AN EVALUATION ON THE COLABORATIVE ENGLISH TEACHING PROGRAM BETWEEN ELTI-GRAMEDIA AND STELLA DUCE 1 SENIOR HIGH SCHOOL YOGYAKARTA A Thesis Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Educ
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AN EVALUATION ON THE COLABORATIVE ENGLISH TEACHING
PROGRAM BETWEEN ELTI-GRAMEDIA AND STELLA DUCE 1 SENIOR
HIGH SCHOOL YOGYAKARTA
A Thesis
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Filomena Tunjung Sawitri
Student Number: 051214068
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009
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AN EVALUATION ON THE COLABORATIVE ENGLISH TEACHING
PROGRAM BETWEEN ELTI-GRAMEDIA AND STELLA DUCE 1 SENIOR
HIGH SCHOOL YOGYAKARTA
A Thesis
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Filomena Tunjung Sawitri
Student Number: 051214068
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009
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I dedicate this thesis to myself, my family, my dreams, and for those who love me the way I am.
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ABSTRACT
Sawitri, Filomena Tunjung (2009). An Evaluation on the Collaborative English
Teaching Program between ELTI-Gramedia Yogyakarta and Stella Duce 1 Senior
High School Yogyakarta. Yogyakarta: Sanata Dharma University.Considering the position of English in Indonesian society and the students’ needs to master English to become competitive human resources, the Indonesian Ministry of National Education has decided to adopt some strategies for Indonesian students. One of the strategies is particularly directed for those who are now in the twelfth grade of senior high school to learn English. Implementing English for active communication as an internally studied subject or in Indonesian we called it as a Muatan Lokal indirectly made students become active and critical learners. Unfortunately, there were some difficulties in implementing this subject. Realizing that fact, Stella Duce 1 Senior High School and English Language Training International (ELTI) Yogyakarta then made an agreement to carry out a collaborative teaching for the twelfth grade students from Stella Duce 1 Senior High School to develop the fluency of their Speaking skill.
Moreover, this research resolved three main questions in example: 1) How does collaborative English teaching program between ELTI-Gramedia Yogyakarta and Stella Duce 1 Senior High School help the students develop the fluency of their speaking skill? 2) What are the strengths of the collaborative English teaching program between ELTI-Gramedia Yogyakarta and Stella Duce 1 Senior High School Yogyakarta in developing the fluency of their Speaking skill? 3) What are the weaknesses of the collaborative English teaching program between ELTI-Gramedia Yogyakarta and Stella Duce 1 Senior High School Yogyakarta Yogyakarta in developing the fluency of their Speaking skill?
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) as cited in Hutchinson and Waters (1994) were employed.
To answer the first research questions, that is aimed to find the students’ fluency developments in collaborative English teaching program from students’ perception, the writer referred to the student’s questionnaire which was distributed
th th
on 8 -14 September 2009. In addition, the writer also conducted a library study and also included a video recording of the collaborative English teaching program to support the data. Next, in order to answer the second and the third problem formulations, the writer employed students’ and teachers’ questionnaires’ feedback. Based on the questionnaires’ feedback, it could be concluded that generally the Collaborative Teaching English was well-elaborated and interesting. The materials helped the students focused on learning speaking; it also encouraged the students to be more confident to speak in front of public. In addition, there were some parts that still need some revision such as the materials, the games, the books and the exercises.
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Finally, the writer suggested that further research be conducted due to the fact that this thesis merely focuses on the fluency development in the collaborative English teaching program. This thesis can serve as the basis of further research.
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ABSTRAK
Sawitri, Filomena Tunjung (2009). An Evaluation on the Collaborative English
Teaching Program between ELTI-Gramedia Yogyakarta and Stella Duce 1 Senior
High School Yogyakarta. Yogyakarta: Universitas Sanata Dharma.Mempertimbangkan posisi bahasa Inggris di dalam masyarakat Indonesia dengan kebutuhan siswa akan penguasaan bahasa Inggris untuk menjadi sumber daya manusia yang kompetitif, Kementrian Pendidikan Nasional Indonesia telah memutuskan untuk mengadopsi beberapa strategi bagi siswa Indonesia. Salah satu dari strategi itu secara khusus di tujukan bagi para siswa kelas dua belas untuk mempelajari bahasa Inggris. Diterapkannya bahasa Inggris untuk komunikasi aktif sebagai salah satu mata pelajaran di dalam muatan lokal secara langsung membuat siswa aktif dan kritis. Sayangnya terdapat kesulitan-kesulitan dalam menerapkan pelajaran ini. Menyadari kenyataan itu, SMA Stella Duce 1 dan ELTI-Gramedia melakukan suatu kesepakatan untuk menjalankan suatu program pengajaran kolaboratif bagi siswi kelas dua belas SMA Stella Duce 1 untuk mengembangkan kefasihan siswi dalam berbicara.
Selebihnya penelitian ini akan menjawab 3 pertanyaan utama, yakni: 1) bagaimanakah program pengajaran kolaboratif antara ELTI – Stella Duce 1 membantu siswi mengembangkan kefasihan mereka dalam berbicara. 2) apa sajakah kelebihan dari program pengajaran kolaboratif antara ELTI – Stella Duce 1 dalam membantu siswi mengembangkan kefasihan mereka dalam berbicara.. 3) apa sajakah kekurangan program pengajaran kolaboratif antara ELTI – Stella Duce 1 membantu siswi mengembangkan kefasihan mereka dalam berbicara. Dalam melaksanakan penelitian ini, penulis menerapkan metode survey yang menggunakan wawancara dan kuesioner sebagai alat mengumpulkan data.
Untuk mengevaluasi program pengajaran kolaboratif dan untuk menjawab pertanyaan pertama , penulis mengadaptasi Kemp Instructional Design Model (1977) sebagai kerangka kerja dalam mengevaluasi materi yang sudah didisain. Sebagai tambahan, beberapa teori yang berkaitan tentang aturan-aturan, latihan dan juga aktfitas berbicara menurut Bailey (2005); teori pengajaran kolaboratif menurut Fullan (1993) dan Lieberman (1995), serta teori evaluasi program menurut Chelimsky (1997: 97-188) yang dikutip dari pendapat Hutchinson dan Waters (1994)
Selanjutnya, untuk mencari tahu perkembangan kefasihan siswi di dalam program pengajaran kolaboratif antara ELTI – Stella Duce 1, penulis menggunakan hasil dari kuesioner siswi yang telah diujikan pada tanggal 8-14 September 2009. Sebagai tambahan, selain penulis menggunakan beberapa buku teori pustaka, penulis juga menyertakan rekaman video yang berisikan kegiatan di dalam program pengajaran kolaboratif antara ELTI – Stella Duce 1. Berdasarkan hasil dari umpan balik kuesioner tersebut, dapat dilihat bahwa program pengajaran kolaboratif antara ELTI – Stella Duce 1 membantu siswi mengembangkan kefasihan mereka dalam berbicara. Selanjutnya untuk menjawab pertanyaan kedua dan ketiga, penulis
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menggunakan umpan bailik dari kuesioner guru dan kuesioner siswi. Berdasarkan umpan balik dari kuesioner itu maka dapat disimpulkan secara umum bahwa program pengajaran kolaboratif telah dijabarkan dengan baik dan menarik. Materi-materi ini membantu siswi dalam belajar bahasa Inggrios, dan juga memotivasi siswi untuk lebih berani berbicara di depan umum. Akan tetapi, masih ada beberapa bagian yang memerlukan perbaikan seperti materi, permainan, buku, dan latihan-latihan.
Akhirnya, penulis juga mengusulkan agar diadakan penelitian lanjutan karena skripsi ini hanya terbatas pada melihat perkembangan kefasihan siswi berbicara dalam bahasa Inggris melalui program pengajaran kolaboratif antara ELTI – Stella Duce 1 Yogyakarta. Skripsi ini dapat berfungsi sebagai landasan bagi penelitian yang lebih lanjut.
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ACKNOWLEDGMENTS
It would be a wonderful opportunity for me to express my deepest gratitude to everyone who helped and supported me in accomplishing this thesis.
First of all, I would like to express my greatest gratitude to Jesus Christ and Mother Mary for all the blessings, strengths, and love They have given me since the moment I came to this world. Without God’s grace I am but nothing.
From the sincerest bottom of my heart, I am thankful to Mrs. Dr. Retno
Muljani, M.Pd, my thesis sponsor, for all her guidance, opinions, suggestions,
encouragements, patience, and supports. She has been great in her invaluable supports, criticism, and suggestions to my thesis.
My special thanks also go to my proofreaders, Bapak Drs. Barli Bram,
M.Ed., Bapak Petrus Gandhi Prastowo S.Pd., Father L. Suharjanto, S.J.,
S.S., B.S.T., Hermas Bram S.Pd., Theresia Vina Indriyani S.Pd., for their
understanding, support, help, and suggestions. Thank you so much.
I devote my special gratitude to my parents, Bapak Aloysius Bambang
Tri Santosa and Ibu Theresia Susilowati for their unconditional love, care and
prayer. My brother, Albertus Aryo Saloko; he is the best sibling in the world. To My beloved dogs, Emo, Molly, and Honji, thanks for being my bestfriends when I typed and studied during the hard, tough but beautiful process.
I am deeply grateful to all lecturers of English Language Education Study Program for their guidance, help, patience, and kindness. Without them, I would not have finished my thesis or my study in this university. My special thanks to
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am thankful for all your encouragements, supports and thank you for being so inspiring. I also thank Mbak Danik and Mbak Tari from PBI Secretariat for their help.
My appreciation also goes to all of the respondents in this study, especially the twelfth grade students of Stella Duce 1 Senior High School Yogyakarta. My heartfelt appreciation goes to Sr. Petra CB, S.Pd, the Headmaster of Stella Duce
1 Senior High school Yogyakarta. My special thanks to Ibu Sri Murni Mustika
Djati, the Academic Manager of ELTI – Gramedia Yogyakarta and Bapak Yusup
the ESP Academic Manager of ELTI – Gramedia Yogyakarta who have been a great supervisor in ELTI – Gramedia Yogyakarta. Thank you so much for your opinions, suggestions, and supports.
I will never forget the lovely experiences with my “MILESTONE” mates, Wahyu, Datia, Siska, Daniel, Adit “kotak”, Rimas, Endru, Nita for being a good partners and companions during my ups and downs in SPD “HELL” class. I thank all my best friends in PBI for their friendships, smiles, and help during my study in this university, especially to Indra, Yayas, Fidel, Top-X,
Gendis, Riri, Ella, Mega, Siska ‘Ncit, Uuth, Pilus, Kanya, Esti, Mba’ Retno,
Sedik, Lia for their wonderful friendship and encouragement as well as their
corrections and suggestions. All of you are the best I have ever had in my life and time shows that you are the best one. I love you madly guys… My greatest thankful flows to Acit, Yudhis, Alia Syafitri, Icha, Upieth,
Dian, Mba’ Icha, Tiok, Ragil, Ratrie Bokepz, Tephan, Widya, Tristan, Alfa,
Rere, Kunthi, Adel, Reza and Ivan…Thanks for being my new family and best
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friends for me. I will never forget the time we laughed, argued, chatted, and did many wonderful experiences together. Love you also Asiners, YEC, and Cokelat
Café family…
My gratitude also goes to those whom I cannot mention by names. I would like to thank them for their support, help, and encouragements.
Filomena Tunjung sawitri
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TABLE OF CONTENTS
Page TITLE PAGE ...................................................................................................... i APPROVAL PAGES .......................................................................................... ii DEDICATION PAGE......................................................................................... iv STATEMENT OF WORK’S ORIGINALITY ................................................... v ABSTRACT........................................................................................................ vi
ABSTRAK ............................................................................................................ viii
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAHUNTUK KEPENTINGAN AKADEMIS ............................................................... x
ACKNOWLEDGEMENTS ................................................................................ xi TABLE OF CONTENTS.................................................................................... xiv LIST OF TABLES .............................................................................................. xvii LIST OF FIGURES……………………………………………………………xviii LIST OF APPENDICES………………………………………………………...xix CHAPTER I.
INTRODUCTION ................................................................... 1
A. Research Background......................................................... 1
B. Problem Formulation ......................................................... 4
C. Problem Limitation ............................................................ 4
D. Research Objectives ........................................................... 5
E. Research Benefits............................................................... 5
F. Definition of Terms............................................................ 7
CHAPTER II. REVIEW OF RELATED LITERATURE
a. Theoretical Description......................................................... 10
1. Speaking....................................................................... 10
a. The Nature of Speaking......................................... 10
b. The Principles for Teaching Speaking .................. 11
c. Types of Classroom Speaking Performance ......... 14
2. Questionnaire ............................................................... 33
b. Data Presentation of the Questionnaire.................. 46
a. Data Presentation of Interview............................... 42
1. The Contribution of the collaborative English Teaching program ........................................................ 42
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Research Findings .............................................................. 42
G. Research Procedure ........................................................... 41
F. Data Analysis Technique ................................................... 39
E. Data Gathering Technique ................................................. 38
3. Video Recording………………………………………36
1. Interview ...................................................................... 32
d. Speaking Tasks ..................................................... 16
CHAPTER III. METHODOLOGY A. Research Methods .............................................................. 28 B. Research Participants ......................................................... 29 C. Research Setting................................................................. 32 D. Research Instruments ......................................................... 32
5. Twelfth Grade Characteristic ....................................... 25 b.Theoretical Framework ......................................................... 26
4. Instructional Design ..................................................... 22
3. Program Evaluation ..................................................... 21
b. The Theory of Collaborative Teaching ................. 19
a. The Theory of Collaborative ................................. 18
2. Collaborative
e. Speaking Fluency ................................................. 17
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2. The strengths of the Collaborative English Teaching Program ........................................................ 50
3. The weaknesses of the collaborative English Teaching Program ........................................................ 57
B. Discussions ........................................................................ 58
1. The fluency developments…………………………….. 58
2. The strengths…………………………………………... 62
3. The weaknesses………………………………………... 63
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ........................................................................ 65 B. Suggestions ........................................................................ 68
1. For ELTI Yogyakarta .................................................. 68
2. For English teachers of ELTI and Stella Duce 1 Senior High School ..................................................... 68
3. For Stella Duce I Senior High School.......................... 68
4. For Other Researchers.................................................. 69 REFERENCES ............................................................................................... 70
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Table Page
Table 3.1 : The Interview Guideline .....................................................................33Table 3.2 : The Questionnaire Blueprint ..............................................................35Table 3.3 : The Writer’s Collected Data ..............................................................37Table 3.4 : The Writer’s Data Gathering Technique.............................................39Table 4.1 : The Results of the Interviews .............................................................43Table 4.2 : The Students’ Questionnaire Results .................................................47Table 4.3 : The Teachers’ Questionnaire Result...................................................49Table 4.4 : The Students’ Questionnaire Results..................................................50Table 4.5 : The Teachers’ Questionnaire Results ................................................53Table 4.6 : The Students’ Questionnaire Results..................................................57Table 4.7 : The Teachers’ Questionnaire Results.................................................58Table 4.8 : Students’ Conversation……………...................................................59PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
Figure Page
Figure 2.1 Kemp’s Model (Kemp, 1977:9)……………………………….25PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Page Appendices…………………………………………………………………. 72 Appendix 1 Letter of Permission................................................................... 73 Appendix 2 KTSP……………………............................................................75 Appendix 3 Questionnaire for Students...........................................................85 Appendix 4 Questionnaire for Teachers...........................................................91 Appendix 5 Interview Questions......................................................................96 Appendix 6 Interview Data ………………………………..............................98 Appendix 7 One Unit of Student’s Material…………………………………..103 Appendix 8 Student’s Mid-semester Test…..…………………………………111 Appendix 9 Student’s Mid-semester Report…………………………………..116
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CHAPTER 1 INTRODUCTION A. Research Background English has been widely considered as a main language in international
communication today. It is used in the fields of education, social, economic, culture, politic, and many more (Harmer, 1991: 1). That is why in Indonesia, English becomes an essential subject at school. According to the Peraturan
Menteri Pendidikan Nasional Nomor 22 Tahun 2006 (Peraturan Menteri, 2006:
9), English has become one of the main school subjects to be taught since Elementary level.
In addition, the Department of National Education has been started to apply a new curriculum namely the School Based Curriculum (SBC) or
Kurikulum Tingkat Satuan Pendidikan (KTSP) in 2006. SBC only provides a
teaching guideline and requires every school to develop its own curriculum based on it in every subject including English. In English subject, the learning materials are divided into some basic topics like analytical exposition, recount, procedure, report, hortatory exposition, and narrative. English subject covers four skills; speaking, listening, reading, and writing (Pusat Kurikulum, 2008).
Further, the Indonesian Ministry of National Education has decided to adopt a new strategy. The strategy is particularly directed for the twelfth grade students. The strategy is proposed to implement English for active communication
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2 as an internally studied subject or Muatan Lokal. In directly, English for active communication is aimed to help the students to be more active and critical.
On the other hand, Stella Duce 1 Senior High School as one of the reputable schools in Yogyakarta found difficulties in implementing English for active communication. Therefore, Stella Duce 1 Senior High School and English Language Training International (ELTI) Yogyakarta made an agreement to carry out a collaborative English teaching for the twelfth grade students. This program is aimed to develop the fluency of the twelfth grade students’ speaking skill.
Based on the interview with Mr Yusuf, the ESP Academic Director of ELTI Yogyakarta on 14 October 2009, the writer found that in collaborative English teaching, the roles of teachers are important since they have to determine materials for students based on the students’ needs, particularly in using English for active communication. The collaborative English teaching program itself has been implemented for three years. In some respects, the collaborative English teaching between ELTI and Stella Duce 1 Senior High School also supported the SBI program. This is in line with the theory stated by Wright (1987). According to Wright, “collaboration affords the opportunity to overtly discuss and reflect upon a wide range of teaching and learning processes and activities.” Furthermore, in conducting this study, collaboration can be a new improvement of teaching program where teachers can cooperate together with other educators in the teaching learning process.
Wright’s viewpoint is by chance coincident with the statement of the Academic Manager of ELTI – Gramedia Yogyakarta, Mrs. Sri Murni Mustika
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3 Djati. Base on the interview on September 2009, She stated that based on the students’ reports in 2008, the implementation of the English program in the collaborative English teaching between ELTI and Stella Duce 1 Senior High School was successful in supporting individual student achievement in the National Exam. After evaluating the program, she argued that collaborative teaching program between ELTI and Stella Duce 1 was in line with KTSP curriculum.
In conducting this study, the writer chose the twelfth grade students of Stella Duce 1 Senior High School as the research subjects. Those students were expected to be more prepared to master the English language soon after they graduate from Senior High School. In addition, Stella Duce 1 Senior High School is the first school which had a collaborative teaching program with an English course, ELTI Yogyakarta.
The writer expected that this research will be useful as a groundbreaker, not only on how a collaborative English teaching program helped the students to develop the fluency of their speaking skill, but also on how they experienced the collaborative teaching English program, including its strengths and weaknesses.
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4 B. Problem Formulation Considering the research background, this research addressed three main questions. The questions were formulated as follows.
1. What are the contributions of collaborative English teaching program between ELTI-Gramedia Yogyakarta and Stella Duce 1 Senior High School in developing the fluency of students’ speaking skill?
2. What are the strengths of the collaborative English teaching program between ELTI-Gramedia Yogyakarta and Stella Duce 1 Senior High School Yogyakarta in developing the fluency of the students’ speaking skill?
3. What are the weaknesses of the collaborative English teaching program between ELTI-Gramedia Yogyakarta and Stella Duce 1 Senior High School Yogyakarta Yogyakarta in developing the fluency of the students’ speaking skill?
C. Problem Limitation
To answer the questions formulated previously, the writer would focus on the strengths and weaknesses that emerged in the collaborative teaching process.
Although the result of this program was not to measure the achievement of students in the National Exam, the research could be used as an evaluation program for ELTI and Stella Duce 1 Senior High School Yogyakarta.
The population used in the sampling of the research were the twelfth grade students of Stella Duce I Senior High School Yogyakarta, ELTI English teachers
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5 and the Academic Director of ELTI Yogyakarta. Further elaboration on the research participants will be given in Chapter III.
D. Research Objectives
In accordance with the questions formulated in the Problem Formulation section, the objectives of this research were as follows.
1. To present a clear critical evaluation on the collaborative English teaching program between ELTI-Gramedia Yogyakarta and Stella Duce 1 Senior High School in developing the fluency of students’ speaking skill
2. To identify the strengths of the collaborative English teaching program between ELTI-Gramedia Yogyakarta and Stella Duce 1 Senior High School Yogyakarta in developing the fluency of students’ speaking skill
3. To uncover the weaknesses of the collaborative English teaching program between ELTI-Gramedia Yogyakarta and Stella Duce 1 Senior High School Yogyakarta in developing the fluency of students’ speaking skill
E. Research Benefits
In line with the objectives of the research, this research was expected to benefit the following:
1. Other Writers
The research is expected to present insight on the implementation of the collaborative English teaching program which infers English instructions (teaching media, teaching materials, and teaching activities) in the
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6 collaborative English teaching and thus is also expected to be helpful for everyone needing it for further research on the same or similar topic.
2. English Language Education Study Program Students
The research is expected to present clear information on the collaborative teaching by giving a clear and practical case of the real-life implementation of it. Thus, the students are expected to know and to apply the main principles of the collaborative English teaching program and also dealing with the problem on the implementation of the approach in the further development.
3. English Teachers
The research is expected to present a clear evaluation on the implementation of a certain style of teaching English, which is the collaborative English teaching, so that the English teachers will be able to make necessary improvements of the approach later on.
4. Stella Duce I Senior High School Yogyakarta
The research is expected to create a new teaching and learning atmosphere not only for the school but also for the students. Therefore, this research will help school to choose which teaching and learning style that are proper for the students.
5. ELTI Yogyakarta
The research is expected to be a reference of an evaluation program for ELTI Yogyakarta particularly on the improvement in developing a new style of teaching learning English in school.
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7 F. Definition of Terms Below are the definitions of terms used throughout the study: 1.
Speaking
Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information. (Florez, 1999: 1) In this study, the term speaking is defined as a process of producing systematic verbal utterances to convey meaning.
2. Instructional Design
Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities (Srinivas, 2008). In this study, the term instructional design is defined as the process of analyzing needs and goals and evaluation of materials and activity in a practical way to help both teachers and learners in the process of transferring knowledge effectively.
3. An Evaluation
Evaluation can be defined as an analytical process involving the collection and reduction of data of all (or some) phases of the instructional process and culminating in the synthesis of a report containing recommendations about
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8 the instructional program (Marsden, 1991). In this study, evaluation can be shown as a final result of the learning process. The evaluation of the course itself helps to asses whether the course objectives and the program are doing what they were designed to do. Through the evaluation which containing several reports about the learning and teaching progress; teachers, school, and the other educators can analyze the better quality of teaching.
4. Collaborative Teaching Program
According to Oxford Advanced Learner’s Dictionary, program itself can be defined as an educational course in which the material to be learnt is presented in small, carefully graded, amount. (1994: 995). From this definition, the writer redefined program in this study as a self instruction which is put into effect in a classroom situation. In addition, collaborative teaching itself is not only interesting and creative in the planning, but provides opportunities for teachers to share their expertise (Minnett et al., 1997). 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 to 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.
5. The Twelfth Grade Students
The twelfth grade students are the third-year students who study in Stella Duce I Senior High School Yogyakarta.
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9 6.
Stella Duce I Senior High School Yogyakarta
Stella Duce I Senior High School Yogyakarta refers to a Private Catholic Senior High School for female students in Yogyakarta. Amongst high schools in Yogyakarta, only this school has a collaborative English teaching program with ELTI, an English course in Yogyakarta.
7. ELTI Yogyakarta
ELTI (English Language Training International) refers to English course in Yogyakarta whereas amongst English course in Yogyakarta, only ELTI has a collaborative teaching program with Stella Duce I Senior High School Yogyakarta.
8. Fluency
According to Bailey (2005: 5), fluency, on the other hand, is the capacity to speak fluidly, confidently, and at a rate consistent with the norms of the relevant native speech community. Based on Bailey theory, students at the beginning and intermediate levels of language learning are still developing their proficiency, fluency, and accuracy often work against each other.
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CHAPTER II REVIEW OF RELATED LITERATURE A. Theoretical Description This chapter presents some meaningful reviews from many sources to help develop the writing process of the thesis and dealing with the study conducted. First, this chapter will include, speaking, collaborative, evaluation, the review of
instructional design, and students’ characteristic. Second it will deal with the theoretical framework of the study.
1. Speaking a. The Nature of Speaking
Speaking is a fundamental human behavior that could not be stopped analyzing unless there is something noticeable about it. According to Savignon (1991), “we often talk about the four skills in language teaching.” They are speaking, listening, reading, and writing. Language generated by the learner (in speech or writing) is productive, and language directed at the learner (in reading or listening) is receptive. Modality refers to the medium of the message (aural/oral or written).
In addition, Savignon also added that speaking is the productive aural/oral skill and consists of producing systematic verbal utterances to convey meaning.
Another researcher, Florez (1999: 1) stated that “speaking is an interactive process of constructing meaning that involves producing and receiving and processing information.”
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11 “Spoken language and written language differ in many important ways”
(van Lier, 1995). Spoken language is received auditorially, whereas written language is received visually. As a result, the spoken message is temporary and its reception by the learner is usually immediate. In contrast, written language is permanent, and reception by the learner typically occurs some time after the text was generated (sometimes even centuries later).
b. The Principles for Teaching Speaking
The Indonesian Government Law number 19 year 2005 stated that there should be a special program called an internally studied subject or Muatan Lokal implemented in all Senior High School in Indonesia. According to the Indonesian Government Law number 19 year 2005, “the twelfth grade students of every Senior High School in Indonesia are taught by using English for active communication.” In addition, teachers realize that developing English skill particularly in the speaking skill at least can help students to get along in the society since English becomes a Universal language nowadays.
Furthermore, since the twelfth graders of senior high school are categorized as intermediate learners, the writer will consider the techniques for teaching speaking to intermediate learners. As stated by Bailey (2005: 90), The American Council on the Teaching of Foreign Language (ACTFL) enumerates the guidelines list of intermediate students’ speaking ability characteristics.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12 The following five guideline lists are as follows.
1. Students are able to ask and answer questions and participate in simple conversations on topics beyond the most immediate needs, such as personal history and leisure time activities
2. Students are able to improve pronunciation, which may continue to be strongly influenced by the first language, and fluency may still be strained.
3. Students are able to handle successfully a variety of uncomplicated, basic and communicative tasks and social situations
4. Students are able to talk simply about self and family members
5. Students are able to increase utterance length slightly, but speech may continue to be characterized by frequent long pauses, since the smooth incorporation of even basics conversational strategies is often hindered.
According to Bailey (2005: 96-98), there are three principles in teaching speaking to intermediate students.
1) Planning speaking tasks that involve negotiation for meaning It appears that through the process of negotiating for the meaning, the language addressed and adjusted to the students. Further, students become comprehensible to the language. Students need to work hard to make the language understandable either in speech or writing. The students must attend to accuracy and fluency. They must select the correct vocabulary, apply grammar rules, and pronounce words carefully.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13 To support the first principles, Schimidt and Frota (1986: 310-315) argued that Students may notice the gap between what they want to say and what they can say, or between what they say and what other people say. In line with Schimidt and Frota viewpoint, Bailey (2005: 97) added that by planning speaking tasks that require students to negotiate for meaning, teachers can give students valuable chance for practice and language development particularly for students in the intermediate level.
2) Designing both transactional and interpersonal speaking activities When people talk to other people, they usually do so for interpersonal or transactional purposes. Interpersonal speech is communication for social purposes, including establishing or maintaining social relationships. Transactional speech involves communicating to get something done, for example the exchange of goods and/or services.
According to Nunan (1991:42) as stated in Bailey (2005:97), “most spoken interactions can be placed on a continuum from relatively predictable to relatively unpredictable.” Casual conversations-an example of interpersonal speech are relatively unpredictable and can range over many topics, with the participation of students taking turns and commenting freely. In contrast, Nunan says that transactional encounters of a fairly restricted kind will usually contain highly predictable patterns (Bailey, 2005:97).
3) Personalizing the content of speaking activities whenever possible
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14 Personalization is the process of making activities matches the students’ own circumstances, interests, and goals. Omagio (1982) as cited in Bailey (2005: 97) states that “teachers who personalized language lessons were judged to be effective, by both their supervisor and their students.” Personalizing exercise can be as simple as using students’ names, academic majors, cities, or jobs in speaking activities. Or teachers can ask the students to build role plays around situations suggested by the students. In addition, Bailey (2005:97) adds that “personalizing language lessons is partly a matter of careful planning and partly of responding creatively to students’ questions and comments during activities.”
c. Types of Classroom Speaking Performance
Types of classroom speaking performance means what the students do in speaking technique. According to Brown (2001: 271), there are six types of classroom speaking performance as follows.
1. Imitative A very limited portion of classroom speaking time may legitimately be spent by generating “human tape recorder “speech. In example, learners practice an intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form.
2. Intensive Intensive speaking is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self-initiated or it can
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15 even form part of some pair work activity, where learners are going over certain forms of language.
3. Responsive A good deal of students’ speech in the classroom is responsive: short replies to teacher or student-initiated questions or comments.
4. Transactional (Dialogue ) Transactional language is carried out for the purpose of conveying or exchanging specific information, is an extended form of responsive language
5. Interpersonal (Dialogue) Interpersonal language is carried out for the purpose of maintaining social relationships than for the transmission of facts and information.
6. Extensive (Monologue) Students at intermediate to advanced levels are called on to give extended monologues in the form of oral reports, summaries, or perhaps short speeches.
Furthermore, oral reports may be more appropriate for intermediate and advanced levels of proficiency. The previous statement is in line with O’Malley and Pioerce (1996: 87) who’s argued that oral reports may be more appropriate for intermediate and advanced levels of proficiency. Students at beginning levels of proficiency can make oral reports using realia or describing objects, posters, displays, or other support materials “.
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d. Speaking Tasks
According to Bailey (2005: 98), there are some key tasks and exercise types for teaching speaking for intermediate learners. Bailey considers seven exercise types as follows.
1) Role plays The purpose of role play is to create a context in which students must practice using communication strategies. Moreover, the activity lets the students do in a safe atmosphere with a supportive person who does not speak (or pretends not to speak) the student’s first language.