LESSON STUDY AND THE IMPROVEMENTS OF TEACHERS’ PEDAGOGIC COMPETENCE IN TEACHING ENGLISH TO YOUNG LEARNERS.
Primasari Nurul Mardiana, 2013
LESSON STUDY AND THE IMPROVEMENTS OF TEACHERS’ PEDAGOGIC COMPETENCE IN TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LESSON STUDY AND THE IMPROVEMENTS OF TEACHERS
’
PEDAGOGIC COMPETENCE IN TEACHING ENGLISH TO YOUNG
LEARNERS
(A Case Study Conducted with the Teachers of a Non-Formal Early
Childhood Education Center in Bandung)
A THESIS
Submitted in partial fulfillment of the requirements for Magister Pendidikan degree of English Education Study Program
PRIMASARI NURUL MARDIANA 1006896
ENGLISH EDUCATION STUDY PROGRAM SCHOOL OF POSTGRADUATE STUDIES UNIVERSITAS PENDIDIKAN INDONESIA
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LESSON STUDY AND THE IMPROVEMENTS OF TEACHERS’ PEDAGOGIC COMPETENCE IN TEACHING ENGLISH TO YOUNG LEARNERS
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2013
APPROVAL SHEET
This thesis entitled “LESSON STUDY AND THE IMPROVEMENTS OF
TEACHERS’ PEDAGOGIC COMPETENCE IN TEACHING ENGLISH TO
YOUNG LEARNERS (A Case Study Conducted with the Teachers of a Non-Formal Early Childhood Education Center in Bandung)” has been approved by:
Supervisor,
Bachrudin Musthafa, MA., Ph.D
NIP. 195703101987031001
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Primasari Nurul Mardiana, 2013
LESSON STUDY AND THE IMPROVEMENTS OF TEACHERS’ PEDAGOGIC COMPETENCE IN TEACHING ENGLISH TO YOUNG LEARNERS
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i DECLARATION
I hereby certify that this thesis entitled “Lesson Study and the Improvements of Teachers’ Pedagogic Competence in Teaching English to Young Learners – A Case Study Conducted with the Teachers of a Non-Formal Early Childhood Education Center in Bandung” is completely my own work. I am fully aware that I have quoted some statements and ideas from various sources. All quotations are properly acknowledged.
Bandung, March 2013
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Primasari Nurul Mardiana, 2013
LESSON STUDY AND THE IMPROVEMENTS OF TEACHERS’ PEDAGOGIC COMPETENCE IN TEACHING ENGLISH TO YOUNG LEARNERS
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Primasari Nurul Mardiana, 2013
LESSON STUDY AND THE IMPROVEMENTS OF TEACHERS’ PEDAGOGIC COMPETENCE IN TEACHING ENGLISH TO
YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Lesson Study and the Improvements of Teachers’ Pedagogic
Competence in Teaching English to Young Learners
(A Case Study Conducted with the Teachers of a Non-Formal Early Childhood Education Center in Bandung)
Primasari Nurul Mardiana
1006896
Abstract
This study is concerned with investigating the value of lesson study in teaching English to young learners and teachers’ pedagogic competence. Four teachers of a non formal early childhood education in Bandung were involved as the subjects of this study. The purpose of this research is to investigate the value of lesson study on teachers’ pedagogic competence through examining the practical problems faced by the teachers, the efforts to overcome the problems, and the changes as the evidence of improvements. This case study obtained the data by ways of observations, interviews, & focus group and analysed both qualitatively and quantitatively. The results show that teachers carried out the teaching job closer to what are required by the regulation, maximized the use of learning supports, used more appropriate strategies in teaching English to young learners, produced better English in quality & quantity, and became more confident than before. Generally this study has given an illustration of how the treatments which came up from the discussion could make the signficance to the teachers’ quality in teaching English to young learners.
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TABLE OF CONTENTS
Page of Approval ... i
Declaration ... ii
Preface ... iii
Acknowledgements ... iv
Abstract ... v
Table of Contents ... vi
I. CHAPTER I : INTRODUCTION ... 1
1.1 Background ... 1
1.2 Research Problems ... 5
1.3 Purpose of the Research ... 6
1.4 Research Questions ... 6
1.5 Significance of the Research ... 7
1.6 Definition of Key Terms ... 7
II. CHAPTER II : LITERATURE REVIEW ... 8
2.1.Introduction ... 8
2.2.Lesson Study as a Model to Improve Teaching Quality ... 8
2.3.Teacher’s Roles and Pedagogic Competence in Early Childhood Education ... 10
2.4.Non Formal Early Childhood Education ... 15
2.5.Children’s Development Theories ... 18
2.6.Optimal Conditions for Children in Learning Language ... 22
2.7.Concluding Remarks ... 24
III. RESEARCH METHODOLOGY ... 25
3.1.Introduction ... 25
3.2.Research Design ... 25
3.3.Sites, Participants, Respondents, and Access ... 26
3.4.Data Collection Strategies ... 27
3.5.Research Instrument ... 28
3.6.Data Analysis Method ... 30
3.7.Concluding Remarks ... 31
IV. FINDINGS AND DISCUSSIONS ... 33
4.1.Introduction ... 33
4.2.Teachers’ Problems and Teaching Implementation before the Lesson Study ... 33
4.2.1.Failures in Applying the National Regulation about Early Childhood Education ... 34
4.2.2.Environmental Obstacles in the Implementation of ECE program ... 37
4.2.3.Teachers’ Anxieties Related to Pedagogic Competence in Teaching English to Very Young Learners ... 39
4.3.Lesson Study in the Form of Stages as the Efforts to Make Improvements ... 41
4.3.1.Stage 1 : Applying the Appropriate Teaching Strategies ... 41
4.3.2.Stage 2 : Improving Teachers’ Quality and Quantity of English Use Production ... 45
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4.4.Evidence of Improvements ... 51
4.4.1.Teachers Carry Out the Teaching Jobs in Ways Closer to What are Required by the Regulations ... 52
4.4.2.Teachers Maximized the Use of Available Learning Supports ... 54
4.4.3.Teachers Use More Appropriate Strategies in Teaching English to Very Young Learners ... 55
4.4.4.Teachers’ Quality and Quantity in Producing English Use are Getting Better ... 57
4.4.5.Teachers are more Confident and Less Anxious than Before in Teaching English ... 58
4.5.Concluding Remarks ... 59
V. CONCLUSIONS AND SUGGESTIONS ... 61
6.1.Introduction ... 61
6.2.Conclusions ... 61
6.3.Pedagogic Implication ... 64
6.4.Suggestions ... 64
References ... 66 Appendices ...
Appendix A Table of Competences of Teacher Assistant and Teacher based on the Regulation of National Education Ministry No.58/2009 and no.16/2007
Appendix B The guidance used in the Focus Group (FG) discussion based on the technical guidance for the selection of outstanding kindergarten teacher 2012
Appendix C Sets of the cycles (video transcribe, noticeable facts, list of teachers’ vocabularies/ language, list of songs and their description, the example of teacher notes from the discussion)
Appendix D Researchers’ tracks in doing the research
Appendix E The transcript of the interviews: the semi structured interview and hidden recording interview
Appendix F The list of other important documents (licence certificate & letter, teachers’ CV, example of teacher’s self reflective journal)
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CHAPTER III
RESEARCH METHODOLOGY
3.1.Introduction
In this chapter, further explanations about the design and application of this study are discussed thoroughly. There are five parts which explicitly expose the methodologies designed and what actually happened during the process of obtaining the data. They are 1) research design, 2) sites-participants-respondent-access, 3) data collection strategies, 4) research instrument, and 5) data analysis method. Each part discusses the background of choosing the methods and some supporting theories or examples to strengthen the validity and reliability of the study.
3.2.Research Design
The methodology of this conducted research is mixed method. The design was mostly qualitative and combined with some supporting qualitative facts. Since this study is classified as a case study, it focuses on the particular case of a single phenomenon with the thorough description, or in other words the study is
not about the representativeness of a group but the “bounded system” (Merriam,
1988 in Nunan 1992; Stake, 1988, 1995; McMillan & Schumacher, 2001). This kind of research is also assumed as a particular type of ethnography (Nunan, 1992) since there are some similarities in the form of its philosophy, methods, and concern for studying phenomena but the range of case study is more limited than etnography.
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Adelman et al (1976) proposed that there are two ways that can be selected in the process of doing a case study: 1) Suggesting an issue or hypothesis then selecting one of the examples of the case to be discussed, or 2) choosing and discussing a case in its own entitlement. This study employed the second ways with consideration that this study is kind of a neo-ethnographic study where the investigation of the case is conducted by a participant observer (Stenhouse, 1983). This choice basically was taken to answer the research question. In the process of answering the question, the researcher needed to involve in the group activities during the time of collecting data. In ethnography study, that process is called fieldwork (Dawson, 2002).
To sum up, this study which is mostly qualitative is a kind of process-oriented research which has the right to develop its own right to interpret the relative accomplishment that produce some syntheses which are useful for the wider purpose (Nunan, 1992; Lincoln and Guba, 1985; Alwasilah, 2000; Musthafa, in Alwasilah, 2000).
3.3.Sites, Participants, Respondents, and Access
Since a case study may involve more than one subject of a group or organization (Duff, 1950 in Nunan, 1992), this study involved four teachers of a non-formal Early Childhood Education (ECE) center in Bandung and the sessions of classroom teaching were videotaped. The total number of the videotaping is four. The teachers were also interviewed as respondents for some information. One of them was also interviewed about the general concept run in that ECE
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center based on the pedagogic competence applied. The pilot study before the real
interview was also conducted (see researcher’s tracks in appendix D).
On the basis of teachers’ request to learn English and considering the value that would develop the existence of ECE as essential institution for the community, both participants and respondents are expected to be open in working together to develop their better service for the public, especially in providing English as the supplementary materials for children.
3.4.Data Collection Strategies
Since a case study has some similarities with ethnography, there are some steps or stages which are considered appropriate to develop this study. Observation, note taking, and interviews were used to enhance the construct validity for further analysis, reflection, and report writing (Dawson, 2002; Yin, 1993). Besides, a case study should focus on the background of why the case was taken, the implementation of the decisions taken during the process of collecting data, and the final results of its process (Scramm, 1971 in Yin, 1984).
Through the abovementioned steps, this research fundamentally underpins the regulation about early childhood education issued by the national ministry of education no. 58/2009. To gain the basic data, one of 4 teachers’ competences required from that regulation was taken. It is pedagogic competence. Adjusting with the teachers’ education level, the competences required for the teachers’ assistant is considered appropriate with the teachers’ education background and obligation in that learning center.
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To measure the quality of the lesson activities done by the teachers, some steps of implementing a lesson were needed. Actually, there are some choices of steps and criteria of good lesson planning preparation that can be used as the standard, for example the Hunter’s (1982) or Slattery & Willis’s (2001). Since English in the context of this study is not an independent subject for children, the lessons were considered more appropriate if it follows the national standard for ECE. Thus, the steps and criteria were taken from the technical guidance for the selection of outstanding kindergarten teacher 2012 (see appandix B), which is issued by ministry of education and culture. In its scoring sheet, there are six categories; and organization of the lesson as one of the categories was chosen for the guidance of the lesson to be discussed in focus group (FG). That category was selected because it is fit for both teachers, researcher, and the situation in ECE center.
3.5.Research Instrument
The instruments for this qualitative research are the 1) observation, 2) interview, and 3) focus group. The teaching processes which held English as a part of the lessons were videotaped as observation part. Each complete video was then edited since the observation focused on the English teaching to the very young learners. The length of each video is 30 minutes in average. During the process of videotaping, only one camera was used to record the whole lesson. The camera was not hidden to avoid the unclear voice and unexpected situation since the classroom lesson for children took many places and movements. To anticipate the unnatural situation, the researcher had become a temporary teacher there for
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about 2 months. During the time when the researcher was being a temporary teacher there, the researcher did not offer any suggestions to the teachers, but the researcher was very open to the questions the teachers asked to improve their competence in teaching English. The objection was to make them confident to show off their ability in teaching English for the video recording. As the result, both the teachers and students accepted the presence of the researcher and did not see her as a stranger; thus the process of video recording went smoothly as it had been expected before.
The researcher and the teachers then came together to watch the video and to make some notes about the description of teaching-learning process. That technique is called stimulated recall where the teachers as the subjects watch the recorded video of their process of teaching and comment on what happen in the video (Nunan, 1992). In that process, both researcher and teachers wrote the strengths and weaknesses found, proposed some solutions to overcome the problems, and prepared for the better lesson. The processes were then labeled as a Focus Group or FG (Dawson, 2009). Since this study is a kind of neo-ethnographic case study (Stenhouse, 1983), some treatment and additional input from the researcher as a participant observer were given in the process of focus group too.
Some of the semi-structured interviews were also conducted in focus group. For this instrument, the results of interviews were used to measure the quality of English teaching based on pedagogic competence. Semi-structured interview was chosen to avoid the rigid situation when the teachers wanted to
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reveal more explanations, but the point of essential questions had been designed to receive the complete data. The interview about the pedagogic competence was conducted to a teacher who had been selected as the one who is considered has more competence in teaching. The last one which is focus group gave the track of
teachers’ improvement. In addition to those instruments, document analysis was also employed. The sources were the teachers’ complete data, the certificate and history of the learning center, and the complete data about the learning center, facilities and infrastructure provided.
3.6.Data Analysis Method
Although each case has different ways to conduct the research, basically they explored the study the same. The bounded system as the characteristic of case study is applied through employing multiple sources of data found in the setting (Macmillan & Schumaker, 2001).
For the observation through classroom teaching process, the edited videos were transcribed and divided into some segments to ease the analysis of what had happened during the lesson. Each segment has 30 seconds length and also contains the description of the context. To make the analysis of observed and recorded lesson more effective, the videos were edited and focused on English teaching. Thus, the recordings of classroom lesson were shortened into 30 minutes in averange which the original ones were about 50-70 minutes, and the real classroom activity including preparation and break was each 3 hours.
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Teachers’ production of English use was the main noticable aspect to explain the findings which were mostly obtained from the video with some additional information from interviews and focus group. The facts were then elaborated in line with the principles of pedagogic competence for the teacher assistant based on the reg. No. 58/2009. In general, each focus of the videotaping is based on the main problems faced by the teachers in general.
During those processes, the triangulation methodology was used to assurance the research validity. Various definitions of triangulation which actually come up in the same concept but applied differently in different research have been defined by the experts. Data triangulation was applied in this research because there were multiple instruments used in collecting and analyzing the data (Evans and Gruba, 2002; Yin, 2003 in Emilia, 2008).
Through the triangulation, the research was also employed interview and focus group. Those things are important to analyse the issues raised and to strengthen the researcher’s interpretation which is called “lessons learned”. For the report, the researcher anticipated the overinclusion of the data, besides the writing style is also more informal. (Guba & Lincoln, 1989)
3.7.Concluding Remarks
The procedures used and the ways in analyzing the findings have been discussed in this chapter. This research involved four early childhood education (ECE) teachers from a non-formal ECE center in Bandung. The researchers’ involvement in this study was ranged from being a researcher who collected and
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analyzed the data to be the one who play roles in giving the some advice in the process of focus group (FG) even as a teacher there.
The data were mainly obtained from observation, interview, and focus group. The very basic foundation of those processes is from the regulation of national ministry of education no. 58/2009 (see appendix A). In observation, not only the researcher who observed the process of teaching, but also the teachers. Thus, stimulated recall was chosen as a method in FG discussion where the teachers are allowed to observe their teaching process, to critisize, and to plan for the development of better process of teaching.
In the interview, semi-structured type was chosen as the most appropriate one. For the formal interview about the pedagogic competence, a pilot interview had been done to measure the clear understanding about the questions asked. Other interviews were recorded informally even in the form of hidden recording. For the focus group, some important data were taken to support other data from other sources. In the other words, this research used the triangulation methodology.
For the analysis, stages of improvement were the main sources for the discussion to evaluate the improvements done periodically from the very beginning to the last discussion of the last video. The reflective journal then becomes the self-evaluation part for the teachers to measure how far the improvement they have made. Chapter IV then presents the findings and discussion of this research.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
6.1.Introduction
The aims of this case study is to find out the improvements made by the teachers in teaching English to very young learners based on the pedagogic competence through lesson study. Moreover, it also investigates on the main issues that became the basic problems and the efforts to overcome those problems to make the improvements. This chapter reviews the overall processes and results of this study into the 1) conclusions, 2) pedagogic implication, and 3) suggestion.
6.2.Conclusions
According to the data analysis results and their discussion, the teachers in general faced the problems related to the implementation of the standards mentioned in the regulation of National Education Ministry no.58/2009, the environmental factors, and their own anxieties.
The particular cases found related to the failure in implementing the standard were about the ratio between the number of teachers and students, teachers’ formal education background, limited area of the learning center and insufficient facility in that learning center. Since the ECE center is organized through community-based management, the environment where the learning center was built affects its development. Most residents were economically disadvantaged and it closely connected to the background of children who studied in that ECE center although that center was actually open for everyone. The background of the students which certainly correlates with their parents’
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perspective towards the objectives of learning activities sometimes disrupted the plans that had been designed by the teachers. Thus, more cooperation with parents was needed.
As the main focus of this study, teachers were the basis to make the changes in this ECE center. However, the teachers still faced the anxieties which came up from these factors: no lesson plans written regularly, insufficient education background, no teaching experience, less ability in English use, and lack of confidence.
The changes for improvements which directly and mostly depended on the teachers’ involvements were tried to be attained through some discussions in the form of focus group. There were three stages elaborated in the focus group which used the stimulated-recall technique towards the videotaping watched in the process of discussion. Each stage has focus which started from general case that needed to be changed first to the more particular ones. In the first stage, English teaching strategy was chosen to solve the problems which occurred in the form of instruction to translate the language, over assistance or spoon feeding, and inappropriate songs. For that reason, letting the students learn language naturally to support the development of children’s cognitive potentials through observing the appropriate model is the main concern to develop in the first stage.
Having known the suitable strategies in teaching English to young learners, teachers’ quality and quantity of English use production had to be maintained too. Although some exercises and practices had been done in the focus group, the good result of its implementation in the classroom could not be instantly seen. Some errors or mistakes made by the teachers were solved in
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different ways depend on how serious the errors or mistakes occurred; when the situation was too risky for the students’ learning development, the correction was given on the spot at that time.
The last stage to complete the teachers’ needs for the improvement of their teaching quality is building up teachers’ confidence. There are some observable and hidden facts that captured during the process of improvement. The nervousness seen from their behavior might have been the result of their self-underestimate. The support trough exploring what the teachers had done well previously became the trigger for the teachers to be more confident to give the more appropriate service in teaching English to young learners.
From those efforts, there were some facts as the evidence of improvements. Some points that became the focus of general pedagogic competence discussions have been changed to be better, such as the regular written lesson plans and the more activities which contain the form of ‘play’. The activities were also explored more using the cheap or provided media in various contexts. In conveying the lessons, some adjustments have been made regarding some concepts of children’s language development and the application of pedagogic competence. The songs taught were also more contextual and meaningful for children.
As the main and conclusive improvements, the teachers more confidently taught English using more appropriate strategies with various media. The teachers also produced more appropriate English use to give more exposure to the children. Overall, the problems raised do not become the catastrophe anymore but the
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stimulation to provide the good service of English teaching for Indonesian children.
6.3.Pedagogic Implication
Issues about teaching English to young learners in Indonesia have become the interest to discuss. The awareness about the importance of English in Indonesia has led some schools to give an extra service: providing English as a lesson. Early childhood education which has become the concern for the Indonesian government tried to be more developed through the education program in the form of non-formal education. For the non formal ECEs which are organized using community-based management, some advantages and disadvantages raised would depend on the potentials of each community or area where the learning center is built.
This study has given an illustration of how the teachers tried to give better service for the public especially the children. The improvement does not mean that the learning center, especially the teachers now have attained all standards required by the government or have reached all the teachers’ dream about the good package of Early Childhood Education. However, at least the result of this study can be used as a model that initiate other non formal Early Childhood Education centers, particularly which employ the community-based management to make some improvements through exploring their provided potentials.
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This study has investigated the improvements of teachers’ pedagogic competence in teaching English to young learners. Basically, the focuses raised in this study did not discuss all sub-competences in pedagogic competence, but only some points based on the main issues the teachers wanted to overcome. For example, evaluation as a part of pedagogic competence did not explored widely. That part could be the main issues in other context of other learning center. Moreover, the further study could also raise the issues about other competences of teachers, such as personality, social, or professional competence.
In addition to those suggestions, the area of this study could be extended too. While in the present study the focus is teachers, the further studies could focus on the students, the regulation, the environments, or even the parents that involve in the process of teaching English to young learners.
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LESSON STUDY AND THE IMPROVEMENTS OF TEACHERS’ PEDAGOGIC COMPETENCE IN TEACHING ENGLISH TO YOUNG LEARNERS
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academic skills: Results from seven studies of preschool programs. Child
Development, 78, 558–580.
Education For All Global Monitoring Report. (2008). Education for All by 2015. Will we
make it? UNESCO: Oxford University Press.
Edwards, S. and Mackenzie, A.C. (2011). Environmentalising Early Childhood
Education Curriculum through Pedagogies of Play. Australasian Journal of
Early Childhood Vol.36 No.1, March 2011.
Ehrenberg, R.G., Brewer,D. J.,Gamoran,A.,&Willms, J.D. (2001). Class size and
student achievement. Psychological Science in the Public Interest, 2(1), 1e30.
Elliot, John. (2009). Lesson Study as a Form of Educational Action Research. PPT from Centre for Applied Research in Education, University of East Anglia, UK. Available at: www.slss.sg/slides/JohnEliott.ppt.
Emilia, Emi. (2008). Lesson Study dan Pemahaman Guru terhadap Implementasi
Pendekatan Genre-Based dalam Pengajaran Bahasa Inggris. Bandung:
Fakultas Pendidikan Bahasa dan Seni UPI.
Emilia, Emi. (2008). Menulis Tesis dan Disertasi. Bandung: Penerbit Alfabeta.
Ervin-Tripp, S. (1974). Is second language learning like the first?. TESOL Quarterly, 8. Ervin-Tripp, S.M. (1974). Is second language learning like the first? TESOL Quarterly
Vol. 8, No. 2 June 1974.
Fathman, A. (1975). The relationship between age and second language productive
ability. Language Learning, 25.
Fernald, A and Weisleder, A. (2011). Early Language Experience is Vital to Developing
Fluency in Understanding. New York: The Guilford Press.
Flavell, J.H., Miller, P.H., & Miller, S.A.,. (1993). Cognitive Development – 3rd Edition.
Englewood Cliffs, N.J. : Prentice Hall.
Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to
teach. Lang. Teach. 35: 1 -13.
Gallagher, J.J., Clifford, R.M., & Maxwell, K. (2004). Getting from here to there: To an
ideal early preschool system. Early childhood Research and Practice, 6.
Available at: http://ecrp.uiuc.edu/v6n1/cliford.html.
Gass, S.M. and Selinker, L. (Eds.).1994.Language transfer in language learning. Amsterdam: John Benjamins.
Gay, Geneva. (2000). Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press.
Girolamento, L ., & Weitz mann, E. (2002). Responsiveness of Child Care Providers in
Interactions with Toddlers and Preschoolers. Language, Speech, and Hearing
Services in Schools, 33, 268-281.
Guba, E.G., and Y.S. Lincoln. (1981). Effective Evaluation. San Francisco: Jossey-Bass. Haliwell, Susan. (1992). Teaching English in The Primary Classroom. Essex: Longman. Hampton, S. (1994). Teacher change: Overthrowing the myth of one teacher, one
classroom. In T. Shanahan (ed.), Teachers thinking, teachers knowing. Illinois:
NCRE.
Han, J. and Neuharth-Pritchett, S. (2010). Beliefs About Classroom Practices and Teacher’s Educational Level: An Examination of Developmentally Appropriate
(23)
68 Primasari Nurul Mardiana, 2013
LESSON STUDY AND THE IMPROVEMENTS OF TEACHERS’ PEDAGOGIC COMPETENCE IN TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
and Inappropriate Beliefs in Early Childhood Classroom . Journal of Early
Childhood Teacher Education, 31:307-321.
Harris, J, Golinkoff, R and Hirsh-Pasek, K.(2011). Lessons from the Crib for the
Classroom: How Children Really Learn Vocabulary. New York: The Guilford
Press.
Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experiences of
young American Children. Baltimore: Brokes.
Hatch, E., & Farhady, H. (1982). Research Design and Statistics for Applied Linguistic. Rowley Massachusetts: Newbury House Publishers, Inc.
Hedges, H., & Cullen, J. (2005). Subject knowledge in early childhood curriculum and
pedagogy: Beliefs and practices. Contemporary Issues in Early Childhood, 6(1).
Hendayana, S., et al. (206). Lesson Study: suatu strategi untuk meningkatkan
keprofesiolanan pendidikan (Pengalaman IMSTEP-JICA). Bandung: UPI Press.
Hernawan, A.H., & Susilana, R. (2011). Konsep Dasar Kurikulum. Bandung: Kurtek UPI.
Hirsh-Pasek, K., Golinkoff, R.M., Berk, L.E., & Singer, D.G. (2009). A mandate for
playful learning in preschool: Presenting the evidence. New York: Oxford
University Press.
Hughes, M. (1986). Children and Number: Difficulties in Learning Mathematics. Oxford: Basil Black.
Hunter, Madeline. (1982). Mastery Teaching. El Segundo, CA: TIP Publications.
Hurlock, Elizabeth. (1978). Child Developmement. (Translated version). Jakarta : Erlangga.
Joram, E. and Gabriele, A. J. (1998). Preservice teachers’ prior belief: Transforming
obstacles into opportunities. Teaching and Teacher Education, 14(2), 175-192.
Kamil, Mustofa. (2009). Pendidikan Non-Formal: Pengembangan Melalui Pusat
Kegiatan Belajar Mengajar (PKBM) di Indonesia (Sebuah Pembelajaran dari Kominkan Jepang). Bandung: Penerbit Alfabeta.
Kassaian, Zohreh. (2011). Age and Gender Effect in Phonetic Perception and
Production. Journal of Language Teaching and Research, vol.2, pp.370-376.
Lefrancois, GH. (1982). Psychology for Teaching. Belmont, CA: Wadsworth Publishing Company.
Lewis, C. (2002). Lesson Study: A Handbook for Teacher-Led Improvement of
Instruction. Philadelphia: Research for Better Schools.
Lewis, L.L., Kim, Y.A., & Bey, J.A. (2011). Teaching Practices and Strategies to
Involve Inner-city Parents at Home and in the School. Teaching and Teacher
Education: An International Journal of Research and Studies, 27 (1), 221-234. Lincon, Y.S., and E.G. Guba. (1985). Naturalistic Inquiry. Newbury Park, Calif.: Sage
Publication.
Linse, Caroline T. (2005). Practical English Language Teaching: Young Learners. New York: McGraw-Hill.
(24)
69 Primasari Nurul Mardiana, 2013
LESSON STUDY AND THE IMPROVEMENTS OF TEACHERS’ PEDAGOGIC COMPETENCE IN TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Magnuson, K.A. and Meyers, M.K. (2004). Inequality in Preschool Education and
School Readiness. American Educational Research Journal, Spring 2004,
Vol.41, No. 1, pp.115-157.
Makmun, Syamsuddin Abin. (2005). Psikologi Pendidikan. Banding: Remaja Rosdakarya.
Mann, S. (2005). The language teacher’s development. Language teaching, 38.
Mattsson, A & Burenhult-Mattsson, N. (1999). Code-switching in second language
teaching of French. Working Papers 47: 59-72.
McLaughlin, B. (1992). Myths and misconceptions about second language learning:
What every teacher needs to unlearn. National Center for Research on Cultural
Diversity and Second Language Learning: Educational Practice Report #5. Mcllavain, Audrey. (2001). Teaching English To Very Young Learners. Pearson
Education Ltd, available at www.english-adventure.net
McMillan, J.H., Schumacher, S. (2001). Research in Education. A Conceptual
Introduction. New York: Longman.
Merç, Ali. (2011). Sources of Foreign Language Student Teacher Anxiety: A Qualitative
Inquiry. Turkish Online Journal of Qualitative Inquiry, 2(4)
Moon, J. (2000). Children Learning English. Oxford: Macmillan Education. Murphey, T. (1992). Music and Song. Oxford, England: Oxford University Press.
Musthafa, Bachrudin. (2008). Teaching English to Young Learners: Principles and
Techniques. Bandung: Crest Bandung.
Musthafa, Bachrudin. (2010). Teaching English to Young Learners in Indonesia:
Essential Requirements. In Educationist, Vol. IV (ps. 120-125).
National Early Childhood Specialist Team (NEST). (2007). Language Development. Jakarta: Depdiknas.
Naudeau, S. et al. 2011. Investing in young children: An early childhood development
guide for policy dialogue and project preparation. (Washington, DC, World
Bank). Available at: www.wds.worldbank.org
NICHD Early Childcare Research Network. (2000). The Relation of Child Care to
Cognitive and Language Development. Child Development, 71, 960-980.
NICHD Early Childcare Research Network. (2002). Child Care
Structure-Process-Outcome: Direct and Indirect Effects of Child Care quality on Young
Children’s Development. Psychological Science, 13, 199-206.
Nunan, David. (1992). Research Methods in Language Learning. Cambridge: Cambridge University Press.
Nurlaelawati, Iyen. (2009). Teaching English to Young Learners: Beliefs and Practices
(A Case Study of the English Teachers of the Public Elementary Schools in Bandung Kulon Sub-District). Bandung: Unpublised Thesis of UPI.
Olpa, Maria. (2009). The Teaching of English Language Learning to Young Learners: A
Descriptive Study of How Teachers at Three Kindergartens in Northern Part of Bandung. Bandung: Unpublished Thesis of UPI.
Paul, David. (2003). Teaching English to Children in Asia. Hong Kong: Pearson Education North Asia Limited.
(25)
70 Primasari Nurul Mardiana, 2013
LESSON STUDY AND THE IMPROVEMENTS OF TEACHERS’ PEDAGOGIC COMPETENCE IN TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Pinter, Annamaria. (2006). Teaching Young Language Learners. Oxford: Oxford University Press.
Reason, P., & Bradbury, H. (2001). Handbook of Action Research: Participative Inquiry
and Practice. London: SAGE Publications Ltd.
Richards, J.C., & Lockhart, C. (1994). Reflective teaching in second language
classrooms. USA: Cambridge University Press.
Rivera, Miquela. (2008). The Impotance of Quality Early Childhood Education. The Hispanic Outlook in Higher Education 18, 13-15
Rostanti, Qommarria. 2012. Mendikbud targetkan gelar PAUD untuk anak kurang
mampu. Republika Online. Available at:
http://www.republika.co.id/berita/pendidikan/
Savoie, M. (2010). A Guidebook for Peer Evaluation. Valdosta State University College of the Arts.
Sert, Olcay (2005). The Functions of Code Switching in ELT Classrooms. The Internet TESL Journal, Vol. XI, No. 8, August 2005.
Shipley, Dale. (1998). Empowering children. Second Edition. Canada: International Thomson Publishing.
Shonkoff, J.P., & Phillips, D.A. (2000). From neurons to neighborhoods: The science of
early childhood development. Washington, DC: National Academy Press.
Shrestha, P. (2009). Teacher’s Anxiety. Available at:
http://neltachoutari.wordpress.com/2009/04/01/teachers-anxiety.
Shulman, L. (1987). Knowledge Teaching: Foundarions of the New Reform. Harvard Educational Review, 57(1), 1-22.
Slattery, M and Willis, J. (2001). English for Primary Teachers. Oxford: Oxford University Press.
St.Pierre, R.G. and Rossi, P.H. (2006). Randomize Groups, not Individuals: A Strategy
for Improving Early Childhood Programs. Vol.30 No.5, October 2006.
Stake, R. (1988). Case study methods in educational research: seeking sweet water. In
R.M. Jaeger (ed.), Complementary Methods for Research in Education.
Washington, D.C.: American Educational Research Assosciation.
Stipek, D. J., and Ryan, R. H. (1997). Economically disadvantaged preschoolers: Ready
to learn but further to go. Developmental Psychology, 33.
Stokić, T.V. (2012). Techniques for Teaching Very Young Learners. Content and Language Integrated Learning in Teaching Young Learners. University of Krogujevac: 2nd International Confrence Proceeding, 11, 75-82.
Sudiana. (2009). Penerapan Lesson Study berbasis sekolah untuk meningkatkan
aktivitas dan hasil belajar siswa kelas X Penjualan ada mata diklat melakukan negosisasi di SMK PGRI 02 Malang. Skripsi, Malang: Universitas Negeri
Malang.
Susilo, B. (2007). Lesson Study sebagai alternatif proses pembelajaran kolaboratif dan
kolegial yang bernilai ganda. LPMP Nangroe Aceh Darussalam. Available at: http://lpmp-aceh.com/?content=article_detail&idb=11
Thompson, I. (1991). Foreign accents revisited: The English pronunciation of Russian
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71 Primasari Nurul Mardiana, 2013
LESSON STUDY AND THE IMPROVEMENTS OF TEACHERS’ PEDAGOGIC COMPETENCE IN TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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(2)
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Edwards, S. and Mackenzie, A.C. (2011). Environmentalising Early Childhood Education Curriculum through Pedagogies of Play. Australasian Journal of Early Childhood Vol.36 No.1, March 2011.
Ehrenberg, R.G., Brewer,D. J.,Gamoran,A.,&Willms, J.D. (2001). Class size and student achievement. Psychological Science in the Public Interest, 2(1), 1e30. Elliot, John. (2009). Lesson Study as a Form of Educational Action Research. PPT from
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Emilia, Emi. (2008). Lesson Study dan Pemahaman Guru terhadap Implementasi Pendekatan Genre-Based dalam Pengajaran Bahasa Inggris. Bandung: Fakultas Pendidikan Bahasa dan Seni UPI.
Emilia, Emi. (2008). Menulis Tesis dan Disertasi. Bandung: Penerbit Alfabeta.
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Vol. 8, No. 2 June 1974.
Fathman, A. (1975). The relationship between age and second language productive ability. Language Learning, 25.
Fernald, A and Weisleder, A. (2011). Early Language Experience is Vital to Developing Fluency in Understanding. New York: The Guilford Press.
Flavell, J.H., Miller, P.H., & Miller, S.A.,. (1993). Cognitive Development – 3rd Edition. Englewood Cliffs, N.J. : Prentice Hall.
Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Lang. Teach. 35: 1 -13.
Gallagher, J.J., Clifford, R.M., & Maxwell, K. (2004). Getting from here to there: To an ideal early preschool system. Early childhood Research and Practice, 6. Available at: http://ecrp.uiuc.edu/v6n1/cliford.html.
Gass, S.M. and Selinker, L. (Eds.).1994.Language transfer in language learning. Amsterdam: John Benjamins.
Gay, Geneva. (2000). Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press.
Girolamento, L ., & Weitz mann, E. (2002). Responsiveness of Child Care Providers in Interactions with Toddlers and Preschoolers. Language, Speech, and Hearing Services in Schools, 33, 268-281.
Guba, E.G., and Y.S. Lincoln. (1981). Effective Evaluation. San Francisco: Jossey-Bass. Haliwell, Susan. (1992). Teaching English in The Primary Classroom. Essex: Longman. Hampton, S. (1994). Teacher change: Overthrowing the myth of one teacher, one
classroom. In T. Shanahan (ed.), Teachers thinking, teachers knowing. Illinois: NCRE.
Han, J. and Neuharth-Pritchett, S. (2010). Beliefs About Classroom Practices and
(3)
and Inappropriate Beliefs in Early Childhood Classroom . Journal of Early Childhood Teacher Education, 31:307-321.
Harris, J, Golinkoff, R and Hirsh-Pasek, K.(2011). Lessons from the Crib for the Classroom: How Children Really Learn Vocabulary. New York: The Guilford Press.
Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experiences of young American Children. Baltimore: Brokes.
Hatch, E., & Farhady, H. (1982). Research Design and Statistics for Applied Linguistic. Rowley Massachusetts: Newbury House Publishers, Inc.
Hedges, H., & Cullen, J. (2005). Subject knowledge in early childhood curriculum and pedagogy: Beliefs and practices. Contemporary Issues in Early Childhood, 6(1).
Hendayana, S., et al. (206). Lesson Study: suatu strategi untuk meningkatkan keprofesiolanan pendidikan (Pengalaman IMSTEP-JICA). Bandung: UPI Press. Hernawan, A.H., & Susilana, R. (2011). Konsep Dasar Kurikulum. Bandung: Kurtek
UPI.
Hirsh-Pasek, K., Golinkoff, R.M., Berk, L.E., & Singer, D.G. (2009). A mandate for playful learning in preschool: Presenting the evidence. New York: Oxford University Press.
Hughes, M. (1986). Children and Number: Difficulties in Learning Mathematics. Oxford: Basil Black.
Hunter, Madeline. (1982). Mastery Teaching. El Segundo, CA: TIP Publications.
Hurlock, Elizabeth. (1978). Child Developmement. (Translated version). Jakarta : Erlangga.
Joram, E. and Gabriele, A. J. (1998). Preservice teachers’ prior belief: Transforming obstacles into opportunities. Teaching and Teacher Education, 14(2), 175-192. Kamil, Mustofa. (2009). Pendidikan Non-Formal: Pengembangan Melalui Pusat
Kegiatan Belajar Mengajar (PKBM) di Indonesia (Sebuah Pembelajaran dari Kominkan Jepang). Bandung: Penerbit Alfabeta.
Kassaian, Zohreh. (2011). Age and Gender Effect in Phonetic Perception and Production. Journal of Language Teaching and Research, vol.2, pp.370-376. Lefrancois, GH. (1982). Psychology for Teaching. Belmont, CA: Wadsworth Publishing
Company.
Lewis, C. (2002). Lesson Study: A Handbook for Teacher-Led Improvement of Instruction. Philadelphia: Research for Better Schools.
Lewis, L.L., Kim, Y.A., & Bey, J.A. (2011). Teaching Practices and Strategies to Involve Inner-city Parents at Home and in the School. Teaching and Teacher Education: An International Journal of Research and Studies, 27 (1), 221-234. Lincon, Y.S., and E.G. Guba. (1985). Naturalistic Inquiry. Newbury Park, Calif.: Sage
Publication.
Linse, Caroline T. (2005). Practical English Language Teaching: Young Learners. New York: McGraw-Hill.
(4)
Magnuson, K.A. and Meyers, M.K. (2004). Inequality in Preschool Education and School Readiness. American Educational Research Journal, Spring 2004, Vol.41, No. 1, pp.115-157.
Makmun, Syamsuddin Abin. (2005). Psikologi Pendidikan. Banding: Remaja Rosdakarya.
Mann, S. (2005). The language teacher’s development. Language teaching, 38.
Mattsson, A & Burenhult-Mattsson, N. (1999). Code-switching in second language teaching of French. Working Papers 47: 59-72.
McLaughlin, B. (1992). Myths and misconceptions about second language learning: What every teacher needs to unlearn. National Center for Research on Cultural Diversity and Second Language Learning: Educational Practice Report #5. Mcllavain, Audrey. (2001). Teaching English To Very Young Learners. Pearson
Education Ltd, available at www.english-adventure.net
McMillan, J.H., Schumacher, S. (2001). Research in Education. A Conceptual Introduction. New York: Longman.
Merç, Ali. (2011). Sources of Foreign Language Student Teacher Anxiety: A Qualitative Inquiry. Turkish Online Journal of Qualitative Inquiry, 2(4)
Moon, J. (2000). Children Learning English. Oxford: Macmillan Education. Murphey, T. (1992). Music and Song. Oxford, England: Oxford University Press.
Musthafa, Bachrudin. (2008). Teaching English to Young Learners: Principles and Techniques. Bandung: Crest Bandung.
Musthafa, Bachrudin. (2010). Teaching English to Young Learners in Indonesia: Essential Requirements. In Educationist, Vol. IV (ps. 120-125).
National Early Childhood Specialist Team (NEST). (2007). Language Development. Jakarta: Depdiknas.
Naudeau, S. et al. 2011. Investing in young children: An early childhood development guide for policy dialogue and project preparation. (Washington, DC, World Bank). Available at: www.wds.worldbank.org
NICHD Early Childcare Research Network. (2000). The Relation of Child Care to Cognitive and Language Development. Child Development, 71, 960-980. NICHD Early Childcare Research Network. (2002). Child Care
Structure-Process-Outcome: Direct and Indirect Effects of Child Care quality on Young
Children’s Development. Psychological Science, 13, 199-206.
Nunan, David. (1992). Research Methods in Language Learning. Cambridge: Cambridge University Press.
Nurlaelawati, Iyen. (2009). Teaching English to Young Learners: Beliefs and Practices (A Case Study of the English Teachers of the Public Elementary Schools in Bandung Kulon Sub-District). Bandung: Unpublised Thesis of UPI.
Olpa, Maria. (2009). The Teaching of English Language Learning to Young Learners: A Descriptive Study of How Teachers at Three Kindergartens in Northern Part of Bandung. Bandung: Unpublished Thesis of UPI.
Paul, David. (2003). Teaching English to Children in Asia. Hong Kong: Pearson Education North Asia Limited.
(5)
Pinter, Annamaria. (2006). Teaching Young Language Learners. Oxford: Oxford University Press.
Reason, P., & Bradbury, H. (2001). Handbook of Action Research: Participative Inquiry and Practice. London: SAGE Publications Ltd.
Richards, J.C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. USA: Cambridge University Press.
Rivera, Miquela. (2008). The Impotance of Quality Early Childhood Education. The Hispanic Outlook in Higher Education 18, 13-15
Rostanti, Qommarria. 2012. Mendikbud targetkan gelar PAUD untuk anak kurang mampu. Republika Online. Available at: http://www.republika.co.id/berita/pendidikan/
Savoie, M. (2010). A Guidebook for Peer Evaluation. Valdosta State University College of the Arts.
Sert, Olcay (2005). The Functions of Code Switching in ELT Classrooms. The Internet TESL Journal, Vol. XI, No. 8, August 2005.
Shipley, Dale. (1998). Empowering children. Second Edition. Canada: International Thomson Publishing.
Shonkoff, J.P., & Phillips, D.A. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press. Shrestha, P. (2009). Teacher’s Anxiety. Available at:
http://neltachoutari.wordpress.com/2009/04/01/teachers-anxiety.
Shulman, L. (1987). Knowledge Teaching: Foundarions of the New Reform. Harvard Educational Review, 57(1), 1-22.
Slattery, M and Willis, J. (2001). English for Primary Teachers. Oxford: Oxford University Press.
St.Pierre, R.G. and Rossi, P.H. (2006). Randomize Groups, not Individuals: A Strategy for Improving Early Childhood Programs. Vol.30 No.5, October 2006.
Stake, R. (1988). Case study methods in educational research: seeking sweet water. In R.M. Jaeger (ed.), Complementary Methods for Research in Education. Washington, D.C.: American Educational Research Assosciation.
Stipek, D. J., and Ryan, R. H. (1997). Economically disadvantaged preschoolers: Ready to learn but further to go. Developmental Psychology, 33.
Stokić, T.V. (2012). Techniques for Teaching Very Young Learners. Content and Language Integrated Learning in Teaching Young Learners. University of Krogujevac: 2nd International Confrence Proceeding, 11, 75-82.
Sudiana. (2009). Penerapan Lesson Study berbasis sekolah untuk meningkatkan aktivitas dan hasil belajar siswa kelas X Penjualan ada mata diklat melakukan negosisasi di SMK PGRI 02 Malang. Skripsi, Malang: Universitas Negeri Malang.
Susilo, B. (2007). Lesson Study sebagai alternatif proses pembelajaran kolaboratif dan kolegial yang bernilai ganda. LPMP Nangroe Aceh Darussalam. Available at: http://lpmp-aceh.com/?content=article_detail&idb=11
Thompson, I. (1991). Foreign accents revisited: The English pronunciation of Russian immigrants. Language Learning, 41, 177-204.
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