1.2 Research Problem
In line with the study background above-mentioned, the statement of research problem is formulated as follows: “How can Numbered Heads Together technique be developed to improve the reading comprehension of the second year students of MTsN Jabung Talun Blitar?
1.3 Objective of the Study
In conjunction with the formulated research problem, the purpose of the study is to develop Numbered Heads Together technique to improve the reading comprehension of the second year students of MTsN Jabung Talun Blitar.
1.4 Significance of the Study
The finding of the study gives a significant contribution to the teachers and other researchers. With regard to enhancing students’ learning interest, motivation, and competence in any subject, teachers can incorporate Numbered Heads Together technique in the curriculum. Besides, the finding of the study provides a practical guide of how the technique can be used in reading class as well as used as an alternative for aiding students to comprehend English reading texts. In addition, it provides theoretical contribution of the importance of cooperative learning strategy, especially Numbered Heads Together technique in teaching English as well as in other subjects. Theoretically, the finding proves to support the theory about the efficacy of the technique in terms of enhancing students’ engagement, motivation, support and learning. Besides, the finding is also in line with the theory and other research findings stating that NHT improves students’ academic achievement and participation, particularly in responding to the teacher’s questions. For other researchers, this study provides valuable references, especially for those who are interested in conducting a research in a similar field.
1.5 Scope and Delimitation of the Study
The study is focused on the teaching and learning process of reading by using Numbered Heads Together technique in order to improve students’ reading comprehension. The technique is implemented to the students of Class VIII-B MTsN Jabung Talun Blitar in Academic Year 2007/2008. The class is selected since the students of the class have low motivation to participate actively in the classroom activities in addition to having relatively low achievement in reading comprehension.
There are three common types of reading comprehension questions - literal, inferential and applied question. The types of questions the students need to comprehend in this study, however, are limited only to two types, literal and inferential questions, of which literal questions are slightly more emphasized. The literal questions are more emphasized than inferential questions since most students still have problems in this type of question, and it is by far twice more difficult for students to comprehend inferential questions. Yet, this does not mean that inferential questions are neglected.