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ways of second language development: acquisition-a natural subconscious process- and learning –a conscious process. Then
teacher is the primary source of learning input. Learners play an active role and have relatively high degree of control over content
language production. i Communicative Language Teaching
Language is viewed as a system for the expression of meaning and has a primary function for communication and interaction. The
learning activities involve real communication and language uses which are meaningful to the learner and promote learning. Learners
have an active role as negotiator, and should contribute as well as receive. Teachers facilitate the communication process and act as
participants’ tasks, need analyst, counselor and process manager.
B. The Nature of Team Teaching
1. The Definition of Team Teaching
Goetz 2000: 2 defines team teaching as group of two or more teachers working together to plan conduct and evaluate the learning
activities for the same group of learners. Quinn and Kanter 1984: 2 also define team teaching as simply team work between two qualified
instructors who, together, make presentations to an audience. The other stated that team teaching, in the most general sense, encompasses a wide
variety of arrangements. One specific form, which has become quite
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prevalent in recent years, is having two teachers in the classroom teaching simultaneously Benoit, 2001: 1
From the definitions above the writer makes conclusion that team teaching is the process of teaching the learner students by making plan,
presentation, and evaluation together between a group of two or more teachers. Before the team apply the teaching, they should make lesson
plan together, discuss how to teach the material, how to make the activities of learning in the class, how to make the learners active in the
process of learning, how to make the situation communicatively between the learners and the teachers freely. The teachers should make the
students motivated to learn English well. In implementation of Team Teaching, the process of teaching should
be more collaborative and more interactive process. McDaniel and Colaruli in Partridge 1997: 2 use term coordinated teaching to describe
the interdisciplinary delivery of courses, while the term team teaching refers to the more collaborative and interactive process of teaching.
Based on Partridge’s and Hallam’s statement 2004: 1 there are four dimensions of collaboration that impact directly on student learning.
Those dimensions are: the degree of integration ideas and perspective with in curriculum, the degree of interaction between academic staff and
students, the degree of active learning and student engagement, and the degree of faculty autonomy or independency in the teaching and learning
process. Therefore, the teachers always have to work cooperatively with
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the others involved in team teaching including making lesson plan before they teach in class.
In the lesson plan, the activities must be broken down between the members of team teaching. For example, a class may be divided into
those learners who grasp adding fractions and those who need more practice with the addition of fractions. One teacher would challenge the
learners who grasped the concept more quickly, while the second teacher would likely review or re-teach those students who require further
instruction. How to make good presentation in the class must be discussed
together between team of teachers. They make the activities done simultaneously by the team. There are a number of different roles that the
team teachers might perform. For example: Teacher A asks some questions to the students by much type of questions and teacher B will
ask the students to learn the answers together with him. The second teacher will correct wrong answers together with the students. Teacher A
will review the questions if there is student who is not able to answer it. Then teacher B will help the student to answer it. He can give some
vocabularies that will be used to make the answer, etc. After finishing the process of teaching, the team should conduct the
evaluation that they make together. Speer and Ryan Partridge, 1998:1 suggest that team teaching offers a promise of change to those who desire
transformation in their teaching lives. The teacher should correct the
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result of test and evaluate the implementation of the items of test. If the item should be replaced by another or not. They should analyses the test
itself. Is it valid or not, is it too difficult for the learners or too easy. If the result of test is lower than their standard, is it necessary to review the
process of teaching? It depends on the decision made by the team. We can catch a point that the implementation of team teaching needs
to work hard. The members of team should prepare the implementation of teaching together from making lesson plan until the evaluation of the
learning process. The reflecting of the result of learning process must be done to make the repair of the next implementation. Is it needed to
review the material or not, is it needed to make the same step of teaching or nor, etc. All of those depend on the agreement of team.
2. The Models of Team Teaching
