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member of the team to make notes on areas of further improvement and areas done well.
2. The barrier of team teaching implementation
The barrier here means the difficuties to implement team teaching of English. This research found that there are two points faced by
SMPN1 Pitu Ngawi in implementing team teaching of English; those are limited time to discuss about the learning process and the
difficulty in dividing responsibility in the class. As we know that although the objective of it is help to learning process and focus on
students learning, but the implementation is not easy. But for the teachers, especially for English teacher, they have to know some
problems faced in creating good implementation as Lounsbury said http:www. educationworld. coma admin admin admin290.shtml
as the following : a. Teams don’t have adequate common planning time.
b. The responsibility of the team leader is not taken seriously enough, even by the leaders.
c. Reaching consensus on changes is difficult with more diverse personalities including in a team
d. Teachers involved may not themselves be sufficiently committed to change.
Related to time, Beggs 1971: 120 stated that innovation in education occurs so slowly because no one is willing to make time
available for experimentation. Therefore, team has to spend available time to make plan and evaluate the process of teaching and learning.
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Time for working, planning and thinking must be made available to the teacher.
Furthermore, Martin suggested 1998: 9 that there should be additional time in planning future lessons, in reflecting on and
improving completed ones. And Davis 1995: 13 concludes “ team taught courses often become a problem for those who do the
counting.” The reality of practice in this unit is quite different. Team teaching is not simply a technique that can be applied to divide the
labor within a unit, rather it is a creative and thoughtful mechanism for fostering a dynamic student-centered learning environment. Each
member of the teaching team is intimately involved in the planning, design, management and delivery of the learning process. Glen
Lawson 2001 gives the suggestion that team teacher should laugh together, eat together, and make copies together at least twice a week.
The responsibility of member of the team can be created by clear communication between them. It is essential to the success of the
relationship and the realization of the objective of teaching. Communication is perhaps rendered more difficult for teams made up
of teachers from different cultural backgrounds which value racially different communication styles. Nonetheless, it is essential that you do
your utmost to keep this in mind and endeavor to respect and understand one another.
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Benoit’s statement 2001: 4 is that talking things through at every stage will help you define your individual roles within the team. So, it
is essential to develop a better understanding of one another’s teaching philosophy along with the personal and cultural factors that have
shaped it and affect its practical applications. Honest discussion also clears up any potential misunderstandings before they have the chance
to hamper the flow of a lesson and ensure that you are taking equal responsibility for staying on course towards your established
objectives. Routine meeting will help teachers that they are both feeling comfortable and productive within the team.
Personal conflicts, whether they are gender-based, cultural or personal have no place within the classroom. Despite your differences
of opinion, each teacher should remain respectful and professional towards the other in the classroom. Students will be quick to pick up
on any tensions and may try to exploit them. Bridget Haugh 2001: 4 said that in the classroom, the most important people are the students:
teachers should set aside personal difficulties and make teaching their number one priority.
The last point of the barrier is that teachers involved may not themselves be sufficiently committed to change. Change here means
the improvement of outcomes. As mentioned before that an important goal of teaming that certainly contributes to the improved outcomes is
that teachers work together to coordinate the instruction that is
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delivered in the classroom. Given this goal, the activities that teams engage in as a group to plan and coordinate their work is likely to be
related to the practices that those same teachers implement in their classroom.
Teachers should be in an agreement that team teaching is able to create higher level of outcome called achievement. As Athar 1990
reported that teaming can improve work climate, more frequent contact with parents, increased teacher job satisfaction, and higher
levels of student achievement. Student achievement can be found without changing the curriculum but by creative innovation in more
interesting learning process. To support the idea Lounsbury 2001: 11 said that changes have too often been superficial without truly
transforming the middle school curriculum so that subjects are interrelated rather than remaining compartmentalized.
3. The Effectiveness of Implementation of Team Teaching of English
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