from the questionnaires, as shown in table 4.6. The results showed that there were 80 participants agreed with the statement, the other 10 participants were
strongly agreed and the rest of participants were disagreed with the statement.
b. For Teachers
Table 4.7 Teachers’ Questionnaire Results No. Statements Strongly
Disagree Disagree Agree Strongly
Agree
12 The Collaborative English Teaching program still has
some weaknesses aspects 0 10
80 10
Most teachers agreed that the collaborative English teaching program still had some weaknesses aspects. It was proved by the data gathered from the
questionnaires, as shown in table 4.7. There were 80 participants agreed that this program still had some weaknesses. In other hand, the rest of 10
participants disagreed that the collaborative English teaching program still had some weaknesses aspects and the other 10 strongly agree with the statement.
B. Discussions
Based on the research findings presented previously, in this part the writer would like to discuss the research findings.
1. The contributions of the collaborative English teaching program in
developing students’ fluency in speaking skill.
To answer the first research questions, that is aimed to find the contributions in the collaborative English teaching program from students’ perception, the
writer referred to the student’s questionnaire which was distributed on 8
th
-14
th
September 2009 to the forty students of the twelfth grade of Stella Duce 1 senior high school Yogyakarta. Based on the students’ opinion, first of all, the
collaborative teaching could make them interested in learning English particularly in speaking. Moreover, students’ activeness in speaking English was improved
after joining the collaborative English teaching program. Their self-confidence in speaking English was improving after joining the collaborative English teaching
program as well. Based on the writer’s observation while recording the video in the
collaborative English teaching class, one of the improvements of fluency could be seen in the classroom activities. The teacher asked the students to work in a group
of three. Next, the teacher gave a certain topic based on the materials in student’s book. In that moment, the material was about requesting. The teacher asked the
students to give their partners certain questions in order to ask people to do things based on the pictures activities in the cards. In addition to analyze the first
research question deeper, the writer took some parts of students’ conversations while they were discussing the topic.
Table 4.8 Student’s Conversation
Conversation 1 Student A: Could you clean up the table?
Student B: I’m sorry I can’t. I’m very busy Conversation 2
Student A: Would you mind mailing this letter for me? Student B: I’m sorry. I have a modeling class.
Based on the Colorin Colorado 2007, a fluent speaker organizes his her speech as well as appropriate speed, phrasing, and expression in order to make
himself understandable and to make the listener understand the information. From the table 4.8, it could be seen that each students had delivered some information
and also had received some responses while they were communicating with their partners using English. When they received responses from their partners, it could
be shown that the communication was understandable. In addition, the students showed their confidence to speak to others in English
without being afraid if they would make some mistakes. In this case, the self- confident of the students could belong to the result of the students’ achievement in
fluency. The writer’s statement was in line with the theory given by Bailey 2005: 5. She stated that fluency, on the other hand, is the capacity to speak fluidly,
confidently, and at a rate consistent with the norms of the relevant native speech community. From that theory, it could be seen that through the activities in the
collaborative English teaching program, students’ activeness, self-confidence and fluency were improving as well. In this particular research, according to Bailey
theory of speaking fluency, students at the beginning and intermediate levels of language learning are still developing their proficiency, fluency, and accuracy
often work against each other. To support the discussion, the adaptation of an Instructional Design
System of Kemp 1977 was employed. According to Kemp 1997, there were eight steps that should be followed in designing and developing some materials
based on Kemp’s model. In this research, the writer adapted one of the parts of an
Instructional Design System of Kemp to measure students’ fluency in speaking. One of the parts was an evaluation part. Evaluation was a part where the teachers
ready to measure the learning outcomes to the objectives. The evaluation is conducted by giving several testing to the students. Teachers gave quizzes, tasks,
mid-term test, and final test to the students. The results on how the teachers measured the students’ fluency could be seen on the teacher’s questionnaire.
Based on the questions on the teacher’s questionnaire in table 4.5 numbers five up to eight, the teacher could also see and measure the fluency developments of the
students through the materials and activities given. Through the evaluation, teachers found that the activities and materials
helped the students to be more focused on learning speaking in interesting and understandable ways. The class activities, teaching learning media and classroom
atmosphere were able to catch students’ attention to be more active in class. It could be proved by the data gathered from the questionnaire. There were 79
participants agreed that class activities, teaching learning media and classroom atmosphere were able to catch students’ attention to be more active in class.
The results in the questionnaire showed that the activities were also able to facilitate the students in improving their English communication proficiency and
could encourage students’ self-confident to speak in front of public. In addition, it was proved by the data gathered from the questionnaires, as shown in the table
4.5. There were 82 of participants agree that their English proficiencies increasing through the collaborative English teaching program. Overall, teachers
agreed if the collaborative English teaching program helped the students develop the fluency of their speaking skill.
2. The strengths of the collaborative English teaching program
