SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2007

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The Implementation of English Team-Teaching at SMA Negeri 2 Malang

Dina Puspita Rini

Abstrak


This study was conducted to describe the implementation of English team-teaching
at SMA Negeri 2 Malang in terms of (1) the objectives of the implementation of English
team teaching, (2) the shared responsibilities among English team-teaching teachers, (3)
teachers’ perceptions on English team teaching, (4) students’ perceptions on English team
teaching, and (5) factors influencing the implementation of English team teaching.
This study was a descriptive-qualitative case study because it was designed to
describe the implementation of English team teaching at SMA Negeri 2 Malang in the form
of words rather than numbers. The subjects of this study were all the four team–teaching
teachers and sample of team–teaching students. Using purposive random sampling
technique, this study involved 106 students of grade X and XI. Three instruments were
utilized to collect the data, namely, teacher interview guide, student questionnaire sheet, and
student interview guide. 
The teacher interview guide was used to collect the data of  the objectives of the
implementation of English team teaching, the shared responsibilities among English team–
teaching teachers, teachers’ perceptions on English team teaching, and factors influencing
the implementation of English team teaching. The student questionnaire sheet was designed
to collect the data of students’ perceptions on the implementation of English team teaching.
The student interview guide was used to collect further information of students’ perceptions
on the implementation of English team teaching.
The findings show that according to the teachers, the objectives of the
implementation of English team teaching were (1) the adequate number of English teachers,
(2) empowerment in the subject that they taught, and (3) forming bonds among teachers and
students. One pair of team–teaching teachers had imbalanced shared responsibilities, while
the other had more balanced shared responsibilities. The finding also indicates that all
teachers did not understand the importance of collaborative planning in their process of
teaching. Team–teaching teachers did not set formal time to discuss and solve the barriers
and problems rising in the process of the teaching and learning, they stayed in touch with
their partners’ class through informal discussions only. The findings also reveal  that all the
teachers had positive perception on English team teaching because they found their works
were much helped by their partners and students would less bored by having two teachers 
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teaching English every week. One teacher added that team teaching brought the more
homogeneous instruction and scoring criteria.
Most of the students of English team teaching had positive perceptions on the
effectiveness of team teaching, except students of XI IPA. They perceived their teachers
positively because according to them their teacher had worked hard to teach them, but on
the skills that they expected to be more focused, there were some differences between X,
XI IPA, XI IPS, and XI Bahasa students. They saw their teachers did not develop effective
communication along the process of dai ly teaching and learning, and their positive
perception on team teaching were influenced by their likeness to their teachers.
There were no difficulties mentioned by the team–teaching teachers, except in
reporting scores from skills that they taught.
From the study, some suggestions can be drawn. The suggestion proposed to the
head master is that he should set formal meeting to discuss the progress on the
implementation  English team teaching at his school. For the English teachers, the suggestion
covered the following items:  there should be formal meeting, more balanced shared
responsibilities, more communication along the teaching process, and more collaboration not
only in setting the yearly and semesteral plan, but also the in daily plan. And for the other
researchers, they should take wider range of subjects of study to get more representative
sample, since team–teaching techniques may be different from one school to others.

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