Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.5
,
No
.2
,
Jun
e
2
016
, pp
. 17
4
~
18
0
I
S
SN
: 225
2-8
8
2
2
1
74
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
The Imp
l
ement
a
t
i
on of
Coop
erati
v
e Learning M
o
del ‘
N
umber
Heads Together (NHT)’ in Im
proving the Students’ Ability
in Reading Com
p
rehensi
on
M
ayo
ng
M
a
ma
n
1
, An
di
Ar
y
a
ni Ra
ja
b
2
1
Universitas Neg
e
ri Mak
a
ssar, Makassar, Indones
i
a
2
SMP Negeri 2
Maros, Maros,
S
outh Sulawesi, I
ndonesia
Article Info
A
B
STRAC
T
Article histo
r
y:
Received
May 11, 2016
Rev
i
sed
May 27
, 20
16
Accepted
May 31, 2016
The stud
y
aimed at d
e
scribing
the im
plemen
tation of coop
erative learning
model of (NHT
) at student of SMPN
2 Maros. The method u
s
ed was a
clas
s
r
oom
act
io
n res
ear
ch in
two c
y
cl
es
. Da
ta
were co
lle
cted
u
s
ing the t
e
s
t
for the qu
antitative and non
-test f
o
r the
q
u
a
l
it
at
i
v
e by
e
m
p
l
oy
i
n
g
ob
se
r
v
a
t
i
o
n,
field note, student’s workbook, student’s
reflectio
n sheet, and test
of learnin
g
outcomes. The
improvement of compet
enc
e
on
c
y
cl
e I was
44% that was
categorized as ex
tremely
good, 56% were cate
gorized as good, and no
s
t
udent was
cat
e
gorized
as
low. C
y
c
l
e II
, 84% were cl
as
s
i
fied
as
extrem
e
l
y
good, 16%
were
grouped as
good
, and
no on
e was
classified
as lo
w.
Keyword:
Cooperative
model
NHT
m
e
thod
R
eadi
n
g c
o
m
p
rehen
s
i
o
n
Copyright ©
201
6 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Mayo
ng
Mam
a
n
,
Facul
t
y
o
f
La
n
gua
ges
an
d Li
t
e
rat
u
re
,
Uni
v
ersitas Ne
geri
Ma
kassa
r,
Kam
pus
FB
S
UNM
Para
n
g
t
a
m
bung,
M
a
kas
s
ar 90
2
2
1
,
In
d
one
si
a.
Em
a
il: mayo
n
g
.m
a
m
an
@yah
oo
.co
m
1.
INTRODUCTION
Lang
u
a
g
e
learn
i
ng
aim
s
at i
m
p
r
o
v
i
ng
th
e
stu
d
e
n
t
s' ab
ilit
y to
co
mm
u
n
i
cate well and
co
rrectly, bo
th
spoke
n
and written, and foste
r
ing the appre
c
iation to
the literary works
.
Lear
ni
ng activities should
provi
de
o
ppo
rt
u
n
ities fo
r st
u
d
e
n
t
s to
p
r
actice wh
at t
h
ey learn
so
t
h
at th
ey can
ob
t
a
in
real exp
e
rien
ce, and
m
a
k
e
th
e
learning proce
ss as a
means to inter
act soci
ally. Teaching and learning is
the essential a
c
tivity
in the overal
l
educational process. T
h
e cha
nge
of stude
n
ts'
behavior
in teaching context is
the clear output and attem
p
ts
of
teachers in teaching and lear
ning process
.
Teaching is a special activ
ity carried out by
t
eachers to he
lp and
g
u
i
d
e
stud
en
ts in
ob
tain
ing
t
h
e ch
ang
e
s and
th
e
sk
ills
d
e
v
e
lop
m
en
ts, attitu
d
e
s, ap
preciatio
n
,
an
d
kn
owledg
e
[
1
]–[3
].
Teachers ha
ve to be always creative and innovative
in teac
hing in orde
r to m
a
ke students easier to
unde
rstand t
h
e
presente
d m
a
terials and t
o
be
ent
husiastic
in pa
rticipating in the t
eachi
n
g and
learning proces
s
[4]. Furt
herm
ore, the teachi
n
g activity
conducted s
h
ould
be qualifie
d and
stude
nts’ ac
hievem
ent is expected
to be
ade
q
uate. The
teaching
m
e
thods
selected a
r
e in
line with
the
topic lessons
whic
h will
be prese
n
t
e
d due
to the a
p
propriate teaching
m
e
thods a
pplied are about to
a
ssist the succe
ss of learni
ng
objectives
. Tea
c
hers
play an im
port
a
nt role in the
learni
ng proce
ss. Teache
r
s s
h
ould
ha
ve th
e
com
p
etence to ena
b
le the stude
nts.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
The
Im
pl
e
m
ent
a
t
i
o
n
of
C
o
ope
rat
i
ve Le
arni
n
g
M
o
del
'N
u
m
ber
He
ads
T
o
g
e
t
h
er (
N
HT)
'
...
. (
M
ay
on
g
Ma
ma
n)
17
5
Furt
herm
ore, a
n
effort to
m
a
nage the classroom
effectiv
ely
is that the
m
i
s
t
ake should be
avoi
ded
by teachers
are th
e ex
cessi
v
e
in
terferen
c
e, im
p
r
ecisio
n
i
n
starting
and
en
d
i
n
g
th
e learn
i
n
g
activ
ities, irregu
larities, and
lo
ng
-wind
e
d
in presen
ting
t
h
e
lesso
n
s
.
Teaching proc
ess will be signi
ficant in case teach
ers c
a
n create learning at
m
o
sphe
re that can
act
i
v
at
e st
ude
n
t
s t
o
l
earn
[
5
]
.
The
r
e are m
a
ny
m
e
t
hods t
h
at
can be
em
ploy
ed t
o
m
a
ke st
ude
nt
s act
i
v
e
i
n
t
h
e
teaching a
nd le
arni
ng process
and
one
of the
m
is Nu
m
b
er Heads Togethe
r
(NHT
) m
e
thod. NHT m
e
thod can
be interpreted
as the atte
m
p
t
conduct
ed by teachers to e
n
gage stude
nts in
teaching and lear
ni
ng proces
s [6].
Teaching and learni
ng activity with
the im
plem
entation of NHT m
e
thod
a
ffecting the stude
nts’
outc
o
m
e
in
the teaching a
n
d learning proc
ess [7]. Th
e
pa
rticipation is manifested in the
three sta
g
es of learning activi
ties,
nam
e
ly
pr
og
ra
m
pl
anni
ng
, i
m
pl
em
ent
a
t
i
on p
r
o
g
ram
,
an
d e
v
al
uat
i
on
p
r
o
g
r
a
m
.
B
a
sed
on t
h
e
p
r
el
im
i
n
ary
obs
ervat
i
o
n, i
t
wa
s fo
u
n
d
t
h
at
76
% st
u
d
ent
s
a
s
s
u
m
e
d In
do
nesi
an l
a
n
g
u
age
teaching
pa
rticularly readi
ng
com
p
rehe
nsion was less in
teresting subj
ect
and
unexciting. The st
ude
nts
were
u
n
i
n
t
er
ested in r
ead
i
n
g boo
ks on
th
e
In
don
esian
lan
g
u
a
g
e
su
bj
ect for v
a
r
i
o
u
s r
eason
s su
ch
as
n
u
mer
o
us
materials, a lo
t of ex
ercises to b
e
co
m
p
leted
,
lo
ng
p
a
ra
g
r
ap
h
s
an
d
di
f
f
i
c
ul
t
t
o
un
de
rs
tand
.
As a resu
lt, st
ud
en
ts
got
di
f
f
i
c
ul
t
y
i
n
doi
ng
e
x
am
s. T
h
e
dat
a
of
l
earni
n
g
o
u
t
c
o
m
es eval
uat
i
o
n i
n
J
uni
or
Hi
gh
Sc
ho
ol
2
M
a
ro
s
,
So
ut
h
Sul
a
wes
i
, In
d
one
si
a sh
owe
d
t
h
e fl
uct
u
at
i
o
n
o
f
t
h
e
st
ude
nt
s’
com
p
r
e
hen
s
i
o
n i
n
ea
ch s
u
b
j
ect
, as
wel
l
as
th
e lev
e
l
o
f
com
p
le
ten
e
ss.
Ano
t
h
e
r pro
b
l
em is th
e stu
d
e
n
t
s' ab
ilit
y in
c
o
m
p
reh
e
n
d
i
n
g
th
e tex
t
s to
find
ou
t th
e m
a
in
p
r
o
b
l
em
in
the Indone
sian language subject was still in
a low level.
Before the activity was carrie
d
out, teache
r
taught
ab
ou
t th
e im
p
o
rtan
t in
fo
rm
atio
n
related
to th
e activ
ities that h
a
v
e
to
b
e
d
o
n
e
b
y
stud
en
ts. Read
ing
activ
ity
was
do
ne
fr
om
t
h
e
begi
nni
ng
t
o
t
h
e e
n
d
of t
h
e t
e
xt
.
If t
h
ey
d
i
d n
o
t
un
de
rst
a
nd
i
t
y
e
t
,
t
h
e r
e
adi
n
g
was
repe
at
ed
several
t
i
m
es. In t
h
e n
e
xt
act
i
v
i
t
y
, st
ude
nt
s
were as
ke
d t
o
answ
er t
h
e q
u
e
s
t
i
ons a
b
out
t
h
e co
nt
ent
s
of t
h
e t
e
x
t
pre
p
are
d
by te
achers
.
T
h
e
method
use
d
i
n
the teac
hing and
learning proces
s
was sti
ll teachers
centered
al
t
hou
g
h
st
ude
nt
s w
e
re i
n
gr
o
ups
.
Thi
s
resea
r
ch
was co
n
duct
e
d co
nsi
d
e
r
abl
y
i
n
t
h
e fo
rm
of l
ear
ni
n
g
i
m
pr
o
v
em
ent
of In
d
onesi
a
n
l
a
ng
uage
su
b
j
ect
usi
n
g C
o
o
p
erat
i
v
e L
ear
n
i
ng M
o
del
‘
N
um
ber Hea
d
s
To
get
h
er
(
N
H
T
) i
n
i
m
pro
v
i
ng t
h
e
r
ead
i
n
g
co
m
p
eten
ce o
f
Ju
n
i
o
r
H
i
g
h
Scho
o
l
’s stu
d
e
n
t
s. Th
is is si
milar
to
r
e
sear
ch
co
nducted
b
y
Pur
nom
o
[
8
]
usi
n
g N
u
m
b
er
ed Hea
d
s T
o
g
e
t
h
er t
o
i
m
pro
v
e st
u
d
ent
s
’ re
adi
n
g com
p
reh
e
nsi
o
n o
n
E
n
g
l
i
s
h l
a
ng
uage s
u
b
j
ec
t
con
d
u
ct
ed i
n
S
e
ni
o
r
Hi
gh
Sch
ool
.
Si
nce t
h
e
r
e
sp
on
de
nt
s we
re i
n
a
di
ffe
ren
t
l
e
vel
of f
o
rm
al
educat
i
o
n a
n
d t
h
e
subj
ect studied in this research
was Indonesian language by Indone
sian native speake
r was noticeably
d
i
stiu
ngu
ish
a
b
l
e ar
eas
of
study co
m
p
ar
ed
t
o
p
r
ev
iou
s
r
e
search
.
C
o
o
p
erat
i
v
e l
earni
ng m
ode
l
was de
vel
o
ped
base
d
o
n
t
h
e l
ear
ni
n
g
t
h
e
o
ry
of
coo
p
e
r
at
i
v
e
co
nstru
c
tiv
ist.
Th
is can
b
e
seen
on
on
e of Vig
o
t
sk
y’s th
eo
ries is th
e e
m
p
h
a
sis o
n
th
e so
cio
c
u
ltural n
a
ture. In
t
h
e Vi
g
o
t
s
ky
’
s
l
earni
n
g
, t
h
e
m
e
nt
al
phase i
s
hi
gh
er w
h
i
c
h
gene
ral
l
y
app
ears i
n
co
nve
rs
at
i
on o
r
col
l
a
b
o
rat
i
o
n
am
ong
i
n
di
vi
d
u
al
s. T
h
e i
m
pl
icat
i
on
of
Vi
g
o
t
s
ky
’s t
h
eo
ry s
h
aped cooperati
v
e cla
ss a
rra
n
g
e
m
e
nt
. A
not
he
r g
o
al
of cooperative
learni
ng is to
create
a situati
o
n to i
ndi
viduals for t
h
e s
u
c
cess fueled by
the
function a
n
d the
role
of thei
r
group t
o
achi
e
ve the three
of learni
ng
objectives, t
h
e a
cadem
ic
ability, the accepta
nce of
in
d
i
v
i
d
u
a
l
d
i
fferen
ces, an
d social sk
ill d
e
v
e
l
o
p
m
en
t [9
].
Read
ing
is a lan
g
u
a
g
e
activ
i
t
y as th
e secon
d
r
ecep
tiv
e
sk
ill after listen
i
ng
.
Th
e transmissio
n
o
f
in
fo
rm
atio
n
throug
h
writin
g
for a
v
a
riety of purpo
ses is t
h
e im
p
o
r
tan
t
t
h
ing
th
at
h
a
s
beco
m
e
a n
ecessity. A
vari
et
y
o
f
i
n
fo
r
m
at
i
on suc
h
as
new
s
, st
ori
e
s,
or t
h
e ass
o
rt
m
e
nt
o
f
k
n
o
wl
e
d
g
e
i
s
very
e
ffect
i
v
el
y
ann
o
unce
d
b
y
mean
s of writin
g
,
n
a
m
e
ly i
n
th
e
form
o
f
n
e
wsp
a
p
e
rs
, mag
azin
e
s, b
o
o
k
s
, o
r
literat
u
re.
In
g
e
n
e
ral,
th
e
ap
pro
p
riate d
i
scou
rse wh
ich is tak
e
n
as the test of
r
ead
i
n
g ab
ility is no
t really
d
i
fferen
t
with
th
e t
e
st of
listen
i
n
g
ab
ility. Th
e selection
sh
ou
ld
b
e
con
s
id
ered
i
n
te
rm
s o
f
d
i
fficu
lty lev
e
l, sho
r
t an
d
l
o
ng
, con
t
en
t, typ
e
or
fo
rm
of di
scou
rse. T
h
e e
x
t
e
rnal
fact
o
r
s
are di
vi
de
d i
n
t
o
t
w
o cat
eg
ori
e
s, nam
e
l
y
the ele
m
ents of reading
and t
h
e rea
d
i
n
g en
vi
r
o
nm
ent
.
The el
em
ent
s
on
rea
d
i
n
g o
r
t
e
xt
ual
feat
ures
i
n
cl
ude l
i
ng
ui
st
i
c
s t
e
xt
(di
f
fi
cul
t
y
of
rea
d
i
n
g m
a
teri
al
), a
n
d
t
h
e
or
ga
ni
zat
i
on
o
f
t
e
xt
(t
he a
v
ai
l
a
bl
e hel
p
i
n
t
h
e f
o
rm
of c
h
a
p
t
e
rs an
d s
u
b-c
h
apt
e
rs
or orga
nization of writing).
The quality
of envi
ronm
ent
includes: the
preparation
of
teachers be
fore,
during,
or
ge
neral
at
m
o
sp
he
re
of
t
a
s
k
c
o
m
p
l
e
t
i
on (
b
ar
ri
ers
o
r
e
n
c
o
ura
g
em
ent).
All these
factors a
r
e
not m
u
tually
ex
clu
s
i
v
e, bu
t in
terrelated. Th
e tax
ono
m
y
o
f
Burret is the tax
o
n
o
m
y sp
ecifically wh
ich
was created
to
test
readi
ng c
o
m
p
rehen
s
i
o
n. R
o
b
i
nso
n
[
10]
st
at
es t
h
e l
e
vel
of
readi
n
g com
p
rehe
nsi
o
n ba
se
d o
n
t
a
xo
n
o
m
y
of
Bu
rret in
read
i
n
g co
m
p
reh
e
nsio
n, n
a
m
e
ly li
teral co
m
p
rehe
nsi
o
n,
re
or
gani
zat
i
on, i
n
fe
ren
t
i
a
l
co
m
p
rehe
n
s
i
o
n
,
evaluation, appreciation.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJER
E
V
o
l
.
5,
No
. 2,
Ju
ne
2
0
1
6
:
17
4 – 1
8
0
17
6
2.
R
E
SEARC
H M
ETHOD
The
researc
h
use
d
the class
r
oom
action research
. T
h
e
pha
ses o
f
i
m
pl
em
ent
a
t
i
on o
f
t
h
e resea
r
c
h
con
s
i
s
t
e
d o
f
f
o
u
r
c
o
m
pone
n
t
s. The
fo
ur
c
o
m
pone
nt
s we
re pl
a
nni
ng
, a
c
t
i
on,
ob
ser
v
at
i
on, a
n
d re
fl
e
c
t
i
on.
Furt
herm
ore, t
h
e four com
p
onents
were
linked in a cycle of activity. In
br
ief, the steps
taken by the teacher
was t
o
del
i
v
e
r
t
h
e o
b
je
ct
i
v
es
and t
o
m
o
t
i
v
at
e st
ude
nt
s, t
o
p
r
o
v
i
d
e i
n
f
o
rm
at
i
on, t
o
o
r
ga
ni
z
e
st
ude
nt
s i
n
t
o
st
udy
gr
o
ups
, g
u
i
d
e
gr
o
up
w
o
r
k
a
n
d l
ear
ni
n
g
, e
v
a
l
uat
e
, an
d
gi
ve
rewa
rd
. Teac
h
i
ng a
n
d
l
earni
n
g
u
s
i
n
g N
H
T
m
e
t
hod
was starte
d wit
h
num
b
ering.
The teache
r
divide
d the
class
into sm
all groups
. Eac
h
pe
rs
on i
n
each
group
wa
s
num
bere
d acc
o
r
di
ng t
o
t
h
e
n
u
m
bers of m
e
m
b
ers
i
n
t
h
e
gr
ou
p. On
ce t
h
e
gr
oup
w
a
s
form
ed, t
h
en t
h
e te
acher
aske
d som
e
qu
est
i
ons t
o
be a
n
swe
r
e
d
by
ea
ch g
r
ou
p a
nd
p
r
o
v
i
d
e
d
t
h
e
o
p
p
o
r
t
u
ni
t
y
fo
r e
ach g
r
ou
p t
o
fi
nd t
h
e
answers. On t
h
is occasion,
each
group
brought together "
N
um
ber Head
s
Together” to t
h
ink and
discussed the
answers.
The
next step,
the teacher called
the students who had
t
h
e sa
m
e
num
ber from
each group. They were
given the
opportunity to give
answer
s t
o
questions
received from
the t
eacher. The work
was ongoi
ng until all
of t
h
e st
ude
nt
s
wi
t
h
t
h
e
sam
e
num
ber
fr
om
each
gr
ou
p
g
o
t
a t
u
r
n
t
o
p
r
ese
n
t
t
h
e a
n
s
w
ers
t
o
t
h
e t
eac
her
.
B
a
sed
on the a
n
swe
r
s
,
the teacher coul
d de
velop a
m
o
re in-de
p
th discussion, s
o
the stude
nts c
oul
d find the answe
r
s
t
o
t
h
ese q
u
est
i
ons as t
h
e i
n
t
act
kno
wl
ed
ge
. In a
ppl
y
i
n
g
t
h
e coo
p
erat
i
v
e
m
e
t
hod ‘
N
um
ber
Heads T
o
g
e
t
h
er
’
(NHT), t
h
e teach
e
r was on
ly
a facilitato
r and
th
e st
ud
en
ts
m
o
re fu
lly p
a
rticip
ated
in learn
i
ng
.
Th
e
p
r
o
cess of im
p
l
e
m
en
tat
i
o
n was cond
ucted
gr
ad
u
a
lly un
til th
e research was su
ccessfu
l
.
The
pr
oce
d
u
r
es st
art
e
d f
r
om
(1) a
c
t
i
on pl
a
nni
ng
,
(2) act
i
o
n i
m
pl
em
ent
a
t
i
on, (3)
obse
r
vat
i
o
n
and eval
uat
i
o
n, an
d
(4) an
alysis and
reflection
.
Th
is research
sited
in
SM
P Ne
geri 2 Maros located at
Jal
a
n
Dr.R
at
ul
a
ngi
No
. 6
8
A Bon
t
ok
ap
etta Villag
e
, Lau
District, Maro
s reg
e
n
c
y. Th
is
research
was co
ndu
cted
i
n
the secon
d
sem
e
ster of
academ
ic year
2012/2013
from
Februa
ry to April 2013.
The s
u
bjects
were
t
h
e stude
n
ts of class
VIII
D a
t
SM
P Ne
geri
2
M
a
ros t
o
t
a
l
i
n
g
25
pe
opl
e, c
o
n
s
i
s
t
i
ng o
f
1
0
m
a
l
e
st
udent
s a
n
d 1
5
fem
a
l
e
stude
nt
s. T
h
e res
earc
h
p
r
o
c
ed
ur
es w
e
r
e
to
p
l
an
action
and
to
act p
l
an
n
i
n
g
. Th
e so
ur
ces
o
f
d
a
ta in
th
is r
e
sear
ch w
e
r
e
th
e
I
ndon
esian
teachers
who taught in class
VIII
an
d class
VIII
D at
SMP Ne
geri
2 Ma
ro
s, Ac
adem
ic Year
2012/2013.
Th
e data o
f
t
h
e research
were in
th
e fo
rm
o
f
ob
serv
ation
s
b
a
sed
on
th
e
fin
d
i
n
g
s in
th
e
field
,
th
at is
t
h
e im
pl
em
entat
i
on res
u
l
t
s
of
t
h
e l
earni
n
g
pr
ocess o
f
rea
d
i
n
g com
p
rehe
nsi
on
wi
t
h
N
H
T m
e
t
hod, t
h
e
re
sul
t
s
o
f
th
e stud
en
ts in th
e
g
r
ou
p to
read th
e tex
t
t
h
rou
g
h
wo
rk
sh
eets, t
h
e
d
o
cu
m
e
n
t
atio
n
of lesson
p
l
an, an
d th
e
record
toward
learn
i
ng
im
p
l
e
m
en
tatio
n
o
f
read
ing
co
m
p
reh
e
nsion
sk
ills with
NHT coop
erativ
e m
o
d
e
l. Th
e
d
a
ta in
clud
es th
e d
a
ta im
p
l
e
m
en
tatio
n
and ev
alu
a
tion
of th
e stu
d
e
n
t
s’
ab
ility to
read
co
m
p
reh
e
nsively th
e
cont
e
n
t
s
of t
e
x
t
. The st
ude
nt
s
’
refl
ec
tion
sheet was a sh
eet u
s
ed
to
ob
tain
th
e d
a
ta or to
ob
tain
clarification
fro
m
th
e stu
d
e
n
t
s ab
ou
t th
e data th
at were co
n
s
i
d
ered
no
t clear yet. Th
is
form
at
was also
u
s
ed
to
ob
tain
th
e
dat
a
o
n
st
u
d
e
n
t
s
’ res
p
on
ses t
o
t
h
e l
earni
ng
p
r
ocess i
m
pl
e
m
e
n
ted. Students
’
worksheet
wa
s the form
at used by
th
e stud
en
ts t
o
p
r
actice
writin
g th
e an
swers fro
m
read
in
g
th
e con
t
en
t. Th
is fo
rm
at was u
s
ed
in
t
h
e teach
ing
and learning proces
s in the classroo
m
,
wh
ile th
e assessm
e
n
t form
at
o
f
th
e stude
nts'
work was the students’
fi
nal
t
e
st
res
u
l
t
s
, i
n
t
h
e
fo
rm
of i
ndi
vi
d
u
al
t
e
st
base
d
on
t
h
e q
uot
es
o
f
rea
d
i
n
g t
h
at
was
di
scuss
e
d
p
r
ev
i
ousl
y
and t
h
e ane
w
r
eadi
n
g q
u
o
t
e
s t
h
at
can m
easure t
h
e im
pl
em
ent
a
t
i
on
of t
h
e i
m
pl
em
ent
a
t
i
on of t
h
e m
e
t
hod
NHT
.
This
form
at was use
d
t
o
obtai
n the
data
on le
arni
ng outcom
es at each m
eeting i
n
a
single
cycle.
Th
e
d
a
ta co
llectio
n
techn
i
q
u
e in
th
e research
was th
e learn
i
n
g
ou
tco
m
e test in
th
e
fo
rm
o
f
m
u
ltip
le
choices at the end of each cycle. It was
use
d
to
m
easure the achieve
ment of learni
ng
outc
o
m
e
s
or the
stu
d
e
n
t
s’
read
in
g co
m
p
eten
ce after
p
a
rticip
atin
g
in th
e
teach
i
ng
an
d learn
i
n
g
activ
ities. Field
no
tes were u
s
ed
to
o
b
s
erv
e
th
e i
m
p
l
e
m
en
tatio
n
o
f
NHT m
e
t
h
od
.
Written
do
cu
m
e
n
t
s were u
s
ed
to
acq
u
i
re an
d
to
ex
am
i
n
e d
a
t
a
in
the form
of learning devic
e
s
m
a
de
by the
teachers a
n
d t
h
e
works
h
eets
in
the form
of the
st
udents
’ work
in
t
h
ei
r gr
ou
p.
T
echni
que
s of dat
a
anal
y
s
i
s
were d
one
i
n
t
h
ree st
ages,
dat
a
re
d
u
ct
i
o
n, dat
a
di
spl
a
y
,
an
d
concl
u
si
o
n
.
Da
t
a
red
u
ct
i
o
n
w
a
s t
h
e p
r
ocess
of si
m
p
l
i
f
i
cat
ion
o
f
t
h
e
dat
a
obt
ai
ned t
h
r
o
ug
h
ob
ser
v
at
i
o
ns
by
selecting the data according to the n
eeds
of
researc
h
. From the selection
of the
data, those the
n
prese
n
ted
a
m
o
re sim
p
le expos
u
re
(descr
iption) in t
h
e form
of s
u
ccess
i
ve exposure
data, then
finall
y be conclude
d in the
fo
rm
of a s
h
ort
st
at
em
ent
sent
ences a
n
d
dens
e b
u
t
co
nt
ai
ni
n
g
a
b
r
oa
d se
nse
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
The
Im
pl
e
m
ent
a
t
i
o
n
of
C
o
ope
rat
i
ve Le
arni
n
g
M
o
del
'N
u
m
ber
He
ads
T
o
g
e
t
h
er (
N
HT)
'
...
. (
M
ay
on
g
Ma
ma
n)
17
7
3.
R
E
SU
LTS AN
D ANA
LY
SIS
3.
1.
Results
B
a
sed
on t
h
e r
e
sul
t
s
o
f
t
h
e i
m
pl
em
ent
a
t
i
on of c
o
op
erat
i
v
e
l
earni
n
g
m
ode
l
‘N
HT’ m
e
t
h
o
d
,
fi
rst
cy
cl
e
took
place in t
h
ree
m
eetings. From
th
e intervie
ws a
n
d the
ob
servations,
the resea
r
c
h
er
concl
ude
d t
h
at
the
st
ude
nt
s di
d n
o
t
kno
w w
h
at
t
h
ey
were l
earni
ng
. Fo
r t
h
e fi
rs
t
m
e
et
i
ng, m
o
st
st
udent
s di
d
not
u
n
d
erst
a
n
d
what
had
bee
n
rea
d
in the learning ac
tivities. Meanwhile, the
t
eacher as t
h
e
practitione
r said that he
still ha
d
di
ffi
c
u
l
t
y
i
n
appl
y
i
ng t
h
e
NH
T
m
e
t
hod es
pe
ci
al
l
y
i
n
orga
ni
zi
ng t
i
m
e and f
i
ndi
n
g
t
h
e a
p
p
r
op
ri
at
e
m
a
t
e
ri
al
s for
read
i
n
g
co
m
p
reh
e
nsion
m
a
ter
i
als, alth
o
ugh
th
o
s
e h
a
d
b
e
en
alread
y written
in
th
e lesson
p
l
an
s. It can
be seen
also
in th
e fiel
d
n
o
t
es, t
h
e teach
e
rs were less ab
le t
o
m
a
n
a
ge th
e class an
d to
p
r
ov
id
e ev
alu
a
tio
n
s
and to g
i
v
e
awar
ds t
o
t
h
e s
t
ude
nt
s. D
u
ri
n
g
t
h
e im
pl
em
ent
a
t
i
on, t
h
e rec
o
r
d
was ca
rri
e
d
o
u
t
by
usi
n
g
t
h
e ob
ser
v
at
i
o
n sheet
.
For
easing of i
m
ple
m
entation, the resea
r
c
h
e
r
obse
rv
e
d
the
activities taki
ng
place while
filling the
pre
p
are
d
list o
f
o
b
serv
atio
n
s
. Mo
st st
ud
en
ts still ex
pected
h
e
l
p
from
o
t
h
e
r m
e
m
b
ers
o
f
th
eir
gro
u
p
and
th
ey
d
i
d
no
t
co
n
t
ribu
te to
th
e group
, m
o
reo
v
e
r th
e an
swers were agreed
in
adv
a
n
c
e. Similarly with
th
e asp
ects of attitu
d
e
,
it ap
p
eared
t
h
at all o
f
th
e
stud
en
ts
d
i
d no
t sh
ow
d
i
scip
lin
e in
do
ing
t
h
e t
a
sk
g
r
ou
p
within
th
e allo
tted
ti
m
e
.
Th
e lan
g
u
a
g
e
p
o
liten
e
ss rev
e
aled
b
y
t
h
e st
ud
en
ts was still
n
o
t
go
od
. It cou
l
d
b
e
h
e
ard for th
e stud
en
ts to
taun
t
lik
e
do
ngo
, t
o
l
o
(st
u
pi
d
)
whe
n
ot
he
r st
u
d
e
n
t
s
aske
d,
ga
ve a
n
swe
r
s,
o
r
di
sc
usse
d i
n
t
h
e
g
r
ou
p.
Based
o
n
th
e
ob
serv
ation
toward
t
h
e action
i
m
p
l
e
m
en
tatio
n
in th
e
first cycle, it was fou
n
d
t
h
at the
stu
d
e
n
t
s' learnin
g
activ
ities
with
th
e coo
p
erativ
e lear
n
i
ng
h
a
d
no
t reach
e
d th
e
g
o
a
l
yet as ex
p
ected
. Th
e
l
earni
n
g
i
m
pl
em
ent
a
t
i
on ha
d not
s
h
o
w
n y
e
t
t
h
e st
ude
nt
s’
p
a
rticip
atio
n
activ
ely in
th
e tru
e
sen
s
e. Althou
gh
the
teachers ha
d im
ple
m
ented cohe
re
ntly the s
t
ages of lear
ni
ng, but the students’ activ
ities were still procedural.
More
ove
r, the stude
nts’ activi
ties in
the teaching and learning
pr
ocess
we
re still
m
u
ch
more to
be at the
level
o
f
p
h
y
sical activ
ities; o
n
th
e o
t
h
e
r h
a
n
d
, m
e
n
t
al activ
ity w
a
s still n
o
t
i
m
p
l
e
m
en
ted
o
p
t
i
m
all
y
an
d
effectiv
ely.
A
lth
oug
h so
m
e
stud
en
ts
h
a
d alr
ead
y app
e
ar
ed
t
o
b
e
active in
p
r
ov
id
ing an
swers and
co
m
p
o
s
ing
texts with
th
eir own
sen
t
en
ces, m
o
st o
f
th
em
s
till
h
a
d
n
o
t
p
a
rticip
ate
activ
ely yet, th
ey were so
m
e
wh
at
d
i
fficu
lt to
read
literatu
res
(text) in
t
h
e learn
i
n
g
activ
ities .
In group
s, th
e stud
en
ts less
co
mm
u
n
i
cated
to
g
i
v
e
i
n
formatio
n
each
othe
r a
bout the
contents
of the te
xt. The students we
re still carried in
the
classroom
at
m
o
sphere
that ha
d
to be
order
and we
re
not allowe
d to
be
noisy, so each
one of them
was
reluctant t
o
talk. As a res
u
l
t
, the
kn
o
w
l
e
d
g
e an
d
t
h
e un
derst
a
nd
i
ng gai
n
ed
wer
e
very
m
i
ni
m
a
l, and t
h
e
pr
oce
ss of o
b
t
a
i
n
i
n
g
t
h
e com
p
rehe
nsi
o
n
about de
velopi
ng the a
b
ility
to think c
r
itically and crea
tively. The teachers’ activ
ities to m
o
tivate stu
d
ents
an
d to g
i
v
e
feed
b
a
ck were
not op
ti
m
a
l yet. It is v
e
ry
influ
e
n
tial on
th
e stud
en
ts’ seriou
sness in p
a
rticip
atin
g
in teaching and learni
ng
process. Moreove
r
, the l
earning
m
a
nagem
e
nt
was not in ac
corda
n
ce with the
p
l
ann
i
ng
exp
e
cted
. It was ev
i
d
en
ced
th
at th
e ev
alu
a
tio
n
and
th
e reflection activ
ities were n
o
t
i
m
p
l
e
m
en
t
e
d
at
th
e end
of th
e learn
i
n
g
with on
th
e reason
o
f
in
su
fficien
t
time.
Vari
ous c
o
nstraints in the t
eaching and l
earni
ng
proce
ss were c
o
pe
d with in t
h
is cycle. The
su
bop
tim
a
l
p
a
rts o
f
th
e learn
i
n
g
p
r
o
cess
were tried
to
b
e
i
m
p
r
o
v
e
d
,
wh
ile th
e o
p
tim
al p
a
rts were m
a
in
tain
ed
to support the
im
provem
ents
. The
students
listened to explanations
a
nd ans
w
ere
d
the
teachers
’
que
stions
ex
cellen
tly. The co
op
eration
sh
own
b
y
th
e stu
d
e
n
t
s was also
v
e
ry g
ood
. All o
f
th
e stu
d
e
nts were activ
e in
th
e
group activities according to the task
s
given. The stude
n
ts’ c
r
eativity
looked im
proved from
the cycle I
p
a
rticu
l
arly wh
en
th
ey wro
t
e th
e resu
lts of g
r
ou
p
d
i
scu
s
sio
n
in
th
e fli
p
ch
art. Th
e resp
on
si
b
ilities
as th
e
m
e
m
b
ers of t
h
e gr
ou
p al
so l
o
oke
d ve
ry
g
o
o
d
. T
h
e st
u
d
ent
s
i
n
t
h
ei
r gr
o
u
p
fel
t
resp
o
n
si
bl
e fo
r t
h
e su
c
cess of
the group in
reachi
ng ac
hie
v
em
ent.
The
discipline attitude
was also
dem
onstrated by the
groups in
com
p
leting the
i
r tasks. T
h
e s
h
outs
of
the
words s
u
c
h
as
Dongo
(stupid) were re
placed by
the
stea
dy, agree
,
an
d yes.
Th
e learn
i
ng
p
r
o
cess carr
i
ed
ou
t th
ro
ugh N
H
T
m
e
th
o
d
h
a
s sho
w
n
the i
m
p
r
o
v
e
m
e
n
t
to
w
a
rd
th
e
com
p
etence of the stude
nts’
readi
ng c
o
m
p
rehension in
the second cycle. Based on the
obse
r
vati
on
of the
action im
ple
m
entation in the
second cycle, it can be
said that the students'
reading c
o
m
p
etence was
better
than in the fi
rs
t cycle. The findi
ng
s of the
research
base
d on the
reflec
tion in the sec
o
nd cycle are by giving
brief a
n
d clear expla
n
ation of the ac
tivities that woul
d be
c
a
rried
out accord
i
ng t
o
the sta
g
es
of the
activities
in
co
op
erativ
e learn
i
ng
, th
e
stu
d
e
n
t
s’ read
i
n
ess to
p
a
rticip
ate in
th
e learn
i
n
g
im
p
r
o
v
ed
. Th
e sp
irit an
d
th
e
determ
ination to learn ca
n be
seen from
the stude
nts’
e
n
thusiasm
to answer the
greetings
from
the teache
r
s
and the
stude
n
ts’
readi
n
ess t
o
accept th
e
less
on. T
h
e lea
r
ni
ng
process
took
place sm
oothly. All
of the
student
s
d
i
d
activ
ities
activ
ely in
lin
e with
th
e expectatio
n
s
. Th
is was th
e im
p
a
ct o
f
t
h
e exp
l
an
atio
n g
i
v
e
n
b
y
th
e
teachers
before the learning
proce
ss
be
gan. The st
ude
nts’ coope
ration im
prove
d.
It oc
curred beca
use
each
gr
o
up
was gi
ven
readi
ng t
e
xt
s i
ndi
vi
d
u
a
l
l
y
before
bei
ng
di
scus
sed
i
n
t
h
e gr
o
u
p
.
Al
l
of t
h
e st
ude
nt
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJER
E
V
o
l
.
5,
No
. 2,
Ju
ne
2
0
1
6
:
17
4 – 1
8
0
17
8
cont
ri
b
u
t
e
d
t
o
t
h
e gr
ou
p
i
n
w
o
r
k
i
n
g o
n
t
h
e wo
rk
sheet
s
,
it
was
observe
d
i
n
t
h
e
observation s
h
eets a
n
d
field
n
o
t
es. Th
e studen
t
s’ creativ
ity in
co
m
p
letin
g
th
e task
s
g
r
ou
p
m
o
tiv
ated
b
y
t
h
e av
ailab
ility
o
f
t
h
e too
l
s used
in
the learning a
c
tivities as require
d in conte
x
tual lear
ni
ng. In term
s of responsi
b
ilities, each indi
vidual was
resp
o
n
si
bl
e
fo
r
t
h
e
que
st
i
ons
aske
d
by
t
h
e t
e
achers
i
n
t
h
e i
m
pl
em
ent
a
t
i
on o
f
N
H
T
m
e
t
hod.
The im
provem
e
nt of the st
udents’ com
p
etence in re
ad
ing
co
m
p
reh
e
n
s
ion in
th
e research
was tak
e
n
fro
m
th
e learn
i
n
g
ou
t test o
n
th
e po
st test co
ndu
cted
at
the en
d
o
f
each
cycle in
th
e form
o
f
m
u
ltip
le
ch
o
i
ce
que
st
i
ons
. H
a
v
i
ng c
o
nd
uct
e
d
a com
p
rehe
nsi
v
e d
e
scri
pt
i
v
e
anal
y
s
i
s
of t
h
e
resul
t
s
of t
h
e
researc
h
c
oncl
ude
d
that the action
im
ple
m
entatio
n in sta
g
es sta
r
ting from
cy
c
l
e I to cycle II
success
f
ully im
prove
d the st
ude
nts
’
com
p
etence in readi
n
g com
p
rehe
nsion i
n
t
h
e teachi
n
g
and learning
process. T
h
e im
provem
ent of
reading
com
p
etency in the teaching and learni
ng proc
ess was als
o
followed
by the
i
m
provem
e
nt of learning outc
omes
t
h
r
o
u
g
h
t
h
e i
m
pl
em
ent
a
t
i
on of
N
H
T m
e
t
hods
. T
h
e sc
ore
achi
e
vem
e
nt
i
s
8
0
K
K
M
as
t
h
e i
n
di
cat
or
of t
h
e
success set has
been ac
hieve
d
in th
e second
cycle, both for the proce
ss as
sessm
ent and outc
o
m
e
asses
s
m
e
nt.
There
f
ore, the
researc
h
er de
cided to e
n
d the
researc
h
i
n
the
second cycle.
3.
2.
Discussions
Thi
s
resea
r
ch
pr
o
v
ed
t
h
at
t
h
e
l
earni
ng
i
m
provem
e
nts occ
u
rre
d i
n
all indi
cators
from
cycle to cycle.
Despite t
h
e
fac
t
that in t
h
e as
pect of less
on
planni
n
g
, t
h
e i
m
pl
em
ent
a
t
i
on o
f
l
ear
ni
n
g
a
p
pr
oac
h
es
wi
t
h
NH
T
m
e
t
hod nee
d
t
o
be desi
gne
d
caref
ul
l
y
, espe
ci
al
l
y
rel
a
t
i
ng t
o
t
h
e pac
k
agi
n
g m
a
t
e
ri
al
and t
h
e pre
p
arat
i
o
n
of t
h
e
stage activities that gi
ve the studen
ts opportunities
actively
in the t
eaching a
n
d learni
ng proce
s
s. The
su
ppo
rted
facility
in
a sch
o
o
l
is o
n
e
o
f
th
e
facto
r
s th
at coo
p
e
rativ
e learnin
g
‘NHT’ m
o
d
e
l can
b
e
applied
.
The im
ple
m
entation of c
o
ope
r
ative l
earning with
NHT m
e
thod
was s
u
pporte
d
by t
h
e
role of t
h
e teachers a
s
the facilitators who m
a
naged the learni
ng activities. Th
e role of teachers
did
not dom
i
nate the cl
ass and
flex
ib
le learn
i
n
g
activ
ities stag
es, as
well as v
a
ried
fo
rm
s o
f
activ
ities allo
w th
e im
p
r
o
v
e
m
e
n
t
o
f
read
ing
com
p
rehe
nsion com
p
etence.
The im
ple
m
entation of
NHT
m
e
thod at eac
h cy
cle s
h
ow t
h
at the acti
ons
taken
affect
ed
o
n
i
m
provi
n
g
t
h
e
st
ude
nt
s’
com
p
etence i
n
e
v
ery aspect
obser
ve
d, although the
objecti
v
es a
n
d
conte
n
ts of ea
ch cycle were
diffe
re
nt. T
h
us, t
h
e im
prove
m
ent of the
reading c
o
m
p
rehension com
p
etence
occurre
d
beca
use the
rem
e
dial action
was
done in im
ple
m
e
n
ting cooperati
v
e learning
with
NHT
m
e
thod.
Th
e trend
fou
n
d
fro
m
th
e research
is th
e rel
a
tio
n
b
e
t
w
een
th
e i
m
p
r
ov
em
e
n
ts o
f
th
e st
u
d
en
ts' ab
ilit
y
i
n
readi
ng co
m
p
rehensi
o
n t
h
r
o
ug
h t
h
e im
pl
em
ent
a
t
i
on of NH
T m
e
t
hod
wi
t
h
cont
e
x
t
u
al
l
earni
ng t
e
c
hni
qu
e
s
[11
]
. In
an
swering
th
e qu
esti
o
n
s
related
to
t
h
e tex
t
, th
e st
ud
en
ts
were
v
e
ry in
flu
e
nced
by th
e fun
atm
o
sp
here
in the class and va
ried activit
ies coul
d
fo
ster th
e stud
en
ts’
sp
irit. Th
e clear and
co
m
p
lete in
stru
ction
s
by th
e
teachers
were
also the im
portant pa
rts in t
h
e i
m
ple
m
entati
on of the
NHT. Gi
ving award
such
of good and
outsta
ndi
ng words, as well the acknowledgm
ents are the
parts that should not be
forgotten
by teachers i
n
classroom
m
a
n
a
gem
e
nt. The
efforts m
a
de by the teachers
to m
a
ke the cl
a
ss and learning activities belonge
d
t
o
t
h
e
st
u
d
ent
s
are
badl
y
need
ed i
n
ap
pl
y
i
n
g
NHT
m
e
t
hod
p
a
rt
i
c
ul
arl
y
o
n
t
h
e
readi
n
g
co
m
p
rehensi
o
n a
s
pect
.
The st
ude
nts’
activity took
place in a li
vely a
nd c
o
nducive classroom
atm
o
sphere
.
Each
group
un
de
rst
o
od
w
h
at
t
o
d
o
i
n
t
h
e
l
earni
n
g
act
i
v
i
t
i
e
s. The
po
or
s
t
ude
nt
s c
oul
d
un
de
rst
a
n
d
t
h
e
co
nt
ent
of
rea
d
i
n
g i
f
t
h
ey
got
t
h
e e
x
pl
anat
i
o
n f
r
om
t
h
e gr
o
up m
e
m
b
ers. The
exi
s
tence of awa
r
eness that
the success of
indi
vidual
is determ
ined
by the s
u
ccess
of the
group
whic
h m
a
de
the stude
nts atte
m
p
ted so that
their group m
e
m
b
er
s
co
u
l
d
an
swer
well with
ou
t read
ing
th
e no
tes. Thu
s
it is c
e
rtain
th
at all
o
f
th
e stud
en
ts were read
y to
an
swer
an
y qu
estion
s
ab
ou
t th
e con
t
en
t of read
i
n
g. The selected
read
ing
tex
t
s were also tailo
red
to
st
u
d
e
n
t
s'
k
now
ledg
e an
d th
e
n
e
w th
ing
s
th
at th
ey m
a
y n
o
t
kn
ow
.
The i
m
pl
em
ent
a
t
i
on o
f
c
o
o
p
e
rat
i
v
e l
ear
ni
n
g
m
e
t
hod
‘N
u
m
ber Heads
T
oget
h
er
(
NHT
)
’
m
odel
can
im
pro
v
e st
u
d
e
n
t
s
'
com
p
et
ence i
n
rea
d
i
n
g c
o
m
p
rehe
nsi
o
n
at
t
h
e ju
ni
o
r
h
i
gh sc
h
ool
l
e
v
e
l
by
t
h
e f
o
l
l
o
wi
n
g
steps. Ste
p
one (1), teache
r
provid
e
d
a pre
l
iminary unde
rstandi
ng
of t
h
e
learning objec
tives on t
h
e re
ading
com
p
rehe
nsi
o
n
cove
ri
n
g
rea
d
i
ng ext
e
nsi
v
el
y
news an
d
read
ing
in
ten
s
i
v
ely articles, g
a
v
e
m
o
tiv
atio
n
b
o
t
h
in
the form
of question and in t
h
e form
state
m
ent. Step two (2), teacher
pr
ese
n
ted i
n
formation in the form
of
tex
t
n
e
w
s
an
d ar
ticles tak
e
n f
r
o
m
a v
a
r
i
et
y o
f
sou
r
ces su
ch as st
u
d
e
n
t
s’
g
u
i
d
e
b
ooks, electr
o
n
i
c
bo
ok
s,
news
pa
pers, a
nd t
h
e internet. Step three
(3), teacher di
vi
de
d students int
o
5 groups of 5
people pe
r group
by
cou
n
t
i
n
g a
n
d t
h
e st
ude
nt
s a
r
e
gi
ve
n
n
u
m
b
er
1,
2,
3
,
4,
an
d
5.
Each
g
r
ou
p
was
gi
ve
n t
h
e
nam
e
t
o
m
a
ke i
t
m
o
re
interesting. Ste
p
four
(4), teacher
guide
d
all
of t
h
e st
ude
nts
in each group t
o
thi
n
k,
discus
s, and c
o
nvi
nc
e each
me
m
b
er of t
h
e
group t
o
know
the ans
w
er
s of
th
e qu
estion
s
on
th
e
work
sh
eets
. Step fi
ve (5), the teac
her c
a
lled
th
e stu
d
e
n
t
s with
th
e p
a
rticu
l
ar nu
m
b
er, th
en
th
e stud
ents
whose num
b
ers were the sa
me raised their hands
Evaluation Warning : The document was created with Spire.PDF for Python.
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J
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I
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:
225
2-8
8
2
2
The
Im
pl
e
m
ent
a
t
i
o
n
of
C
o
ope
rat
i
ve Le
arni
n
g
M
o
del
'N
u
m
ber
He
ads
T
o
g
e
t
h
er (
N
HT)
'
...
. (
M
ay
on
g
Ma
ma
n)
17
9
and
ga
ve ans
w
ers to the e
n
tire class.
St
ep
1
t
o
st
ep 5
were
per
f
o
r
m
e
d on
t
h
e fi
rst
cy
cl
e al
t
hou
g
h
i
t
wa
s not
o
p
tim
al.
The
next
st
e
p
was t
h
e
st
ep s
i
x (
6
) i
n
w
h
i
c
h t
h
e t
eac
her
di
st
ri
b
u
t
e
d s
h
e
e
t
s
of
pa
per a
nd a
s
ke
d t
h
e
st
ude
nt
s t
o
re
wri
t
e
d
o
w
n t
h
e
ans
w
ers t
o
ea
ch q
u
est
i
o
n as
ked i
n
t
h
e
w
o
r
k
sh
eet
s. St
e
p
s
e
ven
(
7
)
,
t
h
e s
t
ude
nt
s
excha
n
ged t
h
e
group'
s works
with the
large
sheets of pa
per with a
not
he
r
group to c
o
rrect each othe
r. Step
ei
ght
(
8
), t
eac
her
pr
o
v
i
d
e
d
r
e
i
n
f
o
rcem
ent
and
fee
dbac
k
o
n
t
h
e st
ude
nt
s’
wo
r
k
s. St
e
p
n
i
ne (
9
),
t
h
e st
u
d
ent
s
displayed t
h
e result of
group
works on
the
c
l
assroom
wall. Step ten
(10),
teacher
gave a
w
ard to t
h
e students
in
th
e fo
r
m
o
f
sm
i
l
es o
n
th
e stud
en
ts' wo
rk
s
d
i
sp
layed
.
Step
s
1
t
h
rou
g
h
step
10
w
e
re don
e
o
n
th
e
second
cycle. The Learni
ng steps perform
e
d in the second cy
cle had followe
d the steps
of context
u
al learni
ng
activ
ities th
at always em
p
h
a
size th
e coo
p
e
rativ
e learn
i
ng activ
ities. The stu
d
e
n
t
s
were n
o
t
on
ly d
i
vid
e
d
in
groups
but we
re also facilitat
e
d, di
r
ected ,a
nd supe
rvised
by teachers at ev
ery stage of
learni
ng to construct
t
h
ei
r ow
n k
n
o
w
l
e
d
g
e bel
o
ng
ed
a
n
d
ac
qui
re
d.
The
data
of te
st res
u
lt in t
h
e
first
cycle and se
c
o
nd cycle show t
h
at th
e
students'
com
p
etence in
read
i
n
g co
m
p
reh
e
nsion
are
hig
h
e
r thro
ugh
t
h
e im
p
l
e
m
en
ta
tio
n
o
f
v
a
ried
NHT m
e
th
od
. Th
e stud
en
ts' ab
ility
to ans
w
er
fina
l test in each cycle im
prove
d from
cycl
e I
to cycle II. T
h
ere
was eve
n
one
of the stude
nts
g
e
ttin
g th
e
p
e
rfect sco
r
e of
10
0. Th
e re
search
foun
d th
at i
n
o
r
d
e
r to
g
a
in correct
un
d
e
rstan
d
i
ng in
readin
g
,
a
reade
r
s
h
oul
d
t
a
ke a
dva
nt
age
o
f
t
h
e
i
n
fo
rm
at
i
on
he/
s
he
h
a
s. T
h
e i
n
f
o
rm
at
i
on
obt
ai
ned
fr
om
t
h
e res
u
l
t
s
o
f
pre
v
i
o
us r
eadi
ngs a
n
d ot
her i
n
f
o
rm
at
i
on so
u
r
ces. T
h
e p
e
r
f
e
c
t
i
on o
f
t
h
e st
u
d
ent
s
’ rea
d
i
n
g
resul
t
s
ca
n i
m
p
r
o
v
e
in each cycle
because the stude
nts we
re
able to connect
new inform
ation
c
ontaine
d in the text by thinki
ng
togethe
r
i
n
a
group a
n
d to m
a
ke s
u
re
each me
m
b
er
of t
h
e group unde
rstood
the
inform
ation in t
h
e te
xt [12].
The i
m
pl
em
ent
a
t
i
on o
f
c
o
o
p
e
rat
i
v
e l
ear
ni
n
g
m
odel
‘
N
u
m
ber Head
T
oget
h
er
(
NHT
) ap
pa
rent
l
y
im
proved the s
t
ude
nts'
co
m
p
etence in rea
d
ing com
p
rehe
nsi
on
[13]. In the
teaching
a
nd l
earni
ng
proces
s, the
stude
nts seemed ha
ppy and
excited so t
h
at they becam
e
active and c
r
e
a
tive. This ha
ppe
ns
because
in the
coo
p
e
r
at
i
v
e l
e
arni
ng m
odel
‘N
um
ber Hea
d
T
oget
h
er
(
N
HT)
’
, t
h
e
num
ber
o
f
m
e
m
b
ers co
nsi
s
t
e
d o
f
3
-
5
people. T
h
e Grouping
of the
s
t
ude
nts could e
n
courage t
h
eir
involvem
ent in the teach
ing a
nd lea
r
ni
ng
process.
The achie
vement of s
u
ccess
indicators
in the second cycle was able to
im
prove the students'
com
p
ete
n
ce
i
n
read
i
n
g co
m
p
reh
e
nsion
.
Th
e
stu
d
e
n
t
s
were
ab
le to
find
t
h
e m
a
in
in
fo
rm
at
io
n
and
ad
d
ition
a
l inform
at
io
n
.
The
i
n
f
o
rm
at
i
on o
b
t
ai
ned ca
n
be a
n
i
s
s
u
e i
n
a
di
s
c
ussi
o
n
.
Fi
nal
l
y
, i
t
can be co
ncl
u
ded
t
h
at
t
h
e im
pl
em
ent
a
t
i
on of l
earni
ng m
odel
s
‘N
um
ber He
ad To
get
h
e
r
(N
HT) i
m
pro
v
e
d t
h
e j
uni
or
hi
g
h
sch
o
o
l
st
ude
nt
s'
com
p
et
ence i
n
readi
ng c
o
m
p
rehe
n
s
i
on t
h
ro
u
gh
act
i
on
researc
h
. This
resea
r
ch showed th
at the
learn
i
ng
im
p
r
o
v
e
m
e
n
t
on
asp
ects
o
f
p
a
rticip
atio
n
,
creativ
ity,
responsibility, and attitude toward l
earni
ng
the Indonesia
n
langua
ge whi
c
h
was indicated by good and ve
ry
go
o
d
cat
eg
o
r
y
.
Si
nce t
h
e I
n
do
nesi
an l
a
n
gua
g
e
su
bje
c
t
as
nat
i
v
e l
a
n
gua
ge
f
o
r
res
p
o
n
d
ent
s
,
i
t
was c
onsi
d
e
r
abl
y
easi
e
r f
o
r
st
u
d
e
nt
s t
o
u
nde
rs
t
a
nd.
Thi
s
res
earch
p
r
o
v
e
d
di
ffe
re
nt
res
u
l
t
s
com
p
ared t
o
pre
v
i
o
s fi
ndi
ngs
by
Pur
n
om
o [8]
wh
o c
o
n
d
u
ct
e
d
rese
arc
h
usi
ng
N
u
m
b
ered
Head
s T
oget
h
er i
n
i
m
prov
i
ng st
ude
nt
s’
readi
n
g
com
p
rehe
nsi
o
n
on En
gl
i
s
h l
a
n
gua
ge su
b
j
ect
t
h
at
l
earni
n
g
imp
r
ov
em
en
t was effectiv
e on
merely p
a
rticip
atio
n
aspect.
4.
CO
NCL
USI
O
N
B
a
sed
on
t
h
e
anal
y
s
i
s
,
di
sc
ussi
o
n
,
an
d t
h
e p
r
o
o
f
of
re
search the
res
u
lts conducte
d, it can
be
concl
ude
d t
h
at
t
h
e im
pl
em
entat
i
on o
f
t
h
e N
u
m
b
er Heads
To
get
h
er
(N
H
T
) m
e
t
hod im
pro
v
e
d
t
h
e com
p
et
enc
e
in
r
e
ad
ing
com
p
r
e
h
e
n
s
ion
i
n
th
e asp
ects:
(
1
)
f
i
nd
th
e
main
p
r
o
b
l
em
s, (2
) d
i
stinguish
b
e
t
w
een
fact an
d
opi
ni
o
n
;
(
3
) i
d
ent
i
f
y
i
ng i
n
f
o
r
m
at
i
on, (
4
)
fi
n
d
key
i
n
f
o
rm
ati
on, a
n
d (
5
) f
o
rm
ul
at
e t
h
e pr
obl
em
from
t
h
e
m
a
i
n
p
r
ob
lem
s
. Besi
d
e
s, th
e im
p
r
ov
em
en
t o
f
learn
i
ng
activ
ities with
goo
d
and v
e
ry goo
d
cat
eg
ory in
all asp
ects
o
b
s
erv
e
d, n
a
m
e
ly: (1
) p
a
rticip
atio
n, (2
) coop
eration
,
(3) creativ
ity, (4) respo
n
s
i
b
ility,
an
d
(5
) th
e
stud
en
ts’
attitude in learning the In
donesian language. Based
on
these findings, it is suggest
ed that language teachers
use co
ope
rat
i
v
e l
earni
n
g
m
odel
‘N
HT’ t
o
im
prove st
u
d
e
nt
s'
co
m
p
et
ence i
n
readi
n
g com
p
rehe
ns
i
on i
n
lear
n
i
ng
t
h
e
I
n
d
o
n
e
sian
languag
e
.
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NC
ES
[1]
T.
L. James, “Th
e
Eff
e
cts of
a Co
llabor
ativ
e
Team
on Early
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on in
a Presch
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[2]
M. A. Henr
y
&
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e
ber
,
“
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rep
a
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a
Stude
nt T
each
er,” Ro
wm
an & Li
ttl
efi
e
ld, 2015.
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I
S
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2
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22
IJER
E
V
o
l
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5,
No
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Ju
ne
2
0
1
6
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17
4 – 1
8
0
18
0
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l
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ttitud
e
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liefs
o
f
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art
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ach
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ach
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tion and
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ud
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t
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ered heads
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il
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e
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adi
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