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PROC]]EI)I NC
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TIACHING ENGI,ISH A5 TOREIGN LANGUACI
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TUBLISTIED IN A COI,LA.EOMTION B'JTWT,FN
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lroceedrng hrtenalio al Co feicn.e on
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Eihan.ing LanguageAlv efe$ in Mult ljigua EFLcla$es
Cefilngthe Mottlrom the compuie.
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Ierhniqu€sJorEn.ouragncColegestudencio
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n ng
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T€a.hing Presenrcont nuous Tens€ io Younc Learneisr cre3iiv€ a.tiv iiesio be done inth€
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and 11€di:: sonle rdeasfor EyL
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h D.J e
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Promoting Lesson Study ro Impror€ english Teachers! ConrpereDces
SrLsrn,)
Y
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xe]eords Irso,irdl/,
t,
r,.i.r.a ptchc!,. dEaatt:hle hnsha ry,'a. !
h lD.lonesia Erylnh is $ l a iirorgn ltuguase as thcre is no rcadljnxde conte\i
;ril.drsg...-(o n!c...or r. .oL J..t., ,.m \-.
o ro.t
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d'g.Ja-r.otg.
r'lopi.l eJ L,;. rr.p .re,tr c_ _oo,
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ol enh.r ior-. .r I,r-o ..,. cdL.d.,,. ro,". ..toor,g..r.. r. qr r. .o r-, ,
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l.t
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Iir EDglnh teaohngt.an rg lcdnier nr djc classrooms. rh. r.actrer of F.ltnh
<.'o.''lJ]f'@'lrol'|'al'U'.''l'''|'.'e
urr.fo!..
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rn._,."
Bro\n's ideaj. KJtd (t!94 Lt) slates ihal a r.lcher E sr| dre
specian!
rdned to
!e^on
r
glidc sluddns
dlst
rlenr to select qpropn e tcannng Dalgids.
clbsrooN.n\nome.r Cher
et
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at
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ptati'rg
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"n
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(2008.
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Lhar ihe ust
major idle nj ttc lcvet.pnje ofthcn
6 Nosld
lj
l. ll r.rrd r..do..,,t r" .Jl , ..r
r.,r,..c,,,J rJ,,.
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lrdrslircd to dre rtnderts
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nos edo'
.'de.-."".h,lpkr'..,,r,o(rP\,,.o
' nndneEonal qnd'les
n{ilh
Tcchnrdl kDoi\ledge nrcludcs rlens $at
a
ldguage leacher:
ll undcGtanas ille hrsuisiic s-\slclns olE.glhhFhonologv. gramnar, md discous€:
r, ,o,,r..r' .,'"r L, pr'croh o "'o el'anr-rdkdrip
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e
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Lh. clos cln.echonbet$eetrlanguage dnn cnhurc:
5l nnddslands
,lj i""p, '"tr' tr* r'"la rhr Lgn resular rcadms &d confer'ncerronshop drrendance
"p
ll
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il
.rl
5)
ln rhis.alegol. i eood languase tclclier
liasa {ellrhoulhlouL. ni.rmed aplroxch lo languageleaclnng:
rdcFt.nds and n\es aNide larietl ollccn.i.lnes:
dllicierll\ dcsisN sd execrr.s lesson Plans:
nomron lesom rslle' unfold a1d mahes ellictive didie$on alterr{1onsi
effechlcll percei\€s stndcnis linluislic needs:
u(s.Durdl rcedt'ar( lo students
oorera r'1 dd"rnsorl 11'l-c '
!
i' ]'.,,i
8)
c,
c -'
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uses aDpr.nriate princiFles of classroorn nrxnaeclnent:
trre\.ijecu\e.
or.rntiton
cLear
sk'lL;
l0 c . \(r\ ao,'p . re' noo\ r0
r lliinorxlirclv;Eal$ bmnd ncv naleiiih
nl.m;,ve. intinsnah
L2i uses
\" '
'o
n' r'r ic4 J
$hen needed, and
modvaftg recbniqucs 1o cFatc eJiecllle tests
A !oo.ll.ncua!. ta.ner rn lh .de!orl \hotrld
! r, ^,. '. .;-;Iru r j onerca e d,ooe"er'r^" r''d! ' ritur I dri'r"
2l eijol peopl.. sho\ cithus.sn, rvan h. rappo'1 and approllnate hunor'
ll valLre rhe ofinio$ and ab illes ofshrdenrsi
jl,vl
1)
*orkinr $nh studenis oll.sser ab
cnaltcns* to tudents o f excctt ionalty highabih!:
ne Darlenl in
5l ofl;
s
..0r.,(h";_o.oJl\ddc.noc!(ro oledire! re o led \d'
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rl. n i r " . r'rgi d. rJre l'Le srl l
Thr
!.nDU rIotDcr\rnalqtrJ
dd
'e
rrc\ \tate\ rhir
, ^ e,tj \et- -" - """.*,",
'ddcp 'd '
:, Lh.
t.aclrer 6 lexible Ihcn th,.ss so srll:
ri rhl.achernonnairn dd inquisitle Dnnd ir 1!.rg out n*v rvrys ol(eachingl
ar h" t-hd rls n-m$i ;.d long-lem godls lor co'nnued trole$roDrl sror h:
il th.rsch.r alnraifsa .xcnrli fi.s hieh dhr cal and nroralslandard
po! : pooB '' l' rdl dd ob'
0 'r0 rl €"
\o '. Y', -* l d ctu nl e.ru"
d oi'onl qr' r'- r 'F p6ed b BrouiLrper''d
ldo '." Jed.q-.!
.1.. "- L,J , ,** "ry ,,t".*d rhroueh l-{sor sNd! ln leson srndv sllmenlbns are 'mpincallv
jn the
ano rL*."Errv trr"r. iel, a"a ad shai reallv happeis dunne lcachrs'leaming nroc'$cs
,tt1,
t:f Ltn-\,
Ttlrt ,aniiti 7hi -iti fatnn(ertt
767
es4w elalat €4al e ?-414 !4zt4at
2t t-271Lt 2A/A
clasrooms LrsoD sudr" consisrs olthce $epr {llplxi:12)do,and(l)sqc Eicbollhe$cpshelps
tlie memb{s teacher involved dereLop nrt teach.E coDpetemes. espcc a pr.Jts'oMl .iLl
I
Lesson rtudt r aDodel for teacher pnle$ronal developmenl trograns The pra.ticc
ollesson sLudy sas lomerly onducLed in Japln, elemerlar, md secoMar' schools Widei_v
lrerled s thc fnr.no$ plofe$ionll derelolnr.nt p!oera$. lc$on slud! is creditcd $nh
drainatic success in irproving classroom practices rn! $e.rapancsc cl.rlcrtary scho.isyslem
(!Q:/ nN lesonsrud!{onp netpages/Aboullsso$tudv hnnl) Snrce 1999. leson stndy
h.s npidll enrerged u Dary srFs across dre UmLed Su(es h IndoNsir lesron srldy !d
bccd practrced at thJee uriversili.s crrynlg ort progrdrs lbr educalng rcacncs lo bc sincc
2006, Umretsrhs Negei Yogtd<arla (rNY). Unndsiras Negen lvldare {l-Ilvl). md
UniveNird Pendidike lnd.n€sia (UPI) NoN it is beine spcld ou! ddbcii)e practicad nr.
lot
ofuilesiries
d
sclo.ls
6 lios JapaNsc *!rdsr,&!,, ao{l t.xbn' "Lr1a, nans
t?,ir,a! neans research or sLud_v -csson sLudy r use d 10 inprove
qualiq ot leacning-ledning lr is mndDcteLl by a numbcr ollcach$s collaboratilcl_! N !
Th€ rem lcsson siudy
instxctior orlesson;wh
the
e
l
lemnrg conDuily Tlercfore, lesson study is a knrd of a cyclical process collabomtivel"v
done bt a sndll group of icehc in caclirlly conrdonng lhe goah ola particular $rblect
llmirg a Lesolr. conduciilg a lesson, obsening a le$on, discussingmd
!lesson (studynrg tlo\'stldco6 respond o these lessons mclLrdiq rlLcirlemrnrg.
engagened, and ffcltnicnt o I cach othcr), ard !c\ ising a lessonro be conductcd iD coopemre
clds€s ln shol1, tne 1eache4 cotrduct aresearch lesion ro thorougl,lt rn!.ovc iheirtcachine
Cmine qu.lil. Tkou8[ Lhe rererch lesso\ Eachers becoNe moE obseNan and.ltenlile
ro dr process bt Nhich lcssons untald rn lhci! class, and thcy glther drt! iiom ihc acLurl
€acbing b6cd on the lesso" lle drat $e le$on stud_v group n6 lr.peed Tne resclrch
lesson is iuowcd by Lhe debneiine se$ion, m which tedhers revie$ dE dan togedrer ur
oider to: (l) 6ako s€nse of educational ided Nithin then practi.ci a2) clralldrge thctr
ildividnal md shded pespeclives a!!ut rcachnrs Nd leanugi (l) lemr Lo se thor pmctice
iion rhe studsnt s perrpocrile;dd4) eqoy oollaboratile supporl @.ng colleaeues ltu dara
oflhe resedch le$or m nerelJ portrayed Eon rx ents' gel,notftomlhenodelieachers
are4 unitor lesso\
d,llzilg
(Tata!4hi
tugel
&
2004)
!ll!:/dvw{.le$onsiud!qlouo nctolqcsAb.ntlessonStud! h$n
FuJthennore.
Le$$. (2000) nl hunl rNv
states that lesson sLudt prolides one
ray
isrruchor md decrcd! lclchci isolation.
t.acl.(
lessorsrudv rer$harisle$onnudr
n rllcn
il il co
hd)
Eacnds cm slslemllically ihp.o\e
bc sustalncd olcr rirne Lerson slLdy
ed design lessons Rhile exaninnrg snc.e$irl
Lcacling nra&giqs to increase student letrnnre lu the Foce$ of hson strdy, leadrer lvolk
rogether to plm, teach md obseNe a coopeDLivelt devellped lessoD Wlnlc o.c &acher
lnpleBeft Lhe Lesson n thc clAsroor otl)cn obscflc and iakc nol.s or studenl qucsriors
dd ude*tdding Thc dc!.lopnreDt olan "ide3l le$on is nol ih€ critical comFonenr h thc
prolides
a
ln
proce$ for
to collaborale
cm dro (l) beuer u cnla horv $udc.rs lcanr, (2)
lbr olher leache^. (ll) inprove rachnrs drough sysahaiic.
n{uiry, dd (.1) blild a pcdagogical knoNledee bdc in rvhicn teach.a car
lesson sludy rhe reacners
creat. usable pnducls
collabonlive
benenl Eom one dotheas knowlcdge ofleachine (Celbin and Kop!, 2006) Therefire, {ic
teachcB can inprorc thcir leacher conpetences lhrough an ideal lenue In coutast 1o
sorkshops andseminan trr at dis cuss genera l t€ achnrg s rate gies lesson study looks direcrlt at
ones classroon The teachcs ibcus fieir aciivnies on sudent leanrns, hoq to desisn nore
eatuhJ o/ t
dua, ,1!lbn dtnn
rnid:it
aJartualanr
168
I
&4w - 7e4a, tqtal
e ?,a/t" 2a4q4r.2 t-2v{4t Zao
2) Do
II
r,
st
D, Lhere
ue
a
nodel tea.hcr, lbservcq, md docu r.Dlatior ted[ nrvohcd nr
oM t6ks drd docs thc tsks lhulrareousl, ryirlout
lesson stud! lach oftheD has his&u
helpnrg or d$iurbng *ith one arolh.r
p.,., t.bJrd..-t.,r..edrnrr! , er
e rrd!n..i. I he,c r:do
'g-edlhgo,or..\..:lcredches
obseryos and docuncnrdron
tean. S&d detjvqs rhe leahing narenals bi bhselfrrthout
r. l.!p rlnr LK rocrrtr, Ndudl an.t pr ro.J_trJr t. ,ode .c.,cr f,. oro
Tl,. riooel.ea.le "\...e5
.
fe-orroll
rglFl r!Jc\
e 1.o.
IerAis lerchine bcrl( thd Inal \rtlhout my obse^,e^
. , .
e'tsI.,'.."
S/he is
darlb.ledro
be
wilt-;repdcd
...d .. o, n,
b . J i..r,gct,....,o d.to\e
t.,.c.
nr ) rotr - fiori
e nro .r ed..r .,-.t.. _ ,",.,
t,..,
'r !r e d'.
To,le 'l
I j i.c. rtr orr.r.!r. dc ,or J oveo .. ,.!
'o-ph
t, ,,
be.ause iheir 16k is to obsefre dd io rare a nor
Drr
hrDne's'rlr 'C
r
rl
Lre L..r,p
on Nnat
happdr in tbe leachme): (j) not
llloN€d to help dre studen$ Gven though the studonls ask sonerhmg to thc obs;e(, lhe
obseNss de nd !Uo*€d to m$!er becausc they do not have mi neirl to tEtp or
euid; thc
srudenls iri rollonnrs the lersotr). (4) noi ro disturb iheluslisl Fachi;e-tclmr;, p;.s:(jl
nor allo$ed to sr doM ([e observe^ Day approach hd Day go mud rhi ctrss natre
cooplete dd rneticulou infoflnadon in ihe tnm otfieldnoks)
ln thjs srep. rhe obsene.s mosny devet.! lhetr pedaAosicat conneterces Trov
ob\^! 'oqUich l. coc.'erclner.,f lcmrr,aenJ 1, Lhe,,de e0 .cr,.d,9j
he roJ( Li-der ued (_.F o
-he. s.
.rloe b !. <J or !1osr,.tda..,ru.
'r( .odrperences
TLet also'o*
indirlcLiy develop $en prote$ionat
by trrening to rhe nodel
'e^her p oil d, n pajrng nkr ro l t. rnoo-t ja.oc, .
-,r,. .p*, ",,,",
'.
'
capnalizaljon, s[xctue, grarlnw. d so ibrdrl
r
oftle
Thc duly
documentation rcad is ro docutoeft alt
a.lvrries dning rhe tDglish
rachilg-ledning p.ocess, ihe tuodet teachca activntes. sLud€nrt adNlCs ob*;-i
a- r .c. dd ledr, rg d.r \ Ie
. r. r,tu\eo.o xrr u..h n. .,.c,r
dd
to go aou.d rlF c13s Trie docLuenralioD rean is nol a|ored to ir;lp ard borher ary
cr 0 .r.r oe $ct, p cpdeo Mo .\clt- rohr.. t..d .c J:
rsulr s rl b. r.pl,)ed'r rl.. Si. .j o
\e l re r r
L_oper o,
.,
.
rdenb The do.J.hcnrJlor p-n
!.e-&t .,
r.
L"..
In dre Sae step, the nodel tcacher reneds r!.tr!L he did dumrs his tea.hnrg. inctudis
slraicgies ne employed AJI obserycs give rhen comeDts on rvhdt lraptned dunn;
the Engljsh teaching-leming process no'n sbldeDrs, algel Il is noi allosdd 10 sive
leding
di
DrLr 6t, H^rrgtr.r; gr
\ t:
'no,j(lkd-he-d
"l,ornr.en6-.,.,
ob,e ea Jerrode..edber
reFnd.odd, tu,nr.he,,,.i.Dr\
\Rfl n4..; re!o
dscLsallpvbleD. aced nD, .Ddnod..d.on\.r uD rd r..or ,n fl d. .^: ror cli.r
conrolnL or
cycle oflesson
Lne
studt T[e docunerrarion tem docu€!1s alt acrNities in S.c nep.
Ftrll 4 ttttrt,
.ttutaanalildt 1"hu^t1
oJ
t?ttuokna
t7Q
Ulae. *
1"etl"'? €,tt.4
e ?r-/r'
4aataa*
4
1-
2 V1al 2o1o
dhcussons are conducled in Englhh, lhetefore, all senbeB of G$on studv
d !!l.o h(! r I q' tsrL .ornaer'.e and ' ld I stc fe fofiJnc_ r!'udr1g ontrJtola ne
r I \ rr! - d ro prok. n; pdc.rt rnr' ..-iil lotrlden.$ Be deJ the n i be^
.'., eren oroUten . *crrs *4.'e hcr ll deals $al llev lno'ougnl! dete oo$er
o,oso''."-1n,p","......n,r;mF.n.a.\rrDpen s hedd(oom rnerucr'or' an,o,g le
All
-,
or
l"
rN -- r. rra.rr.
rre'
r,letrioaoe"s
ol -de r'ue" Ttc
e .oi .rudr \t .r) pon'le rmo46 d
mororaro o rermg n*ail: cd be tcit'ed b{aA( fei de mr'bootrre \ nade dd
l
nn 'r1'<a'n
"ed fte-ls 'hr;a.ler- .1'o"pre.er'nitoarrdsrglnldrl\
a\hrstr
l-nglrb
roonLhc)dl
o
\r''re
la
."..,"-"""t;-"
-"r'.
'dF_b
*'5 *"i ae.p.o r,cr u'o.r "dli on n"endl' 'rr'' 'e ra e d leadrc
"*.
thoushts, and €xpene.€s As a esul! nrey bccone tuore confident
'. \
$ftnurftv t; shd; id*;.
because lb;y get d lot of experiences and thev &e no1isolared"
an i.ieal lenue to dcvel oF lheir Le acner corl neten ces
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