Chapter 11

Numbered-Head Together and Student Team Achievement

Division

A. Learning Objectives
There are two different learning purposes in this chapter. Here are the objectives:
1. The students are able to explain the concepts and principles of the Numbered-Head
Together and Student Team Achievement Division methods.
2. The students are able to demonstrate the Numbered-Head Together and Student Team
Achievement Division methods.

B. Material Descriptions
1. Numbered Head Together (NHT)
Introduction
Cooperative learning has several different techniques. One of them is
Numbered Head Together (NHT). Kegan (2002) who developed this technique argues
that this technique encourages the students to solve the given problems or questions in
a group and sharing what they already know with others. Kegan in Rayanto (2017)
mentions that in this technique the teacher gives numbers to each student and gives
questions to every student based on their numbers. It is one of the ways to ensure more
equitable response opportunities by stop calling on students who raise their hands.
Komalasari (2010) explains that NHT is a learning model where each student is
numbered and made into groups which then randomly the teacher calls a number from
the student. Thus, in NHT, the students are given numbers then think about a certain
topic.
Numbered Head Together (NHT) consists of several key elements called
positive interdependence, group information, individual accountability and social
skills (Olsen and Kagan in Richards and Rodgers, 2001). Here is the explanation of
each element:
1. Positive independence
When every group member is aware that supporting one other will impact all
members and that dropping one member would impact all members, good
 interdependence emerges. Because the group's score represents the cumulative
effect of each member, they must be helpful and supportive for their own benefit.

2. Group formation
This factor is the most crucial among other elements to create positive
interdependence in the group. Richards and Rodgers (2001) state that there are
some factors involved in setting up group. They are (1) establishing the size of the
group. One group is usually consisting of three or four students; (2) considering
several factors in group formatting such as the level of difficulty of the task, the
age of group member, and the limitation time for the lesson; (3) dividing students
into some groups. The member of each group can be either teacher choice or
student’s choice. The group can also be divided randomly, but teacher selected is
recommended to create a group which consist of heterogeneous in students'
achievement, ethnicity and gender; (4) paying attention on students’ roles in the
group; (5) paying attention on the members’ role for each activity. A member can
be a group's chairman or summarizer.
3. Individual accountability
The third component is individual accountability. It is about individual
performance. For example, the teacher calls answers to the given question.
4. Social skills
The last aspect is social skills. The social skills established the way how the
students interact and share their ideas with each other as teammates.

Characteristic of NHT Technique

According to Cruikshank in Rusmiati (2016), there are four characteristics
found in all techniques of cooperative learning method including Numbered Head
Together (NHT) technique. The first characteristic is the composition of the group.
When creating groups, the teachers should think about including students of different
genders and academic backgrounds. Its goal is to foster teamwork among students so
that they can all talk more effectively as a group. Additionally, a group's diversity
fosters social and personality development. The second characteristic is in choosing
the task to be discussed by the students. It ought to be appropriate for the particular
group member who is expected to grasp the provided content. The students that have
grasped the content will provide clarification if they have encountered any issues during
the assignment discussion. The next characteristic is of behaviour. It has to do with
increasing personal accountability, which is what matters most. Cooperative learning
aims to increase students' understanding of the subject matter as well as their capacity
to manage a group and increase their sense of personal responsibility for following the
group leader. The last characteristic is motivation is appearing because there is an
opportunity to understand the material. However, the prize keeps getting bigger. An
incentive system will encourage students to comprehend the subject matter. In this
instance, a present is not the sole kind of reward—another kind of reward is recognition.

Phases in Numbered Head Together

In implementing NHT, there are four stages should be done by the teachers.
Trianto (2007) explains that the teacher use four phase structure to asking the question
for students in the class. They are as follows:
1. Phase I
In this phase, the teacher divides the student into some groups consist of 3 to 5
person and each member of groups given number from 1 to 5.
2. Phase II
Asking a question or a problem to the class and give the groups fifteen minutes to
“Head Together”.
3. Phase III
In this phase, the students put their head together to decide one appropriate answer
making sure that every group member know the agreed upon answer.
4. Phase IV
The teacher calls a number at random and only student with the number respond to
the question.
Furthermore, Kagen in Tampubolon (2014) explained in more detailed ways the
steps in applying NHT. They are as follows:
1. The students are divided into heterogeneous groups, and each student in each group
gets a number.
2. The teachers give assignments to each group (the assignment for each of the group
is the same, but for each student, it is not the same as the student number, and for
each student the same number gets the same assignment.)
3. The group discusses the correct answer and makes sure each group member can do
it.
4. The teachers call one of the student numbers to answer / report the results of their
collaboration.
5. Responses from other friends, then the teachers point to another number (there is a
class discussion).
6. Individual quizzes and make progress scores for each student.
7. Conclude and announce the results of the quiz and give rewards.

Advantages of Using Numbered Head Together

Numbered Head Together (NHT) as one of the techniques of cooperative
learning has several advantages of language learning. According to Hamdayama
(2014), there are some advantages in employing the NHT learning model. They are as
follows:
1. training students to be able to work together and respect the opinions of others;
2. training students to become peer tutors;
3. fostering a sense of togetherness;
4. making students familiar with differences.
Cayabyab and George in Adhini (2017) mention some merits in implementing
Numbered Head Together. They are as follows:

1. encouraging positive interdependence because the members become intellectually

and socially active to participate and contribute to arrive at the correct answer and
to help each member to be able to explain the answer;
2. emphasizing individual accountability as everyone needs to be ready to represent
the team and to help the others be ready;
3. improving simultaneous interaction since once the teacher announces the questions,
all the members will join their heads together;
4. increasing equal participation since all the members have the chance to be called as
the teacher calls the numbers (1,2,3,4,) at random using a number wheel or any
other device that can be improvised by the teacher.
2. Student Team Achievement Division (STAD)
Introduction
Students’ Team Achievement Division which is also known as STAD is one of
many teaching methods in cooperative learning. Students in STAD methods are
assorted with such variety of achievement levels, capabilities, talents, gender and
ethnicity (Slavin in Tiantong & Teemuangsai, 2013; Jamaludin & Mokhtar, 2018).
According to Rahmatika (2019), STAD method is one of the oldest and most
extensively researched form of cooperative learning. Slavin in Rahmatika (2019) states
that STAD is one of the simplest of all cooperative learning methods, and is a good
model to begin with for teachers who are new to the cooperative approach. Some of
the evaluations in STAD than can be used are group recognition, individual improving
scores, quizzes, group study, or lecture presentation (Slavin in Jamaludin & Mokhtar,
2018).

Phases in Implementing STAD

In employing Student Team Achievement Division (STAD), the teachers can
do several steps. According to Jamaludin and Mokhtar (2018), there are several stages
in using STAD. Here are the detailed stages:
1. The teachers form students into small groups that is usually less than four
individuals.
2. The teachers present a topic lesson.
3. The instructors create a task or an activity to stimulate the students’ teamwork of a
start.
4. The teachers give a bigger activity with an assessment or a series of assessment. In
this task, the students are told to work in a team. They are required to work with
their teams to make sure that all team members have mastered the lesson.
5. All the students will be given an individual quiz on the material that they have
learned from their previous task and group members. This is an individual
evaluation with no team work.
6. Students’ quiz scores are compared to their own previous average performance.
Components in STAD
According to Slavin in Yusuf et al. (2015), there are five main components of
STAD: quizzes, individual improvement scores, team recognition, team study, and
class presentations. During a class presentation, the instructor typically presents the
subject. Students are expected to pay close attention to the teacher's presentation since
understanding the material will aid them in quizzes, where their quiz scores will decide
their team score. Each team in team study consists of four to five students with varying
performance levels, genders, and ethnicities. Teams are required to have group
discussions, pair checks, and collaboration until all members are confident that the team
can attain high quiz scores. Before approaching the teacher with any questions, they
ought to consult their friend or friends. This procedure encourages accountability in
group projects even more. Since the purpose of each quiz is to gauge each student's
comprehension of the material, it is not permitted for students to assist one another
during a quiz.

Principle in STAD
Isthiaq (2020) argues that the fundamental principal of STAD is that learners
bear the responsibility for their own education, delegating this duty from teachers to
students. Yeung (2015) points out that because STAD is grounded in several
psychological theories, practical in character, and consistent with teaching practises, it
has been one of the most widely employed tactics. According to Tiantong and
Teemuangsai (2013), STAD students acquire favourable attitudes towards the subject,
sharpen their critical thinking abilities, and realise that they can only succeed if their
teams succeed. Learners may experience some good changes as a result of this mindset.
According to Khan and Inamullah (2011), STAD improves students' social skills,
fosters self-esteem development, modifies their attitude towards the subject, and instills
a sense of accomplishment in them.

Advantages and Disadvantages of STAD

As one of the cooperative learning techniques, STAD has some advantages and
disadvantages. These can be used by the teachers to be more careful in implementing
STAD. Here are the positive and negative impacts of STAD according to Slavin in
Hayatunisa (2014).
 1. STAD technique gives a positive effect to the students’ social life.
2. In STAD, the lower achiever can also participate more in the classroom.
3. This technique can also increase students’ self-esteem and motivate the students to
learn more.
4. The students in STAD class think that their success does not depend on their luck
but depends on how they work.
5. The students are also intrinsically motivated to do their best.
6. The students come to the class every day because they realize that their team score
depends on them.
On the other hand, STAD also has some disadvantages. Slavin in Hayatunisa
(2014) states that some of students, in STAD class, do not want to work as a group nor
do they want to participate in the group and let their group members to do the work
alone. Another disadvantage of STAD is the class becomes noisier that makes students
hard to pay attention to the teacher.

C. Summary
Numbered Head Together (NHT) and Student Team Achievement Division
(STAD) are parts of cooperative learning. These two are commonly used in teaching
English. In NHT, the teacher gives numbers to each student and gives questions to every
student based on their numbers. It is one of the ways to ensure more equitable response
opportunities by stop calling on students who raise their hands. Meanwhile, STAD is one
of the simplest of all cooperative learning methods, and is a good model to begin with for
teachers who are new to the cooperative approach. Some of the evaluations in STAD than
can be used are group recognition, individual improving scores, quizzes, group study, or
lecture presentation. These two techniques have their own implementation steps,
advantages, and disadvantages.

D. Exercises
1. Who developed NHT and STAD?
2. Explain the staged in implementing NHT and STAD?
3. Mention (at least three) advantages of Numbered Head Together!
4. Explain the principles in STAD!
5. Mention the characteristics of Numbered Head Together!
References
Adhini, I. N. (2017). The Use Numbered Head Together Technique on Students’ Reading
Ability in Narrative Text Collaborative/Cooperative Learning. English Language and
Literature International Conference (ELLIC), 124–128.
Trianto. (2013). Designing Innovative-Progressive Learning Models: Concepts, Platforms, and
Implementation on Education Unit Level Cur- riculum (KTSP). Jakarta: Kencana Prenada
Media Group
Komalasari, K. (2010). Pembelajaran kontekstual konsep dan aplikasi. In Bandung: Refika
Aditama
Tampubolon, S. (2014). Penelitian Tindakan Kelas Sebagai Pengembangan Profesi Pendidik
dan Keilmuan. Erlangga.
Rusmiati. (2016). AN OVERVIEW OF NUMBER HEADS TOGETHER IN LANGUAGE
TEACHING. Getsempena English Education Journal , 3(1), 10-15.
https://doi.org/10.46244/geej.v3i1.696
Rayanto, Yudi Hari. (2017). Using Numbered Head Together to Improve the Student’s Reading
Comprehension in Narrative Text. IOSR Journal of Research & Method in Education (IOSR-
JRME), Vol 7, No2, 107-114.
Kagan, (2000) Spencer and Miguel Kagan. Kagan Cooperative Learning. San Clemente,
California: Kagan Publishing.
Richards, J., & Rodgers, T. (2001). Approaches and Methods in Language Teaching (p. 204).
New York: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511667305.021

Jamaludin, M., & Mokhtar, M. F. (2018). Students Team Achievement Division. International
Journal of Academic Research in Business and Social Sciences, 8(2), 570–577.

Tiantong, M., & Teemuangsai, S. (2013). Student team achievement divisions (STAD)
technique through the moodle to enhance learning achievement. International Education
Studies, 6(4), 85–92. https://doi.org/10.5539/ies.v6n4p85

Hayatunisa, L. (2014). STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD)

TECHNIQUE IN TEACHING WRITING NARRATIVE TEXT. Journal of English and
Education, 2(1), 17-26. Retrieved from https://ejournal.upi.edu/index.php/L-
E/article/view/743/539

Yusuf, Yunisrina & Natsir, Yuliana & Hanum, Lutfia. (2015). A Teacher’s Experience in
Teaching with Student Teams-Achievement Division (STAD) Technique. International Journal
of Instruction. 8. 99-112. 10.12973/iji.2015.828a.

Ishtiaq, Muhammad & Ali, Zuraina & Hussain, Muhammad. (2020). Student Teams-
Achievement Divisions (STAD) as a Teaching Strategy in EFL Classrooms: A Critical Review.
International Review of Social Research. 8. 11.
Rahmatika, A. (2019). THE EFFECTIVENESS OF STUDENT TEAMS ACHIEVEMENT
DIVISION TO TEACH WRITING VIEWED FROM STUDENTS’
CREATIVITY. International Journal of Language Education, 1(1), 46-54.
doi:https://doi.org/10.26858/ijole.v1i1.6786
Khan, G. N., & Inamullah, H. M. (2011). Effect of student’s team achievement division
(STAD) on academic achievement of students. Asian Social Science, 7(12), 211-215.
 Chapter 12
Two Stay, Two Stray and Make a Match

A. Learning Objectives
There are two different learning purposes in this chapter. Here are the objectives:
1. The students are able to explain the concept and principles of the Two Stay, Two Stray
and Make a Match method.
2. The students are able to demonstrate the Two Stay, Two Stray and Make a Match
method.

B. Teaching Materials
1. The Two Stay Two Stray (TSTS)
Introduction
The Two Stay Two Stray (TSTS model) is one of the models used in cooperative
learning. Spencer Kagan (1994) is credited with developing TSTS, according to Saputra
(2016). In Saputra (2016), Kagan makes the case that TSTS is a cooperative learning
approach that advances from One Stay-Three Stray. If students have information or a
product to share, TSTS will function effectively. Students gain expertise in information
collection and reporting back to their teammates as well. In essence, the TSTS method is a
model for group discussions. Every individual in each group bears personal accountability;
two students are designated as "strayers" and the other two as "stayers."
The TSTS structure is one kind of cooperative learning group technique that offers
chances to share information and results with other groups (Sulisworo and Suryani, 2014).
Huda (2014) states that the Two Stay Two Stray technique can be applied to all subjects and
age groups when combined with the Numbered Head Together technique. Two Stay Two
Stray is a learning approach that teaches students how to gather knowledge and report back
to their peers (Rulam, 2017). The Two-Stay Two-Stray technique allows students to present
their thoughts, opinions, and knowledge to other groups.

Stages in Applying Two Stay Two Stray

In implementing Two Stay Two Stray, there are several stages which are commonly
done. According to Huda (2011), there are six phases. Here are the suggested phases:
1. The students are arranged in group of four.
2. The teacher gives task to each group. Then, the students are asked to discuss the task;
3. After doing discussion, two members of the group will leave the group then visit other
groups;
4. The two students of each group stay in their group. They are asked to share the result of
the work and share information to the guest;
5. After two students of group visit another group, they back to their group and share
information that they got from another group;
6. Then, they match and discuss the result.
According to Lie in Dina (2016), Two Stay Two Stray consists of some steps as
follows:
1. The students are set in group of four students.
2. Then two students of each group will leave the group, each of the two students will
stray to other groups.
3. The two staying students have task to share information and work result to their
guests.
4. The guests excuse themselves and back to their group and report their findings from
other groups.
5. The group matches and discusses the information.

The advantages and Disadvantages of Two Stay Two Stray

As one of the recommended teaching models, TSTS has some advantages.
According to Sugiyono (2009), there are seven merits of TSTS. Here are the detailed
advantages:
1. It can be applied to all classes / levels.
2. A tendency to be more meaningful student learning.
3. It is more oriented activity.
4. It is expected that students will dare to express their opinions.
5. It increases the cohesiveness and confidence of students.
6. The ability to speak the students can be improved.
7. It helps increase students’ interest and achievement.
While the disadvantages of this method are as follows:
1. Two stay two stray needs more time for discussion.
2. Students who are rarely works in group will feel difficult to cooperate.
3. Teachers tend to have difficulty in organizing classes.

2. Make a Match
Introduction
Arifah and Kusumarasdyati in Zawil (2016) define Make a Match as one of the
teaching techniques which can be used in co-operative learning. The Make a match
technique is a kind of game where students have to find their partner. In this technique, the
students are divided into two groups, group A and group B. Each of the students in each
group gets one card. The students in group A get the topic cards while the students in group
B get the simple description cards. After they find their matches, they have to report it to the
teacher and the last step is the teacher asks them to compose sentences based on the words
they got on their cards. Novianti (2020) states that when implementing this technique,
teacher has to provide some cards that consist of question complete with the answer but the
teacher has to separate the question and the answer in different card. Before giving these
cards, the teacher has to divide students into three groups.

The Steps of Make a Match Technique

Istarani (2012) mentions some stages in using Make a Mach. Here are the detailed
stages:
1. The teacher prepares some cards that contain several concepts or topics are appropriate
for review sessions, one about the card section and other parts of the answer cards.
2. Each student receives a card.
3. Each student thinks of an answer of cards held.
4. Each student finds a partner who has a matching card about the answer.
5. Each student is able to match the cards before the deadline given points.
6. After one round of cards to be shuffled again each student get a different card than
before.
7. It repeatedly until the learning is complete
8. In the finishing, make a conclusion together.

The Advantages and Disadvantages of Make a Match Technique

 There are some advantages if the teachers use Make a Match technique in teaching-
learning process (Nikmah & Husein, 2018). Here is the list:
1. Students are directly involved in answering questions submitted to them through the
card.
2. Increase creativity in student performance.
3. Avoid saturation of the students in the following teaching and learning activities.
4. The excitement will grow in the learning process (let them grow).
5. Learning will be funnier because it involves learning media created by the teacher.
6. The students looking for the couple while learning about a concept or topic in a pleasant
atmosphere.
7. It can help to avoid students being bored during the teaching-learning process.
8. Student cooperation will emerge dynamically.
9. There is dynamic mutual help between the students.
10. It can create a more interesting classroom atmosphere.
11. Delivered learning materials more attractive for students.
12. The students certainly feel happy and relax in teaching learning process.
13. The students will participate, interested, and develop their confidence and be more
active in the learning process.
14. The students will be able express their ideas.
15. Simple and easy technique.
16. The students work together to learn.
17. Able to improve the students learning outcomes reached a level of completeness in the
classical learning.
There are also some disadvantages if the teachers use Make a Match technique in
teaching-learning process namely:
1. Requires guidance from the teacher to conduct the activity.
2. The time needed to be limited, students is not to let play too much in the learning
process.
3. Teachers need to prepare adequate materials and tools.
4. Will create noise and crowds that are not controlled.
5. Students get tired over time when they find out that games do not match their
assessment test.
6. The teacher needs adequate preparation for instruments and materials which is taught
in teaching and learning activity.
C. Summary
The TSTS structure is one kind of cooperative learning group technique that offers
chances to share information and results with other groups. Two Stay Two Stray technique
can be applied to all subjects and age groups when combined with the Numbered Head
Together technique. Moreover, make a Match technique is a kind of game where students
have to find their partner. In this technique, the students are divided into two groups, group
A and group B. Each of the students in each group gets one card. The students in group A
get the topic cards while the students in group B get the simple description cards. After they
find their matches, they have to report it to the teacher and the last step is the teacher asks
them to compose sentences based on the words they got on their cards. These two techniques
have their own implementation steps, advantages, and disadvantages.

D. Exercises
1. Mention advantages and the disadvantages of TSTS (at least three)!
2. Mention the steps of implementing TSTS and Make a Match!
3. After reading the disadvantages of Make a Mach, state your opinion about the thigs
that can be prepared by English teachers before implementing this technique!

References
Saputra, A. (2016). Use of Two Stay Two Stray Strategy in Teaching Reading. English
Education Journal. 7(2), 219-232

Rulam, Improving Students’ Comprehension of Poem Using Two Stay-Two Stray Strategy,
http./www.infodiknas.com/improving-students’-comprehension-of-poem-using-two-stay-
two-straystrategy. (March,16th 2017).

Miftahul Huda, Cooperative Learning, (Yogyakarta: PustakaPelajar, 2014), p. 140

NOVIANTI, SHINTA AGUSTINA. 2020. The Effectiveness of Make a Match Technique in

Teaching Vocabulary at the Eleventh Grade Students of MA Muhammadiyah 1 Ponorogo in
Academic Year 2019/2020. Thesis, English Education Department, Faculty of Tarbiyah and
Teacher Training, State Institute of Islamic Studies IAIN Ponorogo.

Nikmah, Ria & Husein, Rahmad. (2018). The Effectiveness of Make a Match Technique in
Teaching Vocabulary. 10.2991/aisteel-18.2018.130.
Zawil, Ratna. “Using Make a Match Technique to Teach Vocabulary,” English Education
Journal (EEJ) 7 (3). 2016: 311-328.

Sugiyanto, Model-model Pembelajaran Inovatif, (Surakarta: Psg rayon 13, 2009), p. 54

Sulisworo, D., & Suryani, F. (2014). The Effect of Cooperative Learning, Motivation and
Information Technology Literacy to Achievement. International Journal of Learning &
Development, 4(2), 58-64.

Dina NurHikmawati. (S-1 Thesis), The Influence of Using Two Stay Two Stray (TS-TS)
Strategy Towards Students’ Reading Comprehension, (Bandar Lampung: IAIN RadenIntan
Lampung, 2016), Unpublished

Istarani. Model Pembelajaran Inovatif. Medan: Media Persada, 2012