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
Some reviews of related studies are presented here to present the information of what, why and how they have studied their topics which are related
to lesson study. They discuss the reasons, the objectives and the findings of the
studiesresearch.
Widodo et al 2007 on their study analyses tshe impacts of lesson study –
based school experience program on the improvement of the preservice teachers‟ teaching competencies. The findings of their study are 1 the preservice teachers
can perform most indicators of teachers teaching competencies, 2 the utilization of teaching resources is still limited, 3 classroom emotional climate is quite
good, 4 the preservice teachers participated in lesson study – based school
experience still show some weaknesses in their teaching, 5 during the reflection session, the preservice teachers admitted that lesson study based school
experience program provided them with meaningful insights on how to improve their teaching competencies.
Saiful Prayogi, a graduate student of Sebelas Maret University of Surakarta, on his thesis, The Effect of Implementation of Lesson Study and
Learning Activities toward Learning Achievement in Student of Class XI Economics Laboratorium High School, State University of Malang, aimed to
determine; 1 the effects of students‟ perception on the implementation of lesson study to the learning achievement on economic subject, 2 the effects of students
learning a ctivities to the students‟ achievement on the economic subject, and 3
the effects of lesson study and students‟ learning activities simultaneously towards the students‟ achievement on the economic subject. The conclusion of his research
are 1 lesson study improves learning achievement on the economic subject, 2 learning activities are motivation to learning achievement, 3 lesson study and
learning activities simultaneously have significant influence on the economic subject.
On their action research Taylor, Anderson, Meyer, Wagner and West 2002 reports four teachers and one teacher educator used the Japanese lesson
study model of professional development for 15 months in rural Carniville, Illinois. In March 2001, the group identified a goal to i
mprove their students‟ understanding of two
– step word problem in 2nd grade elementary mathematics. During 15 months the lesson study group completed three cycles of planning,
teaching, evaluating, and reflecting. Their study found that the teachers were motivated and empowered, and lesson study is effective for professional
development in the rural setting. Another research was done by Linawati
2011 on Teachers‟ Perception of Lesson Study. Her single research question was
“What is teachers‟ perception of
Lesson Study”. The instruments she used to collect the data were observation and in-depth interview. Two participants and one facilitator were interviewed. The
findings revealed that teachers‟ understanding on the concept and principle of Lesson Study enriched their knowledge on teaching and learning practice;
teachers‟ view and action in Lesson Study activities changed their thinking; Lesson Study shaped teachers to become professional and innovative; teachers‟
expectation indicated that the teachers realized the importance to implement Lesson Study in every school.
The studies above relates to Lesson Study. They give knowledge, motivation, and support to the bearing of this study. They show that lesson study
improves preservice teachers‟ teaching competencies, students‟ learning achievement and
teachers‟ knowledge on teaching and learning practice. Lesson study is also effective for professional development. It showed that lesson study
playeda very meaningful role on improving teaching and learning process. It encouraged me to see its role more deeply. How English teachers develop their
professionalism.
C. Theoretical Framework
