TEACHERS’ PERCEPTION ON THE IMPLEMENTATION OF LESSON STUDY : A case study in Junior High School English Teachers Association in Kota Sukabumi.

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TEACHERS’ PERCEPTION ON THE IMPLEMENTATION

OF LESSON STUDY

(A case study in Junior High School English Teachers Association

in Kota Sukabumi)

A thesis

Submitted in partial fulfilment of the requirements for the degree Master of Education in the English Education Department

ADE SOBANDI

Std. No. 1204677

ENGLISH EDUCATION DEPARTMENT

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

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TEACHERS’

PERCEPTION ON THE IMPLEMENTATION

OF LESSON STUDY

(A case study in Junior High School English Teachers Association

in Kota Sukabumi)

Oleh Ade Sobandi S.Pd UPI Bandung, 2003

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Program Studi Pendidikan Bahasa Inggris,

Sekolah Pasca Sarjana

Juni 2014

Hak Cipta dilindungi undang-undang.

Tesis ini tidak boleh diperbanyak seluruhya atau sebagian,

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SHEET OF APPROVAL

Thesis

TEACHERS’ PERCEPTION ON THE IMPLEMENTATION

OF LESSON STUDY

(A case study in Junior High School English Teachers in Kota Sukabumi) has been approved by the supervisor

First Supervisor

Dadang Sudana, M.A, Ph.D NIP. 196009191990031001

Second Supervisor

Pupung Purnawarman, M.S.Ed., Ph.D NIP. 196810131998031001

Head of English Education Study Program School of Postgraduate Studies Indonesia University of Education

Prof. Emi Emilia, M.Ed., Ph.D. NIP. 196609161990012001

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TABLE OF CONTENTS

Sheet of Approval ………...... i

Declaration ………. ii

Acknowledgements…...……….. iii

Abstract ………... v

Table of Contents………...………. vi

List of tables …………..……… ix

List of figures ………. x

CHAPTER I INTRODUCTION ... 1

1.1 Background of the Study... 1

1.2 Purpose of the Study... 3

1.3 Research Questions ... 4

1.4 Significance of the Study ... 4

1.5 Scope of the study ... 5

1.6 Clarification of Terms ... 5

1.7 Thesis Organization ... 6

CHAPTER II THEORETICAL REVIEW ... 8

2.1 Lesson Study ………. 8

2.1.1 The Definition of Lesson Study ... 8

2.1.2 Characteristics and Components of Lesson Study ... 9

2.1.2.1 Professional Development ... 12

2.1.2.2 Learning Study ... 14

2.1.2.3 Teacher-led ... 15

2.1.2.4 Collaborative ... 16

2.1.2.5 Collegiality ... 17

2.1.2.6 Mutual Learning ... 18

2.1.2.7 Learning Community ... 18

2.1.3 The form of Lesson Study ... 19

2.1.4 The steps of Lesson Study ... 20

2.1.4.1 Step One: PLAN ... 23

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2.1.4.3 Step Three: SEE (Reflect, revise, and re-teach the lesson) 24

2.1.5 The objectives of Lesson Study ... 25

2.1.6 Misconception of Lesson Study ... 27

2.2 Perception ... 28

2.2.1 Characteristics of Perception ... 29

2.2.2 Factors affecting Perception ... 30

2.2.3 Gestalt theory of Perception ... 31

2.2.4 Understanding ... 32

2.3 Evaluating Lesson Study as Teacher Professional Development ... 33

2.4 Previous Studies on teachers’ perception of Lesson Study ... 34

2.5 Concluding Remark ... 37

CHAPTER III RESEARCH METHODOLOGY... 38

3.1 Research Design ... 38

3.2 Research Site and the Participants ... 39

3.3 Data Collection Techniques ... 41

3.3.1 Observation ... 42

3.3.2 Questionnaire ... 43

3.3.3 Interview ... 45

3.4 Data Analysis ... 45

3.4.1 Analysis of Data from Observation ... 46

3.4.2 Analysis of Data from Questionnaire ... 46

3.4.3 Analysis of Data from Interview ... 48

3.5 Concluding Remark ... 49

CHAPTER IV FINDINGS AND DISCUSSION ... 50

4.1 The implemetation of Lesson Study ... 50

4.1.1 The Steps of Lesson Study ... 52

4.1.1.1 Preparation ... 52

4.1.1.2 Plan ... 53

4.1.1.3 Do ... 57

4.1.1.4 See ... 58

4.1.2 The Aspects of Lesson Study ... 61

4.1.2.1 Model teacher ... 61

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viii

4.1.2.3 The Role of Facilitator ... 65

4.2 Teachers’ Perception on The Implementation of Lesson Study... 67

4.2.1 Teachers’ Reaction ... 71

4.2.2 Teachers’ Learning... 73

4.2.2.1 Teachers’ Understanding of Lesson Study... 74

4.2.2.1.1 The definition of Lesson Study ... 75

4.2.2.1.2 The Principles of Lesson Study ... 77

4.2.2.1.3 The features/Characteristics of Lesson Study.... 79

4.2.2.1.4 The Advantages of Lesson Study ... 80

4.2.3 Teachers’ Action.... ... 84

4.2.4 Lesson Study and Teachers Professional Development ... 86

4.2.4.1 The impact of Lesson Study in classroom teaching activity ... 88

4.2.4.2 The Challenge of Lesson Study ... 89

4.2.4.3 The prospect of Lesson Study in Indonesia... 91

4.2.4.3.1 Lesson Study management ... 92

4.3 Concluding Remark ... 93

CHAPTER V CONCLUSSION AND RECOMMENDATION... 95

5.1 Conclussion ... 95

5.2 Recommendation... 97

REFERENCES………...………. 99

APPENDICES………. 108

Appendix 1 Questionnaire sample ……….... 108

Appendix 2 Monitoring Sheet of Plan ………..………. 117

Appendix 3 Monitoring Sheet on Do session ……… 119

Appendix 4 Monitoring Sheet on See session ……….. 121

Appendix 5 Questionnaire answers ………... 123

Appendix 6 Questionnaire analysis ………... 128

Appendix 7 Participants score from questionnaire ……… 130

Appendix 8 Open-ended question answers ………... 131

Appendix 9 Interview transcriptions ………. 154

Appendix 10 Observation log ……….. 168

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LIST OF TABLES

Page Table 2.1 Differences between Traditional Professional Development

and Lesson Study ………

Table 3.1 Demographic information of the participants……….. 41

Table 3.2 Questionnaire arrangement ………. 44

Table 3.3 Classification interval for individual participants ………... 47

Table 3.4 Classification interval for group participant ………... 48

Table 4.1 Modes of Guiding Questions ……….. 59

Table 4.2 Focus of discussion in the See sessions ………. 60

Table 4.3 Question list for model teacher ……….. 62

Table 4.4 Teachers Interviewed ……….. 68

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LIST OF FIGURES

Page

Figure 2.1 Steps of Lesson Study ……….………. 21

Figure 2.2 Simplified Steps of Lesson Study ………... 24

Figure 2.3 The Perceptual Process .………... 29

Figure 4.1 Lesson Design..………. 56

Figure 4.2 Teachers willingness to be a model teacher ..………... 62

Figure 4.3 Teachers’ responses as observers .……….... 64

Figure 4.4 Teachers’ perception as group towards Lesson Study…….. 70

Figure 4.5 Teachers Reaction .………... 72

Figure 4.6 Key factors of Lesson Study in fulfilling teachers’ need …. 73 Figure 4.7 Teachers understanding on Lesson Study .………... 75

Figure 4.8 The Principles of Lesson Study ..……….. 79

Figure 4.9 The features/characteristics of Lesson Study ..………. 80

Figure 4.10 The advantages of Lesson Study ..……… 82

Figure 4.11 Teachers’ participation inthe process of Lesson Study ….. 85

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ABSTRACT

This report is the study of the Teachers’ Perception on The Implementation of Lesson Study (A case study in Junior High School English Teachers in Kota Sukabumi), which investigated thirty English teachers in Kota Sukabumi. Lesson Study is cycle of professional development in which teachers work together in a team to plan a lesson, apply the lesson in the classroom and evaluate the process of learning through collegiality, and collaborative work. The aims of this study are to to capture the process of Lesson Study implemented in Kota Sukabumi and to investigate the perception of the participants toward Lesson Study program. The study employed a qualitative research design which embraces characteristics of a case study. The data were gathered from several data collection techniques: class observations, questionnaires and interviews to collect some supporting data. The result shows that the English Teachers’ perception is positive and they fully understand the term of Lesson Study. However, there are some teachers who doubt about the effect of Lesson Study in developing teachers’ professional competence. In the process of Lesson Study, somehow teachers’ responsibility and motivation are not fully appeared and take into account that Lesson Study is not their need. They tended to come to the venue only if the headmaster or the district officer asked them to come. From the findings it is recommended that teachers should realize that they need to develop their teaching competence through certain ways which one of them is Lesson Study. Through Lesson Study teachers could learn from each other and recognize the way the students learn in the classroom.

Keywords : English teacher, perception, Lesson Study, Teacher professional development

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CHAPTER I

INTRODUCTION

This chapter presents a general description of the paper. It covers the background of the study, aims of the study, research questions, significance of the study, and clarification of terms.

1.1Background of the Study

In the content of education, teachers play a very strategic role. For that reason, improving teachers’ professional proficiency has become one of the

government’s concerns. For many years, the government of Indonesia has

attempted to enhance the quality of teachers through numerous programs along with the increasing budget allocation for improving education quality (Siddik, 2006; Sutiadi, 2008; Santyasa, 2009). Teachers, in particular, are targeted for trainings, workshops, seminars, new methods, and approach try-outs. It is hoped that providing Teachers Professional Development (TPD) will change teachers’ behavior in ways that lead to improvement in student performance (Harwell, 2003).

Many projects concerning educating and developing teachers have been undertaken by both governmental institutions and collaborative programs involving foreign institutions. One of the recent endeavors intended for educators in Indonesia is “the Lesson Study” (LS). Lesson Study is held by means of the technical cooperation between the Japan International Cooperation Agency (JICA) and three Indonesian leading teacher education institutions, in which UPI is one of them. Lesson Study is a form of professional development program to

improve teachers’ competencies and expertise (Suratno, 2012). In addition, it can be perceived as a cycle of practice-based instruction improvement by involving teachers in active learning (Lewis, Perry, and Hurd, 2004). Further, they said it is sustained, intensive, and collaborative activity driven by data and goals to make various professional skill and knowledge more visible, to strengthen professional

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community, and to improve teaching and learning resources. The practice of LS has been widely practiced in Japan and has been developed as an approach to improve teacher proficiency (Marsigit, 2007; Sutiadi, 2008; Suratno, 2012).

Since its introduction in early 2000s in Indonesia, Lesson Study has been viewed as a promising and powerful approach to teacher professional development and school improvement (Suratno et al., 2009; Suratno 2012; Copriady 2013). It is a community-based professional advancement effort where the participants work together as a team to achieve the objective of learning in the classroom which becomes one of the advantages of this program. Studies have indicated that teachers’ working together with other teachers is beneficial in increasing teacher effectiveness (Garmston & Wellman, 1999; in Sickle, 2011). It is also in line with the statement of Bandura (2006) that the interactions which happen between people as they work together create synergies that make the work stronger than the collection of the individual talents.

The study of teachers’ perception on Lesson Study revealed that the

program was positively perceived by the participants (Sutiadi, 2008; Suratno, 2006; Sickle, 2011; Marsigit, 2006; and Shahreen and Khalid, 2011). In addition, previous studies show that teachers practicing Lesson Study often report a positive impact on their teaching practices and, as a result, students' learning from participation in the Lesson Study process (Fernandez, 2002; Marsigit 2006; Suratno et al., 2009; Sickle, 2011; Hendayana et al., 2011; Shahreen and Khalid, 2011; and Copriady, 2013).

However, many teachers are still misled in understanding the concept of Lesson Study, as Halilah (2011) found on her research in Kabupaten Bandung Barat, they could not explain comprehensively about lesson study. Suratno et al. (2009) also indicated that teachers still need assistance in comprehending and implementing Lesson Study. Teachers’ misled perception about Lesson Study is somehow suspected to lead the result in reluctance to attending the program and averting to apply what is obtained from Lesson Study sessions in the classroom as well.

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It is the case in Kota Sukabumi that sometimes the participants of the Lesson Study put too much attention to the model teachers, while Lesson Study puts the emphasis on the students; participant teachers observe the students during the session not to the model teacher. Therefore, in the reflection session, the model teacher feels discouraged of criticism from the participant and unwilling to proceed the program, and unfortunately this disinclination is contagious to other participants. It is in line with Riggs and Enochs cited in Sickle (2011) explain that when a teacher does not feel confident in his or her ability to teach a subject, he or she is more likely to dislike teaching the subject, which often results in avoidance of teaching the subject. In contrast, teachers with a greater perception of teaching attitude are more likely to be more committed and invest more effort in their teaching have more enthusiasm toward their teaching, be more willing to try new teaching pedagogy to better meet the needs of their students, and are more resilient to challenges (Tschannen-Moran & Hoy, 2001).

Therefore, to avoid the dead end of the teachers’ professional development program, teachers, as the participants, should know the concept and the benefit of the program correctly. This situation generates a challenge for this study to investigate the implementation of Lesson Study and the teachers’ perception whether it is in the right track or not so that it would be advantageous for all, teachers, students, and schools. This study is important as it will become additional information for evaluating teachers’ professional development program in the sake of increasing the quality of education in Indonesia.

1.2Purpose of the Study

To know what is going on when Lesson Study is conducted in Sukabumi, especially in English subject, it is necessary to reveal the implementation process

on the teachers’ side point of view. Regarding the effectiveness of the program especially in improving educational quality in Indonesia, it is really important to evaluate the program due to teachers and students need. The study is intended to

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(1) to know the process of Lesson Study program implemented in research site and (2) to investigate the perception of English teachers about Lesson Study.

1.3Research Questions

In line with the objectives of this study, there are two research questions as the main problem in this study.

1. How is the program of Lesson Study conducted in English MGMP of Kota Sukabumi ?

2. What is the perception of English teachers about Lesson Study?

1.4Significance of the Study

The study is significant theoretically, practically and professionally. 1. Theoretically, it is hoped that the study will enrich the theories on

Lesson Study and give more information on teachers’ perception on the implementation of Lesson Study and how the program of LS is implemented in many areas especially in the research site where the context of English teachers as the participants.

2. Practically, it is expected to provide a practical guidance on how to manage the Lesson Study program. It is also hoped that this study can be a reference for other researchers that focus on the implementation of Lesson Study to advance the development of teacher professionalism. Thus, the reader, especially teachers, will have inspiration and strong motivation to manage their teachings better than before to achieve the

better students’ mastery on English.

3. The findings are hoped to be constructive for the policy maker especially the city of Sukabumi, which emphasize its development vision on education, in this case the English Teacher Association of Kota Sukabumi. In addition this study can be used as evaluative assessment toward the implementation of Lesson Study in the English

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MGMP of Kota Sukabumi for corresponding institution such as UPI, and Educational Office of West Java province.

1.5 Scope of the study

This study is limited to explore the English teachers’ perception and understanding on the implementation of Lesson Study especially in Kota Sukabumi. The respondents are limited to a few numbers of teachers who are involved in Lesson Study program which is fasilitated by MGMP of English of Kota Sukabumi. Therefore the result of the study is intended to capture the real situation of Lesson Study implementation in the research site which cannot be generalized to other situation of similar program.

1.6 Clarification of Terms Perception

Perception is how something is regarded, understood, or interpreted. Pecher and Zwaan (2005) say that it is the set of processes by which an individual becomes aware of and interprets information about the environment. How teachers perceive innovation in education field will shape the effectiveness of its implementation, such perception may be facilitated or frustrated by the policy instruments and by environmental factors.

Lesson Study

Lesson Study is an ongoing cycle of professional development in which teachers work together in a team to plan a unit of study based on learning goals, teach the lesson while collecting data on student learning (the research lesson), discuss and revise the lesson (debriefing), and re-teach the lesson with the modifications that were made based on the findings from the prior research lesson (Fernandez, 2002; Lewis, 2002; Yoshida, 1999).

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MGMP

MGMP or Musyawarah Guru Mata Pelajaran is an independent organization established by teachers, from teachers, and for teachers located in every district/sub-district. MGMP membership includes teachers in both public and private schools/teachers in high school level. The aim of this organization is mainly to provide opportunities for teachers to interact with each other’s, to share ideas, to reflect on their beliefs, and to gain new insight and information, etc. Teacher professional Development (TPD)

It is all natural learning experiences and those conscious and planned activities which are intended to be of direct or indirect benefit to the individual, group or school and which contribute through these to the quality of education in the classroom. It is the process by which, alone and with others, teachers review, renew and extend their commitment as change agents to the moral purpose of teaching; and by which they acquire and develop critically the knowledge, skills and emotional intelligence essential to good professional thinking, planning and practice with children, young people and colleagues through each phase of their teaching lives (Day 1999, p. 4).

1.7Thesis Organization

This thesis is presented in five chapters. Chapter one is the the introduction of the study which explores the background, the aims of the study, the research problems and significance of the study. Chapter two attempts to describe theoretical foundation to this study which covers discussion on the definition of lesson study, the steps of lesson study, the implementation of lesson study, the theory of understanding and theory of perception. Chapter three elaborates the research methodology used in this study. It is including the research design, the data collection methods, and the analysis of the gained data. Chapter four describes data presentation, findings, and discussion. This is

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including the explanation of demographic factors, teacher perception towards lesson study, and essential factors that might support and challenge the implementation of MGMP based lesson study. And the last, chapter five is the conclusion that specifies solutions to the research questions, points out the limitations of the study and suggestions for further study.

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This chapter presents the methodological aspects of the present study to

investigate teachers‟ perceptions about their experiences practicing Lesson Study. This study aimed to identify teachers‟ understanding of the aspects of Lesson Study such as the definition, the features, the steps and the benefits of the program. Besides that, this study also aimed to describe the implementation process of Lesson Study in the research site. The overview begins with discusses the research design, followed by the research site and the participant of the study. The present study obtains data from observation, questionnaire and interview. In this study, observation and interview serve as the main source of data. The data gained from those data collection techniques are further analyzed to get the findings of the study.

3.1 Research Design

This study is a mixed methods design which largely a qualitative research design taking on characteristics of a case study. The case study is considered as the appropriate research method for this study because it focuses on a particular phenomenon, situation or event (Cohen, Manion & Morrison, 2007). In addition, as a type of qualitative study, it has some advantages in investigating a phenomenon in detail so that it can bring enlightenment (Alwasilah, 2002) to the people involved in the study and the readers of the research paper. It is an inquiry process of understanding a social or human problem based on building a complex, holistic picture and forms with words reporting detailed views of informant, and conducted in natural setting (Cresswell, 1994). Furthermore, Cohen, Manion & Morrison (2007 p.254) suggest that case studies are set in temporal, geographical, organizational, institutional and other contexts that enable boundaries to be drawn around the case which will enable the study to capture the real situation of the research object.

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39 Therefore, this study investigated the facts in real situation to cultivate more data and deeper understanding of the phenomenon in the field of the study. How the participant of Lesson Study (LS) perceived the program and how the program of LS implemented in the research site were the main objective of this study. Moreover, some quantitative calculations in terms of frequency and percentage were employed in this study.

Accordingly, case study was used as the method of the study as Wallace (2000; 47) defined it as the systematic investigation of an individual „case‟, whether that refered to one teacher, one learner, one group, one class or whatever similar to that. In this research, a group of English teachers was investigated for their perception of LS and the process of the program implemented also become part of the investigation. In this study, as elaborated later, the data of the research were taken from multiple data collection techniques which were observation, questionnaires and interviews. Each data collection is discussed in the following session.

3.2 Research Site and the Participants

The research site of this study was MGMP (English Teachers‟ Association) of Kota Sukabumi that served as a forum for professional development and exchange of experiences in teaching innovations. Recently, Education Office of West Java Province intends to implement Lesson Study through MGMP-based. This program was attended by English teachers in Kota Sukabumi from Junior high schools, both the government schools and private schools.

This association was chosen because as far as the teacher knows, there was no such study had been done in this research site. Indeed, there are so many studies of teachers‟ perception of LS in other places, but specifically in Kota Sukabumi is still very limited observation done to investigate the topic. Another reason is the writer is the chairman of English MGMP in Kota Sukabumi, thus it could be another beneficial factor for the organization as the result can be used as

feedbacks of the program. On the other hand, the writer has “authority” to do some

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the perception of teachers on Lesson Study. This is as suggested by Alwasilah (2002 p. 144) that in gaining entry or establishing rapport the researcher and the respondents should know each other to gain comfort situation and mutual respect.

The participants of this study were English teachers of Junior High School in Kota Sukabumi which referred to the 30 (thirty) teachers who were involved in implementing Lesson Study at least for one semester. Hence, they would find it easier to express their opinion or perception on the lesson study. They came from different schools which spread in Kota Sukabumi which might invite different perception on the lesson study. Thus, the result of this study would enlighten teachers toward the implementation of lesson study in that school. For further discussion each of these participants were called as R#1, R#2, R#3, R#4, R#5, R#6, R#7, R#8, R#9, R#10, R#11, R#12, R#13, R#14, R#15, R#16, R#17, R#18, R#19, R#20, R#21, R#22, R#23, R#24, R#25, R#26, R#27, R#28, R#29, and R#30. It is in line with research ethic to protect individual privilege (Alwasilah, 2002; Creswell, 1994; Arikunto, 2006).

These teachers‟ backgrounds were varied from male and female, younger and older with different length of teaching experience. Most of them are English education graduate, and only few teachers have other education background such as Islamic education, Sundanese teacher and literature. Actually, many of them have been the participants of LS last year in the same program of MGMP, and the rest are newcomers of the program which is intended to disseminate the LS program to every teacher in Kota Sukabumi (MGMP Bahasa Inggris, 2010). The complete information of the participants of this study can be seen in Table 3.1

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Table 3.1

Demographic information of the participants

Description Number (people)

n=30

Gender Male

Female

9 21

Age 18-25

26-35 36-45

46 and above

0 11 13 6 Highest Qualification

Certificate or Diploma Bachelor Degree (S1) Masters‟ Degree (S2)

1 27

Number of years as English teachers

0-5 years 6-10 years 11-15 years 16 years and above

3 10 10 7 LS participation One year Two years

More than two years

2 18 10

3.3 Data Collection Techniques

As mention earlier, to collect the data of the study three techniques were employed in this study; these were observation in the process of Lesson Study, questionnaire, and interview. Furthermore, these multiple methods of data collection were taken into account to triangulate the data. Hopefully, with this triangulation can verify the validity of the information being collected (Blaxter et al., 2006) thus it could avoid subjectivity as each data collection technique could

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be a cross check information of other types. Each technique of data collection was described below.

3.3.1 Observation

Observation was performed to understand what goes on in the classroom or the place (Van Lier, 1988). It also allows the researcher to draw inferences or conclusion about respondents‟ meaning and view point, event, or what happening there or process observed (Alwasilah, 2002).

To give valid information from observation, a set of observation instrument was used. This instrument was a modification of observation instrument proposed by Direktorat Ketenagaan Dirjen Dikti (2008) as can be seen in Appendix 2-4. The instrument consists of three level observations that are monitoring sheet for Plan, monitoring sheet for Do and monitoring sheet for See.

The observation was conducted in numerous activities. Since the program of MGMP had five meetings of Lesson Study, the observation was held five times too. This observation aimed at revealing some findings on the site from deciding goal of study, designing the lesson plan, observing and doing the plan in the classroom with one model teacher and the reflection session. Field note is used in this step; also recorder tools such as voice recorder, camera and video recorder might help the researcher to capture the situation of the program (Alwasilah, 2002; Merriam, 1991).

The first session of Lesson Study was held on Tuesday, 12th of November 2013 taking place in SMPN 4 Sukabumi. In this session, the participants discussed the lesson plan which would be used in presentation in the classroom later. The second session of LS was held on Tuesday, 19th of November 2013 and the venue was SMPN 10 Sukabumi. This session was the open lesson of Mr. A as the model teacher while observed by other participant-teachers. After finished it was continued with reflection session in the same location.

The third meeting was in SMPN 10 Sukabumi on November 26th, 2013. The session was intended to make revision on the lesson plan from the

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43 last meeting. Then the lesson plan was to be tried out to another class with Mr. B as the model teacher. The fourth meeting was in SMPN 2 Sukabumi on December 3rd, 2013. It was the reflection session of the third open lesson in SMPN 10 because of the time limitation. Later it started another open lesson with Miss C as model teacher. The last meeting was the fifth meeting which was held in SMPN 10 Sukabumi on December 10th, 2013 as the final reflection and evaluation of the program.

This observation was conducted as it was suggested by Lewis (2002a), and Fernandez (2002, 2005) that in conducting Lesson Study observation should cover the whole processes of Lesson Study.

3.3.2 Questionnaire

A questionnaire is a complement instrument in this study, since it is a self-report data collection instrument that is filled out by research participants. It is extremely flexible and can be used to gather information on almost any topic involving large or small numbers of people (Nunan and Bailey 2008). It allows the participants to fill it out at their own convenience. The reason of using questionnaire, as suggested by Dornyei and Taguchi (2010), was because it was simple, versatile and reliable. The questionnaire was distributed to the teachers after the whole Lesson Study programs were finished.

In this study, to gather more information about teachers' perception on the Lesson Study closed or fixed choice questions were used. The participants were required to answer by choosing an option from a number of given answers. The questions for the study were generated based on a review of the relevant literatures, observation of Lesson Study teams, informal interviews with Lesson Study practitioners, and questions adapted from other survey instruments (Harnita, 2010; Halilah, 2011; Emilia, 2010 Hendayana et al., 2011; Lewis, 2002a, 2002b; Lewis, Perry and Hur d, 2004; Fernandez and Yoshida, 2004; Hustler, 2003). A review of literature helped to identify components of effective professional development, indicators of

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teaching effectiveness, indicators of student learning and elements involved in the Lesson Study process.

Teachers' questionnaire consisted of several questions, asking about their understanding of lesson study, such as definition, benefits, characteristics, strengths, steps also the process of Lesson Study implementation in English MGMP of Kota Sukabumi. There were three main themes of the item namely affective, cognitive, and behavior. Each theme was spread through the

questionnaire‟s question as can be seen in Table 3.2 to get more comprehensive

understanding on teachers‟ perception toward the implementation of Lesson Study. This questionnaire is basically derived from several instrument models of Hustler at.al (2003) and modification of Guskey (2000) ideas in

evaluating Teachers‟ Professional Development program.

Table 3.2

Questionnaire arrangement

Items in questionnaire Questions number Teachers’ reaction

- Attitude - Motivation

- Goal and achievement

31, 34, 36 32, 33, 35 37, 38, 39, 40 Teachers’ learning

- I understand the concept of lesson study - Principles of Lesson Study

- Characteristics of Lesson Study - Steps of Lesson Study

- Goal / benefits of LS

1, 2 3, 4, 7, 18 5, 8, 24 9, 25,

27,28, 29, 30 Teacher action on the Implementation of LS

- Planning

- Do / observation - See / reflection

10,11,12,13,14,15 16,17,18,19,20

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The questionnaire used Likert response scale - from Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SDA) with the same order of interval so the scores are 4, 3, 2, and 1 (Sugiyono, 2008).

In order to reveal more detailed information from participants, this questionnaire was also added with open ended questions to see their opinion on the topic of questions (Alwasilah, 2002; Cohen, Manion and Morrison, 2007 p.321). These questions were based on previous research which has been modified to get the goal of this study. The responses to these questions sought to determine if the teacher was currently practicing Lesson Study; the content area of their Lesson Study; the degree of experience the individual had with Lesson Study, including which parts of the Lesson Study cycle they had done, and how many times they had done each part. Teachers were also asked about the reasons they decided to practice Lesson Study and the types of training they had with Lesson Study. The theme for open ended questions is displayed in the Appendix 1.

3.3.3 Interview

Interview was used as instrument of this study. Besides, it could provide in-depth information about participants' feeling, ways of thinking, or experience (Nunan and Bailey 2008).

The interview was conducted with all English teacher participants. The teachers were interviewed after they finished a cycle of the Lesson Study. It was not only to get more evidence regarding the aims of this study, but also to obtain their understanding and perception on Lesson Study. The teachers were interviewed individually, since Emilia (2005 p. 81) stated that individual interviews were intended to allow for greater depth, that was the case with other methods of data collection techniques, and it "provides access to what is inside an interviewee's head, ... what he/she thinks" about the teaching program (Cohen et al. 2007 p. 254).

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Audio recording is employed in the interview. Audio recording is used to record the conversation, thus, the writer could keep the information safely. The recording also enables the writer to play back and it could be transcribed later as Cohen et al. (2007 p.360) argued that recorder can be used in capturing the detail information from interview.

3.4 Data Analysis

After the data were collected through observation, interview and questionnaire, the data then analyzed to draw the conclusion. The analysis of each method is explained below:

3.4.1 Data Analysis from Observation

To analyze the data from the observation, the activities were recorded by videotaping and then were transcribed. This transcription data were read accurately to get accurate data which described the situation of the onset setting in narrative-description. The data transcribed, then were categorized and referred back to the theories explained in Chapter 2 (Alwasilah, 2002; Miles and Huberman, 1984). It was commented and compared to the appropriate theories to see the rightfulness of the process flow.

The observation report was arranged into three major steps of Lesson Study which were PLAN session, DO session, and SEE session. Each of the session described the implementation of LS program in the research site (Hendayana et al., 2006).

In addition, the “interesting” or “strange” findings then were noted as feedback for further analysis on the next step of data collection. Merriam

(1998, p. 69) adds that detailed descriptions of respondents‟ activities, behaviors

and actions were recorded in observation. 3.4.2 Data Analysis from Questionnaire

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47 After collecting the data through questionnaire, the obtained data are analyzed and interpreted based on the following steps as in accordance to Williams (2003) and Cohen et al. (2007) proposed in analyzing questionnaire‟s data:

1. Scoring teachers‟ answers.

2. Calculating the frequency and the percentage of teachers' answers on the questionnaire by using Microsoft Excel.

3. Comparing and contrasting the data with theories and previous research then the results are merged into a condensed body of information.

In addition, to analyze the data from questionnaire, simple statistic operation was used to reveal the perception of the participants toward the implementation of Lesson Study in the research site. This process can be drawn up in the formula below (Cohen et al., 2007 p.502).

Individual score

Max score : 40 x 4 = 160 points Min score : 40 x 1 = 40 points Number of class : 4

Range : max score – min score/class = 160 – 40 / 4

= 30

Classification interval for individual participant is displayed in Table 3.3 Table 3.3

Classification interval for individual participants Class interval Description

40 – 70 71 – 101 102 – 132 133 – 160

very negative negative positive very positive

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Group score

Max score : 40 x 4 = 160 x 30 = 4800 points Min score : 40 x 1 = 40 x 30 = 1200 points Number of class : 4

Range : max score – min score/class = 4800 – 1200 / 4

= 3600/4 = 900

Meanwhile classification interval for group participant is displayed in Table 3.4 Table 3.4

Classification interval for group participant Class interval Description

1200 – 2100 2101 – 3002 3003 – 3903 3904 – 4800

very negative negative positive very positive

3.4.2 Data Analysis from Interview

The data analysis from the interview is conducted through several steps which according to Miles and Huberman (1984), the data analysis consists of three flows namely data reduction, data display and conclusions. Therefore, the steps in analyzing the data obtained through the interview are as following description.

The interviews are recorded through audio recording that enables the researcher to keep the information safely; the data then transcribed based on the

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49 audio recorded; selecting and reducing inappropriate data which is not relevant to this study; categorizing the data into several themes which is relevant to the research questions which are the teachers' perception on Lesson Study, e.g. the definition, the characteristics and components, the steps, the advantages and the impact of Lesson Study into their teaching activities in the classroom; and finally relating the data that supported to the relevant theories and previous research to address the research questions. The transcriptions in the first stage interview were confirmed to the participants to make sure that they were exactly what they said and meant. Kvale (1996: 161) mentions that this step aimed to give the participants an opportunity to reply whether they really meant what the researcher transcribed.

To ensure confidentiality the questionnaires and interviews were coded using numbers and pseudonyms prior to beginning the analysis of the data (Alwasilah 2002). The quantitative data and the qualitative data were first analyzed separately and then considered together.

3.5 Concluding Remark

To conclude this chapter, it will be safer to say that this study is combining both quantitative method in form of four-Likert scale questionnaire items to collect data on general perception of English teachers towards the implementation of lesson study and qualitative method in forms of observation, open-ended questions, and interviews to strengthen and enrich any significant findings from questionnaire survey.

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CONCLUSIONS AND RECOMMENDATIONS

This section provides an overview of the investigation leading to the conclusion, offers some suggestions, and recommendation attained from the study. This chapter consists of two sections. The first section discusses the conclusions drawn from the findings and analysis and the second section discusses the recommendations for the teachers, the decision maker, and the future research.

5.1 Conclusions

This study investigated the English teachers’ perception toward Lesson Study. After having gone through the data analysis and deep investigation on the research, the researcher tries to highlight the conclusion of the main issue presented in previous chapter. The conclusion is summarized as follows:

The process of lesson study was adequately implemented to the recommended procedures of the program. This process was initiated from the government, the education office of West Java Province, collaborated with Indonesia University of Education (UPI) Lesson Study facilitators. The observations discovered the steps of LS were complete and run well. However, the quality of planning session should be managed better as it was the main foundation of the next steps. The data showed that teachers’ participation in planning the lesson plan was not optimal that caused the execution process in the classroom didn’t maximize students to learn.

Thus in order to establish Lesson Study, a collaborative approach which involves key personnel right from the top to the bottom of the institutional hierarchy is critical for its continuing success. Every elements of education should have similar vision on the urgency of developing teachers’ professional that the program will be taken as on-going procedures and continuously developed to gain

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better quality of education. The government, as policy maker, provides sufficient support both financially and opportunity for every teachers to elevate their competences. The teachers as the object and subject of the program should have strong motivation to learn and to maintain their competence through numerous programs no matter what as consequences of being provided welfare guarantee from the government and the society.

Likert-scale overall calculation for teachers’ perception towards lesson study by taking into account three characteristics that determine positive perceptions over new program showed that almost 90% of Indonesian teachers tend to have positive perception towards the lesson study concept which is MGMP adopting. Therefore it can be said that the English teachers in the research site positively perceived the implementation of lesson study. Basically they believed it as one of strategy to develop their professional competence as teachers and educators in order to serve the students better than before. Even though still it was found teachers who negatively perceived Lesson Study, it become consideration for the committee and related institution to revise and evaluate the better implementation of the program.

The data also show that some respondents think that facilities, big number of students and funding can hinder the continuity of students (28%), while 22% of the teachers in this study admit that the main hindrance might come from personal factors (motivation and interest for professional development), 18% of the teachers emphasis on the importance of support from colleagues, and almost 32% of the respondents put emphasis on the proper resources and dissemination as the main concerns for the continuity of MGMP-based lesson study.

In summary, teachers learn mostly through collaborating with other teachers from Lesson Study especially in reflection session. They also plan together, apply the lesson and reflect what is going on in the classroom. They look closely at the students’ activities, students’ work, students’ behavior, and share what they see to learn from the learning situation. Teachers in this study reported that by working together and using the Lesson Study process they built a stronger

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set of teaching skills, became more aware of student learning needs, and developed strategies to meet those needs.

The recommendations for better Lesson Study are: 1. Better schedule

2. Supportive principals and city educational officers.

3. Consistent vision and understanding of lesson study conceptions. 4. Dedicated MGMP working group.

5. More support from universities to put lesson study on the right track. 6. Generous reward for participants.

7. More campaign for teacher development for better education.

8. Endorsing best action from all education stakeholders for better quality teaching.

5.2 Recommendations

Based on the findings from the study which can perhaps not be generalized to other settings, there are three recommendations.

First, it is better for the teacher to elevate their motivation to keep developing their competence both English material and teaching competence. To learn new things and new approach are not harmful for our better life. Be open-minded and look outside that many new and good things around us which sometimes ignored and out of our attention. Students need us as their model, their source of knowledge and information. Teachers should keep learning and developing to sharpen their “blade” of educational tools.

Second, the government should have a reliable master plan for developing teachers professional and the quality of education in general. Political issues should support the improvement of nation potential sources in order to achieve the national goals, to welfare the nation.

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Third, the next Lesson Study program should be better as logical consequences from previous evaluation and assessment. Indonesia has potential growth for Lesson Study program because Indonesian’ character support it. Indonesian people are basically though, diligent, humble and hard worker.

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