18 is the capacity to speak fluidly, confidently, and at a rate consistent with the
norms of the relevant native speech community.” As cited in Colorin Colorado 2007, fluency in reading is like fluency in
public speaking. Fluent speakers and readers controlled their voices accuracy in speech as well as appropriate speed, phrasing, and expression. When the speaker
uses these elements, it makes it easier for the listener to understand. Speaking in appropriate phrases, emphasizing certain words, raising and lowering volume, and
varying intonation are help the listener.
2. Collaborative
a. The theory of Collaborative
Working in teams has emerged as an important part of the complex professional lives of teachers. According to Fullan 1993 and Lieberman 1995,
“teaming provides collegial support and improves practice, but requires skills that rarely appear in teacher-training curricula.” Nevertheless, educators predict that
collaborative skills will become even more important to teachers’ practices as their professional lives unfold in increasingly interactive and collaborative
settings. Therefore, the writer possesses positive perception that collaboration and
shared reflection are on-going in the teamwork. According to Fullan 1993 and Lieberman 1995, the process of collaborative shows that anyone and everyone
could improve and learn from the other. However, any school could get the benefit from the collaborative, reflective approach to pedagogy and professional
19 relationships that they have developed and enjoyed. Furthermore, Nunan 1992
mentions that collaboration encouraged learners: 1 to learn about learning and to learn better
2 to increase their awareness about language, and about ourselves, and hence about learning;
3 to develop, as a result, meta-communicative as well as communicative skills;
4 to confront, and come to terms with, the conflicts between individual needs and group needs, both in social, procedural terms as well as
linguistic, content terms; 5 to realize that content and method are inextricably linked, and
6 to recognize the decision-making tasks themselves as genuine communicative activities.
b. The Theory of Collaborative Teaching
According to this study, the term of collaborative teaching program can be seen as a situation where teachers and educators in team are looking forward for
preparing and would not willingly return to prepare alone. They would much rather prepare with capable partners who know the students’ needs and understand
the goals for learning. Minnett et al., 1997 argues that “collaborative teaching is not only interesting and creative in the planning, but also provides opportunities
for teachers to share their expertise.” Armstrong 1977:60 as cited in Nunan, 1992 listed the following five strengths
of collaborative teaching approaches to pedagogy as follows.
20 1 Team teaching permits team members to take advantage of individual
teacher strengths in planning for instruction and in working with learners.
2 Team teaching spurs creativity because teachers know they must teach for their colleagues as well as for their learners
3 Team teaching facilitates individualized instruction because it is possible to provide learning environments involving close personal
contact between teachers and learners. 4 Team teaching provides for better sequencing and pacing of
increments of instruction because perceptions of an individual teacher must be verified by at least one other team member.
5 Team teaching builds program continuity over time. Team teaching programs abide. Specific teachers within a team do not.
However, there have been numerous studies carried out to evaluate the effectiveness of collaborative teaching, and the results make interesting reading.
Furthermore, the most important implication of this research is that for collaborative teaching to be effective, teachers need appropriate training and
support. The writer suggests that it is insufficient to simply throw teachers together without giving them opportunities for developing the skills they need for
success. They also need adequate time to plan their programs as well as opportunities to review their teaching.
21
3. Program Evaluation
