IMPROVING THE STUDENTS ACHIEVEMENT IN WRITING

PROCEDURE TEXT THROUGH NUMBERED HEADS TOGETHER

TECHNIQUE.

Elia Masa Gintings

Evi Ramini

ABSTRACT
This study attempts to improve students achievement in writing
procedure text through Numbered Heads Together Technique. This study
was conducted by using classroom action research. The subject of the
research was class IX/A SMP SWASTA UPMI MEDAN that consisted
of 30 students. The research was conducted in two cycles and the first
cycle consisted of four meetings and the second cycle consisted of two
meetings. The instruments of collecting data were quantitative data
(Writing Test) and Qualitative data (diary notes, observation sheet,
interview and questionnaire sheet). Based on the writing test score,
students score kept improving in every test. In the test I the mean was
67,6, in the test II the mean was 74.5 and the test III the mean was 86.56.
Based on observation sheet and questionnaire sheet, it was found that
teaching learning process ran well. Students were active and interest in
writing. The result of the research showed that NHT can improve
students achievement in writing procedure text.

Key Words: Writing, Procedure Text, Number Heads Together

INTRODUCTION
Writing is a part of language skills. As one of the four skills of language, writing
has always formed part of the syllabus in teaching of English. In Indonesia, English as a
foreign language must be taught to students ranging from the elementary school up to the
university level. Although English has been taught since in the elementary, but writing is
still hard and often frustrating the learners when they are asked to do it. There are some
reasons why students unable to writing task when they are asked to do it. Lack of
grammar, lack of interest to write an the students disability to different characteristics of
texts, very rare doing writing task even in their own language, the method teacher teaches
and the way how the teacher treat them may these the reason to make them fail to grain
writing successfully.
Writing as one of four basic language skills is considered as the most difficult to
study. Without having a good knowledge in writing, someone will not be able to convey
his idea to readers. Therefore, a good writing has these components to have: ideas as the
heart of the piece- the information he or she chooses to write about. Organization, that
refers to the order of ideas and the way the writer moves from one idea to the next.

Vocabulary which refers to choice of the right words to say just the right thing. Language,
the uses of sentences to express and the last one is mechanics refers to the use of
punctuation, spelling, grammar and other things to make writing consistent and easy to
read.
Writing is a process of transforming thought and ideas, into a written form.
English is not our native language so writing in English is not easy. There are many types
of genre of writing such as analytical exposition, explanation, spoof, recount, reports,
news item, narrative, procedure, description, anecdote, hortatory exposition review. It is
necessary for to researcher to choose the appropriate idea that she/he wants to express in
writing. Procedure paragraph is one type of genre is a sort of writing, which is usually
found in our daily life. The curriculum highlights that students of junior high school,
grade nine, should be able to write various types of the paragraph such as procedure and
descriptive text.
Since writing is not easy to do, teacher is required to develop the students
writing ability, especially in procedure writing. The teacher should give the student more
materials in other to train them how to write well. This is because by using an interesting
material, the students may be able to understand easily in learning writing. A certain
technique is applied in writing activity, such as students activity in explaining how to
make something into a piece of paper, more interesting and easier to write. This is
because the technique will facilitate students who want to write effectively.
Based on the explanation above, it is important to use a method to help students
in solving a problem. In this research, the researcher tries to use cooperative learning.
Writing in groups can be greatly motivating for students. There are some kinds of
techniques in cooperative learning and one of them which the researcher is interested is
Number Heads Together. Number Heads Together (NHT) Technique is one application
of cooperative learning which has cooperative structure by students numbering and the
students able to processing information, communication, developing thinking, review of
material, and checking prior knowledge. In NHT, there is cooperative learning strategy
that holds each student accountable for learning the material that helps each other and
freely shares their ideas about the text that they write. By having students work together
in a group, this strategy ensures that each member knows the answer to the problems or
questions asked by the teacher.
Therefore, the writer is interested to do this research to know whether students
procedure writing ability will be improve if it will be taught by using Numbered Heads
Together (NHT) technique.
The problem of the study is formulated as follows: Is the students writing
achievement in procedure paragraph significantly improved if it is taught by using
Number Heads Together Technique?
Writing plays an important role in life to express ideas, desire, and feeling to
convey information. Writing is to produce or reproduce written message. It means that
writing is one of language skill use hand to transform what we think in our mind. Good
writing begins with understand how to construct and use effective sentences and
paragraphs. Before we write, we need to determine what to write. We should have
something meaningful to convey, so we can put forward our message successfully. Stott
and Avery (2001) stated that writing is one way of making meaning from experience for
ourselves and for others. Good writing begins with understand how to construct and use
effective sentences and paragraph. Before we write, we need to determine what to write.
We should something meaningful to convey, so we can put forward our message
successfully.

When we write we have the purpose why we write it, the purpose of the writer is
also needed and put so that the writing will be clear. Whenever writer, we need some
clear purpose to guide both of you and your reader. There are four common general
writing purposes:
1) To inform
Presenting information is one of the most common writing purposes.
2) To persuade
We probably have strong views on many issues, and our feelings may sometimes
impel us to try swaying the reader.
3) To express Yourself
Creative writing includes personal essays, fiction, plays and poetry, as well as journal
and diaries.
4) To Entertain
Some writing is meant just to entertain: other writing complex entertainment with a
more serious purpose.
Learning about writing is not only about how to put a words in written but also
how to package the idea, message, and information correctly in a text, in a certain criteria.
Gerot and Wignell (1994:17) states that a genre could be defined as a culturally specific
text-type, which results from using language (written or spoken to help) accomplish
something.
Based on generic structure and language feature dominantly used, texts are divided into
several types. They are:
1) Descriptive: to describe a particular person, place or thing in detail
2) Recount: to retell something that happened in the past and to tell a series of past even
3) Narrative: to amuse/entertain the readers and to tell a story
4) Procedure: to help readers how to do or make something completely
5) Explanation: to explain the processes involved in the formation or working of natural
or socio-cultural phenomena.
6) Discussion: to present information and opinions about issues in more one side of an
issue.
7) Exposition: to persuade the readers that something should or should not be the case
or be done.
8) Report: to presents information about something, as it is.
9) Anecdote: to share with others an account of an unusual or amusing incident
10) Review: to critique or evaluate an art work or event for public audience dominant
Generic Structure.
11) Spoof: to tell an event with a humorous twist and entertain the readers.
12) News Item: to give the information and the events (headline)
Procedure text is a text that shows a process. Its a social function is to describe
how something is completely done through a sequence of series
(http://understandingtext.blogspot.com). Key word for this text is what needs to be
done? or what should I do? According to Gerot and Wignell (1994:206) social function
of procedure is: to describe how something is accomplished through a sequence of action
or steps.
The process of procedure writing is concerned with how. It can answer and
explain procedures or instructions, such as:
1) How it made or done (process analysis)
2) How does it works (functional analysis)
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3) How it put together ( functional analysis)

In real writing sometimes these kinds of analysis are combining. But that analysis
will be focused for how to make or done. You use procedure to make something works,
such as topics: How to make omelet, How to make fried rice, and etc. According to
Pardiyono (2007:125) there are the generic structures of procedure:
1) Goal: showing the purpose
2) Material: telling the needed for example materials.
3) Step1-end: describing the steps to achieve the purpose

1)
2)
3)
4)

Language Use:
Imperative Sentences, for example cut this, dont mix, etc.
Action verb, for example cut, turn, put, etc.
Connectives, to make the sequence of activities, for example then, while, etc.
Adverbial, to explain the time in detail, for example for five minutes, two centimeters
from the top, etc.

In this study, we need to measure the cognitive domain that consist of six points,
they are: knowledge, comprehension application, synthesis, analysis and evaluation.
According Hughey et al (1983:139-140) there were five points that important to be
measured, they are:
1) Content : the ability to think creatively and develop thought including all of the
relevant to assigned topic.
2) Organization
: the ability to write in appropriate manner for a particular
purpose with a particular audience in mind, together with an ability to select, to
organize and other relevant information.
3) Vocabulary
: the ability to write thaw or effectively and to appropriate
register.
4) Language use
: the ability to write correct and appropriate sentences.
5) Mechanics : the ability to use correctly those conventions peculiar to written
language, e.g. punctuation, spelling.

Cooperative learning is a successful teaching strategy in which small teams, each

with students of different levels of ability, use a variety of learning activities to improve
their understanding of a subject. Each member of a team is responsible not only for
learning what is taught but also for helping teammates learn, thus creating an atmosphere
of achievement. Students work through the assignment until all group members
successfully understand and complete it. Why use Cooperative Learning? Because
research has shown that cooperative learning techniques can promote student learning and
academic achievement, increase student retention, enhance student satisfaction with their
learning experience, help students develop skills in oral communication, develop students'
social skills, promote student self-esteem, help to promote positive race relations
(http://edtech.kennesaw.edu/intech/cooperativelearning.htm).

Number Heads Together (NHT) Technique is one of teaching techniques that

derived from a cooperative learning. It requires students to interact and rely on others and
themselves to accomplish a task. Numbered Heads Together (NHT) technique was first
proposed by Kanga Spencer in 1994 is an effective way to change the discourse pattern in
a classroom. Robert E. Slavin (1995) stated Numbered Heads Together is a cooperative
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learning strategy that holds each student accountable for learning the material. Students
are placed in groups and each person is given a number (from one to the maximum
number in each group). The teacher poses a question and students put their heads
together to figure out the answer. The teacher calls a specific number to respond as
spokesperson for the group. 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, all team members must be
prepared.
Steps of Numbered Heads Together
Based
on
describing
from
sources
of
internet
(http://www.teachervision.fen.com/group-work/cooperative-learning/48538.html), there
are some steps of Numbered Heads Together (NHT) technique:
1) Divide the students into groups of four and give each one a number from one to four,
2) Pose a question or a problem to the class,
3) Have students gather to think about the question and to make sure everyone in their
group understands and can give answer,
4) Ask the question and call out a number randomly,
5) The students with that number raise their hands and when called on, the student
answers for his or her team.

Number Heads Together (NHT) Technique is one of teaching techniques that

derived from a cooperative learning. This strategy is beneficial for reviewing and
integrating subject matter. Students with special needs often benefit, especially, when this
strategy is used. After a direct instruction of the material has been given, of course, the
group supports each member and provides opportunities for practice, rehearsal, and
discussion of content material.
Comprehension question can be posed to groups, and each person is given a
number. The teacher poses a question and students put their heads together to find out
the answers. The teacher calls a specific number to respond as spokesperson for the
group. By having students work together in a group, this strategy ensures that each
member knows the answer to problems or questions that are asked by the teacher.
Numbered Heads Together (NHT) has some advantages. Based on describing
from sources of internet (http://dudyadityawan.com/education/numbere-heads-togethermethod-learning/), there are some advantages of Numbered Heads Together (NHT)
technique, namely:
1) Easy to use,
2) Students must work together to assist everyone to know and understands,
3) Students responses can reveal misunderstandings and an opportunity for error
connection,
4) More students will participate because they do not have to perform in front of the
whole class,
5) Each student to be ready all,
6) May conduct discussion seriously,
7) Students who are smart can teach the less intelligent students.

This study deals with developing procedure writing by using Numbered Heads
Together technique. It is concerned about the students competence in producing good
procedure writing consist of good paragraph. It is necessary that a paragraph should have
topic, supporting sentence, concluding sentence, unity, completeness, order, and
coherence.
Procedure is a text that shows a process. Its a social function is to describe how
something is completely done through a sequence of series. Procedure writing is one skill
which must be mustered by the students by using the effective technique so students
ability in writing will arise.
In relation to this study, one of the effective technique or one way to improve the
students procedure writing is through Numbered Heads Together (NHT) technique. NHT
is suitable to be applied in teaching writing. In NHT, there is cooperative learning
strategy that holds each student accountable for learning the material that helps each other
and freely shares their ideas about the text that they write. All students have ready to
answer the question or the task about procedure text from the teacher. Because students
are placed in groups and each person is given a number. Next, the teacher calls a specific
number to responds as the spokes person for the group. By having students work together
in a group, this strategy ensures that each member knows the answer to the problems or
questions about procedure that asked by the teacher.
As it stated earlier, Numbered Heads Together is an effective techniques is an
effective technique that holds each students accountable for learning the material by
placed in groups and each person is given a number. It means when the students work
together in a group by given numbering, this strategy ensures that each member knows
the answer to problems or questions asked by the teacher and they can formulate the ideas
in produce a procedure text easier.
RESEARCH METHODOLOGY
The research this study was conducted by using a classroom action research.
Action research is an observation of an activity that is appears consciously in a class. It
was a way of reflecting on the teaching that was done systematically collecting data on
everyday practice and then analyzing in order to some decision about the future practice
should be. This concept according to Wallace (1998; 4) is mean action research. This is
why the term action was used for this method of research. It was very focus on
individual or small group professional practice and it is not concerned with making
general statements.
The characteristic of the classroom action research was a dynamic process that as
doing in a four stages, namely the cycle of plan, action, observation, and reflection. New
knowledge was gained the result of changes in practice. Action research was often
conducted to discover a plan for innovation of interaction and collaborative.

The connection between the first cycle and second cycle show at this figure:
Planning

Reflection

Action
Cycle 1

Observation

Revise plan

Planning

Reflection

Cycle 2

Action

Observation

Result

Figure: Simple Action Research Model

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RESULT AND DISCUSSION

The result of the qualitative and the quantitative data was get from each meeting.
In the second meeting and pre-test the teacher found that the competence of the students
still low. But after following the first and the second cycle the score and competence can
be improved.
Table :The improving score
Evaluation Evaluation
Competence

Evaluation I
II

III

Score

2028

2235

2597

Mean

67,6

74,5

86,56

Number of students got point up to 75

22

30

Percentage of students got point up to 75

10 %

73,33%

100%

By seeing the table we can find that there the significance differences between
evaluations I until evaluation III in each cycle. It showed that the percentage of the
orientation test 10 % is so low, if we compare to the test in cycle I and cycle II, 73,33 %
and 100 %. It emphasized that the NHT applied in teaching narrative paragraphs in this
research give the improvement for the students writing skill especially in procedure
paragraphs.
The qualitative data from the diary notes, observation sheet, and interview also
show the improvement if we compare the first and the second cycle. By applying
Numbered Heads Together technique, the students can follow the learning process more
easily and enjoy the class so much. Beside of that, it also makes the class more alive and
the students more active in practice and asks the teachers.
CONCLUSION AND SUGGESTION
Based on the result of data analysis presented in the previous chapter, it can be
concluded as follow:
1. Teaching writing by applying Numbered Heads Together technique could
improve students achievement in writing procedure texts, especially for students
in Class IX A SMP SWAATA UPMI MEDAN with the mean 86,56.
2. Numbered Heads Together (NHT) is applicable in teaching writing because
students can be actively involved in writing process so that teaching learning
process will be lively, interesting, and enjoyable.
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3. Numbered Heads Together technique (NHT) can develop students writing skill
because it provided an interactive process where students interact not only with
the texts they produce, and their teacher, but also with their group.
The research showed that the application Numbered Heads Together technique could
improve students achievement in writing procedure texts. In relation to the conclusion
above, some points are suggested, as follow:
1. For the teacher, it is better to use Numbered Heads Together technique in
teaching writing because this technique helps the teacher in monitoring students
improvement in writing, especially in writing procedure paragraph.
2. For the students, Numbered Heads Together technique demands a cooperative
team or group so it is better if they can share ideas and a comment on groups
writing so that Numbered Heads Together technique can be applied easily.
3. For the further action research, it is better to give more attention in the efficiency
of time and frequency of using this technique in teaching.

REFERENCES
Bloom, B, S. 1965. Taxonomy of Educational Objectives: the Classification of
educational Goals. New york; Longman
Gerot, Linda and Wignell, Peter.1994. Making Sense of Functional Grammar-Sydney:
GerdStabler.
Hopkins, D. 1985. A Teachers guide to Classroom Research. Milton Kenes: Open
Univercity Press.
Hughey, Jane B. et al. 1983. Teaching ESL Composition: Principles and Techniques.
Massachusetts: Newburry House.
Kagan, Spencer. Cooperative Learning. San Clemente, CA: Kagan Publishing, 1994.
www.KaganOnline.com
Lie, Anita. 2002. Cooperative Learning in the Classroom. Jakarta:L Gramedia
Widisarana
Pardiyono (2007). Teaching Genre Based Writing, Yogyakarta
Slavin, Robert. E. 1995.Cooperative learning: Theory, research, and Practice. 2nd
edition. Englewood Cliffs, NJ: Prentice-Hall
Stott, R. and S. Avery (2001) Writing with Style, London: Longman
Wallace,Michael.J.1998. Action Research for Language Teacher. Cambrige:Cambridge
University Press
http://dudyadityawan.com/education/numbere-heads-together-method-learning/
(Accessed on June, 5th 2011)
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http://www.teachervision.fen.com/group-work/cooperative-learning/48538.html
(Accessed on June, 5th 2011)
http://understandingtext.blogspot.com
(Accessed on June, 5th 2011)
http://edtech.kennesaw.edu/intech/cooperativelearning.htm
(Accessed on January, 5th 2012)

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