


students


the topic.

10”

B Whilst 1. Exploration 50”

73

Activity d. Asking the students to make a group consist

of 5 students.

e. Giving the students number in each student

(numbering)

f. Giving the text to the sudents

2. Elaboration












(answering)

3. Confirmation





success

C Post Activity

a. Summarizing the material which has already

been discussed

b. Distributing post-test and asking the students to

answer the test based on their own knowledge

30‟


1. Dictionary

2. Reading Text

VI. Asessment:




74

STUDENTS WORKSHEET

Name___________________________ (____________) Date_______________

Please read the text below and answer the questions based on the text!

The Legend of Lau “Kawar”

Once upon a time there was a village called “Kawar” in Tanah Karo.

Before the village named into a lake, it used to be prosperous.

One day, the villagers held a feast to celebrate their successful harvest.

They gathered at the village head‟s house. Delicious food was served. People

were eating and laughing. They were singing and dancing during the feast.

Meanwhile, in one of the houses, there was an old woman. She was laying on her

bed alone. Her son, her daughter in law, and her granddaughter were at the party.

She could not go to the party because was sick. Suddenly she felt very hungry.

Her feet were too week to walk. She crept to the kitchen, but there was nothing to

eat.

At the party, when they were enjoying then food, the son suddenly

remembered to his mother. “Have you sent some food for her ?” he asked. “Not

yet,” his wife answered. Then, his wife wrapped a little rice and some fish. She

asked her daughter to deliver it to her grandmother at home.

The little girl ran home. However, before giving the food to the old

woman, she ate the fish and left the bones with the rice. She wrapped the food

again and gave it to her grandmother. Then, the old woman opened the food, she

was very disappointed. There was only a little rice and the fishbone. She cried and

prayed to the God. “Oh, God! I‟d rather die and beg you to destroy place and all

the people here because they have forgotten and old woman, like me !”

Suddenly, thunder came. The sky turned into dark. The land was shaking

and turned into a big whole. The rain was pouring into it. It did not stop for

several days. When it stopped, the village has disappeared. There was a large lake

to replace it. People called it Lau Kawar.

75


that you read!


2. Why did the villagers held a party?

3. What happened when the old woman prayed?

4. What is the fourth paragraph tell about?

5. What is the name of the lake?

Scoring


1 20

2 40

3 60

4 80

5 100


Example : 60 / 100 x 100% = 60

76

Appendix 9

POST – TEST

CYCLE I

Please read and answer the following questions based on the text by crossing

(X) A, B, C, or D as the correct answer!

The following text is for questions 1 to 4.

1. Where is the exact location of Te Eiffel Tower?

A. On the Champ de mars in Paris

B. At both global icon of French and the monument

C. At the tallest building in Paris

D. At the entrance arch of the world

2. We can only use lift to the….

A. First to the third level

B. Second to third level

C. First and second level

D. Third and the highest

The Eiffel Tower (French: La tour Eiffel. Nickname La Dame de fer,

the iron lady) is an 1889 iron lattice tower located on the Champ de mars in

Paris that has become both a global iron of France and one of the most

recognizable structures in the world. The tallest building in Paris, it is the

most visited paid monument in the world millions of people ascends it

every year. Named the designer, engineer Gustave Eiffel, the tower was

built as the entrance arch to the 1889 world fair.

The tower has three levels for visitor. Tickets can be purchased to

ascend by stairs or lift, to the first and second levels. The walk to the first

levels is over 300 steps, as is the walk from the first to the second level.

The third and the highest level is accessible only by lift. Both the first and

the second levels feature restaurants.

The tower has become the most prominent symbol of both Paris and

French, often in the establishing shot of films set in the city. That is the

most value able experience in my life goes to the most – visited paid

monument in the world.

77

3. “…..it is the most visited paid monument in the world. (par 1”).

The word “it” refers to the….

A. Tower of French

B. Iron lattice tower

C. Icon of the Paris

D. Tallest building in Paris

4. The Eiffel Tower has been … old now.

A. 122

B. 123

C. 124

D. 125


5. What is the text about?

A. Kinds of school in Beijing

B. Types of sport in Beijing

C. Sports school in Beijing

D. School facilities in Beijing

Beijing‟s Shishahai sports school is a special school for athletes. The

sports are gymnastics, table tennis, volley ball, boxing, badminton and martial

arts. It has some large training gyms.

The school has modern dormitory. All of the students live in the dormitory.

It also has a big and pleasant eating hall. The students eat in the cafeteria for

free. There are cameras all around the school the monitor the students.

Beijing‟s Shinhahai sports school has 550 students. The youngest student

is only five years old. The eldest student is 16 years old. The students get up at

seven in the morning, and practice for half an hour before breakfast. Then they

do school work. After lunch, they practice in the gym for three hour. At five

o‟clock in the afternoon, they shower. Then they eat and do their homework. At

eight in the evening, they go to bed. The students go home on Saturday or one

night. Parents visit their very young children two times a week.

78

6. The third paragraph is about…..

A. The roll of the students‟ parents

B. The students daily activities

C. How the students do their sport work

D. How the students do their school work

7. Based on the text, we know that there are…..kinds of sport played.

A. 3

B. 4

C. 5

D. 6

8. Which one is correct based on the text above?

A. All of the students live in the dormitory

B. Parents meet their children every day

C. The students do their school work after lunch

D. The students have to pay their mal in the cafeteria


9. What did Dian Sastro major in her graduate program?

A. Law

B. Management

Nobody doesn‟t know this beautiful girl. She is Dhiandra Paramita

Sastrowardoyo, or usually people know her as Dian Sastro. Dian Sastro was

born in Jakarta, March 16 in 1982. Now she has graduated from university of

Indonesia taking philosophy as her major and got married in 2010 to Indraguna

Sutowo, a tycoon son Adiguna Sutowo.

She is well-known actress in Indonesia. One of her famous film is “ADA

APA DENGAN CINTA”. She is also a popular model for many products, such

a soap, shampoo, and telecommunication gadget. But the longest one which hire

her as the model is beauty shop product. Dian‟s other activity is as presenter.

She often appears on TV hosting a certain program.

79

C. Computer science

D. Philosophy

10. Which one below is not Dian Castor‟s activity?

A. Model

B. Presenter

C. Actress

D. Singer

11. “….as her major and got married….”(par 1)

What does the word “her” in the sentence refer to?

A. The writer

B. The film

C. Dian Sastro

D. Soap product

12. “Now she has graduated from University of Indonesia….”(part 1)

What does the word “graduated” in the sentence mean?

A. Continued

B. Passed

C. Prolonged

D. Under took


Baturaden is a tourist destination in Banyumas regency, Central Java,

Indonesia. Baturaden located in the northern town of Purwokerto just on the

shout slope of Mount Slamet. With height 640 m above sea level. Air

temperature ranges between 18° - 25° Celsius with humidity from 70 to 80

mm Hg.

The air in Baturaden is very cool, and the scenery is very beautiful and

natural. From the town of Purwokerto, the road to this Baturraden is only

about 14 km to the north, and can be reached by public transportation.

Baturraden also a tourist area visited by many local tourists, as well as

foreign tourists, especially on Sundays and national holidays. To

accommodate tem, there are some hotels and inn available there.

80

13. What of the purpose of the text?

A. To share experience about the place.

B. Telling the way to get to Baturraden.

C. To attract visitors to come to Baturaden.

D. To describe Baturaden for the writer.

14. Where is the object located?

A. Near Purwokerto

B. On the Mount Slamet slope

C. On the top of Mount Slamet

D. About 14 km from the mount

15. “Baturaden is a tourist destination in Banyumas regency…”. Which the

phrase can substitute the underlined words?

A. Mountainous area

B. Place of interest

C. Gathering place

D. Crowd location

16. What air temperature ranges in Baturaden?

A. 18° - 25° Celsius

B. 14° Celsius

C. 70° - 80° Celsius

D. 640° Celsius

81


17. What make the mini rex easy to handle?

A. It‟s good with children

B. It‟s a very good looking rabbit.

C. It‟s relatively small in size.

D. It‟s a wonderful companion.

18. The following statements are true based on the text above, EXCEPT…

A. Mini rex is a kind of little rabbit.

B. Mini rex is a suitable pet for adults.

C. Mini rex is an adorable little rabbit.

D. Mini rex is one of the most popular rabbit.

19. “ it has become one of … with children. What does the word “it” in the

sentence refers to?

A. Pet animal.

B. Mini rex rabbit.

C. Rabbit house.

D. Rex food.

Rex Rabbit

Outwardly the Mini Rex rabbit looks like a miniature version of the

larger Rex Rabbit. Sporting graceful proportions and that nice plush “Rex

fur”, this is a very good looking rabbit. It has become one of the most

popular and readily available pet rabbits and is good with children.

The Mini Rex is an adorable medium sized rabbit that makes a

wonderful companion. Generally friendly and moderately active, they will

enjoy playing or just relaxing and being petted. Because of its relatively

small size it is easy to handle, as well as easy to house and feed.

82

20. “the Mini Rex is an adorable medium sized rabbit that makes the wonderful

companion.” The word adorable in the sentence above means…

A. Fierce.

B. Diligent.

C. Famous.

D. Lovable.

83

Appendix 10

POST – TEST

CYCLE II

Please read and answer the following questions based on the text by crossing

(X) A, B, C, or D as the correct answer!

Jack & The Beanstalk

Once upon a time there lived a poor widow and her son Jack. One day,

Jack‟s mother told him to sell their only cow. Jack went to the market and on the

way he met a man who wanted to buy his cow. Jack asked, “What will you give

me in return for my cow?” The man answered, “I will give you five magic beans!”

Jack took the magic beans and gave the man the cow. But when he reached home,

Jack‟s mother was very angry. She said, “You are fool! He took away your cow

and gave you some beans!” She threw the beans out of the window. Jack was very

sad and went to sleep without dinner.

The next day, when Jack woke up in the morning and looked out of the

window, he saw that a huge beanstalk had grown from his magic beans! He

climbed up the beanstalk and reached a kingdom in the sky. There lived a giant

and his wife. Jack went inside the house and found the giant‟s wife in the kitchen.

Jack said, “Could you please give me something to eat? I am so hungry!” The

kind wife gave him bread and some milk.

While he was eating, the giant came home. The giant was very big and

looked very fearsome. Jack was terrified and went and hides inside. The giant

cried, “Fee-fifo-fum, I smell the blood of an Englishman. Be he alive, or be he

dead, I‟ll grind his bones to make my bread!” The wife said, “There is no boy in

here!” So, the giant ate his food and then went to his room. He took out his sacks

of gold coins, counted them and kept them aside. Then he went to sleep. In the

night, Jack crept out of his hiding place, took one sack of gold coins and climbed

down the beanstalk. At home, he gave the coins to his mother. His mother was

very happy and they lived well for sometimes.

Jack climbed the beanstalk and went to the giant‟s house again. Once

again, Jack asked the giant‟s wife for food, but while he was eating the giant

returned. Jack leapt up in fright and went and hid under the bed. The giant cried,

“Fee-fifo-fum, I smell the blood of an Englishman. Be he alive, or be he dead, I‟ll

grind his bones to make my bread!” The wife said, “There is no boy in here!” The

giant ate his food and went to his room. There, he took out a hen. He shouted,

“Lay!” and the hen laid a golden egg. When the giant fell asleep, Jack took the

hen and climbed down the beanstalk. Jack‟s mother was very happy with him.

After some days, Jack once again climbed the beanstalk and went to the

giant‟s castle. For the third time, Jack met the giant‟s wife and asked for some

84

food. Once again, the giant‟s wife gave him bread and milk. But while Jack was

eating, the giant came home. “Fee-fi-fo-fum, I smell the blood of an Englishman.

Be he alive, or be he dead, I‟ll grind his bones to make my bread!” cried the giant.

“Don‟t be silly! There is no boy in here!” said his wife.

The giant had a magical harp that could play beautiful songs. While the

giant slept, Jack took the harp and was about to leave. Suddenly, the magic harp

cried, “Help master! A boy is stealing me!” The giant woke up and saw Jack with

the harp. Furious, he ran after Jack. But Jack was too fast for him. He ran down

the beanstalk and reached home. The giant followed him down. Jack quickly ran

inside his house and fetched an axe. He began to chop the beanstalk. The giant fell

and died.

Finally, Jack and his mother were now very rich and they lived happily

ever after.

1. What is the title of the above story?

A. Jack & The Beanstalk

B. Jack & The Giant

C. Jack & His Mother

D. Jack & The Cow

2. Who sold the cow?

A. The Giant.

B. Jack.

C. Jack‟s mother.

D. The Man.

3. What did Jack get after selling the cow to the man? He got ….

A. five magic beans.

B. a magic bean.

C. a bunch of beans.

D. two magic beans.

85

4. What did he reach after climbing the beanstalk?

A. The King‟s kingdom.

B. The Giant‟s kingdom.

C. The Beans kingdom.

D. The Man kingdom.

5. How was the end of the story? The story was ….

A. happy ending.

B. sad ending.

C. romantic ending.

D. dramatic ending.

6. What did the first paragraph tell about?

A. Jack was climbed the beanstalk and reach the kingdom in the sky.

B. Jack was rich and lived happily with his mother.

C. Jack was killed by the giant.

D. Jack was sold his cow to the man and returned by five magic beans.

7. Why did the giant die? He died because ….

A. he drink a glass of milk.

B. he followed jack to down the beanstalk and it was chopped by Jack.

C. he was killed by his wife.

D. he was killed by Jack‟s mom.

8. “Jack climbed the beanstalk and went to the giant‟s house again. Once

again, Jack asked the giant‟s wife for food, but while he was eating the

giant returned”. The word “he” refers to ….

A. the Giant.

B. Jack.

C. giant‟s wife.

D. beanstalk.

86

9. You are fool! He took away your cow and gave you some beans!” The

synonym of underlined word is ….

A. stupid.

B. diligent.

C. smart.

D. lazy.

10. The next day, when Jack woke up in the morning and looked out of the

window, he saw that a huge beanstalk had grown from his magic beans!

The word “he” refers to ….

A. beanstalk.

B. magic bean.

C. Jack.

D. giant.

Golden Cucumber (Timun Mas)

Once upon a time, not far from a jungle, lived husband and a wife. They

were farmers. They were diligent farmers and always worked hard on the paddy

fields. They had been married for many years and still not have a child yet. Every

day they prayed and prayed for a child.

One night, while they were praying, a giant passed their house. The giant

heard they pray. "Don't worry farmers. I can give you a child. But you have to

give me that child when she is 17 years old," said the giant. The farmers were so

happy. They did not think about the risk of losing their child letter and agree to

take the offer. Letter, the giant gave them a bunch of cucumber seeds. The farmers

planted them carefully. Then the seeds changed into plants.

No longer after that, a big golden cucumber grew from plants. After it had

ripe, the farmers picked and cut it. They were very surprised to see beautiful girl

inside the cucumber. They named her Timun Mas or Golden Cucumber. Years

passed by and Timun Mas has changed into a beautiful girl.

On her 17th birth day, Timun Mas was very happy. However, the parents

were very sad. They knew they had to keep their promise to the giant but they also

did not want to lose their beloved daughter.

"My daughter, take this bag. It can save you from the giant," said the mother.

"What do you mean, Mom? I don't understand," said Timun Mas.

Right after that, the giant came into their house.

87

"Run Timun Mas. Save your life!" said the mother.

The giant was angry. He knew the farmers wanted to break their promise.

He chased Timun Mas away. The giant was getting closer and closer. Timun Mas

then opened the bag and threw a handful of salt. It became sea. The giant had to

swim to cross the sea.

Later, Timun Mas threw some chilly. It became a jungle with trees. The

trees had sharp thorns so they hurt the giant. However, the giant was still able to

chase Timun Mas.

Timun Mas took her third magic stuff. It was cucumber seeds. She threw

them and became cucumber field. But the giant still could escape from the field.

Then it was the last magic stuff she had in the bag. It was a shrimp paste, terasi.

She threw it and became a big swamp. The giant was still trying to swim the

swamp but he was very tired. Then he was drowning and died.

Timun Mas then immediately went home. The farmers were so happy that

they finally together again.

11. What is the title of the above story?

A. Golden Cucumber

B. Golden Snail

C. The Giant and Golden Cucumber

D. The Farmers and Golden Cucumber

12. Why did the farmers always pray and pray? The farmers always prayed

because ….

A. they wanted to be a rich couple.

B. they wished to get child soon.

C. they wanted to have a cucumber plant.

D. they wished to get healthy.

13. What does the fifth paragraph tell about?

A. The Giant tried to chase Timun Mas.

B. Timun Mas hold her 17th birth day party.

C. Timun Mas threw the last magic stuff.

D. The Giant passed away and Timun Mas was happy.

88

14. The farmers were so happy that they finally together again. The underlined

word is synonym of ….

A. glad.

B. sad.

C. mad.

D. doubt.

15. When did the parents have to give Timun Mas to the Giant? The parents

had to give Timun Mas when she was ….

A. 17 years old.

B. 18 years old.

C. 19 years old.

D. 20 years old.

16. What did the Giant give to the farmers after hearing they prayed? The

Giant gave them ….

A. a bunch of vegetables.

B. a bunch of cucumber seeds.

C. a bunch of chilly.

D. a bunch of tomato seeds

17. Where did the farmers live? They lived in ….

A. a place not far from the jungle.

B. a place close to the city.

C. a place very far from the jungle.

D. a place close to the beach.

18. Who was the name of the girl which was inside of the big golden

cucumber?

A. Timun Mas

B. Keong Mas

89

C. Timun Kuning

D. Keong Kuning

19. No longer after that, a big golden cucumber grew from plants. The

antonym of underlined word is ….

A. little.

B. small.

C. many.

D. much.

20. What was the first magical stuff thrown by Timun Mas?

A. A handful of salt

B. A bunch of chilly

C. A bunch of cucumber seeds

D. A shrimp paste (terasi)

90

Appendix 11

KUESIONER

Pilihlah salah satu jawaban dari pertanyaan-pertanyaan di bawah ini dengan

mengisi tanda silang (X) sesuai dengan pendapat anda!

1. Anda menyukai penggunaan NHT strategy dalam pelajaran reading

A. Sangat suka

B. Suka

C. Cukup suka

D. Kurang suka

2. Penggunaan NHT strategy dan tahap-tahapnya membantu anda dalam

memahami isi bacaan secara keseluruhan

A. Sangat membantu

B. Membantu

C. Cukup membantu

D. Kurang membantu


menemukan informasi khusus (spesific information)

A. Sangat membantu

B. Membantu

C. Cukup membantu

D. Kurang membantu


menentukan ide pokok (main idea)

A. Sangat membantu

B. Membantu

C. Cukup membantu

D. Kurang membantu

91


menemukan rujukan kata/sinonim

A. Sangat membantu

B. Membantu

C. Cukup membantu

D. Kurang membantu


menemukan kalimat topik (topic sentences)

A. Sangat membantu

B. Membantu

C. Cukup membantu

D. Kurang membantu

7. Penggunaan NHT strategy dan tahap-tahapnya memotifasi anda untuk

membaca

A. Sangat memotivasi

B. Memotivasi

C. Cukup memotivasi

D. Kurang memotivasi

8. Cara yang digunakan oleh gurumu dalam menerangkan tahapan-tahapan

NHT strategy yang digunakan sudah jelas

A. Sangat jelas

B. Jelas

C. Cukup jelas

D. Kurang jelas

9. Bahasa yang digunakan oleh gurumu pada saat menerangkan NHT strategy

yang digunakan sudah dimengerti

A. Sangat dimengerti

92

B. Dimengerti

C. Cukup dimengerti

D. Kurang dimengerti

10. Test yang diberikan kepada siswa relevan dengan materi yang diajarkan

sebelumnya

A. Sangat relevan

B. Relevan

C. Cukup relevan

D. Kurang relevan

95

BIOGRAPHY

Her name is Luh Tri Jayanti Swastyastu. She was born

in Jakarta on April 15th

1988. She lives in Br. Batu

Mekaem, Ubung Kaja, Denpasar Utara. Her father‟s

name is I Ketut Wisarja and her mother‟s name is Ni

Nyoman Suastini. She is the first child from two

children. She was married with I Gede Arta Wibawa and

has a son, Putu Narottama Wijaya. In her education, she

started study in kindergarden at TK Kurnia III

Margahayu, Bekasi at 1993. She continued her study to

elementary school at SD No 6 Ubung in 1994-2000. Then she continued the study

at SLTP N 10 Denpasar in 2000 and graduated in 2003. After graduating from

junior high school, she continued to SMA PGRI 4 Denpasar and graduated in

2006. She continued her study at Undiksha for D3 Teknik Elektro Komputer and

graduated in February 2010. Then she decided to continue her study at

Mahasaraswati Denpasar University and she choose English Education Study

Program, Faculty of Teacher Training and Education in 2010. She studied hard

during her study in this university because she wanted to be an English teacher

while she studied in Mahasaraswati Denpasar University.

improving reading comprehension of the …€¦ · improving reading comprehension of the tenth...

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