Lesson Study Based Instruction for Advancing EFL Teachers' Pedagogical Competence and Professional Development

SUHIRMAN, LALU (2016) Lesson Study Based Instruction for Advancing EFL Teachers' Pedagogical Competence and Professional Development. S1 thesis, Universitas Negeri Makassar.

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Abstract

ABSTRACT (Supervised by Haryanto Promoter and Hj. Djamiah Husain Co-Promoter) The objective of this study was toexplore the pedagogical competence and professional development of EFL teachers in terms of implementing lesson study and its impact on teachers’ teaching and students’ learning particularly at Junior Secondary Schools in Jayapura Municipality. The researcher formulated five research questions to escort specific purposes of this study: (1) How does lesson study process provide EFL teachers collaboration and peer coaching in planning an instructional process which centered on students learning based on classroom environment context?; (2) How does lesson study provide theimpact on student learning as learning centered or student-centered learning?; (3) How do EFL teachers acquire their pedagogical and professional development advancing along with the practicing of lesson study?; (4) How do EFL teachers collaboratively deliberate the effectiveness of the instruction and sharing knowledge and experience by the principle of collegiality as a result of the lesson study process?; and (5) What are the barriers of implementing lesson study for EFL teachers in Jayapura Municipality? A qualitative design was selected for this study. Qualitative design is appropriate to search events which are going on in a natural setting and trying an effort to understand the phenomenon occurred on research subjects (Fraenkel & Wallen, 2007). There were fifteen Junior Secondary Schools (JSS) EFL teachers of Jayapura City as the subject of this study. Through the qualitative method the researcher intended to collect data related to teachers’ pedagogical competence and teachers’ professional development which conducted through Lesson Study (LS) in terms of their teaching practice and students’ learning in the context of natural classroom. The implementation of LS characterized by collaboration, participation, and collegiality work (Lewis, 2002; Fernandez, 2006; Dudley, 2014). The researcher used multiple instruments and resources to collect the data. Data analysis adopted interactive model of data analysis (Miles & Huberman, 1994) by sequencing data reduction, data display, and data verify. The result of the study shows that the EFL teachers admitted that the collaborative nature of Lesson Study improved their teaching through sharing ideas, working together to design research lesson, and built their confidence as teachers. The teachers also expressed peer coaching in the practice of lesson study had given the knowledge and experience of learning about the world mainly didactic and pedagogical knowledge. Student -centered learning aspect one of LS components gives positive impact on student learning activities and teachers’ teaching strategy. All EFL teachers who involved in LS project stated that LS had changed their mindset and improved their content knowledge and pedagogical knowledge, as well as the professional development. Their experiences in conducting observation and debriefing brought about the quality of professional development to display their work as EFL professional teachers. Keywords: lesson study, open class, lesson research, reflection, coaching

Item Type:	Thesis (S1)
Subjects:	PASCASARJANA
Divisions:	PROGRAM PASCASARJANA
Depositing User:	UPT PERPUSTAKAAN UNM
Date Deposited:	09 Oct 2017 07:34
Last Modified:	09 Oct 2017 07:34
URI:	http://eprints.unm.ac.id/id/eprint/3014

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