Research Procedure Results of Data Analysis

The third data were taken from two classes of grade 7 junior high school students in Sleman by giving them questionnaire. The questionnaires were distributed to all students in each class of grade 7 in a junior high school in Sleman regency after they had a lesson which was taught by a model teacher of the Lesson Study group. The students were asked to give their answer by giving a cycle or cross to the answer of each variable. Each questionnaire consisted of 30 statements or questions related to components which ideally should be in teaching and learning process based on the indicators in table 2.1. The answers were in five points of rating scale fr om “poor” to “excellent”. The students in the first cycle of the lesson study had questionnaire twice. The first questionnaire was given after the lesson conducted by Mrs. Nanda with 37 respondents. It was on Wednesday on April 2012. The second questionnaire was given after the lesson conducted by Mrs. Dinda with 35 respondents in the following day. It took 25 minutes for the students to complete the first questionnaire and 20 minutes for the second questionnaire. The third questionnaire was given to students of grade seven in different school with the students in the first cycle. The first cycle was conducted in a junior high school located on Solo Street. The second cycle was conducted in a junior high school located on Kaliurang Street. It took 20 minutes for the students to complete the questionnaire.

E. Research Procedure

Research procedure described what and how the procedure of the research was conducted. Table 3.4 shows the procedure of the research of this study. Table 3.4 The Procedure of the Research. Steps Activity Object Data one Designing the observational protocol, questionnaire and interview guidelines Two Observation A group of English junior high school teachers preparing a lesson study for the first cycle. Field notes Three Observation The process of teaching and learning in the classroom as the implementation of the lesson plan of the lesson study in the first cycle. Field notes Four Observation A group of English junior high school teachers doing reflection. See Field notes Five Giving questionnaire The students of a junior high school where the Lesson Study group implement the first lesson. Document Six Observation The process of teaching and learning in the classroom as the continued implementation of the lesson plan before. Field notes Seven Observation A group of English junior high school teachers doing reflection. See Field notes Eight Giving questionnaire The same students of a junior high school where the Lesson Study group continued the implementation of the first lesson. Document Nine Interviewing, recording and writing notes A junior high school English teacher supervisor as a participant Notes words Ten Observation A group of English junior high school teachers preparing a lesson study for the second cycle. Field notes Eleven Observation The process of teaching and learning in the classroom as the implementation of the lesson plan of the lesson study in the second cycle. Field notes Twelve Interviewing, recording and writing notes A participant – one of the lesson study member Notes words Thirteen Analyzing the data Field notes documentnarrative text Table Fourteen Conclussing Table Description

F. Data Processing

Data processing described the process of the data was done. The raw data obtained from observation was field-notes. The field notes taken from the observation during the process of the lesson study were developed narratively and put into a table of The Process of Lesson Study. I got the opportunity to observe the process in two unfinished cycles. The first cycle was completed. It was in six steps, plan, plan, do, see, do, and see. The second cycle was unfinished due to the time. The teachers were busy on their school work on their end academic year. There were covered only two steps, plan, and do. The narrative text was then highlighted the significant sentencesstatements. The raw data obtained from interviews were actual words spoken by the interviewees. The first step on analyzing the raw data of the interview was by relistenning the tape recorder, then refining the words and field-notes to the emerge items, and next highlighting the significant statements of the recording and field notes which related to the indicators table 2.1 of the research question “How do English teachers develop their professionalism through lesson study?” The emerge items and statements obtained from interview were translated into English and transcripted into text. The texts may be reduced or simplified considerably from the raw data. The data transcription was put in the matrics. The next step was coding. Coding is the part of the analysis concerned with identifying, naming, and categorizing the emergent items Creswell 2007. The coding was like labelling every utterance or statements. This was done in order to find out the core content of the interviews and observation to determine what were significant in the findings. The next step was categorizing theemerged items and statements and then grouping them into the larger units. All of these were done in a table to help describing easier to do. Each questionof the questionnaire given to students after the lessonwas scoringby giving 0  if there is no answer, 1 poor, 2  fair, 3  good, 4  very good, and 5excellent. The score was entered into a tabulated table which was made in Microsoft Office Excel one by one. The score of 30 questions of each student was then calculated and divided by 30 to find the average score. After it was done to each respondent, the all averages were calculated and divided by the amount of the students, 37 for the first questionnaire, 35 for the second questionnaire, and 36 for the third questionnaire. The last score of each questionnaire was then changed qualitatively based on the following table 3.2. Table 3.5 Qualitative Table Interval score Category 4.50 – 5.00 Excellent 3.75 – 4.49 Very good 3.00 – 3.74 Good 2.25 – 2.99 Fair – 2.24 Poor The last step was describing all the result of the findings. It was done by combining and crossing the result of the table and the questionnaire. 51

CHAPTER IV RESULTS AND DISCUSSIONS

This chapter presents the results of analysis and discussions of the junior high school English teachers conducting lesson study. The results of analysis talks about three sections a the cycles of Lesson Study, b teachers‟ activities and actions, and c students‟ point of view. The discussions will discuss the distinctions from other lesson study and the teacher‟s professional development.

A. Results of Data Analysis

This section would present the data of teachers‟ action or activities on how a group of teachers conducted lesson study. The data were presented after they were analyzed from the raw data. The raw data were taken by observation, interview and questionnaire. The observation was done through to a group of teachers of their activities from they built a lesson study group to almost they conducted two cycles of lesson study. The interview raw data was taken by interviewing two participants of the lesson study group. The questionnaire raw data was taken from the students to whom the lesson study was implemented. The sequence of the data presentation includes 1 the cycles of lesson study, 2 teachers‟ activities and actions, and 3 students‟ point of view. 1. The Cycles of Lesson Study Due to the limited time, I got the opportunity to observe two cycles of lesson study. The first cycle was completed with six steps. Step 1 was building a lesson study group, step 2 was planning a lesson plan, step 3 was the implementation of the lesson plan, step 4 was a reflection, step 5 was the continued implementation, and step 6 was a reflection. I could only follow the second cycle with only two steps. Step 1 was planning a lesson and step 2 was the implementation of the lesson plan. a. The First Cycle The activity of step 1 was on June 8, 2010 in a room of a university in Yogyakarta. It started with building a lesson study group. There were four English junior high schools in Sleman, a junior high school supervisor, and a teacher educator of a university in Yogyakarta. The result of the meeting was that they committed to do a Lesson Study in a Junior high school in Sleman Regency. The school was one of where the four English teachers teach. Each teacher would bring a lesson plan for the next meeting. On March 29, 2012, the group had a meeting to plan a lesson plan. They decided the standard competence, teaching writing; the basic competence, descriptive text; the indicator of the basic competence achievement; the instructional goals; Pre – Whilst – Post activities; the instructional material and the evaluation instrument. They worked on computer and LCD. On developing the lesson plan they used Regulation of National Education Minister of Republic of Indonesia Number 41, 2007, on Standard of Process as the reference. The implementation of the lesson plan was on April 2, 2012 in grade seven with 37 students of a junior high school. The school is located on Jogja – Solo Street. The implementation was not finished. It was continued to the next day with a different model teacher. It was still in the same class but the students were 35 because two students were absent. They were sick. The reflection was done right away after each of the implementation. b. The Second Cycle The second cycle started with planning a lesson on April 26, 2012. It took place in a room of a university in Jogjakarta. There were two English Junior High School teachers in Sleman, Mrs. Kanda and Mrs. Dinda, a Junior High School English Teachers Supervisor in Sleman, Mrs. Yunda, and a university educator in Yogyakarta , Mr. Pa‟nda. One teacher asked permission not to come, Mrs. Nanda. The lesson plan was implemented on May 8, 2012 in grade seven with 36 students of a junior high school. The school is located in a village on Kaliurang Street. There was not any reflection after the implementation in the classroom because the school had a supervisor from a State Education Institution Dinas. 2. Teachers‟ Activities and Actions This data were as the results of observation and interview. The observation was done from the time when the team built their commitment to do lesson study to through each step of the process of almost two cycles of the lesson study, Plan – Do – See – Do – See – Plan – Do. The data from the interview were taken from two interviews with two different persons. From the analyzed data some significant activities were found. The significant activities related to the teachers‟ action, activities on how they did the lesson study. The significant activities were clustered and categorized into themes. The themes were put in table 4.1. Table 4.1 Themes Lesson Study steps Themes Activities-results Plan Working together on lesson preparation Working together: -evaluation - revising a lesson plan - designing a lesson plan Discussion - deciding lesson goal - deciding students‟ competence - the function of indicator in lesson plan. - the function of instructional goals. - the position of indicator and instructional goals. - arranging the indicators - arranging the instructional goal - revising instructional material - creating students‟ activities in the lesson - arranging the instructional material Sharing: - knowledge and skill on arrangingdesigning lesson plan Appreciating other opinion and diversity Building good communication with colleague Do Teaching practice Pre – whilst – post activities Improve self-independence Improve teaching practice As the model for the students Observation Observe other teachers teaching Improving teaching practice Developing new ideas Learning from others teaching See Evaluation and reflection Discussion: - the strength and weaknesses of the lesson plan - the process of lesson -different method Self-reflection to see own mistakesweaknesses Appreciating others on their: - different idea -different knowledge -different opinion Learning from others Building good communication with colleague Sharing -knowledge and skill on conducting a lesson in the classroom -open hearted and be wiser to being critized by others There were found four main themes of teachers‟ activities and actions from the clustered themes table. There were working together on lesson preparation, teaching practice, observation, and evaluation and reflection. a. Working Together on Lesson Preparation The theme was summarized from the activities done by the team on the Plan stage. A lesson preparation was the main activity done by the teachers on Plan - stage of doing lesson study. They worked together to revise a lesson plan in the first cycle and design a lesson plan on the second cycle. On revising and designing a lesson plan they discussed to decide the goal of the lesson, teaching writing for the first cycle and teaching speaking for the second cycle; the time period for the implementation, they plan for 2 x 40 minutes implementation; and what students‟ competence to be achieved. Then they discussed the indicator of the students‟ competence achievement, the instructional goals which are used to measure the achievement of each learning process, the instructional material, and the way to evaluate the learning process. They revised the instructional material. The lesson plan was actually for 4 x 40 minutes. They wanted to use it for 2 x 40 minutes. They shortened some material which was too long. They deleted the materials which were not consistent to the standard competence students should get . The standard competence was „writing‟ but there were some materials related to „reading‟. “Look, here is reading activities; it is not consistent with the students‟ competence we will achieve. We do not need these questions”, said Mrs. Yunda. They adjusted the materials to th e students‟ level. They simplified some materials which were difficult to students. As Mrs. Kanda said to Mrs. Nanda, ”I am not sure that students can do that exercise .” Based on the observation sheet on what elements should be fulfilled on a lesson plan, teachers accomplished the elements of a lesson plan such as the identity of the subject, standard competence, basic competence, indicators of the basic standard competence achievement, instructional goals, teaching materials, time allocation, teaching method, learning activities, assessment of learning outcomes, and learning media and resources. Table 4.2 shows the components which should be in a lesson plan and the evidences gathered from the field in the first step of the first cycle of the lesson study. Table 4.2 the Observation Sheet on a Lesson Plan NO COMPONENTS ON LESSON PLAN YES NO EVIDENCE 1 Educational unit, class, semester v Junior high school, grade seven, semester 2 2 Number of the meetings v 1 meeting 3 Competence standard v Writing 4 Basic competence v Descriptive text 5 Achievement indicators v Students are able to create a short descriptive text about people. 6 Learning objectives v Students are able to : Describe a person appearance based on a picture shown on a screen in group of four. Find the antonym of 15 adjectives. 7 Learning materials v Adjectives relates to person characteristics. To be and some verbs used in descriptive text. Incomplete text Jumbled words Jumbled sentences Independence construction text 8 Time allocation v 1 meeting 2 x 40 minutes 9 Learning method v Scaffolding BKOF,MOT, JOT, ICOT 10 Learning activities v Describing pictures 11 Evaluation procedure and instrument v Evaluation process 12 Learning resources v Internet, books 13 Applying information and communication technology v They planned the lesson plan on computer. They showed on the screen. 14 Considering the differences of students‟ characteristics v Mrs. Kanda sai d,” I am not sure the material will run well to my students.” Mrs. Nanda respected, “We will try in my students.” 15 The instructional learning is students‟ center v Students learn through exercises. 16 Developing the teaching and learning media v They did not developcreate students learning media. Mrs. Yunda said, “Latter, on giving this material, let the students work on cutting paper.” 17 Allocating the time v They did not give time limit for every activities 18 Providing feedback and follow up v The learning material was as the evaluation process. “We will see how this lesson plan work for two times forty minutes, how would the next be, we will see latter”, Mrs. Nanda said. During the lesson preparation, the teachers shared their knowledge on deciding which one should be the first, indicator or instructional goals. The lesson plan was made by Mrs. Dinda, one of the teachers. Mrs. Yunda questioned why indicators came after the instructional goals. According to Mrs. Dinda, the indicators were to measure the achievement of the instructional goals, and that was what she got from a training given by IKIP. There was a hard argument among them. They discussed what indicator was and what instructional goal was. Mrs. Yunda asked the teachers to see the Regulation of National Education Minister of Republic of Indonesia Number 41, 2007, on Standard of Process which showed on the screen more carefully. Referring to The Regulation, the indicator must be the first before the instructional goals. Mrs. Yunda explained in the discussion, According to Permen 41, 2007, Indicator must be the first. It shows the achievement of the Basic Competence. The instructional goals describe the process of students‟ activities on achieving the indicator. Int – Y All the teachers realized that the Regulation of National Education Minister of Republic of Indonesia Number 41, 2007, on Standard of Process was the foundation on arranging a lesson plan. The Regulation was something new for Mrs. Dinda. She asked for the soft copy of the file. As in her argument, so far on designing a lesson plan she used what was trained by IKIP. Even the group came to an agreement on the way of the arrangement of a lesson plan but there was still in debating on the way teachers achieving the goal of the lesson. Should we teach only one skill in one KD basic competence or can we integrate other skills on achieving one basic competence? Some teachers are still in their old paradigm.They do not want to change.They see that a regulation is something difficult. Example, when the basic competence is writing they still want to teach reading. If the basic competence is reading, the activities must relate to reading skills, whether it is scanning or sk imming. If we teach writing please don‟t give listening activities. Int – Y According to me, as Kanda said at that time too, there is one lesson plan for one KD standard competence, one competence. But it doesn‟t mean that, it was different from Mrs. Yunda, if we teach listening we cannot teach other competence. No. it does not like that. For me it could be integrated, but, our goal is listening. So, it can be speaking or writing I use in the lead in or it can be reading to lead in for the goal of listening. I taught writing, I think it was okay for me to use speaking to lead students in the listening activities. But, you know it was not okay for her. Int-D The teachers worked together on revising and designing a lesson plan. On doing that they discussed and shared everything related to the lesson plan. Sometimes they were in different opinions and arguments. They tried to persuade others in their opinion. In this case they involved their emotion but they were fine. Building good relationship and self-correction became the key words of them. They were open-hearted and became wiser and wiser to receive their weaknesses. Even there were criticisms coming to us.We used to argue each other. We had ever argued hardly and made us cry. But after all, we are fine one each other. We shared with friends.We built good relationship even we had different opinion. We have to receive our diversities and we need to be in self- correction. Int - D All the activities done by the teachers on planning a lesson plan in the stage of Plan showed that the teachers worked together to produce a new lesson plan. Here they worked together on planning a lesson. Their activities were discussion on revising and designing a lesson plan and sharing their knowledge and experience. b. Teaching Practice Teaching practice was one of two main activities done by the group of the lesson study on the implementation of the lesson plan in the live classroom. Teaching practice was done by a model teacher. The model teacher was one of the members of the team. In the implementation of the lesson plan in the classroom, the model teachers followed the procedure constructed in the lesson plan from the Pre - activity to the post - activity. They checked students‟ understanding to measure the achievement of each exercise. They used teaching and learning media in the process, such as computer, LCD, pictures, and real things. They had good classroom management. They conditioned students for the activities which would be given, in the beginning of the lesson they explained the goal or the competence they will cover in the learning process. Their voice could be heard by students well, the students at the back seats responded to the teacher‟s instruction. The t eacher‟s language could be understood by the students, students did what the teacher asked the studen ts to do. They adjusted the material with students‟ learning speed; students were able to finish the exercise at the time given by the teacher. The teachers created a comfortable situation; students looked enjoyable in the learning process. The teachers gave reward, feedback, appreciation to the students‟ work. I saw it at first that they were not confident enough and uncomfortable. The students were too, but then they became better and better. They became more confident. The teacher confessed that his teaching practice improved a lot, he learnt a lot from the activity. They said that they improved their teaching practice. Int -Y Teachers who conducted the lesson to the students who did not belong to them, they built new interaction with different students. As said by Mrs. Dinda in the interview about her teaching practice: At the beginning I was little – little. I had to deduce. I usually use clever students on leading-in the lesson. I was in different situation; it made my activities ran unsmoothly. In minutes I recognized the students who are in good speeds. So I feel it wasn‟t too different. Int-D In the two Do-stages implementation in the first cycle, the model teachers used computer as the media of teaching and learning. The materials were shown through the LCD. Most of the tasks given to the students were attractive and challenging. They could be seen from the way students followed and did the tasks. They were very active. As when they were asked to describe the picture of on eof the Indonesian idol, the students looked very enthusiastic joining the activities. In the Do-stage of second cycle when they had real things in the classroom activities, they followed the process cheerfully. All the model teachers spoke English most of the time during teaching practice; they became the model of the students. From the observation on the three implementations in the classroom the three model teachers implemented the three phases of activities, Pre – Whilst – Post. In pre-activity or introduction, teacher prepared students to follow the learning process. In the beginning of the lesson Mrs. Nanda, Mrs. Dinda and Mrs. Kanda greeted their students friendly and smiley, “Good morning”, “How are you?”, ”I‟m very nice to see you‟, ”Good that everybody is here”, “No one absent”. Mrs. Dinda, as a stranger in the school where she conducted the lesson, introduced herself to the students. She talked her name, her address, her school and she asked some students‟ names. The three model teachers did lead-in activity. Mrs. Nanda asked two students, Lucy and Jovan, to stand up and asked other students, “Is she beautiful?”, “Does Jovan have curly hair?” and then she showed a picture of an Indonesian idol „Citra‟ on the screen. She together with the students described the picture. Mrs. Kanda led the students with questions and a song, “Are you thirsty?” accompanied by action touching her throat. She asked two s tudents to repeat “thirsty”, “What do you do when you are thirsty?”, “When I am thirsty I drink”. She asked students to repeat the sentence. In whilst activity, learning was developed to achieve the basic competence , writing a descriptive text for the first cycle and speaking „How to make lemonade‟ for the second cycle. The process was interactive, exciting, challenging, and motivating. The students participated in the lesson actively. Mrs. Yunda, in her interview, also stated that she observed twice in the classrooms and she found that the students were active. In the classroom management t eacher‟s voice volume and tone and speech could be heard very well and understood by the students, the students at the back did as the instruction given to them. Teachers provided reinforcement, response, reward and feedback to the learners. Whenever the students were good on doing the e xercise, Mrs. Nanda said, “Good”, ”Go ahead”, and Mrs. Kanda always showed up her thumb. Teachers began and ended the learning process due to the time schedule. The component was not found in the three presentations was that the teachers did not arrange th e seats based on the learners‟ characteristics and the learning activities to be performed. The students sit in regular order, as usual when some students were asked about it. c. Observation Observation was one of the main activities done by the teachers in the Do – stage. While the model teacher was implementing the lesson plan the others were as the observers. They observed the process of the teaching and learning activity. They made notes of what they observed. Mrs. Dinda said in her interview that through the observation, the teachers learnt from the strength and weaknesses of the way other teacher teaching. They also learnt the strategy and the method used by other teacher. When I observed Nanda, I saw that she could not read the situation. There was t oo much wasting time on checking students‟ works. There were many students coming to the white board; I thought it was wasting time. It didn‟t need to check all students‟ work, one by one. It was wasting time. Int - D I wanted to see Kanda teaching speaking. She must be very good. She is the expert on teaching speaking. She is rich in speaking methods. I really wanted to see her. I was soo regret. I confessed I was not as interesting as her on teaching speaking. She was good on teaching speaking. That‟s why I want to see her teaching speaking. Frankly speaking, most teachers avoid teaching speaking, right? Int - D As an observer, Mrs. Yunda said, ” I am sure there is a process of learning for the teachers ”. In her interview, she also stated: How the presence of observers was in the classroom. Let me compare with some teachers in the lesson study I had in Cangkringan. I saw that at first they were not confident enough and uncomfortable, the students were too, but then they became better and better, more confident. The teacher confessed that his teaching practice improved their professional a lot.He learnt a lot from the activity. Int – Y The activity of observation gave meaning not only for the observers but also for the model teacher. Teaching practice made the model teacher become better and better and more confident. The activity of teaching practice and observation gave an opportunity of learning. d. Evaluation and Reflection The theme, evaluation and reflection, was as the conclusion of the activities done by the group after the implementation of their lesson plan in the process of teaching and learning in the classroom. After the implementation in the classroom the teachers had discussion. They evaluated the process of teaching and learning in the classroom. They talked about students‟ activities, which students were active, how the students attended the classroom‟s activities. As said by Mr. Pa‟nda,” I saw some boys not far from me playing while you were discussing the answer ”. They talked about the weaknesses and the strength of the instructional materials. They found a little mistake on when Mrs. Dinda asked students to do in pairs, she gave one student one paper. The effect of that was the students do the task individually. They discussed why the material on arranging words into sentences seemed difficult to the students. Mr. Pa‟nda said, ”Maybe, we need to highlight the words which must be the first in each sentence”. Self-correction happened in this session. As what had been done by a model teacher when she could not finish the lesson plan in one meeting. She said sorry that she could not finish the lesson plan. “I‟ve covered the language feature only. I‟ve done in the stage of BKOF since this lesson plan was actually for two meetings”, said Mrs. Nanda. The self-correction also happened to Mrs. Dinda too: I wanted to know why the students were like that.What mistakes I did. Were the activities I gave so difficult? It should be revised by simplifying the task, maybe by changing the method with the more interesting method to the students. Int – D But I saw that they reflected on themselves. I remember they said,”Actually I want to do that but because of the time I changed my strategy. Int – Y Learning process happened in the evaluation and reflection period too as described by Mrs. Yunda: In jumble words, we gave students an exercise. The students had to construct by themselves. It would need more than 40 minutes with the material like that. It means that the teacher does not adjust the material with the characteristics of the students. In the reflection, they still defended because they haven‟t seen the fact which can make them sure. But I see that they reflected on themselves, I remember they said,”Actually I want to do that but because of the time I changed my strategy. I am sure there is a process of learning for the teachers. Int – Y Some criticism sometimes was delivered from other teacher, I think the teacher was not able to adjust students‟ level and the material. She argued in the plan that the students could do that. I asked how many percent of the students could do that. Finally in the implementation the teacher herself who was active. The teacher was too quickly and too ambitious to give much. Int –Y and also comment such as, “…the exercise was too many. And the text was too long. Since the beginning I did not agree that the text was as long as the text, it was for students grade seven .”Int – Y. Suggestion was also given in the evaluation of the material given to the students. When the exercises, jumble words, were thought difficult and too many to the students, there was a suggestion from Mr. Pa‟nda, “Maybe, we need to highlight the words which must be the first in the sentence”. Criticism, comments, suggestion, and different opinions given by observers during the reflection played a very important role on developing personal and social competence of the model teacher, as expressed by Mrs. Dinda , “Even we argued hardly but we were open hearted. We have to be ready to receive other opinion, not only to believe in our opinion. We trained our personality, not to think that we have the best opinion ”. Evaluation was an activity to talk about the findings collected by the observers in the classroom. They talked about the process of the lesson, the weaknesses and the strength of the lesson plan, and the students‟ responses on the activities given to them. Evaluation was also a time for the model teacher and observers to do self-reflection. 3. Students‟ Point of View This data was taken by giving questionnaire to students after the teaching and learning process of the lesson study. The questionnaires were given to the students after each teaching and learning process happened in the classroom. Each questionnaire took not more than 30 minutes. Each questionnaire was then analyzed using excel. Randomly, each questionnaire was identified with student 1, student 2, to student 37 for the first turn; student 1 to student 35 for the questionnaire given after the second lesson; student 1 to student 36 in the third turn. Each questionnaire was analyed separately. The score chosen by the student for each question was then entered to the table. Then calculated and divided to find the average of each variable. All the averages of the variable were then calculated and divided to find the last average. The average of the questionnaire given to the students after Mrs. Ninda‟ lesson was 3.94, Mrs. Dinda‟s lesson was 3.69, and Mrs. Kanda‟s lesson was 3.84. The qualitative table, table 3.5 shows that the score ranging from 3 to 3.74isfair and 3.75 to 4.49 is good. It meant that from the sight of students and based on the indicators of what should be done by a teacher during teaching and learning process , Mrs. Nanda‟s lesson and Mrs. Kanda‟ lesson were categorized „very good‟ and Mrs. Dinda‟s lesson was categorized „good‟. Table 4.3 was the results of the questionnaire given to the students. Table 4.3 Results of Students‟ Questionnaire NO QUESTIONS Score Mrs. Nanda Mrs. Dinda Mrs. Kanda Pre – activity 1 The questions asked by the teacher in the beginning of the lesson related to the students‟ knowledge. 3,97 3,62 3,91 2 The questions also related to the material they learnt in the lesson. 4,08 3,74 4,11 Whilst – activity 3 Students involved in the instructional process. 3,86 3,94 3,80 4 Learning activities developed students ‟ creativity. 3,81 3,68 4,08 5 There was learning medias such as computer, LCD, picture, or cards used in 4,35 4,25 3,80 the lesson. 6 Students had time to think. 3,94 3,62 3,91 7 Students had opportunity to analyze and finished the tasks. 3,72 3,57 3,66 8 Students had a chance to show the result of their work. 4,10 3,57 3,91 9 The materials were in line with students‟ interest. 3,78 3,85 3,72 10 Time allocation to do each activity. 3,75 3,40 3,66 11 The material is taken not only from the students‟ books. 3,32 3,48 3,47 12 How students work individually. 3,27 3,34 3,41 13 How students do their activities in pairs groups. 3,27 3,62 4,13 14 The testevaluationteacher‟s questions were relevant with the material they learnt. 4,10 3,54 3,86 Classroom – management 15 Students‟ seats were suitable with the activities. 3,91 3,77 3,61 16 Teacher‟s voice and intonation. 4,24 4,08 4,25 17 Teacher‟s language. 4,08 3,80 3,97 18 Teacher‟s speed on delivering the material. 3,54 3,45 3,50 19 The process of the lesson was comfortable and safe. 3,81 3,85 4,16 20 The arrangement of the learning material. 3,86 3,57 3,77 21 The use of technology in the lesson. 4,10 3,88 3,55 22 Teacher‟s motivation to activate students. 3,91 3,85 4,13 23 How the material developed students‟ creativities. 3,89 3,60 4,13 24 The ways teacher responded students‟ idea. 4,27 3,85 3,77 25 The ways teacher gave reward or appreciated the students. 4,05 3,62 3,91 26 Teacher‟s movement on teaching. 4,00 3,62 3,66 27 The ways teacher helped students who needed. 4,18 3,45 3,83 28 The interaction between teacher and students. 4,02 3,57 3,80 29 Teacher‟s treatment to each student. 4,27 3,74 3,97 30 The lesson developed students‟ language skills; listening, speaking, reading andor writing. 4,00 3,77 4,05 Average 3,93 3,69 3,84

B. The Distinctions from Other Lesson Study