A university-school partnership in Lesson Study Implementation: Effects on Students' Grammatical and Speaking Skills and Stakeholders' Perceptions
Abstract
This study investigates the effects of the Lesson Study approach on Indonesian junior high school students' grammar and speaking skills and the stakeholders' perceptions of the approach's usefulness. It involved 90 students, three teachers of Junior High School and two university lecturers in Indonesia. The study employed a quasi-experimental study and a survey. In the quasi-experimental study, the students were assigned into two groups: experimental and control. The experimental groups were exposed to the instruction guided by the Lesson Study approach, while the control group was taught using conventional approach. The treatment was conducted in eight sessions, including the pre-test and post-test. The effect of the treatment on the students’ grammar knowledge and speaking skills were measured by a quantitative analysis of their scores in the pre-test and post-test. The survey was conducted to examine the perceptions of the practice of Lesson Study as voiced by the students, teachers and lecturers involved. To obtain the data, student questionnaire and interview, and teacher self-reflection were used. The results of the study revealed that the Lesson study practice effectively enhanced the students' grammar and speaking skills. Additionally, the students, teachers, and teacher educators perceived the Lesson Study approach was valuable, although the teachers faced some challenges in practicing the Lesson study approach.
Keywords: lesson study impact; stakeholders' perceptions, EFL context, Indonesia
References
[1] Kartika-Ningsih H, Gunawan W. Recontextualisation of genre-based pedagogy: The case of Indonesian EFL classrooms. Indonesian Journal of Applied Linguistics. 2019 Sep 30;9(2):335-47.
[2] Poedjiastutie D, Amrin ZA, Setiawan Y. English communication competence: Expectations and challenges (a case in Indonesia). International Journal of Applied Linguistics & English Literature. 2018;7(6):184-91.
[3] Yalcin Arslan F. The role of lesson study in teacher learning and professional development of EFL teachers in Turkey: A case study. TESOL journal. 2019 Jun;10(2):e00409.
[4] Wood K. The many faces of lesson study and learning study. International Journal for Lesson and Learning Studies. 2018;7(1):2–7.
[5] Arifani Y. Lesson Study : Investigating Its Potential for EFL Students ’. The Journal of Asia TEFL. 2020;17(2):733–41.
[6] Lydia Tan-Chia Yanping Fang Pow Chew Ang. Innovating the Singapore English Language curriculum through lesson study Lydia. International Journal for Lesson and Learning Studies. 2013;2(3):256–80.
[7] Cammarata L, Haley C. Integrated content, language, and literacy instruction in a Canadian French immersion context: a professional development journey. International Journal of Bilingual Education and Bilingualism [Internet]. 2018;21(3):332–48. Available from: https://doi.org/10.1080/13670050.2017.1386617
[8] Ermeling B, Graff-Ermeling G. Learning to learn from teaching: a first-hand account of lesson study in Japan. International Journal for Lesson and Learning Studies. 2014;3(2):170–91.
[9] Rahim SS, Sulaiman S, Sulaiman T. Teacher professional development through lesson study in secondary schools. Advanced Science Letters. 2015 Jul 1;21(7):2360-4.
[10] Nami F, Marandi SS, Sotoudehnama E. CALL teacher professional growth through lesson study practice: an investigation into EFL teachers' perceptions. Computer Assisted Language Learning. 2016 May 18;29(4):658-82.
[11] Angelini ML, Álvarez N. Spreading lesson study in pre-service teacher instruction. International Journal for Lesson and Learning Studies. 2018;7(1):23–36.
[12] Karabuğa F, Ilin G. Practicing lesson study in a Turkish education context: Considering the challenges, suggestions and benefits from EFL teachers’ perspectives. International Journal for Lesson and Learning Studies. 2019 Feb 11..
[13] Khokhotva O, Elexpuru Albizuri I. Student voice in Lesson Study as a space for EFL teachers’ learning: a case study in Kazakhstan. International Journal for Lesson and Learning Studies. 2019;9(2):153–66.
[14] Csida S, Mewald C. PrimarWebQuest in foreign language education. International Journal for Lesson and Learning Studies. 2016;5(1):45–59.
[15] Lander B. Lesson study at the foreign language university level in Japan: Blended learning, raising awareness of technology in the classroom. International Journal for Lesson and Learning Studies. 2015;4(4):362–82.
[16] Bayram İ, Bıkmaz F. Exploring the Lesson Study Experience of EFL Instructors at Higher Education: A Pilot Study. Journal of Qualitative Research Education. 2018;6(3):1–28.
[17] Dudley P, Xu H, Vermunt JD, Lang J. Empirical evidence of the impact of lesson study on students’ achievement, teachers’ professional learning and on institutional and system evolution. European Journal of Education. 2019;54(2):202–17.
[18] Suratno T. Lesson study in Indonesia: an Indonesia University of Education experience. International Journal for Lesson and Learning Studies. 2012 Aug 31.
[19] Uştuk Ö, De Costa PI. Reflection as meta-action: Lesson study and EFL teacher professional development. TESOL Journal. 2020.
[20] Suhirman L. Lesson study - A Japanese instructional approach: Empowering student - Centered learning. Asian EFL Journal. 2020;27(33):209–29.
[21] Adamson B, Walker E. Messy collaboration: Learning from a learning study. Teaching and teacher education. 2011 Jan 1;27(1):29-36.
[22] Brown HD, Abeywickrama P. Language assessment. Principles and Classroom Practices. White Plains, NY: Pearson Education. 2004.
[23] Aimah S, Purwant B. Indonesian teachers’ perception on the implementation of lesson study: exploring teachers’ awareness of pedagogical knowledge. Arab World English Journal (AWEJ) Volume. 2018 Dec 31;9.
[24] Purwanti E, Hatmanto ED. Understanding EFL Teachers' Beliefs about Lesson Study and Their Knowledge Development Viewed from Social Cultural Theory of Vygotsky. English Language Teaching Educational Journal. 2019;2(2):50-61.
[25] Rozimela Y. Developing Teachers' Professionalism through School Initiative-Based Lesson Study. European Journal of Educational Research. 2020;9(4):1513-26.
[26] Sarimanah E. Improving Lecturers’ Pedagogic Competence through the Implementation of Lesson Study in Faculty of Teacher Training and Education of Pakuan University, Indonesia. Journal of Education, Teaching and Learning. 2016 Sep 1;1(2):51-5.