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THE EFFECT OF TEAM TEACHING ON THE STUDENTS’ SPEAKING PERFORMANCE AT SMP ISLAM TERPADU AR - RAHMAH MAKASSAR
PENGARUH TEAM TEACHING TERHADAP KEMAMPUAN BERBICARA SISWA DI SMP ISLAM TERPADU AR-RAHMAH MAKASSAR
AGUSSALIM P0600216304
ENGLISH LANGUAGE STUDIES POSTGRADUATE PROGRAM
HASANUDDIN UNIVERSITY MAKASSAR
2018
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THE EFFECT OF TEAM-TEACHING ON THE STUDENTS’ SPEAKING PERFORMANCE AT SMP ISLAM TERPADU AR - RAHMAH MAKASSAR
Thesis
As a partial fulfillment to achieve Master Degree
Program
English Language Studies
Arranged and Proposed by
Agussalim
To
Postgraduate Program Hasanuddin University
Makassar 2018
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A STATEMENT OF THESIS AUTHENTICITY
The undersigned:
Name : Agussalim
Register Number : P0600216304
Study Program : English Language Studies
State truthfully that this thesis was the result of my own work. If it is proven later that some parts or entire part of this thesis is the work of others, I am willing to accept any sanction for my dishonesty.
Makassar, August 2018
Agssalim
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ACKNOWLEDGEMENT
In the name of Allah, Most Gracious, Most Merciful
Alhamdullilahi Robbil ‘Alamin, first of all I would like to express my deepest praise and gratitude to Allah SWT Who has given me His blessing and merciful to complete this thesis.
I would like to thank for the guidance of my committee members and help from friends in accomplishing this thesis. Firstly, I would like to express my gratitude to my supervisory committee Drs. Abidin Pammu, M.A., Ph.D and Dra. Nasmilah, M. Hum., Ph.D who has given valuable inputs, comments, corrections, advice, and suggestion during this thesis completion. Secondly, I also express my gratitude to my examiners; Dr. H.
Fathurahman, M.Hum, Dr. H. Sudarmin Harun, M.Hum, and Dra. Ria Risdiana Jubhari, M.A., Ph.D. who have guided me with their valuable inputs and corrections to make this thesis perfect.
Finally, I dedicated this thesis for my beloved parents and my wife who always motivate, care, pray and support in my study. There is no appropriate reward which is suitable to state my thanks to them. Thank you for all of my friends in ELS 2016 who always give support and assist in completing this thesis and also the people who I could not write on this paper.
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Makassar, August 2018
The researcher
Agussalim
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Abstrak
Agussalim. Pengaruh Team Teaching terhadap Kemampuan Berbicara Siswa (dibimbing oleh Abidin Pammu dan Nasmilah)
Penelitian ini bertujuan untuk mengetahui seberapa jauh metode team teaching mempengaruhi kemampuan berbicara siswa dan untuk mengetahui persepsi siswa terhadap penerapan metode ini
Metode penelitian yang digunakan adalah metode experimental dengan pemdekatan kuantitatif dan kualitatif (mix method). penelitian ini dilakukan di SMP Islam terpadu Ar-Rahmah Makassar. Subjek penelitian sebanyak 27 orang siswa.
Instrumen yang digunakan adalah test berbicara (speaking), kuesioner, wawancara, dan observasi kelas. Data quantitative dianalisa dengan analisis statistik menggunakan aplikasi SPSS sementara data qualitative dianalisa secara deskriptif.
Data primernya didapatkan dari observasi kelas dan data sekunder didapat dari perpustakaan, internet, jurnal, dan artikel.
Hasil penelitian menunjukkan bahwa hasil tes antara pre test dan post test memiliki perbandingan yang signifikan. Persepsi siswa terhadap penerapan team teaching juga direspon secara positif disebabkan karena adanya lebih dari satu guru dalam kelas dan sedikitnya jumlah siswa dalam satu kelompok
Kata kunci: team teaching, pengaruh, kemampuan berbicara
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Abstract
Agussalim. The Effect of Team Teaching on the Students’ Speaking Performance at SMP IT Ar - rahmah Makasar (Supervised by Abidin Pammu and Nasmilah)
The aims of this study were to find out the extent to which team teaching affects the students’ speaking performance and to reveal the students’ perception towards the application of this method
The research employed quantitative and qualitative methods (mix method) with pre-experimental design. The research was carried out at integrated Islamic Junior High School Ar – Rahmah Makassar. Twenty seven students were assigned for this study. Data collection techniques were speaking test, questionnaire, interview, and classroom observation. Quantitative data were analyzed with statistical analysis using SPSS while qualitative data were analyzed descriptively.
The primary data were obtained from class observation and secondary data were obtained the library, internet, journals, and articles.
The result indicated that there was significant difference between the students’ score on pre test and post test. Students’ perception towards the implementation of team teaching was positive due to the emergence of more than one teacher in the classroom and the less number of students in a group.
Keywords: team teaching, effects, speaking performance
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TABLE OF CONTENTS COVER
TITLE PAGE ... ii
ACKNOWLEDGMENT ... v
ABTRAK ... vii
ABSTRACT ... viii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xi
LIST OF APPENDICES ... xii
CHAPTER I INTRODUCTION A. Background of the Study ... 1
B. Research Questions ... 5
C. Objectives of the Study ... 5
D. The Significance of the Research ... 6
CHAPTER II LITERATURE REVIEW A. Previous studies ... 7
B. Body of Knowledge ... 11
1. The Nature of Speaking ... 11
a. Definition of Speaking ... 11
b. Types of Speaking ... 12
c. Elements of Speaking ... 13
d. Activities to Enhance Speaking Skills ... 15
e. Problems in Speaking ... 19
f. Solving speaking problems ... 20
g. Characteristics of Successful Speaking Activities ... 21
2. The Nature of Team Teaching a. Definition of Team Teaching ... 23
b. Team Teaching in Asian Countries ... 25
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c. Team Teaching in Indonesia ... 25
d. Models of Team Teaching ... 26
e. The Challenges of Team Teaching ... 27
f. The Advantages and disadvantages of Team Teaching 28
g. Procedures of Organizing Team Teaching ... 30
3. Conceptual Framework ... 32
CHAPTER III RESEARCH METHODOLOGY A. Research Design ... 34
B. Research Instrument ... 34
1. Speaking Test ... 34
2. Questionnaire ... 35
3. Interview ... 35
4. Classroom Observation ... 35
C. Subject of the Study ... 36
D. The Procedures of Collecting Data ... 36
E. Techniques of Data Analysis ... 39
CHAPTER IV FINDINGS AND DISCUSSIONS A. Findings ... 43
B. Discussions ... 65
CHAPTER V CONCLUSION AND SUGGESTION ……… 69 BIBLIOGRAPHY
APPENDICES
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LIST OF TABLES
Table 1. Likert Scale 40
Table 2. The rating of students’ statement category 41
Table 3. Classification of speaking performance 43
Table 4. Students’ score and classification on posttest 44
Table 5. Students’ score on pretest and posttest 45
Table 6. The mean score and standard deviation of the pretest and Posttest 46
Table 7. Test of significance 47
Table 8. Students’ perception on team teaching 56
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LIST OF APPENDICES
Appendix 1. Pretest and posttest questions 78
Appendix 2. Lesson Plan 81
Appendix 3. Guided classroom observation form 97 Appendix 4. Rubric of speaking test 98 Appendix 5. Questionnaire 99 Appendix 6. Result on questionnaire 100
Appendix 7. Students’ score on pretest and posttest 101
Appendix 8. Data of students’ responses on questionnaire 102
Appendix 9. Interview transcription 103
Appendix 10. Teachers’ notes on pretest and posttest 108
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CHAPTER I
A. Introduction
Speaking as one of productive skills is somewhat challenging to learn by students. Despite English has been learned from Junior to Senior High School, students still find it difficult to attain such skill. In fact, most students finish their study without ability to make a conversation in English (Ubaidillah, 2010). According to the 2006 English Curriculum and its supplement, the importance of the curriculum is that the students are able to communicate in English by mastering the whole skills. However, it is not easy to master all skills. There are so many difficulties in mastering each skill.
And English as a foreign language, the most difficult thing for the students to expand is speaking.
The data from a survey of English proficiency Index show that Indonesia is on the 32 of 72 countries in terms of English mastery for international scale (antaranews.2016).
The data indicate that the students‟ lack of English proficiency may be generated by poor teaching methodologies, particularly in terms of classroom management.
Generally, there are some challenges of English teaching in Asian countries, notably Indonesia. The challenges varied from the teachers‟ teaching skills, method, material used, and class size (Milon, 2016), motivation and the classroom language instruction (Yulia, 2013), and students characteristics (Exley, 2005). These challenges need to be resolved in order to achieve better result on English Language Teaching.
In addition to this, a study conducted by Fitrianingsih (2012) as cited in Ahmad (2016) argued that the failure of teaching English in Indonesia is due to reading –
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directed goal of English teaching. Thus, English teachers tend to teach reading in their classes due to the scoring system which is simpler than other skills.
Pedagogical skills are crucially important in improving students‟ proficiency. A skillful teacher will be able to incorporate methods and implement various techniques to enliven the class. They know what materials to teach and how those materials are taught. This kind of teacher is also able to modify the teaching material without neglecting the target language. However, it requires longer time and process to prepare teachers enable to put this skill into practice. In addition, such process will also require lots of budget and intensive teacher – training for classroom implementation.
Another challenge encountering teaching speaking is the class size. Large class size is one of the influential problems encountered by developing countries (Yelkpieri et al, 2012). The smaller the class size, the easier the class management. The smaller the class the more efficient the lesson taught and students have more willingness to communicate (Kazhaei et al, 2012). On the contrary, a large class with 30 or more students will limit the teacher – student interaction and intensity in speaking task. It is also believed that large class size will affect students‟ concentration and participation in the classroom (ATL, 2009)
In Indonesia, class size has been stated in the government‟s rules. According to PP No. 74 2008 about class size, a teacher is obliged to teach maximum 21 students in the classroom. In fact, the ratio between teachers and the number of students (Teacher- student ratio) is extremely unbalanced. Evidence of teaching situation in EFL classroom demonstrates that teachers often have to deal with large number of students that generates problems in terms of classroom management.
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Apart from the teacher and classroom perspective, students‟ point of view needs to be taken into account. Exley (2005) found that learners in Asian countries notably Indonesia are passive and shy. This characteristic will lead to the failure of speaking performance. Another problem stated by Yulia (2016) is the students‟
motivation. It is inevitable that one of the instrumental motivations to teach English is to pass the National Examination. The national examination itself focuses on reading and writing practice and ignores speaking. Therefore, students are taught to response questions from reading task instead of speaking.
In line with the problems above, emergence of innovations in English teaching methodologies has been offered by some experts. One of the alternatives is team teaching, a concept in which two or more teachers teach in the same classroom simultaneously. This method will assist teachers in all teaching aspects from planning to evaluation. Team teaching indirectly provides training and sharing among teachers before the class since it needs lots of preparation in terms of planning the lesson and adjusting the materials taught. All team – teachers will work together creating lesson plan and teaching materials. Therefore, teachers may have simple training and input from other teachers without attending a particular teaching training.
Teaching in smaller group or small group work is the notion of team teaching.
The only difference from group work method is that team teaching employs a teacher or instructor in each group whereas group work does not. As it relates to speaking performance, the implementation of team teaching will bring some benefits. Firstly, it will increase the students‟ talking time (STT) rather than Teacher talking time (TTT). Most English teaching professionals now feel that the ideal ratio of Talking Time should be
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around 30% for the teacher and 70% for the students. Therefore, team teaching with a smaller group substantially increases the opportunities the students get to speak in English. (Moore. 2012)
Secondly, team teaching creates comfortable atmosphere among students and teachers. Comfort may relate to the students‟ psychological factors (Ariyanti. 2016).
Feeling worried and afraid of making mistakes are the phenomenon in Indonesian Class. Students occasionally feel shy to speak due to the number of students watching them while speaking. Grouping them is one of the ways to reduce the amount of attention from the other students. Less viewers is psychologically will comfort the students instead of more viewers. As a result, students can be freely to perform speaking with less shyness.
The final benefit is the ability to give direct and detail feedback. Teachers have time to provide detailed feedback when marking assignments and tests. Thus, students get a better sense of how they are improving and where they need to work harder.
Teachers also have more time to answer questions before, during, and after class. In terms of speaking skills, teachers‟ direct feedback is quite essential notably in modeling pronunciation and using correct vocabulary.
Furthermore, this method can solve the unbalanced Teacher-students ratio since the number of teachers in the classroom is more than one and enables teachers to share the teaching load, such as planning, teaching, and evaluating the class. Team teaching approach also enables the school authorities to adjust the learning problems in terms of teacher-students ratio. For instance, a school which suffers from inadequate teachers may apply this approach by hiring fresh graduate students to assist them in
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teaching process. This will give opportunity for the fresh graduates to learn how to teach and work together with the more experienced teachers. On the other hand, school with more teachers will be able to empower the teachers instead of becoming unproductive and less efficient teachers. This is in line with the new policy from “Department of Education” about the importance of having professional teachers.
Referring to the background above, the researcher is going to conduct a research entitled “Team-Teaching and Its Effect on Students’ speaking performance at SMP Islam Terpadu Ar-Rahmah Makassar”.
B. Research Question
Based on the description above, the writer formulates research questions as follows:
1. To what extent does team teaching foster the Students‟ speaking performance at SMP IT Ar Rahmah?
2. What are the students‟ perceptions about this Team Teaching approach?
C. Objective of the Research
In relation to the research questions above, the objectives of the research are as follows:
1. To elaborate the extent to which Team Teaching can improve students‟ speaking performance at SMP IT Ar Rahmah.
2. To find out the students‟ perception on the use of Team Teaching in EFL classroom.
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This study provides significant contribution to both theoretical and pedagogical aspects. In the perspective of theory of language teaching, this study will add to the body of knowledge about the roles of teacher‟s input to SLA practice in EFL context. In the perspective of pedagogy, this study will provide foundation of teachers‟ role in the transfer of knowledge, notably productive skills to EFL learners.
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CHAPTER II
LITERATURE REVIEW
A. Previous Studies
There have been a number of studies already done in relation to the effectiveness of team teaching. These studies revealed a range of findings that have direct contribution to both theory and pedagogy. The present study addresses a number of studies that have been undertaken within EFL classroom context.
The first important research with regard to team teaching was conducted by Baeten & Simons (2016) entitled Student teachers’ team teaching: how do learners in the classroom experience team-taught lessons by student teachers. The researchers applied quasi experimental design to investigate pupils‟ experiences with lessons team- taught by student teachers. Two team teaching models were the focus of the research, i.e. sequential teaching and parallel teaching. There were 229 pupils from different secondary schools in Flanders (Belgium) became the participants of this study. The study found out that Benefits of parallel teaching were high levels of concentration and involvement and a positive atmosphere. In sequential teaching, learners appreciated the additional support and variation. Disadvantages of sequential teaching referred to the fact that it was confusing and to differences between both teachers. Learners in parallel teaching disliked the splitting of the class group. They were concerned that both learner groups would not be treated equally. These findings reveal that from the learners‟
perspective, parallel teaching should be preferred above sequential teaching. Based on
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the result of this study, parallel team teaching model is more preferred by students than sequential teaching model.
Haghighi and Abdollahi (2014) Conducted a quasi experimental research entitled On the Efficacy of Team Teaching and Station Teaching in the Enhancement of Students’ Reading Comprehension in an EAP Situation. This study was implemented to the subject of fifty two sophomore students ranging from 20 to 28 years, majoring at Marketing Management from Ilam University and was selected based on their achieved score in the pre-test assigned into two experimental and one control group. The study investigated the effectiveness of two models of co-teaching; team-teaching and station teaching in the promotion of the students‟ reading comprehension in an EAP situation in Iran. The findings indicated that there was significant difference between the students‟
performance where the experimental groups outperformed the control group. However, there was no statistically meaningful difference between the students‟ performance in the team-teaching and station teaching groups. Based on this finding, the researchers concluded that both team teaching and station teaching models could result on positive impact to the students‟ reading comprehension.
The next study entitled Implementation of Team Teaching in an ESP Program and the Investigation of its Effectiveness on Students of Computer science ESP Vocabulary Achievement was carried out by Soltani & Shafaei ( 2013). This quasi experimental design was implemented to present an experiment concerning the contribution of team teaching to the better understanding of ESP terminologies. In this study, the addressed community was 40 undergraduate male and female students enrolled in the ESP course as a part of their major in computer science department at
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SAMA Vocational and Technical Training School, Mahshahr Branch. Results after the analysis of the data indicated that those who were taught through team teaching gained more ESP vocabulary than those who were taught conventionally. This was proved by the experimental group‟s performance in the posttest which was better than those in the control group.
Furthermore, Fard, F, M. & Agha, B. (2013) conducted an experimental study in co-teaching. This study entitled The Effect of Co - Teaching on Improving EFL Learner's Reading Comprehension that aims to improve the students‟ reading skill and examine whether co-teaching strategy could improve EFL students' reading comprehension.
They found that the alternative teaching can contribute to the learners‟ reading comprehension improvement. In other words, the learners in the experimental reading class whose course was taught by co-teachers, performed remarkably better than learners who experienced the reading class course in the control class with single teacher.
Another study on the field of team teaching was developed by Efendi (2011) entitled “The Implementation of team teaching of English in SMP 1 Pitu Kab. Ngawi”. This research implemented naturalistic study. The purpose of this study was to describe the implementation and the barriers of team teaching, and to find out the effectiveness of team teaching on students‟ perception in SMPN 1 Ngawi. The study found that team teaching brought positive impact to the English learning and studying process. Students prefer to be taught by more than one teacher. This means that team teaching approach is effective to apply in this school.
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Finally, Usher (2009) conducted a study entitled The Use of Team Teaching and its Effect on EFL Students' Proficiency in English. Her research employed quantitative method and aimed to develop students‟ competence in the `four skills`: listening, speaking, reading, and writing. Attention was given to grammar, vocabulary, and pronunciation. The instrument of the research was only pre-test and post-test. Her research found that mixed team (native and non-native teachers) better responds to students‟ needs. The model provides students with more opportunities to use the target language, learn more about intercultural values, and foster positive attitudes towards communicating with native speakers.
We have recently seen some previous studies to enlighten the gaps of this research. The researcher will analyze some gaps among them. The first and the second researchers investigated similar issues. Both researchers tried to compare two different types of co- teaching to find out which model works best. However, the models offered by the two researchers were different. The first research compared two team teaching models; sequential teaching and parallel teaching from which it was concluded that parallel teaching model was more preferred by students while the second study compared the efficacy of team teaching and station teaching.
In the third and the forth studies, we could see that those two researchers implemented the same model of team teaching. However, the focus of their study was different. The study by Soltani & Shafaei (2013) focused on investigating the students‟
vocabulary mastery while Fard & Agha (2013) tried to investigate the students‟
achievement on reading comprehension. Nevertheless, both studies showed positive results on the implementation of team teaching.
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Different from the previous studies above, this current study tried to investigate the effect of team teaching on the students‟ speaking performance by implementing pre- experimental research design. In addition to this, this study applied parallel team teaching model in which class was divided into some small groups with a teacher in each group. Furthermore, the participants of this current study were different from the previous ones. In this current study, the participants were the 7th grades junior high school with similar age and the same gender (male students).
B. Body of Knowledge 1. The nature of Speaking
a. Definition of speaking
Speaking is an activity used by someone to communicate with other(s). It takes place everywhere and has become part of our daily activities. When someone speaks, he or she interacts and uses the language to express his or her ideas, feeling and thought. He or she also shares information with other(s) through communication.
Speaking skill is partly a reflection of someone whether he/she masters this language or not. Speaking is one of the main purposes of language learning in that it is an ability to transfer some ideas to other people clearly and correctly. In other words, in other word he or she can communicate his or her ideas well to other people.
(Thornbury, 2005)
Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997). Its form and meaning are dependent on the context in which it occurs, including
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the participants themselves, their collective experiences, the physical environment, and the purposes for speaking. It is often spontaneous, open-ended, and evolving.
Referring to above definitions, the researcher defines Speaking as a skill which is used by someone to communicate in daily life, whether at school or outside the school.
The skill is required by much repetition in learning to speak, especially foreign language students who have difficulties in expressing their ideas. They often make mistakes while trying to communicate in English.
b. Types of speaking
Speaking, as it relates to classroom context, has some types that will lead teachers and students to practice. These types can become a source of every teacher in teaching. The types of speaking are classified into six, namely imitative, intensive, responsive, interactive, and extensive speaking. (Brown. 2001)
The first type of speaking is called Imitative speaking. This type refers to producing speech by imitating language forms either phonological or grammatical e.g.
the students practice an intonation contour or try to pinpoint a certain vowel sound.
Therefore, it said that imitating of this kind is carried out not for the purpose of meaningful interactions, but for focusing on orally repeating certain strings of language that may pose some linguistic difficulty.
The second type namely Intensive speaking goes a step further than imitative. If imitative speaking is generated through drillings, intensive speaking can be self-initiated or it can even from part of some pair work activity, where learners are going over to practice some phonological or grammatical aspect of language.
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The third is responsive speaking. This type refers to the students‟ speech production in the classroom in the form of short replies or student-initiated questions or comments. These replies are usually sufficient and do not extend into dialogues which can be meaningful and authentic.
The forth is transactional speaking which is conducted for the purpose of conveying and exchanging specific information. It can be viewed as an extended form of responsive speaking. This type of speaking is more responsive nature than negotiative as in conversations
The fifth is interpersonal speaking which defines as an interactional activity which is carried out more for the purpose of maintaining social relationships than for the transmission of facts and information.
The last type is called extensive speaking. It may be the highest level of speaking since this can only be carried out by students at intermediate to advanced levels. This speaking type requires the students to give extended monologues in the form of oral reports, summaries, or perhaps short speech. Here, the register is more formal and deliberative. These monologues can be planned or impromptu.
c. Elements of Speaking Skills
There are three elements involved in speaking skills; accuracy, fluency, and comprehensibility (Heaton, 1988:100).
Accuracy is achieved to some extent by allowing students to focus on elements of phonology, grammar, and discourse in their spoken output. In teaching English speaking, teachers have to explain to students how to speak accurately (clear, articulate, grammatically, and phonologically correct) language and of course fluent language. Accuracy states of being correct or exact and without error. The students do
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not make serious phonological errors, a few grammatical and lexical errors but only few major errors causing confusing.
Another element regarding with speaking skill is fluency. Fluency is the property of a person or of a system that delivers information quickly and with expertise. Fluency indicates a very good information processing speed, very low average time between successively generated messages. Fluency is a speech and language pathology term that means the smoothness or flow with which sounds, syllables, words and phrases are joined together when speaking. Fluency disorder is used as a collective term for cluttering and stuttering. Language fluency is proficiency in a language, most typically foreign language or another learned language. In this sense, fluency actually encompasses a number of related but separable skills, such as; reading (The skill to easily read and understand texts written in the language), Speaking (The skill to speak in the language and be understood by hearers), Writing (The skill to formulate written texts in the language), and Comprehension (The skill to follow and understand speech in the language).
Therefore, fluency is an aspect that influences the students‟ skill in speaking English. So, fluency is communicative language courses be an initial goal in language teaching. In this case the students convey the general meaning and fair range of expression. So, The teachers also guide the students to develop, to master to be fluent in speaking.
The third element of speaking skill is comprehensibility. This element has two common senses. In its narrow sense it denotes the mental processes by which listener take in the sounds uttered by a speakers and use them to construct an interpretation of
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what they think the speaker intended to convey. In its broader sense extracts information it conveys and stores that information in memory. The researcher thinks that comprehensibility is the skill to understand the written and interpret the spoken language. As listener can understand what does he/ she listen and understand the intention of the speakers.
d. Activities to Enhance Speaking Skills
To enhance students‟ speaking skill, teachers must be able to apply lots of different techniques so that the goal can be achieved. There are some activities to promote speaking skills, such as; discussion, role play, simulation, information gap, brainstorming, storytelling, interviews, story completion, reporting, picture narrating and describing, and find the difference (Kayi, 2006):
The first activity is with regard to discussion activity. After a content-based lesson, a discussion can be held for various reasons. The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups.
Before the discussion, it is essential that the purpose of the discussion activity is set by the teacher. In this way, the discussion points are relevant to this purpose, so that students do not spend their time chatting with each other about irrelevant things. For example, students can become involved in agree/disagree discussions. In this type of discussions, the teacher can form groups of students, preferably 4 or 5 in each group, and provide controversial sentences like “people learn best when they read vs. people learn best when they travel”. Then each group works on their topic for a given time period, and presents their opinions to the class. It is essential that the speaking should be equally divided among group members. At the end, the class decides on the winning
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group who defended the idea in the best way. This activity fosters critical thinking and quick decision making, and students learn how to express and justify themselves in polite ways while disagreeing with the others.
For efficient group discussions, it is always better not to form large groups, because quiet students may avoid contributing in large groups. The group members can be either assigned by the teacher or the students may determine it by themselves, but groups should be rearranged in every discussion activity so that students can work with various people and learn to be open to different ideas. Lastly, in class or group discussions, whatever the aim is, the students should always be encouraged to ask questions, paraphrase ideas, express support, check for clarification, and so on.
Another important element is with reference to role play. In this activity, Students pretend they are in various social contexts and have a variety of social roles. In role- play activities, the teacher gives information to the learners such as who they are and what they think or feel. Thus, the teacher can tell the student that "You are David, you go to the doctor and tell him what happened last night, and…" (Harmer, 1984)
Simulation is another fun activity which is similar to role-plays but what makes simulation different than role plays is that they are more elaborate. In simulations, students can bring items to the class to create a realistic environment. For instance, if a student is acting as a singer, she brings a microphone to sing and so on. Role plays and simulations have many advantages. First, since they are entertaining, they motivate the students. Second, as Harmer (1984) suggests, they increase the self-confidence of hesitant students, because in role play and simulation activities, they will have a
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different role and do not have to speak for themselves, which means they do not have to take the same responsibility.
Activity to enhance speaking skills can be also in the form of information gap. In this activity, students are supposed to be working in pairs. One student will have the information that other partner does not have and the partners will share their information. Information gap activities serve many purposes such as solving a problem or collecting information. Also, each partner plays an important role because the task cannot be completed if the partners do not provide the information the others need.
These activities are effective because everybody has the opportunity to talk extensively in the target language.
The next activity is brainstorming. On a given topic, students can produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. The good characteristic of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas.
Story telling is another fun activity to enhance speaking skills. In this activity, students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking. It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. Students also can tell riddles or jokes. For instance, at the very beginning of each class session, the teacher may call a few students to tell short riddles or jokes as an opening. In this way,
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not only will the teacher address students‟ speaking ability, but also get the attention of the class.
Students can conduct interviews on selected topics with various people. It is a good idea that the teacher provides a rubric to students so that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions. Conducting interviews with people gives students a chance to practice their speaking ability not only in class but also outside and helps them becoming socialized. After interviews, each student can present his or her study to the class. Moreover, students can interview each other and "introduce" his or her partner to the class.
Enhancing students‟ speaking skill can be also applied by implementing story completion. This is a very enjoyable, whole-class, free-speaking activity for which students sits in a circle. For this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating. Then, each student starts to narrate from the point where the previous one stopped. Each student is supposed to add from four to ten sentences. Students can add new characters, events, descriptions and so on.
Reporting is also a good way to promote speaking skills to students. Before coming to class, students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting news. Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class.
Teaching speaking to young learners and teenagers can be more fun by using picture narrating and describing activity. This activity is based on several sequential
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pictures. Students are asked to tell the story taking place in the sequential pictures by paying attention to the criteria provided by the teacher as a rubric. Rubrics can include the vocabulary or structures they need to use while narrating.
Finally, Teachers can utilize pictures to apply find the differences activity. For this activity students can work in pairs and each couple is given two different pictures, for example, picture of boys playing football and another picture of girls playing tennis.
Students in pairs discuss the similarities and/or differences in the pictures.
e. Problems in speaking
According to Ur (1996: 121), there are some problems faced by the learners in speaking activities. The problems encompass student inhibition, nothing to say, the low of participation, the theme to be spoken, and the use of mother tongue.
The first problem encountered by students is inhibition. Speaking activities require a student to have all eyes on him and exposure to an audience can often give students stage fright. They may also be worried about making mistakes, being criticized or losing face in front of the rest of the class
Another common problem is that students sometimes think they have nothing to say on a particular topic. In reality, they may be bored or feel that the topic is unrelated to anything they know. If this is the case, they will have no motivation to speak other than the fact that they know they should be participating in the speaking activity.
Students often lack confidence in their speaking ability and feel they have insufficient language skills to express exactly what they want to say.
Another problem is that the low of participation. This problem refers to dominant and timid students. This is a common phenomenon where more dominant students will
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have more chance to participate in the class rather than the silent ones. We often find dominant students sit at the front desk while those who are quite shy will sit at the back of the classroom
The last problem is the use of mother tongue. Students who insist on using their mother tongue are students who are fearful of criticism and need to be encouraged to speak English. Students must understand that they cannot refer to their mother tongue as this will take away precious speaking practice time during lessons and slow down oral progress.
f. Solving speaking problems
Teaching English as a second language means being able to solve problems students may have in acquiring certain language skills. There are a number of resources and activities available to get round these common speaking problems.
These activities are group work, easy language, choosing interesting topic, clear guidelines, and English monitors.
The first activity is group work. This activity increases the amount of time available for oral practice and allows more than one student to benefit from speaking time. Working in groups also lowers the inhibitions of shy students who are not comfortable speaking in front of the whole class.
Another way to solve speaking problem is the use of Simple language. In this case, teachers should be able to see the ability of their students from which they can use language/expressions which is more understandable based on the level of the students. Simple language makes it easier for students to speak for longer without hesitation and gives them a sense of accomplishment. Essential vocabulary can be pre-
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taught or reviewed before the activity enabling students to fill-out their speech with more interesting sentences and rich language.
Discussion topic can also determine the successful of speaking class. Choosing a topic according to the interests of the class ensures student motivation. If the material and task instructions are presented clearly and enthusiastically students will be more likely to meet the challenge set for them. Therefore, teachers should provide interesting topic that meet the needs of the students.
Speaking problems can also be solved by clear guidelines. Stating clearly what is expected from each student is essential in ensuring that everyone in the group contributes towards the discussion. Appointing a chairperson to each group to regulate participation is a way to make sure that dominant students leave discussion opportunities open to more reserved students. Feedback reveals the results of the discussion and motivates each student to follow the guidelines.
Finally, an English monitor can be appointed to each group to remind students speaking their mother tongue to switch back to English. A lack of classroom management and discipline will encourage students, who do not feel that there is resistance to their mother tongue, to easily revert back to it as soon as they have problems expressing themselves.
g. Characteristics of successful speaking activity
To support the teaching learning process of speaking skill, the teachers must know about the characteristics of students and also the characteristics of successful speaking activity. If the teacher knows about the characteristics of each student, the
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teacher can easily give the material to students. According to Underhil (1987; 120), there are some characteristics of successful speaking activity:
The first essential characteristic of successful speaking activity is the amount of student‟s talk. As much as possible period of time allotted to the activity occupied by students talk. This is obvious, but often most time is taken up with teacher talks or pauses. It means the students must be active to speak with their friends as much as possible. It is very clear that the students are busy, but they seldom spent their time to talk with their teacher.
The second characteristic is related to students‟ participation. This aspect should be even among students. Classroom discussion is not dominated by a monitory of talkative participants: all get a chance to speak, and contributions are fairly evenly distributed. It means that the classroom discussion is not dominated by one participant only, but all of participants get a same chance to speak
The third characteristic is high motivation. Students are eager to speak: because they are interested in the topic and have something new to say about it, or because they want to contribute to achieve an objective task. It means that the students have high motivation to speak English. By having a high motivation, the students will be interested in learning English, especially in speaking. They often try to deliver their own idea confidently.
The last characteristic of successful speaking activity is the acceptance of language level. Students express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy. It means that they use the components of speaking which are relevant with the
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acceptable level of language such as, pronunciation, grammar, fluency, and comprehensible. So, the students often try to speaking English correctly in real communication.
2. The nature of team teaching
Team teaching was firstly introduced by William M. Alexander, also known as the father of the American middle school in 1963 (http://www.learnnc.org/lp/pages/4754).
Team teaching is now used in all grade levels and across disciplines. When done correctly, this approach has been shown to create bonding opportunities for students and to engage teachers in collaborative, interdisciplinary planning
a. Definition of team teaching
Team teaching has been defined in such a way that it involves a range of characteristics. According to Collin dictionary.com, team teaching is a system of instruction in which several teachers work cooperatively to integrate studies in various subjects for a single group of students. Team teaching, which is also called collaborative teaching or co-teaching, is an instructional strategy in which two or more teachers are responsible for teaching a course or a group of students.
Goetz (2000: 2) defines team teaching as group of two or more teachers working together to plan conduct and evaluate the learning activities for the same group of learners. Quinn and Kanter (1984: 2) also define team teaching as simply team work between two qualified instructors who, together, make presentations to an audience.
The other stated that team teaching, in the most general sense, encompasses a wide variety of arrangements. One specific form, which has become quite prevalent in recent
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years, is having two teachers in the classroom teaching simultaneously (Benoit, 2001:
1)
Co-teaching (Cook & Friend, 1996; Walther-Thomas et al., 1996; Roth & Tobin, 2001), cooperative teaching (Bauwen & Hourcade, 1995) and team teaching (Welch &
Sheridan, 1995; Sandholtz, 2000) are synonyms. The main components are two educators, instruction, learners, and common settings.
Operational definitions result in varying amounts of collaboration and professional development, but team teaching itself is definable as allocation of teaching responsibilities; planning as a team, but with individual instruction; cooperative planning, instruction and evaluation of learning experiences (Sandholtz, 2000).
Team teaching improves the quality of teaching and learning in schools (Knezevic & Scholl, 1996; Smylie, 1995; Talbert & McLaughlin, 1993). Teaming, compared to teachers‟ open discussion in regular meetings, is a collaborative practice requiring closer involvement with teammates‟ work; such as peer coaching and interdisciplinary teaming. Teachers help each other and improve teaching practice by observing each other in the classroom, designing curricula, and/or teaching together.
This makes intellectual, social, and emotional demands supportive of their motivation (Little, 2003).
Looking at above definitions of team teaching, the researcher may conclude that team – teaching is a strategy in which two or more teachers work together in the classroom. Their collaboration is started from the beginning to end which covers all aspects of teaching; planning the materials, Lesson plan, teaching in the classroom,
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and evaluation. The implementation of team teaching will reduce the teachers‟ teaching load since all aspects of teaching are shared together.
b. Team Teaching in Asian Countries
Team teaching has been widely implemented by East - Asian countries like Japan, Korea, and Hongkong. The concept of this strategy is to collaborate between native English Speaking Teachers (NEST) and L2 English teachers (Charles, 2006). In Japan, this team teaching was first introduced in 1987. It aimed at enriching foreign language education and to promote internationalism.
In line with this scheme, the so-called EPIK (English Program in Korea) was carried out since 1996 in Korea. This program has smaller scale than what has been applied in Japan. The stated aims of EPIK are to improve the English speaking abilities of Korean students and teachers, to develop cultural exchanges and to reform English teaching methodologies (EPIK, 2004). Choi (2001) suggests that although team teaching was intended to be a key notion in EPIK, it was not enforced widely so that unqualified NESTs had the difficulty of managing students alone in the classroom.
c. Team – Teaching In Indonesia
In Indonesia, It is a common phenomenon to see a teacher teaches one class by him/herself. The teaching process is conducted by individual teacher started from planning, teaching and evaluating. As a matter of fact, an individual teacher is suffer from this situation and cannot handle he class properly. The implementation of team teaching in Indonesian schools is not widely known and implemented. Though some researchers have shown the positive impact of team teaching, but the implementation of this strategy seems to be ignored. As seen in the public schools, teachers still work
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alone in the classroom. They have to run the class from the beginning till the end. In addition, the number of students and teachers (Teacher – students) ratio is not balanced.
d. Models of Team – Teaching
Robin Usher states that there are four common types of team teaching;
traditional, supportive, parallel, and differential instruction team teaching.
The first model of team teaching is traditional model. In this model, the teacher present the new material to the students by giving many examples, practices, while the other teacher constructs a concept map on the projector as the students listen to the presenting teacher. Usually the presenter is senior teacher or has more experience and the other is junior teacher or has little experience in teaching.
The second model is called complimentary/supportive team teaching. in this model, one teacher is responsible for teaching the content to the students, while the other teacher follows the activities on related topics or study skills. In other occasion, the teachers can be exchanged. It means that the teacher is responsible for teaching the content
The third model of team teaching is parallel instruction. To apply this model, the class is divided into two groups or three depends on member of the team or the number of students, the more the students the more groups in the class. Each teacher is responsible to teach the same material using one lesson plan. Each teacher has responsible to make the learning process of his or her group successful. It is possible that, in the last of time, the teacher will exchange their group in order to evaluate fairly.
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The last model is called Differentiated Split Class. In this model, the class is divided into smaller groups according to learning needs. Each teacher has responsible to meet students learning need. For example, one teacher may challenge the group of students who grasped the concept more quickly, while the second teacher will review those students who require further instruction or the group can be conducted according to the English competence of the students: speaking, listening, writing and reading. One teacher will handle the group of speaking and listening while the other reading and writing. In those models identified by Maroney, Robinson and Schaible (Goetz, 1995:3), the instructors work together but it is not necessary to teach at the same groups of students and at the same time.
e. The challenges of Team-Teaching
The difficulties of team teaching include lack of time to plan and run individual lessons, and so poor communication between teamed teachers. Consequently, as part of their daily schedule and load, teams were given an hour a day to meet and discuss (Usher, 2008).
In addition, team teaching leads the teachers to unclear teaching roles and guidelines. It is caused by the lack of after class meeting between the coordinator and the co-teachers. The different perceptions of each other‟s role led to some problematic issues in their in-class teaching. The observation by Khanh showed that the Native English Teacher did not feel comfortable with her partner who was a Vietnamese English teacher. As a result, both teachers experience confusion in the classroom (Khanh, 2011)
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f. The Advantages and Disadvantages of Team Teaching
There are many advantages of team teaching for both teachers and students.
For the teachers, team teaching will provide a partner who can work together in: setting objectives, making plans, implementing lessons and evaluating the results. They can share about drawing inspiration, providing them with constructive feedback on their teaching. This will also develop new teaching approaches by sharing from teachers involved, the junior teacher will improve his approach to teach from learning the senior teacher about the way to teach students, whereas the senior teacher will guide the others in practicing team teaching.
In addition, implementing team teaching increases the likelihood of sounder solutions regarding the discipline of problematic students. The members of team should constantly be actively involved in managing and teaching the class. So, the learning process of learner will be focused and of course the problematic students are minimized.
Finally, it will augment the opportunity for intellectual growth. It is not easy to find practical advice from senior teachers of professional publications but by using two teachers in the same classroom simultaneously, it will be a relatively new educational phenomenon.
In the perspective of students, Team teaching is also emerge positive impact.
The first advantage is that it can open a student's eyes to accept more than one opinion and to acting more cooperatively with others. Views from more than one teacher will permit the students to gain a mature level of understanding knowledge. More than one view will help students blur the black-and-white way of thinking common in our society,
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and see many shades of gray. The variety of teaching approaches used by team can also reach a greater variety of learning styles. Furthermore, as Coffey said that team teaching is conducted in order to provide a more supportive environment for students.
Team teaching will also increase students' level of understanding and retention, build students positive teamwork skills and attitudes (Robinson and Schaible, 1995), and students can compare the presentation of team teachers about the material in order to make a good conclusion in their understanding. In addition, team teaching enables student to obtain higher achievement.
Robinson and Schaible (1995) stated that “the benefits of collaborative learning include higher achievement, greater retention, improved interpersonal skills and increase in regard for group work for both students and teachers. The students will be motivated to learn and got the attention well from the teachers. They will be easy to consult to their teachers if there is problem of learning the material. Students will gain more time to talk since it is set in smaller groups
On the other hand, team teaching also brings disadvantages to both teachers and students as Goetz and EGallery explained in his Journal (2000: 8), for both teachers and students. Implementing team teaching will cause some negative impacts for teachers. Firstly, the teachers feel that the rift between two different teaching philosophies created a chasm in the team‟s working relationship. Some teachers are rigid personality types. They may like to a single method. They don‟t want to risk humiliation and discouragement at possible failures. Some of them dislike to the other teachers on the team. Secondly, it needs much time required prior to the implementation of the team teaching partnership for professional development.
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Members of team must arrange mutually agreeable times for setting plan, designing syllabus, preparing individual lesson plans, teaching students, and evaluate the results.
They need much time to make meeting to those activities. Therefore, time management is the most challenging problems for teachers.
Team teaching does not only affect the teachers but also the students. There are several drawbacks of team teaching affected the students. Firstly, the students are expected to be grouped with their best friends. In this case, grouping by the teachers is sometimes not satisfied the students. Some students fell more comfortable with some friends but not comfortable with others. Therefore, students tend to choose their own group mate rather than being grouped by teachers.
Secondly, some students may feel frustration and discontentment about having more than one teacher. Students will be worry about the diversity and ambiguity within team teaching. Furthermore, they may become confused by more than one way of looking at grading assignments. They feel worry about the techniques of evaluating the achievement which to be different. The different techniques of teaching will effect to the achievement of learner.
g. Procedure of Organizing the Team Teaching
There are three main steps in organizing team teaching. These three steps encompass planning, organizing, and evaluating.
Planning is the first essential steps in Team teaching. There are some activities conducted by teachers in this step. Firstly, teachers decide the objectives of the lesson.
These objectives will be then adjusted with the methods. After deciding the objectives, the teachers decide or discuss the details of the material taught, whether the material is
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suitable with the students‟ level or not. Next, teachers share their duties, such as lead lecture, follow up work and supervision considering their interest and competencies.
After that, teachers select appropriate teaching aids and other inputs, if any, for generating learning environment. Finally, they decide ways and means to be adopted for evaluating the student performance.
The second step of team teaching is organizing. The organization of team teaching is decided by considering the needs of the learners. The following are the general activities which are usually performed by a team of teachers. The first of all, Teachers should select the appropriate communication strategy by considering the level of language competence of the learners. This is important to make the learning process runs smoothly. Secondly, implementing the team teaching based on the preferred types.
If the teachers are going to apply parallel instruction type, then they have to group the students into two or more groups and they start teaching in their group. Grouping could be based on the students‟ ability or it might also be based on gender since some students are reluctant to work with different gender. The next step is that follow up activities which are conducted after the group session is done. In this session, teachers review the lesson as a whole and they may also play some interactive games as the way to review the lesson.
The last step is evaluating. Evaluation is an important aspect of any type of teaching. It will be helpful to measure the performance of learners. It also provides reinforcement to the team of teachers as well as to the learners; this stage involves the following activities. Such as asking oral questions in which each question should measure a particular objective envisaged by the team, taking decision about the level of
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performance and realization of the objectives, diagnosing difficulties of the learners and providing the remediation and revising the planning and organizing phase of team teaching itself on the basis of evaluation of the student.
C. Conceptual Framework
The teaching and learning process in this study was conducted only in one classroom (one group). This group was then treated using team teaching method. The conceptual framework was designed based on the order of the treatment using Team Teaching method. The framework can be seen in the following diagram:
Students
Students
(Treatment through Team Teaching Method)
Speaking performance
Students‟
perception
Pretest
Posttest
Interview Questionnaire Interview
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The diagram showed that a pretest was administered to a group of students to gain initial students‟ speaking performance. After the pretest, the researcher applied Team Teaching in the class for about 8 meetings. The posttest was then taken to see the students‟ speaking performance. Then, questionnaires were distributed to all students after the posttest. Finally, interview using open ended questions was conducted at the end of the phase to reveal the students‟ perception on Team Teaching
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CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
This study applied mix method (quantitative – qualitative) using pre-experimental design. Pre-experiments are the simplest form of research design. In a pre-experiment, either a single group or multiple groups are observed subsequent to some agent or treatment presumed to cause change. (https://www.researchconnections.org).
Quantitative data in this study was obtained from speaking test (pretest and posttest) and questionnaire. Meanwhile, the qualitative data were from interview and classroom observation. These data were required to answer the research questions.
B. Research Instruments
In collecting the data, the researcher used several kinds of instruments namely:
1) Speaking test
Speaking test comprising pretest and posttest was applied to see the students‟
speaking performance before and after the treatment. In this test, the researcher adapted the scoring rubrics and pre test post test questions from Cambridge book for beginner in order to see the students‟ speaking performance from both pre test and post test. This book was chosen because the contents and the level were suitable with the participant in this current study.
In speaking test, there were some questions asked to the students. These questions started from the easier to more difficult. Firstly, the teacher invited two
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students to come forward. Afterwards, the teacher Asked each student two or three questions about things in the room, e.g. What’s this? How do you spell it? What color is it? This section focused on vocabulary and spelling. Secondly, students were asked about their family and any other things related to their life. Thirdly, teacher asked each student to say something about one of the provided topic, such as my friend, my home, my home town, and my bedroom. This question was asked because they have leant the lesson in the previous class. At last, the teacher asked each student to take a picture card and describe it to his friend.
2) Questionnaire
Questionnaire is an essential element of this study to obtain data about students‟
perception on the implementation of team teaching that relates to the second research question. The questionnaire covered three aspects, namely students‟ experience of team teaching concept, students‟ perspective on the usefulness of team teaching, and its effect on the improvement of speaking proficiency.
3) Interview
In order to obtain detailed information about the subject of the study, interview was performed. In this interview, the researcher asked open ended questions which enabled the researcher to obtain the perception of the subject after team teaching has been implemented (see appendix 9).
4) Classroom observation
Classroom observation employing field notes was attempted to have additional insight regarding with holistic process of classroom teaching. The field notes cover the information of teacher‟s methods/techniques in teaching, including the way teachers
