it mostly in their teaching and special occasions. The use of Indonesian was also meant to build close relationship with the participants.
C. Instruments
In this study the researcher was as an instrument to collect the data which was gathered from the participants who experienced the lesson study and from the
site where the lesson study was done. The use of in-depth interview and observation shows the standard of validity for qualitative research. The
application of multiple-techniques on gathering the data is an evident of credibility that leads to trustable findings Patton 2002. The instruments used in
this study are in-depth interview, field observation and questionnaire. Interview is an open-
ended and structured question about people‟s experiences, perceptions, opinions, feelings and knowledge. It consists of
verbatim quotations with sufficient context to be interpretable Patton2002. The interview technique was chosen because as cited by Patton 2002, as a method of
inquiry, interview ing is the most consis tent with people‟s ability to make
meaning through language. Using interviews, we can also find out how the participants have organized the world and the meanings they attach to what goes
on in the world. Using interviews, we can find out what is in and on someone else‟s mind, to record their stories. In brief, interviews allow us to enter into the
oth er person‟s perspective.
In-depth interview, open ended questions were used in order to get as many details as possible. It was to allow the interviewees to answer the questions
from their own frame and express their thoughts more freely. Duringthe interviews, besides it was audio taped, notes were taken. This is in line with what
Creswell 2007 recommends that during the interview; the researcher takes notes in the event that recording equipment failed. The interviews were done to two
participants. Both of them experienced more than 20 years teaching. One of them was the junior high school supervisor. She had more than a year experience as a
junior high school supervisor. The second interviewee had different experience compared with other teachers. She was the model teacher who implemented the
lesson plan in a school where she did not teach. Both of the interviewees experienced as the observers during the implementation of the lesson study in the
live classrooms. The interview guidelines were used to guide the interviewing. The indicators on table 2.1 were used as the interview guidelines to dig the
participants‟ lived experience on how they developed their professionalism through lesson study. The indicators were altered into open ended questions which
were written in interview guidelines, table 3.1. Creswell 2007 states that interview protocol enables a person to take notes during the interview about the
responses of the interviewee. Table 3.1 Interview Guidelines
Teacher’s Interview Guidelines
A. Pedagogy competence How do you develop your pedagogic competence?
1. Do you get new knowledge, skills, or experience? What? How? 2. Do you improve your understanding on the students?
3. Do you improve your knowledge and skills on designing a lesson? On
teaching? On evaluating? B. Personality competence
How do you develop your pesonality competence? 1. What do you feel when there are some other teachers in your
classroom?
2. Do you evaluate your performance in your teaching? 3. How do you evaluate your performance?
4. Do you feel that the activities in the lesson study improve your
attitude? C. Social competence
How do you develop your social competence? 1. Do you develop your relationship with other teachers in the lesson
study? 2. What are the positive effects of working together in the lesson study?
3. How do you build your interaction with the new students?
D. Academic competence 1. How do you develop the instructional material?
2. Do you get new knowledge on designing the lesson plan? 3. Does your knowledge of the subject you teach improve through the
process of lesson study? 4. How does your knowledge improve?
5. How do you develop the syllabus? What is your expectation?
Observations were done in the natural environment where the Lesson Study was setting and conducting. On doing observation, field noteswere made to
record the real data. An observation sheet was made to record the real data taken when the model teacher implement the lesson plan. The components in the
observation sheet were taken from what components should be in the teaching and learning process as stated in the Regulation of National Education Minister of
Republic of Indonesia Number 41, 2007, on Standard of Process.The observerresearcher attempted to summarize the flow of activities or actions
doneby the teachersparticipants cronologically during planning the lesson study, implementing the lesson plan and reflecting the lesson. The indicators on table 2.1
were used as the reference of what to see on doing the observation.
Table 3.2 Observation Sheet in the Classroom
OBSERVATION SHEET IN THE CLASSROOM Date time :
Place : Model teacher :
NO COMPONENTS
YES NO EVIDENCE
1 Arranging students‟ seats based
on the students‟ characteristics 2
Teacher‟s voice and intonation can be heard well
3 Teacher‟s language can be
understood by the students 4
Adjusting the material with students‟ learning speed.
5 Creating a comfortable,
discipline, and safe situation 6
Giving reward , feedback, appreciation to the students‟
work 7
The lesson started and finished based on the schedule
8 Explaining the goal or the
competence they will cover in the learning process
9 Conditioning students for the
activities will be given 10 Involving students on finding
other sources and larger information
11 Using various methods 12 Using various materialssources
13 Creating good interaction between teacher and students
14 Creating good interaction among the students
15 Creating good interaction with the learning sources
16 Creating students‟ activity
17 Improving students‟ creativity
18 Creating reading and writing habit
19 Giving time to think, analyze and solve the problem
20 Facilitating students to learn cooperatively and
collaboratively 21 Competitive conditition among
students 22 Reporting the work individually
or in group 23 Giving confirmation to the
students‟ works 24 Motivating students who are
passive 25 Evaluating to the learning
process
The questionnaire contained a set of statementsquestions that have been prepared to obtain written information from the students of the lesson study as the
respondents. The statementsquestions were related to the teaching and learning process in the classroom. The indicators on table 2.1 especially from the point of
implementation step DO of the Lesson Study were used as the reference on arranging the questions. Each questionnaire contained 30 questions. The answers
of the questionsstatements were measured with five-point rating scale, ranging from 1 poor, 2 fair, 3 good, 4 very good, and 5 excellent. The respondents
were asked to cycle the number for their answer for each variable. The questionnaire was meant to see whether the components of teaching and learning
process which are stated in the Regulation of National Education Minister of Republic of Indonesia Number 41, 2007, on Standard of Process were involved in
the implementation of the lesson study. It is also to see the quality of the teacher on implementing the components of what should be done during the teacher was
conducting a lesson in the classroom based on The Regulation of National
Education Minister of Republic of Indonesia Number 41, 2007, on Standard of Process, whether it was bad, fair, good, very good, or excellent was from the
studen ts‟ sight. Table 3.3 shows the sample of students‟ questionnaire.
Table 3.3 Sample of Students‟ Questionnaire
Students’ Questionnaire Choose the correct answer
1.
The questions asked by the teacher in the beginning of the lesson related to the students‟ knowledge.
1. Poor 4. Very good 2. Fair 5. Excellent
3. Good
2. The questions also related to the material they learnt in the lesson. 1. Poor 4. Very good
2. Fair 5. Excellent 3. Good
3. Students involved in the instructional process. 1. Poor 4. Very good
2. Fair 5. Excellent 3. Good
4. Learning activities developed students ‟ creativity.
1. Poor 4. Very good 2. Fair 5. Excellent
3. Good
5. The use of learning medias such as computer, LCD, picture, or cards used in the lesson.
1. Poor 4. Very good 2. Fair 5. Excellent
3. Good ………..
D. Data Gathering Techniques
