INCREASING STUDENTS’ LEARNING ACTIVITY IN MEDIA AND LEARNING RESOURCES CLASS BY USING NUMBER HEADS TOGETHER (NHT) ( A CLASSROOM ACTION RESEARCH) Hidya Maulida Norliani hidya.maulida@gmail.com STKIP PGRI Banjarmasin ABSTRACT This research aims to increase students’ learning activity in Media and Learning Resources class. The kind of research is classroom action research conducted two cycles with the subject is the fifth semester students of English departement. Technique of collecting data is observation and analyzing quantitatively and qualitatively. From cycle I and cycle II, students’ learning activity is increasing . Research hypothes stated that the use of Number Heads Together technique can increase the students’ learning activity can be proven. It is concluded that the use of Number Heads Together (NHT) can increase students’ learning activity in Media and Learning Resources class. The students’ learning activity increases 37,5% , from 25% to 62,5%. Number Heads Together should be developed and applied in every education level because this technique makes students are more aware that they are observed so it stimulates them to be active. Keywords : Media and Learning Resources, Students’ Learning Activity, Number Heads Together INTRODUCTION One of expected result of teaching –and-learning process at a university is independent students, involves independence of learning. It is expected to the students to not depend on lecturer; they must be active in learning process. In teaching-and-learning process,students do not only sit and copy but also asked to think, ask, give opinion, give comment of, even, critisize of lecturer’ or friends’ opinion. Students are also asked to include emotional in learning, understand problems and find the solution. This activeness must be in every student. However, there are only several active students in teaching-and-learning process. Based on experiences, only 25%- 40% are active students while the others are passive. Eventhough, there are mailto:hidya.maulida@gmail.com students who talk out of topic with his/her friends while teaching and-learning process although the lecturer has given chance to ask questions, give opinion or comment or ideas. This happened at fifth semester students of English education department in Media and lerning Resources class. The low of effectiveness is related to many factors;external and internal factors (Bigg&Tefler, 1987:141-163; Winkel, 1991:200-210). Internal factors affecting students’ activity are attitude, motivation, concentration, intelectual intelegence, emotional intelligence, and interest. External factors affecting students’activity are learning material, learning source, environment , and teacher or lecturer. The comprehension toward factors affecting students’activity related to effort to solve the problem. Related to the poorness of students’ learning activity in Media and Learning Resources class, it is assumed that it because of method used by the lecturer. Although the method is presentation and discussion but students’ learning activity is still low. Several students usually ask questions but only a few students have bravery in gi ving opinin or comment. So, the interaction in the class in monotonous only between lecturer and students and lecturer is dominant in answering the questions. In other side, it is expected to have multi interactions in teaching-and-learning process. For this problem, lecturer used Number Heads Together technique to in increasing students’ learning activity in Media and larning Resources class. Number Heads Together (NHT) Technique Numbered Head Together is one of techniques in cooperative learning. Cooperative learning is teaching technique which the teacher taught the students in group that usually consists of four students to discuss about the topic together. The aim of cooperative learning is not only to make students active but also to train them to socialize, work together and help each other. Cooperative learning has several techniques. Based on Slavin, some techniques in cooperative learning are Students Teams-Achievement Division (STAD), Teams- Games-Tournament (TGT), Team Accelerated Instruction (TAI), Cooperative Integrated Reading and Composition (CIRC), Numbered Heads Together, Think- Pair- Share and many more. Then, Olsen and Kagan in Richards and Rodgers stated, the following example in cooperative learning activities likes Three-step interview, Roundtable, Think-Pair-Share, Solve-Pair-Share, Numbered Heads Together. Numbered Heads Together is chosen for some reasons: a. It gets straight to the student the teacher calls out. b. It allows teacher to control students easily. c. It allows students feels they are always in teacher’s control. Procedures in Number Heads Together Technique There six procedures in Number Heads Together; a. Teacher devides students into groups, every student gets the number from 1 to 4 or 6 b. Teacher gives task. c. Students do the task d. Teacher calls one student to report the group work. e. Teacher asks comments from the students and asks comments from students who has the same number. f. Teacher calls other students/other numbers. METHOD This is an classroom action research. Action action research is basically a way of reflecting on teacher’s way of teaching by systematically data on everyday practice and analyzing it in order to come on decision about what practice should be applied later ( Wallace in Mackey and Gass, 2005, p.216). This classrooom action research is conducted in Media and Learning Resources Class of English Deparment, STKIP PGRI Banjarmasin, academic year 2015/2016. The subject are 30 students. The model used is in two cycles ( Arikunto, 2010, p.17). Each cycle has four stages; planning, implementing ( done twice), observing, and reflecting. Data is collected by using observation of student’s activities and observation and teacher’s activities. Indicator of Students’ Activity NO Indicator Frequency Score 1 Asking question 2 Answer lecturer’s or friends’ question 3 Giving opinion 4 Giving comment lecturer’s or friends’ opinion. The score is given based on the following rule : If 4 indicators arise, score is 100 If 3 indicators arise, score is 75 If 2 indicators arise, score is 50 If 1 indicators arise, score is 25 If no indicators arise, score is 0 The data collected is analysed by comparing students’ learning activity from cycle I and cycle II. The average of students’ learning activity is expected to increase more than 50% . FINDINGS AND DISCUSSION Students learning activity from before using NHT is presented in following table: Subject Indicator Score Asking question Answer lecturer’s or friends’ question Giving opinion Giving comment lecturer’s or friends’ opinion. 1 √ √ √ 75 2 - 3 50 4 25 5 - 6 √ 75 7 √ 50 8 - 9 50 10 - 11 25 12 - 13 25 14 - 15 25 16 25 17 - 18 25 19 - 20 25 21 - 22 √ 25 23 √ √ 50 24 25 25 - 26 25 27 √ 25 28 √ √ 50 29 √ 50 30 25 Jumlah 750 Rata-rata 25 % Table 1. Percentage of Students’ Learning Activity on Pilot Study From the table 1 it can be described that in Pilot Study, students’ learning activity shows 25%. It means that students’ learning activity score is only 750. It is still far from maximal score; 3000. Students learning activity from cycle I is presented in following table Subject Observation Meeting I Meeting II 1 75 75 2 25 25 3 50 75 4 25 25 5 25 25 6 50 50 7 25 25 8 25 50 9 50 50 10 25 25 11 50 75 12 25 25 13 50 50 14 25 50 15 25 25 16 25 25 17 25 25 18 25 25 19 25 25 20 25 25 21 25 25 22 25 25 23 50 75 24 25 25 25 25 50 26 25 25 27 25 25 28 50 50 29 25 50 30 25 25 Jumlah 975 1150 Rata rata 32,5% 38,33 % Rata rata 1 dan 2 = 35,41%. Table 2. Percentage of Students’ Learning Activity of Cycle I From the table, it can be described that students’ learning activity increases from meeting 1 to meeting 2, from 32,5 % to 38,33 %. The average percentage is 35,41%. The students looks more enthusiastics in teaching and learning process. Students learning activity from cycle II is presented in following table: Subject Observation Meeting I Meeting II 1 100 75 2 25 50 3 100 100 4 25 50 5 25 50 6 75 100 7 25 25 8 50 50 9 75 100 10 25 50 11 100 100 12 75 75 13 75 100 14 50 50 15 25 50 16 25 50 17 50 50 18 25 50 19 25 50 20 25 50 21 25 50 22 25 75 23 75 50 24 25 50 25 50 50 26 25 50 27 25 50 28 50 50 29 50 75 30 25 50 Jumlah 1375 1875 Rata rata 45.83% 62,5 % Rata rata 1 dan 2 = 54,19 % Table 3. Percentage of Students’ Learning Activity of Cycle II In cycle II, students’ learning activity also increases from meeting 1 to meeting 2, from 45,83 % to 62,5%, the average percentage is 54,19%. The increase of students learning activity in pilot study ,cycle I, and cycle II can be seen from the following graph: CONCLUSION Based on the results observation, the actions for two cycles have been implemented well as previously planned. From cycle I and cycle II described in the discussion, it can be concluded that students’ learning activity is increasing . Thus the research hypothes is which stated that the use of Number Heads Together techniques can improve the students’ learning activity in Media and Learning Resources class can be proven. Based on the research, it is concluded that the use of Number Heads Together (NHT) technique can increase students’ learning activity in lecturing Media and Learning Resources. The students’ learning activity increases 37,5% , from 25% to 62,5% Based on the research, researcher suggests Number Heads Together technique should be developed and applied in every education level because this technique makes students are more aware that they are observed by teacher and stimulates them to be active. REFERENCES Arikunto, Suharsimi. (2010). Penelitian Tindakan. Yogyakarta: Aditya Media. Biggs, John B. dan Tefler, Ross. (1987). The Process of Learning. Sidney : Prentice Hall of Australia Ltd Mackey, Alison and Gass, Susan M.. (2005). Second Language Research: Methodology and Design. New Jersey: Lawrence Erlbaum Associates. Slavin, Robert E. (1995). Cooperative Learning Second Edition. Allyn and Bacon 0% 10% 20% 30% 40% 50% 60% Pilot Study Cycle I Cycle II Average Percentage