Author (Penulis)

Yurika Listia Dewi
Universitas Nusantara PGRI Kediri

Author Identity (NPM)

12.1.01.08.0199

Abstract

THE EFFECT OF NUMBERED HEAD TOGETHER (NHT) ON STUDENTS’ READING COMPREHENSION AT THE TENTH GRADE STUDENTS OF SMA N 1 PACE IN ACADEMIC YEAR 2015/2016 YURIKA LISTIA DEWI 12.1.01.08.0199 Faculty of Teacher Training and Education - English Education Department yurika.listia28@gmail.com YUNIK SUSANTI, M.Pd and LINA MARIANA, S.S., M.Pd UNIVERSITY OF NUSANTARA PGRI KEDIRI ABSTRACT Reading is one of important skill. The goal of reading is comprehension. The students cannot achieve their academic success without comprehending what they read. In fact, senior high school students still found difficulties in comprehend the English text. To help the students, Numbered Head Together technique can be used in teaching reading. The aim of this research is to find out the effect of students’ reading comprehension before and after being taught using numbered head together technique, and to find out any effect of Numbered Head Together on students’ reading comprehension. This research used quantitative pre experimental research. The population of the study was tenth grade of SMAN 1 Pace. The sample was the X-4 class consisted of 39 students (14 male and 25 female). The result was analyzed by using SPSS v.21, the mean of post-test (74,49) was higher than the mean of pre-test (63,08). It means that students’ reading comprehension after being taught using NHT was increased. In addition, the result reports that t-score (12,195) was higher than t-table (2,022). In conclusion, there was a significant effect of NHT on students’ reading comprehension. The teacher can apply this technique because it makes the students easy to comprehend and answered the task which consist some indicators of reading comprehension. And for the students they have to participate actively during the teaching-learning process. Keywords: Reading, Reading Comprehension, Numbered Head Together

Keyword

a

Reference

PUBLISHED

2016-08-16

JOURNAL

Simki-Pedagogia

ISSN

2599-073X

ISSUE

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