Hanadi Putri, Khodatul Jannah, Lukluk Ibana, Dinar Vincy Yunitaka B, Laily Laily

The Application of the Numbered Heads Together (NHT) Cooperative Learning Model to Improve Memory in Learning Degree of Comparison among Grade XI-C1 Students at SMAN 2 Pamekasan

Introduction

The application of the numbered heads together (nht) cooperative learning model to improve memory in learning degree of comparison among grade xi-c1 students at sman 2 pamekasan. Improve Grade XI-C1 students' memory for English 'Degree of Comparison' using the Numbered Heads Together (NHT) cooperative model. Research shows significant memory gains.

Abstract

This classroom action research aims to improve students' memory in learning the "Degree of Comparison" material by implementing the Numbered Head Together cooperative model. The study was conducted at SMAN 2 Pamekasan with 34 students of class XI-C1 as subjects. The research was carried out in two cycles consisting of planning, action, observation, and reflection. Data were collected through observation, test, and documentation. The indicators measured included two cognitive aspects, namely: (1) ability to recall comparative and superlative structures, task completion accuracy, cooperation in group work, and adherence to instructions. The results showed a significant increase in students' memory levels. At the pre-cycle stage, only 11.8% of students were in the high category, in cycle I increased to 44.1%, and in cycle II reached 73.5%. This proves that the NHT model is effective in improving students' memory and understanding of English grammar topics and is expected to develop collaborative learning.

Review

This classroom action research effectively investigates the application of the Numbered Heads Together (NHT) cooperative learning model to enhance students' memory in acquiring English grammar, specifically the "Degree of Comparison." The study clearly articulates its aim to address a practical pedagogical challenge within a specific classroom context at SMAN 2 Pamekasan. By focusing on a common area of difficulty in language learning, the research presents a relevant and timely intervention for educators seeking to improve student engagement and retention of grammatical structures. The methodology employed, a two-cycle Classroom Action Research design, is appropriate for exploring the effectiveness of an intervention within a naturalistic educational setting. The researchers utilized a mixed-methods approach to data collection, incorporating observation, tests, and documentation, which provides a comprehensive view of student progress. The indicators measured – including recall of structures, task accuracy, cooperation, and instruction adherence – provide concrete evidence of learning improvement. The reported quantitative results, showing a substantial increase from 11.8% to 73.5% of students in the "high memory category" from pre-cycle to cycle II, strongly support the conclusion that the NHT model significantly improves students' memory and understanding of the target grammar. While the abstract demonstrates a clear and positive outcome for the NHT model, future iterations or related studies could benefit from further elaboration on the specific instruments used to measure "memory levels" and "high category" thresholds, providing more nuanced insights into the cognitive gains. Nevertheless, this study offers valuable empirical evidence for the efficacy of cooperative learning strategies in grammar instruction. It successfully showcases the potential of the NHT model not only to improve individual cognitive outcomes but also to foster collaborative learning environments, making it a compelling read for language educators and curriculum developers looking for actionable, research-backed teaching methods.

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