The Effect of Numbered Heads Together Strategy on Students' Self-Actualization in English Speaking Skills
DOI:
https://doi.org/10.58258/ctd8xq38Abstract
The Effect of Numbered Heads Together Strategy on Students' Self-Actualization in English Speaking Skills. This study aimed to examine the significant effect of the Numbered Heads Together (NHT) cooperative learning strategy on seventh-grade students' self-actualization in English speaking skills at MTs Nahdlatul Mujahidin NW in the academic year 2025/2026. A quantitative approach with a true experimental design, specifically the Pre-test and Post-test Control Group Design, was employed. The population consisted of 62 seventh-grade students distributed across three classes, from which two classes were selected through cluster random sampling: Class VII A (20 students) as the experimental group taught using the NHT strategy, and Class VII C (20 students) as the control group taught using the conventional teacher-centered method. Data were collected using a Self-Actualization Oral Assessment instrument developed based on Maslow's indicators of self-confidence, spontaneity, creativity, and self-expression, and were analyzed descriptively and inferentially using SPSS. The One-Sample Kolmogorov-Smirnov test confirmed that the pre-test and post-test data of both groups were normally distributed (p > 0.05). The Independent Sample t-test showed a significant difference between the two groups, with a Sig. (2-tailed) value of 0.030 (p < 0.05), leading to the rejection of the null hypothesis. The experimental group obtained a higher post-test mean score (87.25) than the control group (83.75). These findings indicate that the NHT strategy exerts a significant positive effect on students' self-actualization in English speaking skills by providing a safe, low-anxiety cooperative environment that fosters self-confidence and authentic self-expression.References
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