25 several reports about the learning and teaching progress; teachers, school, and the
other educators can analyze the better quality of teaching.
Figure 2.1 Kemp’s Model Kemp, 1977:9
5. Twelfth Grade Characteristic
The students of senior high school SMA at twelfth grade have the same characteristic as like the eleventh grades that enter transitional era from children
to adolescence after passing puberty. Nevertheless, they are more mature than the eleventh but still less mature than the first semester of university student, so they
are in the middle. According to Hurlock 1949: 204, the twelfth grade students
Learner’s Characteristics
Learning Objectives
Subject Content
Pre- Assessment
Teaching learning
Activities Support
Services
Evaluation
Revision Goal, topics,
and general purposes
26 have two specific characteristics. First, students will only care and make a big
effort in the subjects that they are most interested in. “Interest and motivation are closely related, and so the adolescent who has a
strong interest in a subject, based on the belief that it will help him achieve his vocational goal, will put great effort into mastering it. As a result, he will do best
in the subjects he regards as useful.” Hurlock 1949: 204 Second, most students will do their tasks better if they are taught by a teacher they
considered as a kind and nice teacher. The adolescent who enjoys his her studies and feels that his her teachers treat him her fairly will do good academic work.
Entering Stella Duce 1 Senior High School, the school is considered having high human resources in learning. Based on the writer’s observation, some
characteristics of the twelfth grade students in Stella Duce 1 Senior High School in teaching-learning activities showed that first; they love challenge when they are
given new or difficult materials. Second, they demand interesting, enjoyable materials and activities. In some way, the materials can reinforce the students to
get involved in the activities and obtain the best result on them.
B. Theoretical Framework
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, the collaborative teaching by Fullan 1993 and Lieberman 1995 and program evaluation theory from Chelimsky 1997: 97-188
were employed. According to Fullan 1993 and Lieberman 1995, the process of collaborative shows that anyone and everyone could improve and learn from the
