Conclusions CONCLUSIONS AND SUGGESTIONS

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CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter consists of two parts, namely, conclusions and suggestions. The conclusions part presents brief answers of the questions stated the in problem formulation. The suggestions part presents suggestions and comments related to this research and future research.

A. Conclusions

In order to evaluate the collaborative teaching English program, the adaptation of Kemp’s model 1977, some theories related to speaking principles, tasks and activities by Bailey 2005 and program evaluation theory from Chelimsky 1997: 97-188 were employed. Furthermore, to answer the first research questions, aimed to find the contributions of the collaborative English teaching program in developing students’ fluency in speaking skill. The writer referred to the results of the student’s questionnaire in answering the question. The questionnaire 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 results of student’s questionnaire, there were 87 of participants agreed that their activeness in speaking English was improving after joining the collaborative English teaching program. It was proved by the data gathered from the questionnaires, as shown in the table 4.4. From the result, it could be seen also that the participants possessed positive perception towards the collaborative English teaching program. The next result also gave a clear description that students’ self-confidence in speaking English was improving after joining the collaborative English teaching program as well. That statement was proved by the result of the questionnaire data, which shown that around 67 of participants did agree that their self-confidence in speaking English was improving after joining the collaborative English teaching program. 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-confidently 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. Next, to answer the second and the third problem formulations, the writer employed students’ and teachers’ questionnaires’ feedback. From the questionnaires’ feedback, it could be concluded that generally the Collaborative Teaching English was well-elaborated and interesting. The materials helped the students to be focused on learning speaking in interesting and understandable ways and encouraged the students to be confident to speak in front of public. Nevertheless, several problems still need to be covered in the next program. In addition, there were some parts that needed revision related to the materials, the games, the books and the exercises. To support an evaluation of the collaborative English teaching program, the adaptation of an Instructional Design System of Kemp 1977 was employed. 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 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 see and measure the fluency developments of the students through the materials and activities given. Furthermore, according to Chelimsky 1997: 97-188 as cited in Hutchinson and Waters 1994, “evaluation is an aid to strengthen our practice, organization and programs.” Evaluation helps to show how well the course is actually fulfilling the need. In this case, it can be seen that this program has been fulfilling the need. The fulfillment of the needs could be shown when the collaborative English teaching program was beneficial to support individual student achievement in the National Exam. In addition, the writer would like to attach video recorded that showed one of the collaborative English teaching activities in the classroom with a certain topic. Based on this video, the real situations that showed student’s fluency development through the collaborative English teaching activities could be seen obviously. This video is included in order to support the writer’s answers of the research questions. Through the results of all the data instruments, this program was well-elaborated and achieved the goals of learning.

B. Suggestions