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The Effectiveness of Using Number Head Together 
(NHT) Strategy in Teaching Speaking at First Grade of 

MAS Darul Makmur Sungai Cubadak 
 

Miftahul Hidayati 

Institut Agama Islam Negeri Bukittinggi, Indonesia 

Hidayatimiftahul75@gmail.com 

 

Abstract 
This research background was triggered by students problems at the first 
grade of MAS Darul Makmur Sungai Cubadak. The purposes of this study 
were to identify the effectiveness of the use of the Number Head Together 
(NHT) strategy in teaching speaking at MAS Darul Makmur Sungai 
Cubadak. This research used Qualitative method with first grade MAS 
Darul Makmur Sungai Cubadak students as the research population. The 
sample in this research was all students at first grade. In this study, the 
researcher used total sampling. Data collection was carried out by interview, 
observation, and documentation. In the interview, the researchers 
interviewed the teachers who used the Number Head Together in teaching 
speaking. There are 15 questions asked by the researcher to the teacher. In 
the observation, the researcher used an observation checklist. In addition to 
documentation, the data is taken from students' scores in speaking. Then the 
student's score was analyzed by the researcher. Based on the result of the 
study, it was revealed that Number Head Together strategy was effective in 
teaching speaking. This can be seen from the results of the researcher 
interview with the teacher who used Number Head Together strategy, and 
also it can be seen from the result of the observation sheet and was 
supported by an average student learning outcomes in speaking which 
reached 82.770%. It can be said that the Number Head Together Strategy 
was in very effective category. 
 
Keywords: Islamic major; Number Head Together; teaching speaking 

INTRODUCTION 

Speaking is one of the aspects of language skills that are productive; it 
means a skill that people have to convey ideas, thoughts, and feelings so that 
ideas that are available in the mind of the speaker can be understood by 
others. Speaking means expressing ideas or oral messages actively through 

mailto:Hidayatimiftahul75@gmail.com


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sound-symbol so that, communication activities occur between the speaker 
and the speaker partner. Indeed everyone is committed to be able to speak 
or do communicate orally, but not all people have the skill to speak properly 
and correctly. Therefore, speaking lessons must be a concern.  

Based on the preliminary research conducted on January 27th, 2020 at 
the first grade of MAS Darul Makmur Sungai Cubadak, the researcher found 
that the teacher using Number Head Together in teaching speaking. The 
teacher using  Number Head Together in teaching speaking because the 
teacher found several problems in students speaking ability. They are: First, 
students are lack of motivation in learning to speak because of lack of 
vocabulary, students not confident in speaking because bad in 
pronunciation and refuse to speak out for fear of being wrong this happen 
because in learning speaking. Students usually using the local language in 
speaking class and half of them do not answer the question when asked by 
the teacher. Students said speaking is so difficult and complicated. This has 
happened because English language not used in society. Because in speaking 
students not only say something but students should use the correct word, 
pay attention to the grammar, etc. By using Number Head Together 
students can be motivated in learning speaking because using this technique 
is simple and fun for students and students will act in learning speaking. 

Second, students who do not understand the subject matter feel 
embarrassed to ask the teacher and their friends so that students become 
afraid to learn speaking especially when students do not know how to say 
words in English. But by using Number Head Together students has a sense 
of the team identified, so the students feel stronger when they are together 
in a group. In a group, students will discuss with their group friends what 
they do not know, and those who understand the material will explain it to 
their friends. 

Third, when the teacher divides students into groups only a few 
students discuss the material.  To explain the result of group discussion 
teacher usually asks students to come to the front of the class, almost all 
students do not want to present to the class, because they do not participate 
in the discussion and do not understand the result of the discussion. Only 
active students will be able to explain the result of the discussion. But by 
using Number Head Together all group discussions should prepare themself 
to explain the result of the discussion because the teacher will call them 
randomly. So, the students help each other because all of the members have 
to know and get ready to answer and explain the group's answer. So, not all 
students prepare themself to answer. Based on the problem above, the 
researcher was interest doing the research that the title is “the effectiveness 



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of using number head together (NHT) strategy in teaching speaking at first 
grade of MAS Darul Makmur Sungai Cubadak” 

Based on the background of the problem above, the researcher found 
some problems that accrued in learning speaking at MAS DarulMakmur 
Sungai Cubadak Which are: Student`s not motivated in learning speaking 
because of lack vocabulary, Students who do not understand the subject 
matter feel embarrassed to ask the teacher and their friends or the student`s 
just silent when they do not understand, Not all students discuss the 
material. When the teacher divides students into groups only a few students 
discuss the material. 

Based on the identification of the problem above the researcher 
limited the scope of the problem on the effectiveness of using Number Head 
Together strategy in teaching speaking at first grade of MAS Ponpes Darul 
Makmur, Based on the identification of the problem above, this research 
question was formulated as “how effective of using Number Head Together 
strategy in teaching speaking?” The purpose of the research was to identify 
how effective of using Number Head Together (NHT) strategy in teaching 
speaking. 

METHODS 
 This research was design to know how the effectiveness Number 
Head Together in teaching speaking at second grade of MAS Ponpes Darul 
Makmur. This research was use descriptive qualitative. Thus, it was being 
suitable for this research due to the researcher was find the answer of the 
question from understanding the patterns of the data. The researcher was 
use quantitative method to answer research question about speaking score. 
Then, the researcher was used qualitative to answer research question to 
explain interview and observation result. 
1. Population  
 According to sugyono population is a group of individuals who have 
the same characteristic. Population includes all the characteristics or 
properties possessed by the subject or object. The population of this research 
were all of  the students  of second  grade  students at MAS Ponpes Darul 
Makmur. The population of the research is as follow: 

 

 

 



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Table 1. The Population of the First Grade Students in MAS Darul Makmur                                 
2019/2020 Academic Year 

No Jurusan   class student    
    1.     IPA          1      19 
    2.     MIA        1       18 
TOTAL                         37 
Source: Administration Staff of MAS Ponpes Darul Makmur 

From this table, the population from this research was 37 students that is 
the total of the students’ class in second grade at MAS Ponpes Darul 
Makmur. 
2. Sample  

According to Sugiyono sample is part of the number and characteristics 
possessed by the population. Sample is part of the population.   Sample is a 
subgroup of the target population that the researcher plans to study for 
generalizing about the target population. In this research the researcher used 
total sampling. Arikunto stated that so have to take population.  The 
researcher used total sampling technique because population in this research 
less one hundred and this research focus at first grade of MAS Ponpes Darul 
Makmur of 2020/2021 period which consist of 37 students. 

Based on the explanation above, it can be concluded that sample 
represents the quality and characteristics of population.  In this research the 
researcher used total sampling technique because population in this research 
less one hundred and this research focus at first grade of MAS Ponpes Darul 
Makmur of 2020/2021 period which consist of 37 students. 

Instrumentation was known as the tools to get the data which were 
needed by researcher. The researcher got the data from kinds of 
instrumentation that were interview, observation and documentation. To 
determine sample of this research the researcher was use total sampling 
technique. Sugiono stated that total sampling is a sampling technique where 
the number of samples is the same with population.  Reason for taking total 
sampling because accords to sugiyono when the population less than one 
hundred, so all the population was used as the research sample. In this 
research the sampling consist 37 students first Grade which IPK and MIA 
class MAS Darul Makmur. 
a. Interview  

 In this researcher the researcher will use semi-structured interviews. 
Semi-structured interview is a common interview guide approach its 
purpose is to ensure that general area play information is collected from 
each interviewee; it provides a lot more focus than a conversational 
approach. It means the researcher prepares the question interview before 



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doing the interview to the informant of the research. The reseacher was 
did interview with the three teacher who used Number Head Together 
strategy. 

b. Observation Checklist 
Observation is purposeful, systematic and selective way of watching 

and listening to an interaction or phenomenon as it takes place. According 
to David at.al said that participant observation requires you to actively 
participate in the activity or event that you are investigating, with our 
without the knowledge of the participants. When engaged in online 
participant observation, it is important to do best to be as open minded as 
possible.  In this research the researcher used observation checklist. An 
observation checklist is a list of things the observer will look at while 
observing the class. This observation checklist is what the steps of using 
Number Head Together in teaching speaking at second grade of MAS 
Darul Makmur Sungai Cubadak. 

c. Documentation  
            According to Sugiyono the documentation is the record of 

events that have already passed. The documentation can be a form of 
writing, drawing, or the monumental work of someone.  Arikunto also 
stated that documentation is search the data about circumstances or 
variable that is like notes, transcripts, books, newspaper, magazine, etc.  
Documentation is a unit of information that can be written or in form of 
picture and video. In this research, the researcher was used the students’ 
scores after learn speaking by using Number Head Together as the 
documentation. The purpose of documentation will to know how well the 
strategy effectiveness for teaching speaking. 

In order to make the instrumen becomes valid, the researcher have 
been done the validity. According to Arikunto, the main requirement the 
test was created by considering the validity. To make a good instrument, 
the researcher has been done validity. In this research, the researcher used 
the expert validity.  In expert validity, the researcher gave to the three 
lectures to validate the instrument; researcher used interview, observation 
checklist and documentation as instruments. 

In analyzing the data, the researcher used the descriptive quantitative 
research. In this technique, the data researcher was be analyzed by several 
steps: 

a) Interview and observation analysis 
The researcher analyzes the data of instruments to get the 

inference of researcher result. Arikunto explains that data analyses it 
meant by processing data obtain by using formula or rules that are 



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applicable to research or design approach taken.  In this research, the 
researcher described whether the effectiveness of using Number Head 
Together in teaching speaking at second grade of MAS Darul Makmur 
Sungai Cubadak. 

In this technique, the data were analyzed by several steps: 
Sugiyono explained that there were several step to know the data of 
observation and interview state that activity in qualitative data analysis 
done interactively and continuously carry through to completion so 
that the data is valid. It would be explained as follow;  

1) Data collection: the researcher collects the data through 
observation and interview. 

2) Data Reduction: the researcher resumes the data and focus on 
the research aspects and unnecessary aspects were reduced by 
researcher.   

3) Display the data: The researchers make the result of the research 
that consists of the use Number Head Together in teaching 
speaking.  

4) Conclusion: the researcher concludes the finding based on the 
use Number Head Together in teaching speaking .  

b) Document Analysis 
1) Collected the data from the teacher. 
2) Tabulating the data 
3) Analyzed the students speaking score 
4) Calculated the percentage of frequency for each score by using 

the formula as follows  : 
R : (H-L) 
B : 1 + (3.3) log n 
I :  R  
B 
I : Interval 
 
R : The high score – the total lowest score – 1 
B : 1- 3.3 log n (n= total sample) 

5) Put the score into distribution table 
6) After  getting  the  percentage  of  the  data,  the  researcher  was 

determine the mean, of the result from percentage of each item. 
To find mean, of the percentage, the researcher was used the 
formulas as follow : 
Mean = x :  ∑  𝐹𝑥  
𝑛 



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7) The students percentage is arranged into the  diagram  of  rating 
quality percentage. 

8) The mean of percentage is arranged into the table of rating scale. 
As the result, the researcher used scale to arrange the level of 
effectiveness. The researcher was give   interpretation of result by 
using table which described as below:  

Table 2. The Data Interpretation of Students Test Result 

          Percentage of Rating Scale Rating Quality 
81% - 100%   Very effective 
61% - 80%    effective 
41% - 60%   Quite Effective 
21 % - 40%   Ineffective 
0% - 20%   Very Ineffective 

Source: Dewi Ratna Sari, Fairuza Amrozi 
The  reseacher  made  the  conclusion  based  on  the  result     of 

interview with the teacher and what precentage and what rating quality of 
students score in speaking activity by using Number Head Together. 

FINDINGS  
This chapter described the finding of the about analysis of the data 

collected to answer the research question as follow: “how effective of using 
Number Head Together strategy in teaching speaking at first grade of MAS 
Darul Makmur Sungai Cubadak?” In this research the researcher used 
interview, observation checklist and documentation as instruments. This 
aims to know how effective of using Number Head Together (NHT) strategy 
in teaching speaking. The informant is a fourth grade English teacher MAS 
Darul Makmur Sungai Cubadak. Total of informant is one English teacher 
MAS Darul Makmur Sungai Cubadak. This research has been validated by 
Mrs Dr. Hayati Syafri, SS, M.Pd, Merry Prima Dewi, M.Pd, Mutia Rahman, 
M.Pd, and Mrs Agseora Ediyen,M.Hum. 
1. Description of The Data 
a. Data From Interview 

The interview did with the English teacher on Saturday, March 20th 
2021. The researcher used Indonesian to interview the three teacher. The 
interview was related to use Number Head Together (NHT) strategy in 
teaching speaking. There were 14 questions that were asked to the 
teacher, Based on the the interview result above about the use of Number 
Head Together in teaching speaking process used by the teacher. The 
interview done by the researcher directly where the researcher come to 



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the school and did interview with the teacher. Based on the interview 
instrument, there are fourtheen items that are observed by the researcher. 
The first question, the researcher asked the teacher does the teacher use 
Number Head Together in teaching speaking. The teacher said that she 
use Number Head Together in teaching speaking at first grade of MAS 
Darul Makmur Sungai Cubadak. 

In the second question, the researcher asked the teacher what are the 
steps used by the teacher in teaching speaking using number Head 
Together. The teacher said that she used four steps of Number Head 
Together. First, gives students a number and devide them into a group 
based on the number or numbering. Second, gives question to each group 
or asking the question. Third, asks students to discuss questions in groups 
or thinking together. Fourth, designate students who will answer the 
question. 

The third question, the researcher asked the teacher about how to 
apply numbering step in teaching speaking. The teacher said that in 
numbering she divides students into several groups and gives students a 
number that is paired on the students head. Each student has a different 
number in the group. She devides students into three to six students each 
group. She prepared the number from home and make numbers as 
attractive as possible so that students are more enthusiastic in learning 
speaking. 

The fourth question, the researcher asked the teacher about what are 
the advantages of using numbering steps in teaching speaking. The 
teacher said that the advantages of numbering are the students more 
enthusiastic in learning speaking and they also very interested in having 
numbers attached to their heads. When we teach speaking monotonously 
the students get bored quickly. They shy and not confident when asked to 
appear in front of the class, when we give a number to them they are 
required to be more active in speaking class because each of them will get 
a turn to be appointed and convey the results of their discussion. 

The fifth question, the researcher asked the teacher about what are 
the obstacles or weakness of numbering steps. The teacher said that the 
weakness of numbering steps is in giving student numbers sometimes a 
little noisy, but it is not a big problem. It happened because they were 
enthusiastic about these numbers. 

The sixth question, the researcher asked the teacher about how to 
apply asking the question step in teaching speaking. The teacher said that 
in this step she gives questions to students in the form of a list of 



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questions that have been prepared based on the learning material. Each 
group gets a list of questions consisting of three to six questions. 

The seventh question, the researcher asked the teacher about what 
are the advantages of using asking the question steps in teaching 
speaking. The teacher said that in this step in asking questions to students 
it is more patterned because she prepared the all before come to the class.  

The eighth question, the researcher asked the teacher about what are 
the obstacles or weakness of asking the question steps. The teacher said 
that there are no obstacles or weaknesses in asking question step because 
the teacher prepared the question based on the material. 

The ninth question, the researcher asked the teacher about how to 
apply thinking togeher step in teaching speaking. The teacher said that in 
thinking together step after asking questions to students then we ask 
students to discuss in group. All students are required to actively speak 
and discuss the answers. All group members must know what the 
answers of the questions. 

The tenth question, the researcher asked the teacher about what are 
the advantages of using thinking together steps in teaching speaking. The 
teacher said that the advantages in this step are all students are active in 
groups because they are required to know the answers of the question. So 
the students will focus on the answers of the questions.  

The eleventh question, the researcher asked the teacher about what 
are the obstacles or weakness of thinking together steps. The teacher said 
that when students asked to discuss in groups the class becomes noisy. 
Sometimes it is also difficult to control the student voice. 

The twelveth question, the researcher asked the teacher about how 
to apply answering step in teaching speaking. The teacher said that in the 
application of answering step she call the students number and the 
number called must appear in front of the class and answer the question 
asked by the teacher. All students must be prepared to present the answer 
front of the class.  

The thirteenth question, the researcher asked the teacher about what 
are the advantages of using thinking together steps in teaching speaking. 
The teacher said the advantages of answering step are students are not 
shy and more confident in answering questions because they have 
prepared answers in groups. 

The fourteenth question, the researcher asked the teacher about 
what are the obstacles or weakness of answering steps. The teacher said 
that the obstacles or weakness in this step are students whose names have 
not been called are less focused on listening to their friends who answer 



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the questions in front of the class because they are busy preparing to 
appear. 
b. Data From Observation checklist 

The checklist observations were carried out in class X IPA and IPK 
on Monday, March 22th 2021. In making this observation the researcher 
saw what the teacher and students` activities were doing Number Head 
Together strategy in speaking class. In this observation, the researcher 
observed what the steps of Number Head Together used by the teacher at 
the beginning to the end of the lesson and the researcher found several 
steps of Number Head Together carried out by the teacher, namely: First, 
giving students numbering. Second, asking the question. Third, thinking 
together. Last, answering.   

Based on observation made by researcher, the researcher found that 
the teacher uses four steps of Number Head Together. In the first step, the 
teacher divides students into several groups, each group consists of three 
to six students, each student has a different number in the group. Teacher 
gives the number that has been prepared to students, after that students 
use the number given by the teacher on the head. In second step, the 
teacher gives some question in the form of a list of questions to each 
group. In third step, the teacher gives time for students to discuss in 
groups. Last step, after the time for discussion run out the teacher calls or 
appoints students based on students numbers. Students whose names are 
called must answer the questions given by the teacher. 

The data is in the form of checklist observation. There were 11 items 
included in the observation checklist. The data obtained to determine the 
contents of checklist observation are the result of observation made by the 
researcher. How to collect data using electronic media in the form of cell 
phones totake video and photo of teaching and learning activities in class 
and bring books to write something needed by researcher for research 
material which has been prepared by the researcher, Based on the 
description above, it can be concluded that the teacher uses four steps of 
Number Head Together in teaching speaking. In using this strategy 
students are more enthusiastic in learning and they also more interested 
in learning speaking. This is reinforced by Ms.Hazizah, an English teacher 
at MAS Darul Makmur Sungai Cubadak who said: “using Number Hea 
Together strategy in teaching speaking is very helpful for students. 
Students are more active in speaking class and more interested”. 
(Interviewed 20 Maret 2021) 

 
 



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c. Data From Documentation 
In order to measure the effectiveness of Number Head Together 

strategy in teaching speaking at first grade of MAS Darul Makmur Sungai 
Cubadak, the researcher come to the class and saw the learning process. 
The researcher showed the students score in speaking. The researcher 
decided to analyze and see the effectiveness of using Number Head 
Together strategy in teaching speaking. After that, the researcher also 
calculated the data into percentage table. At the last, the score of the three 
indicators will be calculated in order to see whether the use of Number 
Head Together strategy effective in teaching speaking. Table below show 
the students score for speaking. 

 

 
 

Figure 1. Students Percentage for Speaking Score 

 Diagram shows that only 2 students get the score between 88-89, 6 
students get the score between 86-87, then 6 students get score between 84-
85, 9 students get the score between 82-83, 9 students get the score between 
80-81, and 5 students get the score between 78-79. 
 Then, the result of the students mean score of percentage in speaking 
score is arranged into rating scale. As the result, the researcher use rating 
scale to arrange level of effectiveness. The researcher will give interpretation 
of result by using table which: 
 
 
 
 
 

0

1

2

3

4

5

6

7

8

9

10

78-79 80-81 82-83 84-85 86-87 88-89

F



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Table 3. Students Percentage in Speaking 
Percentage of Rating Scale Rating Quality 
81% - 100%    Very effective 
61% - 80%     effective 
41% - 60%    Quite Effective 
21 % - 40%    Ineffective 
0% - 20%    Very Ineffective 

 
The table shows the percentage mean scopes of the students are 

82,770 (81% - 100%). The score is obtained from the students in 
understanding specific information. It is found that the ability of students 
with the score percentage 82,770 was very effective. To sum up, the ability of 
the students specific information was very effective. 

DISCUSSION 
Based on the result, the data collected from the students, it was found 

that this strategy was effectively used because in using this strategy students 
are required to be active in the speaking class. They also must prepare 
themselves to appear in front of the class. In using Number Head Together 
strategy it will shorten the time for students to discuss and maximize 
learning hours. One of the important thing is this strategy could achieve 
learning goals in speaking class. Those finding was strengthened with 
Kielven` statement that stated Number Head Together strategy is one of 
simplest and useful of group strategy, means the teacher can use this 
strategy to make students active in teaching speaking. Second, Number 
Head Together strategy was affective in teaching speaking at first grade of 
MAS Darul Makmur Sungai Cubadak because the teacher was used all steps 
or procedures of Number Head Together, so that the students easy to 
understand the material by discuss with group members.  

Referring to the theory, Number Head Together strategy can improve 
communication skill for students in teaching speaking. Based on the data 
analysis that was found by researcher, the mean score of the students 
speaking is 82,770 (81% - 100%). Thus, it is clear that the theory says that 
Number Head Together strategy is very effective when teaching speaking 
and improving students` speaking ability for students X MIA and IPK MAS 
Darul Makmur Sungai Cubadak, it occurs because all of students answer the 
question front of the class.  

Number Head Together strategy is one of the cooperative learning, it 
refers to classroom strategies which students work on learning activities in 
small groups and receive rewards or recognition based on their group`s 



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performance.  Based on explanation, we can see that Number Head Together 
strategy is effective in teaching speaking and support by students` scores. 

CONCLUSION AND SUGGESTION 
Based on the interview, of the research the researcher with the teacher 

result and students speaking score at X MIA and X IPK class MAS Darul 
Makmur Sungai Cubadak it can be concluded that the Number Head 
Together strategy is effective using by the teacher when teaching speaking. 
Based on the result of interviews and observation conducted by researcher 
and teacher, it can be concluded that the Number Head Together strategy is 
effective in teaching speaking and Number Head Together is also 
considered to make students interesting in teaching speaking. Based on the 
result of the students speaking scores also showed that Number Head 
Together was very effective used by the teacher when teaching. Evidence by 
the average value of class X MIA and X IPK Students reaching 82,770% and 
it is classified as very effective. 

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Huda, Miftahul. (2011). Cooperative learning: metode, teknik, struktur dan model 

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