An evaluation on the Collaborative English Teaching Program between Elti-Gramedia and Stella Duce 1 Senior High School Yogyakarta.

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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

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

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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

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

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I dedicate this thesis to myself, my

family, my dreams, and for those who

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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 on 8th-14th 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

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 MbakDanik 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.

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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 ILMIAH UNTUK 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

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c. Types of Classroom Speaking Performance ... 14

d. Speaking Tasks ... 16

e. Speaking Fluency ... 17

2. Collaborative a. The Theory of Collaborative ... 18

b. The Theory of Collaborative Teaching ... 19

3. Program Evaluation ... 21

4. Instructional Design ... 22

5. Twelfth Grade Characteristic ... 25

b.Theoretical Framework ... 26

CHAPTER III. METHODOLOGY A. Research Methods ... 28

B. Research Participants ... 29

C. Research Setting... 32

D. Research Instruments ... 32

1. Interview ... 32

2. Questionnaire ... 33

3. Video Recording………36

E. Data Gathering Technique ... 38

F. Data Analysis Technique ... 39

G. Research Procedure ... 41

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Research Findings ... 42

1. The Contribution of the collaborative English Teaching program ... 42

a. Data Presentation of Interview... 42

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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

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LIST OF TABLES

Table Page

Table 3.1 : The Interview Guideline ...33

Table 3.2 : The Questionnaire Blueprint ...35

Table 3.3 : The Writer’s Collected Data ...37

Table 3.4 : The Writer’s Data Gathering Technique...39

Table 4.1 : The Results of the Interviews ...43

Table 4.2 : The Students’ Questionnaire Results ...47

Table 4.3 : The Teachers’ Questionnaire Result...49

Table 4.4 : The Students’ Questionnaire Results...50

Table 4.5 : The Teachers’ Questionnaire Results ...53

Table 4.6 : The Students’ Questionnaire Results...57

Table 4.7 : The Teachers’ Questionnaire Results...58

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LIST OF FIGURES

Figure Page

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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“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

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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

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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).

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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

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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,

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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.

2)Picture-based activities

Picture based activity is a construction of story activity. It can be done

individually or in pairs or groups. Students can work in a small group since

the students can scaffold one another’s learning and build on each other’s

ideas. According to Bailey (2005:104), picture based activities give students

speaking opportunities and help students activate expressive vocabulary.

3)Logic puzzles and jigsaw activities

Puzzle can be used as it is for group work, or it can be turned into a jigsaw

activity in which two students are given different but complementary sets of

information, which they must then share in English in order to solve the

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4)Information gap

The idea of the information gap as an organizing concept for a speaking

activity is that one person has information that another lacks. The students

must use English to share that information in order to accomplish a task.

Another researcher, Swain (1995) mentioned one of the benefits of students

interacting in English is that when they speak or (or write) in a new language.

Students have to focus on grammatical accuracy and on their pronunciation in

order to be understood. It appears that in trying to speak, students have many

opportunities to notice the gap between their outputs (their own speech writing in

the target language) and that of native or more proficient users of English.

e. Speaking Fluency

According to Nunan (1991), in spoken language; the question we face as

teachers is: how shall we prioritize the two clearly important speaker goals of

accurate (clear, articulate, grammatically and phonologically correct) language

and fluent (flowing, natural) language. It is now very clear that fluency is

important goal to pursue in communicative language teaching. In addition, Nunan

(1991) explained that fluency may in many communicative language courses, be

an initial goal in language teaching. Fluency refers to the flow of your thoughts.

The speech that is fluent sounds like a harmonious whole rather than several small

and fragmented pieces of thought tightly tucked together. Supporting the previous

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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

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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

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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

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3. Program Evaluation

The important form of evaluation is the evaluation of the course itself. This

evaluation helps to asses whether the course objectives are being met – whether

the program is doing what it was designed to do. In this study, evaluation can be

shown as a final result of the learning process. Through the evaluation which

contain several reports about the learning and teaching progress; teachers, school,

and the other educators can analyze the better quality of teaching. 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.”

Thus, evaluating a program helps to establish whether it is meeting its aims. Then

the writer agreed that moreover course evaluation also plays a useful social role

by showing the various parties involved (teachers, learners or sponsors and so on)

that their views are important.

Consistent with Alderson and Waters, 1983 (as cited in Hutchinson and Waters,

1994), there are four main aspects of course evaluation. The aspects can be

illustrated as follows.

• What should be evaluated?

• How can English specific program be evaluated? • Who should be involved in the evaluation? • When should evaluation take place?

In the course evaluation, the writer assumes that teachers and team need to

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satisfying and agreeable to the parties as possible. The origins of the course lie in

satisfying and fulfilling needs. In addition, evaluation helps to asses how well the

needs that have created demand for a course as being served.

4. Instructional Design

Instructional-design theory provides guidance on how to help people learn (or

develop) in different situations and under different conditions. Instructional design

includes rules about what to teach and how to teach materials. Nevertheless,

instructional conditions are factors beyond the influence of the instructional

designer that impact upon the effects of the methods of instruction. Conditions

may include the nature of what is being learned (the content), the learner, the

learning environment, and the instructional development constraints (e.g., time

and money). Instructional-design theory, in attempting to provide guidance for

people to help others learn, ought to state explicitly the conditions under which

different methods should and should not be used.

In instructional design, the writer lies on Kemp’s model. The Design of an

Instructional System according to Kemp is divided into eight parts (Kemp, 1977:

19-91).

a. Goals, Topics, and General Purposes

Those are about what the teachers want to accomplish in teaching each

topic. All educational programs are based on broadly stated goals. Goals may be

derived from three sources, in example society, students, and subject’s area. After

recognizing goals, major topics should be listed. Topics would become the scope

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planners usually list general purposes that express the planners’ own aims or

purposes for the topic or unit.

b. Learner Characteristics

Learner Characteristics is about what factors that the teachers want to know

about the student group or individual learners. Furthermore, the learner

characteristic will affect the plan for their learning. Teachers must consider the

academic factors (number of students, academic background, grade point average,

etc.), social factors (age, maturity, etc.), learning condition, and students’ learning

styles.

c. Learning Objectives

Learning objective is about what students should know or be able to do, or

in what ways they should behave differently after studying the topic. Objectives

should be measurable. Objectives for learning can be grouped into three major

categories, such as cognitive, psychomotor, and affective. Cognitive domain

includes objectives concerning knowledge, information, and thinking-naming,

recognizing, predicting, etc. Psychomotor domain treats the skills requiring the

use and coordination of skeletal muscles, as in physical activities of performing,

manipulating, and constructing. Affective domain involves objectives concerning

attitudes, appreciations, values, and all emotions. A single objective can involve

learning in two or more domains. Attitudinal development may precede successful

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d. Subject Content

A teacher must choose subject contents that support each objective.

Subject content comprises the selection and organization of the specific

knowledge, skills, and attitudinal factors of any topic.

e. Pre-Assessment

Pre-Assessment is important to do because the teachers can find, first, to

what extent each student has acquired the prerequisites for studying the topic.

Second, to what extend of each student may have already mastered the subjects to

be studied.

f. Teaching Learning Activities and Resources

The teachers must determine the most efficient and effective method for

teaching. After that, teachers should select materials to provide learning

experiences that will utilize the content associated with each objective.

g. Supporting Services

These services include funds, facilities, equipment, and personnel whose time

must be scheduled for participation in the instructional plan. Supporting services

must be considered at the same time instructional plans are being made and

materials being selected.

h. Evaluation

Evaluation is a step where the teachers are ready to measure the learning

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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

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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

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other. To ensure whether a program is going well or not, the writer need to

evaluate it. In addition, the writer’s viewpoint was in line Chelimsky (1997:

97-188). As cited in Hutchinson and Waters (1994), Chelimsky explained that

evaluation is an aid to strengthen practice, organization and programs. He also

added that evaluation helps to show how well the course is actually fulfilling the

need. To support an evaluation on the collaborative English teaching program, the

adaptation of an Instructional Design System of Kemp (1977) was employed. In

this research, the writer adapted one of the parts of an Instructional Design System

of Kemp to measure students’ fluency in speaking. The part that the writer

employed was an evaluation part. Based on Kemp (1977), evaluation was a part

where the teachers ready to measure the learning outcomes to the objectives.

In this particular research, fluency is one of the students’ needs to be

developed. In addition, 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. She also added that students at

the beginning and intermediate levels of language learning are still developing

their proficiency, fluency, and accuracy often work against each other.

Furthermore, a Bailey theory is supporting the purpose of the collaborative

English teaching program that has to fulfill the students’ need in developing the

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CHAPTER III METHODOLOGY

This chapter elaborates the whole methodology of the research. Thus, this

chapter will discuss the research method, research participants, research

instruments, data gathering techniques, data analysis, and research procedures.

A. Research Method

The study was a descriptive qualitative study that was carried out to

evaluate a collaborative teaching program between Stella Duce 1 Senior High

School and ELTI Yogyakarta. Thus, qualitative research usually employs the

form of description to present data instead of the numbers. In this research, the

data collected was in the form of statements. The statements gathered from the

perceptions of teachers, students and the academic directors of ELTI

Yogyakarta.

In particular, this research was a survey study. According to

Zimmerman and Rodrigues (1992: 106), “a survey is a process of collecting

information from a group of people about a specific subject”. A survey is

conducted to collect the opinions of a large group of people about a particular

topic or issue. Furthermore, a survey could be conducted either quantitative or

qualitative. In the explanation of Fraenkel and Wallen (1994: 344), “the

purpose of survey study is to describe the characteristics of a population.”

Moreover, a survey is usually conducted in two instruments: interview and

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Related to this study, the writer conducted a survey to evaluate

collaborative teaching program between ELTI Gramedia and Stella Duce 1

senior high school Yogyakarta. 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. Supporting the previous theory from

Chelimsky, Hutchinson & Waters (1987: 145) stated that, a program or course

evaluation research that is supposed to be able to asses whether the course

objectives are being met – whether the course, in other words, is doing what it

was designed to do. Course evaluation also plays a useful social role, by

showing the various parties involved (teachers, learners, sponsors and so on)

that their views are important.

B. Research Participants

As a survey research, this study required a group of people as participants.

Since the number of the participants should be limited to make it accessible, a

sampling procedure was implemented.

According to Fraenkel and Wallen (1994: 79), “sampling refers to the

process of selecting individuals who will participate in the research.” The first

task to survey was defining the population. In addition, Fraenkel and Wallen

(1994:79) stated that population refers to all members of a particular group. To

make it accessible to research, the population should be narrowed down into

small group named sample. Fraenkel and Wallen (1994:79) also stated that

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In this research, the Academic Directors of ELTI Yogyakarta, the

Assistant Principals of Stella Duce 1 Senior High School Yogyakarta, the

English teachers of Stella Duce I Senior High School, the twelfth grade

students of Stella Duce I Senior High School, and the English teachers of ELTI

Yogyakarta who were involved in collaborative teaching program were chosen

as the participants.

The participants for the questionnaire were forty twelfth grade students

of Stella Duce I Senior High School, two English teachers of Stella Duce I

Senior High School, and ten ELTI English teachers. The participants for the

interview were two Academic Directors of ELTI Yogyakarta and two Vice

Principals of Stella Duce 1 Senior High School Yogyakarta. The writer

considered the data result as a supporting data would support the primary data

which was the questionnaire data result.

This research implemented purposive sampling. The participants were

chosen based on the information that were intended to be obtained. According

to Ary et al. (2002: 168), “gathering the data from all of the population will be

expensive and needs much time.”

1. The Academic Directors of ELTI Yogyakarta

The writer interviewed two Academic Directors of ELTI Yogyakarta as

participants since the academic directors knew the characteristics of the

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2. The Assistant Principals of Stella Duce I Senior High School

The writer conducted interview to the Vice Principals of Stella Duce I

Senior High School Yogyakarta. The Vice Principal for Curriculum and

the Vice Principal for Public Relations were chosen since they possessed

the knowledge about the collaborative English teaching program’s

background, the students’ needs, and the difficulties in learning speaking

English in school.

3. The English Teachers of Stella Duce I Senior High School

The writer distributed questionnaire to two English teachers of Stella Duce

I Senior High School Yogyakarta. They were chosen as participants since

they knew the students’ characteristics, needs, performance in class, and

difficulties in learning speaking.

4. The Twelfth Grade Students of Stella Duce I Senior High School

The twelfth grade students of Stella Duce 1 Senor High School Yogyakarta

were the main participants of this study since the collaborative English

teaching program were designed for them. The writer gave the students

questionnaires to obtain information about their understanding and

opinions about collaborative English teaching program, their needs and

difficulties in learning speaking.

5. The English Teachers of ELTI Yogyakarta

In order to evaluate the collaborative teaching English program, the writer

distributed questionnaires to the teachers and conducted class observation

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C. Research Setting

The collaborative teaching English program was conducted in the ELTI

Yogyakarta class. In addition, the writer conducted this research in 22nd September 2009 until 14th October 2009.

D. Research Instruments

To answer the research questions, the writer employed two instruments:

interview and questionnaire. To support the data from interview and

questionnaire, the writer also included the video recording.

1. Interview

To obtain deeper answers from the respondents and the clarity of the

respondents’ answers, the writer used interview. According Fetterman as cited

by Fraenkel and Wallen (1994: 385), “interview is described as the most

important data collection technique a qualitative researcher possesses.”

However, in this study the writer employed semi-structured interview. The

semi-structured interview aimed to enable the participants to answer the

questions freely but still in the line of some principle questions. In order to

keep the interview in track, the writer used interview guideline.

There are two aims of interview in this study. First, it aimed to provide

much information and data. Second, it aimed to find out the research problems’

answers. The interview result is used as additional data to support the primary

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interview questions were intended to reveal the respondents’ response further.

The examples of interview guide could be seen as mentioned below.

Table 3.1 the interview guideline

NO Aspects

1. The descriptions of the collaborative English teaching

program’s background

2. The difficulties in teaching the twelfth grade students

3. The strengths of the collaborative English teaching program

Further, the writer interviewed the Academic Directors of ELTI

Yogyakarta as participants since the academic directors possessed the

knowledge about the program’s backgrounds and characteristics, the students’

needs, the materials, and the teaching learning process.

2. Questionnaire

According to Ary, Jacob, and Razavieh (2002: 396), “questionnaire is

another type of research instrument that aims to investigate the participants’

knowledge, opinions, ideas, and experiences.” There are two types of

questionnaires, namely open-ended questionnaire and closed ended

questionnaire. In the open-ended questionnaire, the participants are free to

answer the questions in order to provide more information. In the closed ended

questionnaire, the answers for the questions have been provided to make it

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This study employed both close-ended and open-ended questionnaires. To

analyze the result, the writer applied Likert scale. According to Fraenkel and

Wallen (1994: 371), “Likert scale assesses attitudes toward a topic by

presenting a set of statements about the topic.” In this research, the

questionnaire provided responses one up to four. The number indicated

whether they strongly agree, agree, disagree, and strongly disagree. In this

research, scale 1 represented strongly agree e. Scale 2 represented agree. Scale

3 represented disagree. The last scale, scale 4 represented strongly disagree.

The various agree-disagree responses are assigned a numeric number and the

total scale is found by summing up the numeric numbers. This total score

represents the individual’s attitude toward the topic.

To provide the answer of the research questions, the questionnaire was

divided into two parts. The first was close-ended. In close-ended question part,

the participants were provided several questions and the participants should

answer based on the provided responses. The writer provided thirteen

questions to be responded. The second part was open-ended. In this part, the

participants were given free opportunity to provide the response to the

questions.

In order to answer the research questions, the writer provided the questions

based on the theories discussed on chapter two. In designing the questionnaire,

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Below is the blueprint of the questionnaire.

Table 3.2 Questionnaire Blueprint

Number Question Description

1. 1 to 2 These two questions gathered information about the participants’ background knowledge about

Collaborative Teaching English Program between ELTI and Stella Duce 1 Senior High School.

2. 3 to 4 These two questions gathered information about the participants’ perception on Collaborative Teaching English Program between ELTI and Stella Duce 1 Senior High School.

3. 5 to 8 These four questions gathered information about the participants’ perception on the materials and activities given on Collaborative Teaching English Program between ELTI and Stella Duce 1 Senior High School.

4. 9 to 13 and A to C

These five questions gathered information about the participants’ perception on the effect of conducting Collaborative Teaching English Program between ELTI and Stella Duce 1 Senior High School.

Underlying on the blueprint, the questionnaire was divided into four

categories of questions. The first part was asking the respondents’ background

knowledge about Collaborative English Teaching Program between ELTI and

Stella Duce 1 Senior High School. According to Altman et al,(1994: 100) “past

experiences is one of perceptual factors affecting someone’s perception.” The first

two questions dealing with the respondent’s background knowledge about the

collaborative teaching program.

The second part and the third part– the question number three to eight –

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Program between ELTI and Stella Duce 1 Senior High School. To answer the first

research problem, thus questions number three to four were concerned on the

student’ perception.

The fourth part was to address the second and third problems. This part

consisted of five close-ended questions- questions number nine to thirteen. Next,

there were three open-ended questions about the respondents’ perception on the

effect of conducting Collaborative Teaching English Program between ELTI and

Stella Duce 1 Senior High School.

3. Video Recording

According to Bodgan (1982: 104), video recording is one of the methods to

obtain data in qualitative research. Moreover, he states that the visual record taken

from video can help the researcher to remember and help manage the data. In this

research, the writer used video recorder to provide additional data that would be

used to answer the first question listed in the problem formulation. The writer

would take notes based on the visual record or the video in order to give

additional data and support the main data from the questionnaire.

Since the video recording contained what the real situations in the class

activities, the writer supposed that the video recording was also meant to avoid the

data to be biased because of peoples’ eagerness to be polite, to the extent of the

answer that they thought the others wanted to hear rather than correct answer. For

example when a teacher asked the students whether they understood what was

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teacher gave some questions based on what was explained previously, the students

could not give any answer.

Based on the explanation of the research instruments above, the following is the

table of the data collection:

Table 3.3 the Writer’s collected data

Instruments Participants Time Data Obtained Research Problem

Interview The Vice Principal for Curriculum, The Vice Principal for Public Relations

of Stella Duce One Senior High School Yogyakarta, The Academic Directors of ELTI – Gramedia Yogyakarta

On 22nd and 24th September 2009, before doing class observation

and on 8th and 14th October 2009 after distributing the questionnaire. Collaborative Program’s background, difficulties, weaknesses and strengths All Research problems. Class observation in order to record the activities in the class. ELTI’s teacher and the twelfth grade students of Stella Duce I Senior High School Yogyakarta in the collaborative teaching English program

5th October 2009, after conducting interview session to Academic Directors of ELTI and The Assistant

Principals of Stella Duce 1 Senior High School. Class activities, student’s activities based on material designed for English active communication, and teaching-learning target. Research problem number one

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Table 3.3 the Writer’s collected data

Instruments Participants Time Data Obtained Research Problem

Questionnaires the twelfth grade students of Stella Duce I Senior High School

Yogyakarta,

8th-14th

October 2009, after conducting class observation Students’ English background, needs, interest, and difficulties in learning English mainly on speaking All Research problems.

E. Data Gathering Technique

In gathering data and information, the writer conducted library study,

interviews, and distributed questionnaires to answer the research questions. In

distributing questionnaires, the writer asked permission to the Stella Duce 1

senior high school and ELTI Gramedia Yogyakarta. Furthermore, the writer

distributed questionnaires on September 8, 2009 until October 14, 2009 in

ELTI class. For gathering the data by interview, the writer conducted the

interview for four times. The first interview was done on 22nd of September 2009 in ELTI to the Academic Directors of ELTI – Gramedia Yogyakarta. The

second interview was done on September 24, 2009 to the Vice Principal for

Curriculum and the Vice Principal for Public Relations of Stella Duce One

Senior High School Yogyakarta. The third interview was conducted on

October 8, 2009 in ELTI the Academic Directors of ELTI – Gramedia

Yogyakarta. The last interviewed was conducted on 14th of October 2009 to the Stella Duce 1 senior high school English teachers. The interview was

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In interviewing the participants, the writer allowed them to explore and

expand their answers. In addition, the writer also conducted class observation

in order to record the video of the collaborative English teaching activities in

the classroom. The writer conducted the video recording on 8th – 14th October 2009.

Table 3.4 the Writer’s Data Gathering Technique

F. Data Analysis

After the writer carried out interviews and distributed questionnaires to

collect the data, the writer analyzed the recorded interviews as the research

data in order to evaluate the materials.

In this study, the writer calculated the questionnaires data in the form of

percentage before analyzing the data. As stated by Ary, Jacob, and Razavieh

(2002: 125), percentages are calculated by dividing the total number in one

category by the total number in all categories and multiplying the result by

100.

Data Collection Purposes

Library study , Academic Directors of ELTI and Assistant Principals of Stella Duce 1 Senior High School interviews, and

questionnaires

To answer the first problem

The students’ and teachers’ questionnaires To answer the second and third problem

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Formulation:

P = (X ÷ X’) x 100% X= total number in one category

X’= total number in all categories

P = number of percentage

In this particular research, the writer collected the data trough the

questionnaires, afterwards the data were analyzed inductively and referred to

the theory from Kemp (1977) and Bailey (2005) to the result in the

collaborative English teaching program. Furthermore, to answer the first

research question on the contributions of the collaborative English teaching

program between ELTI-Gramedia Yogyakarta and Stella Duce 1 Senior High

School in developing the fluency of students’ speaking skill, the writer

referred to the results of questionnaire, the theory given by Bailey (2005) and

also the theory from Kemp (1977). Next, to answer the second and third

research questions, the writer referred to the results of the questionnaire and

also the Program evaluation theory from Chelimsky (1997: 97-188).

In addition, the writer collected and analyzed the students’ and teachers’

comments and suggestions towards the programs. The writer decided that the

program was considered appropriate if the percentage was above 80%. In

contrast, if the percentage was still below 80%, the writer needed to suggest

some improvements and evaluations for ELTI Yogyakarta and Stella Duce 1

(61)

G. Research Procedure

To conduct the research and the development study, the writer made a

systematic procedure in order to formulate the research well. The procedures were

elaborated in five main steps. The first step was making the questionnaire. It

consisted of statements that would be relevant for answering the research

problems. The second step was making the interview questions. The interview

questions were made in order to obtain deeper point of view from the participants.

The third step was distributing the questionnaire to the participants. The fourth

step was conducting the interview. The number of’ interview’s participants were

smaller than the questionnaire’s participants. Then, the fifth step was analyzing

the data gathered from the questionnaire and interview. The data was limited only

on the basis of the writer’s needs. The data was presented in form of description

(62)

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the research findings and the discussion of the

findings. This chapter is an effort to resolve the contributions of the collaborative

English teaching program (research problem no.1), the strengths of the

collaborative English teaching program (research problem no.2) and the

weaknesses of the collaborative English teaching program (research problem

no.3).

A. Research Findings

1. The Contributions of the collaborative English teaching program a. Data Presentation of Interview

To obtain deeper answers from the respondents and the clarity of the

respondents’ answers, the writer used interviews. According to Fetterman as

cited by Fraenkel and Wallen (1994: 385), interview is described as important

data collection technique a qualitative researcher possesses. Further, the

interview had two aims. First, it aimed to provide much information and data.

Second, it aimed to find out the answer the research problems. The interview

result is used as additional data supporting the primary data, questionnaire

result.

Interview was conducted to cross-check the result of questionnaire data.

(63)

further. Deeper information was required to find out the answer of the research

problems. The detailed results of the ELTI’s coordinator and Stella Duce 1

Senior High School teacher interviews were specified as follows.

Table 4.1 the Results of the Interviews

No. Statements Responses

1. Descriptions of the collaborative English teaching

program

The collaborative English teaching program at the research setting was classified into an English program in which English active communication is taught by ELTI Yogyakarta in cooperation with Stella Duce 1 senior high school. 2. Description of the program’s

background

Speaking had been taught more intensively since the Ministry of National Education Implements English for active communication as an internally studied subject recently. The students’ responses were positive since the activities in speaking were very interesting.

3. The specification of the collaborative English teaching

program

ELTI applied functional language which is directly used as an English daily communication. Functional language specifically required students to be able to practice their skill in speaking. This program not only deals with speaking but also come together with listening since the focus of this program is on the active skill. 4. Difficulty in teaching the

twelfth grade students

The difficulty in teaching speaking was to get the students’ attention on the teacher as a role model and activities. Since the students were the students of senior high school at twelfth grade which have the same characteristic like the tenth and eleventh grades that enter transitional era from children to adolescence after passing puberty, the teacher had to pay extra attention on handling the classroom management. Interesting and up to date warming up would make the students attracted and motivated in the classroom.

(64)

Table 4.1 the Results of the Interviews

No. Statements Responses

5. The strengths of the collaborative English teaching

program

There are so many strengths that I found in this program as follows

1. Students can learn English with interesting materials and topics

2. Students can improve their fluency in English.

3. Students get a lot of variation in the learning method and materials.

4. The learning process is very interesting because teachers use games, songs, pictures, cards and so on. The learning process is not only based on textbook.

5. The students feel the moving class through this program so they feel something different with the new class and new condition.

6. This is a new experience not only for the students but also the teachers. Most of the teachers are accustomed to teach in general classes but not in a collaborative class.

7. The students show their participation in the learning process and they show their activeness in the process. 8. For the teachers, this program can be

used as a teaching improvement 9. The teachers can try to handle a new

(1)

128

overall progress. She attended class diligently and always participated cheerfully in class discussions. However, to achieve better English proficiency in future, she should not relax her efforts and must keep up her good work.

17 Bernadeta Ayu Setyanta 62 20 75 68.5 100% Bernadeta Ayu Setyanta was an attentive student. She always paid attention carefully and showed great eagerness to learn English. However, she still found difficulties in grasping some language points. She managed to pass the test, however, her achievement was still average. If she wishes to gain better progress she should work harder and be more confident in class.

18 Felisitas Aprilia Rastri Utami

60 70 70 65 90% Felisitas Aprilia Rastri Utami made satisfactory

overall progress this semester. However, she still has a long way to go before she can really be satisfied with her whole performance. She needs to pay more attention to the grammatical accuracy when writing

(2)

and speaking. Having more writing and speaking exercises is strongly advised if she wishes to make real progress in future.

(3)

ABSTRACT

(4)

(5)

viii

ABSTRAK

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)

(6)

An evaluation on the Collaborative English Teaching Program between Elti-Gramedia and Stella Duce 1 Senior High School Yogyakarta.

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