Students’ Speaking Performance Be Tween Those Taught By Collaborative Teaching Of Native And Non-Native English Speaker Teacher. (A Comparative Study in SMA AL HASRA – Depok)

drs. kusmajid, m.pd; ujang suparman, ma., ph.d.; dr. atiq susilo, ma.;

The speaking class that using Native English Speaker teacher had been
running for about 5 years was not too effective to enhance students’ speaking ability in this school. Based on this problem, the purpose of this observation is if there is the impact by changing the method of the program by collaborating between Native and Non Native English Speaker Teacher in the same classroom. This research using Mix Method; the first procedure is in quantitative method then continued by qualitative method. The aim of using mix method is for comparing the result of speaking test in experimental - control class and for seeing the impact of the method to the students’ speaking performance. The instrument for collecting the data was using speaking test, questionnaire, classroom observation, and interview. Based on the result of collecting and analyzing the data was found that the score in experimental class was lower than control class for both pretest and posttest, but based on the hypothesis using SPSS 19 there is no significant difference. But if it was seen from the speaking requirements, it was found that the there was a higher enhancement for pronunciation and vocabulary in experimental
class. This result was suitable with the result of questionnaire and interview;
students said native speaker was more able to enhance their pronunciation and vocabulary than non-native speaker, although sometimes they were getting stress following the lesson. The significant enhancement in control class was in task. They could run the task well enough and they feel relaxed learning with non-native English teacher because they have same culture, value, norms and mother tongue. Students feel more confident studying with non-native English speaker teacher for formal lesson.