C. Problem formulation
According to Guskey 2000, professional development is process and activities designed to enhance the professional knowledge, skills, and attitudes of
educators. “Development generally refers to general growth not focused on a specific job” Richards and Farrel 2005: 4
Lesson study basically involves a group of teachers who do the planning, implementation, and post-learning reflection together to form a synergistic
learning community. Teachers are working collaboratively. First, they analyze the problem of learning, both from the aspect of teaching materials and teaching
methods. Furthermore, the teachers also collaboratively find solutions and design student-centered learning. The next step is to apply the lesson plan in class by a
teacher, the others are as observers of student activities, and then it is followed by a discussion after the lesson to reflect on it. This research will specifically address
a research question “How do English teachers develop their professionalism through lesson study?”
D. Research Objectives
In order to improve the quality of education the government released Indonesian Government Regulation Number 74, 2008 about teachers. Article
number 10 states that teachers should have four competences. The four competences include pedagogic, personal, social, and academic competences.
As previously stated above that this research will specifically address to a question, ‟How do English teachers develop their professionalism through lesson
study?” In relation to the research question, the objective of this research is to describe how English teachers develop the four components of teacher
‟s
competences: 1 pedagogic, 2 personal, 3 social, and 4 academic competences through lesson study.
E. Research benefits
This study would describe how English teachers developed the four competences of teacher‟s professionalism through lesson study. They are
pedagogic, personal, social, and academic competence. The description is a kind of information for English teachers, schools, government and teachers in all
subjects as well as any parties who are concerned with education. Based on the description of this study teachers will acknowledge some
aspects of lesson study that are in line with teachers‟ professional development.They will see the effectiveness of the lesson study on examining and
improving their lesson preparation and teaching practice. The description and interpretation are also valuable for further research related to the use of lesson
study in other lines. In other words, the result of this study will give contribution to the improvement of English language studies in general.
8
CHAPTER II THEORETICAL REVIEW
This chapter attempts to place this study in the context of English teachers‟ professional development through lesson study. It provides basic information
about some keywords in this study from some relevant literatures. It consists of three major sections, namely, a theoretical review, b review of related study
and c theoretical framework.
A. Theoretical Review
This section will elaborate some keywords that are used in this study. It will lead the subject being studied more closely and accurately. It will give more
comprehension to the construct of the object studied. There are four notions to be explored, namely, 1 professional development, 2 professional teacher, 3
lesson study, and 4 action research. 1. Professional Development
According to the thesaurus of the Educational Resources Information Center data base ncrel.org, professional development refers to some activities to
enhance the professional career growth. Such activities may include individual development, continuing education, and in-service education, as well as
curriculum writing, peer collaboration, study groups, and peer coaching or mentoring. There are some overviews given by Guskey, Richard and Farrel,
Rodrigues, Glatthorn, and Rasidas and Glassto see more deeply what professional development is.
Guskey 2000 defines professional development as process and activities designed to enhance the professional knowledge, skills, and attitudes of educators.
He also states that there are three characteristics of professional development. First, professional development is a purposeful and intentional process. It is a
consciously design effort to bring about positive change and improvement to the educators. Second, professional development is an ongoing process. The process
grows and develops continuously. Third, professional development is a systemic process. It is a deliberate process, guided by a clear vision of purposes and
planned goals. These goals formed the criteria by which content and material are selected, processes and procedures developed, and assessments and evaluation
prepared. Strategies for teacher development often involve documenting different
kinds of teaching practices; reflective analysis of teaching practices, examining beliefs, values, and principles; conversation with peers on core
issues; and collaborating with peers on classroom project. Richards and Farrel 2005:4
Professional development is a continuous process of individual and
collective examination and improvement of practice. It should empower individual educators and communities of educators to make complex decisions; to
identify and solve problems; and to connect theory, practice, and student outcomes. “Mutual sharing of knowledge and experience is a valuable source of
teachers‟ professional growth.” Richards and Farrel 2005: 2. Professional development also should enable teachers to offer students the learning
opportunities. Professional development should deepen and broaden knowledge of content. It should provide a strong foundation in the pedagogy of particular
disciplines and knowledge about the teaching and learning processes. Professional
development should be rooted in and reflect the best available research. The content of professional development should be aligned with the standards and
curriculum teachers‟ use. Professional development should contribute to measurable improvement in student achievement. Professional development
should be intellectually engaging and address the complexity of teaching. Professional development should provide sufficient time, support, and resources
to enable teachers to master new content and pedagogy and to integrate this knowledge and skill into their practice. Professional development should be
designed by teachers in cooperation with experts in the field. Professional development should take a variety of forms, including some we have not typically
considered. Rodrigues 2005 states that according to Tobin, Briscoe, and Holman 1990 that personal reflection, the commitment to personal change and the
reconstruction of personal understanding of teaching and learning, and the ultimately classroom practice have a significant role to play in teacher
professional development. ”Professional development has no fixed route if it is
viewed as lifelong le arning” Rodrigues 2005: 4.
Professional development refers to knowledge and skills attained for both personal development and career advancement. Englis
h teachers‟ professional development is that teachers enhance and nurture their knowledge of the subject
they are teaching and their teaching skills through evaluating or reflecting their teaching experience. “Teacher‟s development is the professional growth a teacher
achieves as a result of gaining increased experience and examining his or her teaching systematically” Glatthorn 1995: 41. Teachers‟ professional
development is when they are engaged in meaningful activities; when they
collaborate with peers, exchange ideas, and provide and receive peer feedback; when they reflect critically on what they are doing; when they work on real-world,
challenging, authentic activities; when they work is constantly evaluated; and when they are intrinsically motivated Rasidas and Glass 2004
2. Professional Teachers Indonesian Government Regulation Number 74, 2008 about Teachers
states that teachers are professional educators. They should have: a an academic qualification, b four competences, c an educator certificate, and d an ability
to achieve national education goal. They should be healthy inside and outside. Their main tasks are to educate, to teach, to guide, to train, to assess, and to
evaluate the students. To do that a teacher should have a set of knowledge, skill, and attitude that should be actualized in his professional on doing his work article
3. He should posses the academic qualification which is suitable for the subject he is teaching. It is also stated in Indonesian Government Regulation Number 74,
2008 about Teacher that teachers should have four competencies which include pedagogy, personality, social, and academic competence and apply the four
competences in their real work. a. Teacher
‟s Competence Based on The Regulation of National Education Minister of Republic of
Indonesia Number 16, 2007 on Teachers Competence and Academic Qualification Standard, teachers are as the agents of education. They should have four main
teachers‟ competences, pedagogic, personal, social, and academic competences. The four competences are developed into smaller points of teachers‟ competences.
Pedagogic competence is teacher‟s competence on some aspects. The first
aspect is teacher‟s understanding on his students. On understanding students a teacher should understand his students physically, morally, spiritually, socially,
culturally, emotionally, and intellectually. T eachers are able to identify students‟
potential on the subject being taught and to know the initial input of the students ‟
competence. They have to understand students‟ difficulties on learning the
subject. The second is applying various approaches, strategies, methods, and techniques on teaching and learning. The third is developing curriculum. The
activities on developing curriculum are deciding learning objectives, developing learning experienceactivities, choosing learning material and developing
indicators and evaluation instruments. The fourth is managing an educational learning. It includes designing comprehensible lesson plan, implementing the
lesson plan and applying learning media process and resources. The next aspect is using information and technology in teaching and learning. A teacher should have
a competence on building interaction withlearners. The interaction with the students should be built effectively, empathetically, and politely. The next aspect
is a teacher should carry out assessment and evaluation. This activity includes determining theaspects of the assessment and evaluation, developing the
assessment and evaluation instruments, conducting and analysing the result of the assessment and evaluation. The results of the assessment and evaluation are
usedto improve the learning such as designing remedial and enrichment program. The last teacher„s competence on pedagogic competence is conducting reflective
action to improve the quality of learning.
In Indonesian Government Regulation Number 74, 2008, section 2, pedagogic competence is a
teacher‟s competence on designing, implementing, and evaluating teaching and learning process. T
his competence includes teacher‟s ability on understanding students‟ characteristics. Different students‟
characteristics need different teacher‟s understanding on choosing the method and strategy in the teaching and learning process.
Personal competence is teachers‟ competence on: 1 acting in accordance
with the norms of religions, law, social, and Indonesian culture; 2 respecting students‟ diversity; 3 presenting themselves as honest persons with noble
characters and as the model of their students; 4 showing them selves as mature, wise, stable, and authoritative persons; 5 being proud of becoming teachers and
having high responsibilities and self-confidence. In Indonesian Government Regulation Number 74, 2008, section 2, in
personality competence teachers must have a strong belief in God. They should have mature honest sportive personality and character worthy of imitation. They
should have leadership and act wisely. There should be an ability to nurture each student individually. They become the model of their students and the society
around them. Objectively they have to evaluate their own work. They need to improve their competence by themselves progressively.
Social competence needs teachers‟ consideration for not discriminating students‟ gender, religion, race, physical condition, socio economic status, and
family background. The teachers should be objective against the students, colleagues, students‟ parents, and school environment. They should build
communication with other educators in scientific communities effectively,
empathetically, and courteously. They should be able to adapt themselves to the communities wherever they live. The
students‟ parents and school environment are involved in the learning program. The teachers communicate new learning
innovation to the school communities. Indonesian Government Regulation Number 74, 2008, section 2, states
that in social competence, teachers are expected to have an ability to communicate effectively with students, fellow teachers, students‟ parents and the nearby
community. They can use communication and information technology on developing students‟ competence. They can develop the collaborative principal
with fellow teachers, students‟ parents and the nearby society. Academic competence is te
achers‟ competence on understanding the standard and basic competencies of the subject. Teachers should understand on
the objectives of the learning. Teachers are able to select the learning material according to the level o
f the learners‟ development.Teachers develop their professional with sustainable reflective actions. Teachers should have an ability to
conduct classroom action research to develop their professional. They have to update their knowledge and skills by learning from various resources and
media.The last competence on academic competence is the application of information and communication technology for communication and professional
development. The academic competence in Indonesian Government Regulation Number
74, 2008, section 2, is that teachers should master the subjects to be taught to students widely and comprehensively. They should understand the curriculum.
They have to be able to develop the syllabus of the subjects they teach well.
The Regulation of National Education Minister of Republic of Indonesia Number 16, 2007 on Teachers Competence and Academic Qualification Standard
section 18.1. states that teachers of English in primary schools, junior high schools, and senior high schools should have knowledge of various aspects of
language in English linguistics, discourse, sociolinguistic, and strategic.They have to master in English language spoken and written, receptive and productive
in all aspects of communication linguistic, discourse, sociolinguistic, and strategic.
b. The Implementation of Teachers‟ Competence The four competences, pedagogy, personal, social, and academic
competences, have a holistic characteristic. They support each other and cannot be separated in their implementation. They are integr
ated in teachers‟ activities, on designing, implementing and evaluating teaching and learning process
Government Regulation number 74, 2008. To design teaching and learning is to plan the events that take place during
the instructional process. Instructional events include actions of both teacher and students in sequence. According to The Regulation of National Education
Minister of Republic of Indonesia Number 41, 2007, on Standard of Process, instructional design consists of syllabus and lesson plan. Both of them consist of
the identity of the subject, standard competence, basic competence, indicators of the basic standard competence achievement, learning objectives, teaching
materials, time allocation, teaching method, learning activities, assessment of learning outcomes, and learning media and resources. The syllabus is then
developed into lesson plan. The lesson plan describes the procedure of the
teaching and learning process from the beginning until the end of the lesson. The procedure of the learning process should be arranged systematically in order to
create an interactive, inspirative, joyful, challenging, motivated and creative learning process. The lesson plan is prepared for one basic competence which can
be implemented in one session or more. In The Regulation of National Education Minister of Republic of
Indonesia Number 41, 2007, on Standard of Process, the components of a lesson plan are : 1 the identity of the subject which includes educational unit, class,
semester, program, the number of the meetings; 2 competence standard, the minimum qualification of the learner‟s achievement that describes the acquisition
of knowledge, skills and attitude to be achieved in each grade or semester of the subject; 3 basic competence, a capability that must be mastered by the learners
and as a reference for achievement indicator in a lesson; 4 the achievement indicators of basic competence, learners‟ behaviour that can be measured or
observed to demonstrate the achievement of certain basic competence and formulated in operational verbs that can be measured for the knowledge, skills,
and attitudes; 5 learning objectives, describes learning process and learning achievement that will be achieved by the learners; 6 learning materials; 7 time
allocation; 8 learning method, the atmosphere of teaching and learning process; 9 learning activities, pre-whilst-post activity; 10 evaluation procedure and
instrument; 11 learning resources. Some principals should be considered on designing the instructional. They
are: a the differen ces of students‟ characteristics; b the instructional learning is
students‟ center; c the learning process encourages students to participate
actively; d the lesson plan provides feedback and follow up; and e applying information and communication technology.
According to The Regulation of National Education Minister of Republic of Indonesia Number 41, 2007, on Standard of Process, the implementation of
teaching and learning process is the implementation of lesson plan. Teacher follows the procedure arranged in the learning activities in the lesson plan. It
includes pre-whilst-post activity. In pre-activity or introduction teacher prepares students psychologically and physically to follow the learning process, asks
questions that lead to the prior knowledge of the material that will be studied. In whilst or core activity, learning is developed to achieve the basic competence. The
process is interactive, inspirative, exciting, challenging, and motivating the learners to
participate actively. The activity provides enough space for learners‟ innovation, creativity, and independence. The process includes exploration,
elaboration and confirmation. In the exploration, learners are involved in seeking a broader and deeper information about the topicmaterial, teachers use various
intructional approach, media and resources and facilitate learners to interact with each other and with teacher. In the elaboration, teachers give tasks individually or
in group to triger new ideas, provide an opportunity to think, analize, act, and solve problem without fear, facilitate learners with cooperative and colaborative
learning and to compete in a healthy way. In the confirmation, teachers give feedback and reinforcement orally, written, or with gesture, help learners to solve
the difficulty. In post-activity, teacher with learners summaryconclude, reflect the activity they have done. Teachers plan a follow-up activity in the form of remidial
or enrichment program.
In The Regulation of National Education Minister of Republic of Indonesia Number 41, 2007, on Standard Process, classroom management
becomes one requirement in a lesson implementation. Teachers arrange the seats based on the learners‟ characteristics and the learning activities to be performed.
Teacher‟s voice volume and tone and speech should be heard very well and can be understood by the learners. Teachers create order, discipline, convenience,
safety, and regulation in performing the learning process. Teachers provide reinforcement, response, reward, and feed back to the learners. Teachers clothes
are polite, clean and neat. Teachers begin and end the learning process due to the time schedule
During or after a set of teaching and learning process, an evaluation is done to see the students achievement of one or two basic competence. Patton
1997 mentions that the future of evaluation is tied to the future effectiveness of programs. Therefore, it provides ongoing feedback for improvements during
implementation. National Education Department 2004 also defines that evaluation is an identification activity to see the achievement and efficiency of an
arranged program and whether it is valuable or not. The Regulation of National Education Minister of Republic of Indonesia Number 41, 2007, on Standard of
Process , evaluation is conducted to measure the level of learners‟ achievement on
the basic competence, see the learning progress, and improve the learning process. The evaluation is carried out systematically using test-nontest orally or writen in
the form of observation, performance, project, portpolio or self-assesment.
3. An Overview of Lesson Study Lesson study is a Japanese form of professional development that centers
on collaborative study of live classroom lessons Lewis 2006.In doing lesson study some teachers, usually 4 to 6 teachers make a group of leson study. They
are planning a lesson together. One of the teachers implements the lesson plan in the classroom. During the lesson the other teachers are as observers. And then
they make a reflection to see what should be revised and improved. Fernandez 2004 defines the term lesson study as a direct translation of a
Japanese word jugyoukenkyuu which composed of two words, jugyou and kenkyu.Jugyou means instruction or lesson and kenkyuu meansresearch or study.
Lesson study is to describe a collaborative process in which teachers plan a research lesson, teach and observe lesson, revise and reteach the lesson Yoshida
1999. Fernandez 2004 also states that lesson study consists of the study or examination of teaching practice. It is a form of teacher professional development
programme that engages teachers collaboratively in planning, implementing, observing and reflecting on the lesson. The teachers progressively improve their
teaching methods by examining and giving critique one another‟s teaching techniques. They can learn from and improve their practice by seeing other
teachers teach. “Lesson Study functions as a means of enabling teachers to develop and study their own teac
hing practices” Takuya 2007: 2. According to Stigler and Hiebert 1999, lesson study is the core form of professional
development, and it is often credited for the study improvement of Japanese instruction.
Richardson 2004 lesson study is different from lesson planning. Lesson study focuses on what teachers want students to learn rather than on what teachers
plan to teach. Lesson planning is a part of lesson study planning. What are studied, observed and evaluated, here are the lesson and the learning not the
teacher. Isoda 2006 indicates that lesson study usually begins by developing lesson plan in which teachers solve and pose problems from students‟
perspectives. Teachers share their experiences with other teachers and lecturers.In Japan, lesson study is initiated by teachers and may be sponsored by a variety of
organizations, including schools, districts, professional organizations, and independent study groups Lewis and Tsuchida 1998. It has evolved in tens of
thousands of sites across Japan. There have been in great variations in lesson study goals, practices, norms and other dimensions. Isoda 2006 indicates the
specific objectives of lesson study are to develop instrument and equipment, teaching method and model, teaching material, and teaching evaluation for
teaching and learning process. 4. The Implementation of Lesson Study
Lesson study involves groups of teachers meeting regularly over a period of time ranging from several months to a year to work on the design,
implementation, testing, and improvement of one or several research lessons Stigler and Hiebert 1999. They collaborate and share ideas, opinions, and
conclusions regarding to the research lesson. There are eight steps given by Stigler and Hiebert 1999: 1 defining and researching a problem, 2 planning
the lesson, 3 teaching and observing the lesson, 4 evaluating the lesson and reflecting on its effect, 5 revising the lesson, 6 teaching and observing the
revised lesson, 7 evaluating and reflecting in the second time, and 8 sharing the result.
Figure 2.1 describes a lesson study cycle taken from Lewis, Perry, and Murata 2006. In the initial goal-setting phase, teacher participants begin by
setting a goal for their students that they are aiming to address in their lesson. This is often something that is difficult for the students to learn or difficult for the
teachers to teach. The goal setting leads to the decision for the best instructional strategies that could be used to achieve the goal. Once the lesson is planned,
teacher teams decide who will implement the lesson. The lesson is taught and observed, and then a detailed debriefing session and reflection takes place. This
debriefing period drives the continuation of the cycle as the next set of goals is established. These final phases of the cycle
– implementation reflection debrief – should feel less like a final performance and more like a catalyst for further
study and improvement of practice Lewiset al. 2006.
Figure 2.1 Lesson Study Cycle Lewis, Perry, and Murata 2006
Lewis 2000 states that lesson study is conducted in all subject areas and non-subject areas such as class meetings and special school-wide activities
designed to build community. Lewis 2002 describes that the members of one team of lesson study are 4
– 6 teachers. They can be from the same or different subjects; from the same or different grade; the same or different schools. It is
suggested that they are teaching the same subjects and at the same grade. They work together to plan the lesson study, they decide the goal of the lesson study,
1. STUDY CURRICULUM AND FORMULATE GOAL
Consider long-term goal for student learning and development
Study curriculum and standards identify topic of interest
2. PLAN Select or revise reserch lesson
Write instruction plan that includes:
Long term goals Anticipated students thinking
Data collection plan Model of learning trajectory
Rationale for chossen approach
3. CONDUCT RESEARCH One team member conducts the
lesson, others observe and collect data
4. REFLECT Formal lesson colloquium in
which observers: Share data from lesson
Use the data to illuminate student learning, disciplinary
content, lesson and unit design, and broader issues in teaching
learning Documentation of cycle, to
consolidate and carry forward learnings, new questions into
next cycle of lesson study
arranging the lesson plan and what they will observe in the lesson. One of the teachers implement the lesson plan, while the others observe the teaching and
learning in a live classroom lesson. After the lesson they reflect on the lesson by analysing the data they have collected during the lesson collaboratively to see the
achievement of their goal. And then they decide whether they will revise the lesson plan and do the lesson study in other class or not.
According to Yoshida 1999, there are three main activities that make up lesson study: 1 identifying a lesson study research theme; 2 conducting a small
number of research lessons that explore this theme; and 3 reflecting on the process which includes producing the writing report.
The first activity, identifying a lesson study research theme, is the process for setting the research themegoal for a specific lesson study involves initial
discussions among all teachers of the group. This process is usually carried out at the beginning of the lesson study process. A research theme is usually established
by identifying the gap between their students‟ state of learning and understanding and the teachers‟ aspirations for their students, which are based upon the available
data and reflecting on classroom practices. In addition, teachers discuss how they want to close performance gaps. Through this exercise, the Japanese teachers
establish a research theme and use it as a focus of improvement to conduct their lesson study activities. The research theme is also used to determine the success of
the lesson study. In the second activity, a group of teachers jointly draws up a detailed plan
for the research lesson. This group usually consists of four to six people. They develop a detailed written research lesson. To prepare a research lesson the
teachers discuss the unit they are going to investigate and the specifics of the research lesson they are developing. After the lesson is developed, a teacher from
the group teaches the research lesson in a real classroom while other members observe. After the lesson, a debriefing session is held and the observers reflect and
discuss the lesson. Things they learn from the discussion are incorporated into the revision of the research lesson and implemented in another classroom. Finally, the
lesson plans for the research lesson and thoughts from the discussions are compiled into a written report.
The third main activity is reflecting and recording. In order to summarize the lesson study group‟s activity and achievement and keep a record for future
use, the school compiles the research lesson plans developed throughout the school year, observation data and notes, samples of students‟ work, discussion
notes, and the reflections on the lesson study activity into a final report. This record becomes an important resource for teachers to improve their practice in the
future. In Japan, schools produce such lesson study reports and store them at the school as well as the board of education and education centers. They are often
distributed at lesson study open houses and to important guests when they visit the school.
According to Fernandez 2004, the implementation of lesson study can be different from the way it is implemented in Japan. It does not need to copy what
the Japanese do in details. The importance is the lesson study‟s substance. Its substance is the principles of collaboration and collegiality on mutual
– learning. Lesson study is defined as a model of professional development for educators by
studying teaching and learning activities collaboratively and continually, based on
the principles of collegiality and mutual learning to develop a learning community among educators Suratno and Cock 2009. Accordingly, Lesson Study involves a
group of educators in a Plan-Do-See cycle, that is, collaborative planning, implementation and observation, and reflection of teaching and learning process.
The three stages of lesson study can be explained as follows. First, in the stage of Plan, lesson study team collaboratively develops teaching and learning design
based on students ‟ needs and their learning demands. Second, in the stage of Do,
an appointed teacher who is called as model teacher implements the planned lesson. The other team members observe the lesson. The observation is mainly at
students learning in terms of interaction among students, between students and the model teacher, and students understanding of the content being taught. Third, the
reflection or post-class discussion See is conducted soon after the lesson. The appointed teacher model and observers discuss together, led by a moderator as to
share evidence resulted from observation, to map identified learning problems and to find alternative solutions for the future lesson improvement Suratno and Cock
2009. Lesson study has three main activities: planning, implementing teaching
and observing, and reflecting and revising Sukirman 2006. In the planningphase, the teacher participants first identify the problems found in the
classroom. The identification of the problem accompanied by the solution taken are related to the teaching material, schedule, students
‟ characteristic, class condition, teaching method, teaching media, experiment kits, and evaluation
toward the teaching process and result. They discuss the choice of teaching material, method, and media based on
students‟ characteristic and evaluations to
be used. Additional discussion is also focused on the collection of data on the observation sheet, especially about determining the indicator of good teaching
– learning process seen from the aspect of teacher and students. Those indicators are
written based on the lesson plan and approaches used to reach out to students during the teaching - learning process. Based on the identification andsolution of
the problems, it was carried out into a set of steps consisting of: lesson plan, teaching guide, teaching media, evaluation sheet of teaching process result, and
observation sheet. Inthe implementation phase, one of the teacher participants implements the lesson plan while other teachers and expert observe the process
using the prepared observation sheet. To support it, the observers videotape the process of the teaching and learning process. In the reflection and revising phase,
the teacher who implement the lesson plan is given time to state his feeling during the implementation. Next, time is given to observers, both expert and other
teachers, to share the data they collect on the students ‟ activity during the
implementation followed by showing of the video. The teacher of presentation, then, is asked to respond the observers
‟ comments. The important thing in reflection is to reconsider the lesson plan developed as the basis to make
improvements for the next teaching. 5.
Lesson Study‟s Difference from ActionResearch Lesson Study shares close similarities with Action research. Both
approach emphasize planning, implementation, the conduct of the action or the lesson, and reflection Hock 2010. However there are some differences.
Richards 2005 defines that action research refers to teacher-conducted classroom research. The word „research‟ in action research refers to a systematic
approach to carrying out investigations and collecting information that is designed to illuminate an issue or problem and to improve classroom practice. The word
„action‟ refers to taking practical action to resolve classroom problems. Action research takes place during the process of the teacher‟s own regular classroom. It
can be carried out by an individual teacher or in collaboration with other teachers. Collaborative action research may include as few as two teachers or a group of
several teachers and others interested in addressing a classroom or departement issue Ferrance 2000.
Action research is a reflective process with mainly the purpose of solving a problem or improving the teaching and learning process. Reflection can be
defined as the act of critically exploring what you are doing, why you decided to do it and what its effects have been Mertler 2006. The main goal of action
research is to address local-level problems with anticipation of finding immediate solutions. Most action research studies are cyclical. Mertler 2006 describes the
steps of the process on conducting action research: identifying and limit the topic, review the related literature, develop a research plan, implement the plan and
collect the data, analyze the data, develop an action plan, share and communicate the results, and reflect the research. according to Ferrance 2000 there are five
phases of inquiry: identification of problem area, collection and organization the data, interpretation the data, action based on the data, and reflection. If the results
of one cycle are negative, the cycle may be started again until the results are positive.
Lesson Study can be defined as action research conducted by teachers, in which they work collaboratively to reflect on their lessons and improve their
teaching Cheng 2011. One main difference is that while Action Research use various research techniques in collecting the data, Lesson Study primarily on peer
observation as the main mode of data collection Hock 2010. Lesson Study is collaborative not individualistic, as stated by Elliot 2007 that Lesson Study is
carried out by a group of teachers of 3 – 8 members and also in Lewis 2002 that
the members of one team of lesson study are 4 – 6 teachers. If lesson Study is not
defined as action research, in each cycle a collaboratively planned lesson is taught by different teacher in different class Lewis 2002.
B. Review of Related Studies
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