and understand teenagers’ characteristic better. The collaborative Teaching English program also brought a big impact for students since this program could
help the students to be more accustomed in speaking English. In addition, this program also brought high motivation for the students to be more confidence in
speaking in front of public. That statement was proved by the result of the questionnaire data which shown around 67 of participants agreed that their self-
confidence in speaking English was improving after joining the collaborative English teaching Program.
3. The weaknesses of the collaborative English teaching program
The result of student and teacher’s questionnaire showed there were 80 participants agreed that this program still had some weaknesses. The students
argued that the Collaborative English teaching reduced time efficiency because the students should move from school to ELTI because the limitation of time.
They also stated that some of the English teachers did not give a new variation in explaining the materials. Some of the students also mentioned that the
collaborative teaching program needed some games variation so the students could feel interested more in learning. In addition, the students also needed native
speaker in the classroom. Some of them stated that the collaborative teaching might be good and more successful if it was conducted from the tenth grade of
senior high school. Supporting the students’ opinion, the teachers mentioned that insufficient time
to complete all target lessons become the biggest or main problem in the
Collaborative English Teaching. From the teachers’ opinion, this program reduced time efficiency because the students should move from school to ELTI. Some
teachers also mentioned that the students should obey the class rule for example in the time management.
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.
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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
