SEMINAR ON TEFL

By:
Ni Ketut Suryanti (11.4253/I!E"
EN#LIS$ ST%&' (RO#RAM
FA)%LT' OF TEA)$ER TRAININ# AN& E&%)ATION
MA$ASARAS*ATI &EN(ASAR %NIERSIT'
&EN(ASAR
2+14
1. Numbered Heads Together
Numbered heads together is one structure of cooperative learning which
can enhance students language skills, particularly on reading and speaking. It can
be used in any levels or grades according to the topic discussed. Numbered Head
Together is developed by Spencer agan !"##$% and used to involve students in
learning material and to know their knowledge about the material given. This
techni&ue is a simple, low'risk, and highly motivating cooperative structure for
reviewing material as well as for checking knowledge and comprehension. It is an
effective techni&ue for keeping all students involved and accountable during team
work( thus, it develops team'building skills and also provides a safe risk'taking
environment. )esides, Numbered Heads Together is also good in stimulating and
encouraging the passive students to actively participate in the activity. *enerally,
low'achieving students are less likely to be called on by the teacher than high'
achieving students. )y using this techni&ue, every student, not only high'achieving
students, but also low'achievers, have a chance to participate in learning process.
This techni&ue is actually started by counting off the students number in a team
then they are given a problem to be solved, a &uestion to be answered, or any tasks
to be completed. Team members then work cooperatively in doing the task given
and make sure that all the members know the answer.
+eading activity is not only can be done by individual work, but it can be
also done in group work as in Numbered Heads Together techni&ue. There are some
ideas for using this techni&ue in reading class, for instance, after reading a story,
review the parts of the plot, name of the character!s%, the clima,, the problem, the
setting, the theme etc. In teaching reading by using Numbered Heads Together
techni&ue, there are some steps that can be followed as the following below-
a. *rouping Students
.ivide the class into groups of /, $ or 0. If there are an odd number of players
on one team use three or five members to allow for absentees.
b. 1ounting 2ff
3ach team member has and knows her number. 4 team of three will use numbers
", / and $( a team of four will use numbers ", /, $, and 0 and a team of five or
more will use numbers ", /, $, 0, and 5.
c. .istributing a +eading 6assage
*ive students a reading passage to be analy7ed and also give students time to
read it individually before the discussion started.
d. 6osing Some 8uestions
6ose some &uestions9problems to all the teams and tell groups they have a
specific amount of time to come to consensus on an answer. The amount of time
allotted will depend on whether the &uestion is one with a specific :right;
answer or a more open'ended &uestion. The &uestion9problem might have many
different possible correct responses.
e. Students put heads together
The students put their heads together to make sure that everyone in the group has
the answer or answers. 3ach team member prepares to state several answers to
the &uestion and share it with the whole class9group. <ake sure that everyone on
your &uad has at least two answers to share.
f. 1alling a Number
The teacher calls a number from "'0. 4ll the students with that number stand.
2ne of the standing students is called upon to give their groups answer.
Standing students with different answers can be called upon to e,plain their
groups thinking
g. 1oncluding the &uestions9problems
4t the end of the activity, teacher gives feedback to students about their answer
or opinion.
4s stated before that Numbered Head Together can be used in teaching
reading and speaking so it is better if we do not only know the steps in applying the
techni&ue in teaching reading, but we also have to know its steps in teaching
speaking since it is very suitable to be applied in speaking class. 4ctually in
teaching speaking, the steps are little bit similar with the steps above( it only
depends on the material and the skill that want to be developed. Teacher use four
phase structure in implementing this techni&ue in speaking class, they are-
a. 6hase I- *rouping and Numbering
In this phase, teacher divides students into some groups consist of $ to 5
persons and each member of groups is given number from " to 5.
b. 6hase II- 6osing 8uestions
6ose &uestions or problems to all the teams and tell them that they have time
limitation in doing the discussion.
c. 6hase III- Heads Together
Students put their head together to decide appropriate answer. <aking sure that
every group member knows the answer. 3ach team member prepares to state
several answers to the &uestion and be ready to share it with the whole
class9group.
d. 6hase I=- 4nswering the 8uestion
Teacher calls a number randomly or by using a spinner or a die. 2nly student
with the number called who respond to the &uestions.
h. 1oncluding the &uestions9problems
4t the end of the activity, teacher gives feedback to students about their answer
or opinion.
In cognitive aspect, Number Heads Together reinforces the learning and
fosters the sharing of successful responses( meanwhile, in affective aspect, it foster
students cooperation and team building. This is also a good way to assign team
roles or have students pick up materials or turn in papers. )esides, there are also
some strengths of Numbered Head Together as stated in the following below-
a. 6ositive interdependence
Students can work together and learn new things from each other so that they
can generate a new product of learning.
b. Individual accountability
Students are demanded to take responsibility of their roles in sharing ideas to
one another within a group or the whole class so it can teach them about
responsibility.
c. 3&ual participation
3ach student within the group has an e&ual opportunity to share their ideas so
that not only the high'achievers students who can participate, but also the low'
achievers students as well.
d. Simultaneous interaction
This techni&ue can activate students participation so that it can improve the
class interaction indirectly.
e. <ultilevel
This kind learning can be used in any kinds of level, but of course it has to be
ad>usted with the material given.
Since there is no something that perfect, this techni&ue also has several weaknesses,
they are-
a. Smart student may tend to dominate the discussion within the group so that it
can make the weak students have interior and passive attitude, even they may
>ust simply copy or cheat the work of smart students without having an ade&uate
understanding.
b. Homogenous group will be unfair for the group which only contained of weak
students so that it is better if the teacher who grouping them.
1onclusion
Numbered Head Together is one of cooperative learning structure which
promotes discussion and both individual and group accountability. It provides group
supports to each member within a group and provides opportunities for practice,
rehearsal, and discussion of content material. Numbered Head Together does not
only develop one skill, but also will be actively engaged in purposeful speaking and
listening. Students will get so many beneficial when doing activity by using this
learning techni&ue.
+eferences
????... 4ctive @earning Structure
!+etrieved from
http-99marymac.pbworks.com9f94ctiveA@earningAStructures.pdf on
November ""
th
, /B"$%
????... <odule Three Teacher Tip- Numbered Heads
!+etrieved from
https-99maldenells.wikispaces.com9file9view9NumberedAHeadsATogethe
r.pdf on November ""
th
, /B"$%
????... Numbered Head Together
!+etrieved from http-99gangsarbasuki.blogspot.com9/B"$9B09numbered'
head'together.html on Cune /B
th
, /B"0%
2. +ound Table
+ound table is a structure of collaborative learning techni&ue in which
encouraging students to actively contribute in activity. It is similar to +ound
+obin, which is an oral chain activity( some people also named this techni&ue as
Hot 6otato techni&ue. 4s well as the first techni&ue above, +ound Table is also a
multilevel techni&ue which means that this techni&ue can be used in any levels of
students. This techni&ue is used especially in enhancing writing and listening skill.
In +ound Table, each student says a response, writes it on the page, and passes it
on. In teaching writing, according to )arkley, 1ross, and <a>or !/BB5%, the using
of +ound Table techni&ue has a power to help students in focusing their attention,
giving students a &uit time to think about responses, and providing a cumulative
record. It gives access to every student to participate among the group in sharing
their ideas and knowledge. *enerally, the application of +ound Table techni&ue is
begun by grouping students in some group then continued by giving a prompt to
each group. 3very student has to respond the prompt by writing words, phrase, or
sentence continuously.
Some steps in implementing +ound Table techni&ue in writing activity in
classroom is given as follows-
a. *rouping students of 0 students in each group or grouping students into odd
number !e.g. $ or 5% of players on one team to allow for absentees..
b. 3ach group has a sheet of paper which is written a prompt on it. The prompt is
different one to another group but still in the same topic so that each group will
have different product at the end of the activity. The prompt is written clearly
on the sheet.
c. Having students to identify which group member will begin and informing
students that they will circulate the paper clockwise.
d. 4sking the first students to write his or her words, phrases, or sentences, as
rapidly as possible and then reading the response aloud so that other students
have an opportunity to think about and build upon each others responses.
e. 4fter writing its first sentence, student passes the paper to the ne,t student
who follows the same steps as the previous student. +epeat the rotation until
each group has dealt with each problem. Dhen the time is up inform the
students or give instruction that the process is complete when all members
have participated and all ideas are on the paper.
f. The results can be posted on the wall and a general discussion follows. 4
more structured process may be to give another group an original sheet of a
group then having discussion.
This collaborative learning techni&ue encourages students to ad>ust their
writing. It is believed that this techni&ue can help the students who have trouble in
speaking in a group work or in the front of class. This techni&ue can also be used
for summari7ing or a revision tool. <eanwhile, in teaching listening by using
+ound Table techni&ue, it will be a something new to students where they can do
the listening activity in team work. The following below is given the steps in
implementing +ound Table techni&ue in teaching listening.
a. Eorming groups of 0 students or if there are an odd number of players on one
team, use three or five members to allow for absentees.
b. .istributing the handout. It can be an incomplete reading passage or an
incomplete dialogue. 3ach group has the handout and a pen.
c. Having students to identify which group member will begin firstly and
informing students that they will circulate the paper clockwise when every blank
is filled for each student.
d. 4sking the first students to write his or her answer according to the spoken input
when the tape is played.
e. 4fter writing its first answer, the student passes the paper to the ne,t student
who follows the same steps as the previous student. Dhen the time is up, inform
the students or give instruction that the process is complete when all members
have participated and answer are on the paper. The rotation depends on the
amount of the &uestion.
f. 2nce students have done their group work, play the tape one more time and then
let each group to listen to the audio and check their group answer before it will
be discussed with the whole class.
The use of +ound Table techni&ue in teaching 3nglish is very beneficial
for the learning process( it improves students learning achievement. In +oundtable,
the multiple answers encourage creativity and deeper thinking. This activity builds
positive interdependence among team members because of the shared writing
surface, but more importantly, it builds team cohesion and reinforces the power of
teamwork because students see in action the value of multiple viewpoints and ideas.
2ther advantages are given as in the following below-
a. Eun @earning
+ound Table Techni&ue creates a meaningful and fun learning in the class room
so that students are more motivated in doing their task. It also activates students
participation as well.
b. Team )uilding
Students are work together and they take responsible for their roles when doing
the activity( they support each other in the learning process.
c. 1ritical Thinking
This techni&ue helps students to practice thinking skills critically and creatively.
)esides, this techni&ue encourages students to think carefully because the
process of ac&uiring relevant information, screening and income information in
spoken and written form re&uires a deepening thinking process. Eor low'
achievers students, it can improve their thinking skills.
2n the other hand, this techni&ue also has some weaknesses, they are-
a. Dhen teacher loses of control, this activity will make a crowded class situation
where students make noise and disturb other classes.
b. This activity takes times so that teacher needs to ensure the time allotment for
each meeting whether or not this activity can be done in a certain limit time.
c. This techni&ue cannot be done in a class which the members are most low'
achievers since it needs a critical thinking skill.
4 well classroom management is highly demanded in applying this techni&ue( when
teacher lose the control, it will make a mess in classroom so that teachers control is
prominent.
1onclusion
+ound Table techni&ue is a simple cooperative structure which focuses on the
written form activity. It can be applied in teaching 3nglish, mainly for teaching
writing and listening. This techni&ue can avoid a boring and monotonous situation
in the classroom, for it is a fun learning that can activate and motivated students in
learning process. Thus, a successful learning by using this techni&ue is very
beneficial for students in enhancing their learning achievement. Eor teacher who
wants to implement this techni&ue in classroom, a good classroom management is a
must so that it can create a meaningful learning.
+eferences
????..1ollaborative @earning
!+etrieved from
http-99www.learningdomain.com9<oduleF$.1ollaborative.pdf on Cune
/"th, /B"0%
)arkley, 3., 1ross, 6., G <a>or, 1. /BB5. 1ollaborative @earning Techni&ue- 4
Handbook for 1ollege Eaculty !+etrieved from
http-99writingcenter.utk.edu9files9/B"/9B09+ound'Table'Small'*roup'
Driting.pdf on <ay /, /B"0%