THE IMPLEMENTATION OF TEAM TEACHING OF ENGLISH IN SMPN 1 PITU KABUPATEN NGAWI ( A Naturalistic Study in SMPN 1 Pitu )

EFFENDI, MUNIFAH (2011) THE IMPLEMENTATION OF TEAM TEACHING OF ENGLISH IN SMPN 1 PITU KABUPATEN NGAWI ( A Naturalistic Study in SMPN 1 Pitu ). Masters thesis, Universitas Sebelas Maret.

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    Abstract

    Alexander who is well known as “father of the American middle school” discussed the structure of the junior high school in 1963 at a conference at Cornell University. He proposed a concept about team teaching (http://www.learnnc.org/lp/pages/4754) in which “a team of three to five teachers were assigned to 75 to 150 pupils organized either on a single –grade or multi-grade basis.” This concept was gradually developed into team teaching. Moreover, team teaching is now used in all grade levels and across disciplines. This approach has created bonding opportunities for students and engaged teachers in collaborative planning. Teacher has responsibility to teach the material to the students for special subject. The problem is that the distribution of teachers in Indonesia is inbalanced. Some schools, especially State School, have more teachers than they need but others have only few teachers. The school, which has more teachers, is confused to employ their teachers in the process of teaching. Some of them lack of their job, ( teaching ) but the other schools have to force their teachers to teach their students because there are only limited teachers. Usually, the schools which are located in the center of town or city have more teachers but not in the rural areas. They have many teachers whose subjects are the same. For example for Mathematics teacher, there are more than 6 teachers although 4 teachers are enough for them; for Science teachers, there are 7 teachers even though 5 are enough. English teachers are available more than the needs of school. As the result, the schools have to employ the teachers wisely. One of the policy is applying team teaching in their school so that there will not lack of duty of the teachers. The headmaster should distribute the time fairly. On the contrary, in rural areas, one teacher sometimes has to teach more than 24 hours even until 34 hours because the teachers are less than the school needs. For instance for Mathematics teacher, there are only have 2 teachers although the school needs more than 2 teachers. For Science teachers there are only 2 teachers but the need is 3 teachers. For English teachers, they have to teach more than 24 hours because there are only 3 teachers although the school needs 5 teachers. There is new policy from “Departement Pendidikan Nasional “ about the professional teacher. The rule for professional teacher is that he has to teach 24 hours a week in order to get the salary of professioal teacher (TPP) (Permendiknas No.39 thn.2009) “Beban kerja guru paling sedikit ditetapkan 24 jam tatap muka dan paling banyak 40 jam tatap muka dalam 1 minggu pada satu atau lebih satuan pendidikan yang memiliki izin pendirian dari Pemerintah daerah”. The professional teachers have to teach the students based on the rule above although there are more teachers in the same subjects. The new problem is that there will be many teachers who do not have occasion to teach while the others teach 24 hours because the school has too many teachers than they need. To solve the problem, the teachers have to implement team teaching in teaching their lesson including English teacher. For example: there are 9 English teachers in a school and 6 of them are as professional teachers. Unfortunately, the classes are limited to employ the teachers. So, as a result, the teachers have to apply team teaching to meet the rule above. Team teaching will be interesting in the process of learning and can be applied well if the teacher involved in team teaching understands the concept of it well. By collaboration with other teacher, the process of observing to the learners, will be intensive. The special notion about behavior and difficulty of the students will be recorded well that the technique of teaching can be criticized fairly. To do team teaching perfectly, the teachers involved in team teaching should have the same commitment and ready to criticize and be criticized. The approach of Team Teaching in Indonesia should be corrected in order not just to complete the 24 hours teaching based on the government rule for professional teacher. In other word, doing team teaching is just for getting salary of professional teacher, called TP. The teachers ignore the concept of applying team teaching correctly. They are neglecting to learn how to implement it. They do not want to learn more about it. Therefore, it seems that the government rule is not meaningful if the teachers do not have to have commitment to improve the process of teaching. There are many state schools having more teachers than they need. One of them is SMPN1 Pitu Ngawi. It is a National Standardized Certificate since 2 years ago. It has 13 classes of students. In addition, it has 28 teachers for all lessons and 8 officials. Nine of the teachers are an English teacher who each has to teach minimal 18 hours even some of them 24 hours every week. Every class gets the English lesson for 4 hours according to curriculum of SMPN. But the result of learning English is still insufficient. It can be seen from National Examination (UN) score of English. The score is the lowest from four subjects, those are; Indonesian language, mathematics, English, and Science. Furthermore, the students never win in any English competition. Therefore, the school has decided in a meeting that English must be taught in a team. It has been conducted since the academy year of 2007/2008. By team teaching, the school hopes that: 1. 2. 3. 4. The increased learning can result through the cooperative efforts of the teaching team on a common instructional problem Interest in content can be increased as the result of team teaching planning, presenting and structuring appropriate learning activities The improvement in teaching performance can take place through team membership The English teachers can use the available time based on the government rule, 24 hours every week for every teacher In addition, the learners will study English with good concentration as Lounsbury said in the National Middle School Association “ when team teaching is fully implemented, however, research has shown it leads to an improved work climate, more frequent contact with parents, increased teacher job satisfaction, and higher levels of student achievement”(http://www. educationworld.com/a-admin/290.shtml). In the process of teaching English by conducting Team Teaching, logically, the process of learning English and the students’ achievement will be better when they are taught by team teaching approach. The students are able to accept more than one opinion and active more cooperatively with others. Besides, the students’ level of understanding can be increased or it enables the student to obtain higher achievement. But, team teaching is not as easy as we hope to conduct. Furthermore, by the lack of teachers understanding of team teaching, it is difficult for teachers to plan the process of teaching, implement the plan, and make the evaluation together with their group. Team members should develop and enhance their own teaching approach and methods. They should work closely with one or more colleagues in order to overcome the isolation inherent in teaching. They should discuss issues related to students, such as behavioral expectations, student’s motivation, and teaching policies, and improved solution. In addition, concerning with the teachers’ readiness to teach English in team teaching, it is important to consider the capability of the teachers. It means that teachers should be ready with their knowledge about how to conduct team teaching English. Smithwick states, “For a team of teachers to be strong and productive, everyone must work together in a collegial manner” (http://www.educationworld.com/a-admin/290.shtml). Therefore, it is interesting to learn how to implement team teaching English. That is the reason why this research will be done.

    Item Type: Thesis (Masters)
    Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
    Divisions: Pasca Sarjana > Magister > Pendidikan Bahasa Inggris - S2
    Depositing User: Nur Anisah
    Date Deposited: 24 Jul 2013 05:58
    Last Modified: 24 Jul 2013 05:58
    URI: https://eprints.uns.ac.id/id/eprint/8766

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