A Study On The Use Of Number Heads Together Technique To Improve Speaking Skill Of The Eleventh Grade Students Of Sma Seminari St. Rafael Kupang In The School Year 2017/2018

DO CEU, Ussi Maria Fatima (2018) A Study On The Use Of Number Heads Together Technique To Improve Speaking Skill Of The Eleventh Grade Students Of Sma Seminari St. Rafael Kupang In The School Year 2017/2018. Undergraduate thesis, Universitas Katolik Widya Mandira.

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Abstract

The study was conducted in order to answer the following questions: (1) Is the number heads together technique effective or not in improving speaking skill of the eleventh grade students of SMA Seminari St. Rafel Kupang in the school year 2017/2018? (2) How is number heads together technique used to improve the speaking skill of the eleventh grade students of SMA Seminari St. Rafael Kupang in the school year 2017/2018? The objectives are; (1) To find out whether or not number heads together technique effective to improve speaking skill of the eleventh grade students of SMA seminari St. Rafael Kupang in the school year 2017/2018 (2) To find out number heads together technique used to improve the speaking skill of the eleventh grade students of SMA Seminari St. Rafael Kupang in the school year 2017/2018. This study focused in three aspects of speaking as proposed by Hughes in terms of Pronunciation, Grammar, and Vocabulary. The subjects of this study is the eleventh grade students of language program. There are 8 students in the eleventh students of language program and the writer treated as subject of this study. The instruments used in this study were pre test, post test and observation sheet. Based on the data analysis, the writer concludes that Number Heads Together technique is effective in teaching speaking for the eleventh grade students of SMA Seminari St. Rafael Kupang in the school year 2017/2018 and there are significant differences in the results of teaching speaking by using number heads together. The class average score of speaking in in the pre test is 2.2 (Below average), while in the post test 1 the class average score is 4.85 (Above average), and in this post test 2 the class average score is 5 (Very good). The pre test was given before the students had been taught number heads together technique and the post test was given after the students had been taught number heads together technique. The use of number heads together technique to improve students speaking skill was implemented in two cycles. In first cycle, number heads together were used to elicit students’ knowledge of speaking skill. From this writer started to teach and explain the material. After that, post test 1 was given at the end of cycle 1. In second cycle, the same steps were used to strengthen studentd to improve speaking skill. Explanation and exercise were accompanied with number heads together. Then post test II was given at the end of cycle II. And in teaching speaking skill before use number heads together technique, the students had low motivation in the process especially in speaking ability. But when applying number heads together technique, the students was so active and enjoy in the class interaction and had highest motivation in teaching learning process especially in speaking ability. The use of number heads together to improve speaking skill were; (1) divided students in groups, consisted of 4 persons, each member was given a number 1, 2, 3, and 4, (2) the teacher ask a question based on the text the class is speaking, (3) students in each group put their heads together and began to think together tocome up with an answer, (4) the teacher calls a number from 1 to 4, then the person with the number gives and explanain their groups answer. Based on the result of the study, the x writer would like to propose some suggestions as follow: (1) The English teacher should pay attention to the students need and characteristics by giving them some techniques to make them easier to learn English, (2) The English teacher should be more serious in helping the students to improve their speaking skills in three aspects; pronunciation, grammar, and vocabulary.

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