Research On English Language Teaching

RESEARCH ON ENGLISH LANGUAGE TEACHING

CHAPTER I

INTRODUCTION

1.1 Background

When Hiroshima and Nagasaki was bombed by atom bomb, the Prime Minister of Japan was not asking how much their fund nor how much the foods remaining but the first question was “how many teacher do we have?” The proper steps chosen by Japan government by concerning most to the teacher gave them very fantastic result. Today we can see the result of Japan Prime Minister choice. Japan become nation with sophisticated technology and it is because their teacher. It is true that teacher is ungratified hero. To Japan, teacher is nation development hero.

While in Indonesia there are lots of teacher in teaching numbers of great people. Nowadays it is unpredictable by us before that, a modest simple teacher like Ibu Muslimah inspirited wonderful person, Andrea Hirata. How powerful man, Muhammad Hatta born from the lectures of Abdoel Moeis. And how Habib teaches ESQ figure who famous all over the world, Ary Ginanjar. It is unarguable how great the role of teacher in developing our nation.

In past, Indonesia proudly sent our teacher to Malaysia. Malaysia at that time learnt lot from us. But seeing the teacher capability today, the concern to the teacher quality is decreasing, furthermore faculty of Mathematic and Science of Gajahmada University found that there are lots of teacher is not capable to teach. They reported that in 2002-2003 elementary teacher which is qualified to teach is only 21, 07 % (State School) and 28,94 % (Private School), for Junior High School teacher 54,12% (State School) and 28,94% (Private School), and for Senior High School 65,29% (State School) and 64,73% (Private School). (http://www.mii.fmipa.ugm.ac.id)

The result is according to UNESCO report in 2007, among 130 countries in the world the educational quality in Indonesia declines from 52 to 62. In the other side Indonesian Development Index is 0,935 under Malaysia. (http://www.worldbank.org)

Our government then issuing the rule for “Sertifikasi Guru” in Peraturan Menteri Pendidikan Nasional Nomor 18 Tahun 2007, that held in form of portfolio.

Doing teacher certification, our government planned to improve the quality and professionalism of teacher in Indonesia. It is good way in improving teacher capability and quality in teaching but there are lots of teacher which could not join this program because of several conditions. In the other hand the quality of teacher should be improved as soon as possible.

Teacher not only needs curative action from Dinas Pendidikan so that to solve this problem they conducted Apperenticeship Teaching (Praktik Pengalaman Lapangan) for Faculty of Teacher Training and Education students that in responsibility of LPTK.

But this program also has a big question. How effective PPL will run and how far the effect that will affect the improvement of teaching ability in accordance with Direktorat Jenderal Pendidikan Tinggi Depdikbud purposes that stated in PPL handbook.

Form the questionaire in Junior High and High School shows that most of PPL that enrolled PPL is not ready in doing their apperenticeship teaching so that it makes studetns confused. In addition, from the discussion with apperenticehip teaching students, they said that it is hardly ever the material fit with the lesson plan they made. Thirdly, teacher guide rarely come to teh school to see their students therefore the material is not in tone with the lesson plan they made. The last but not least, because there is a paradigm in FKIP students, that is the guide teacher responsibility is just on the first meeting and the last meeting, so that they have never show their lesson plan to their guide lecturer.

From the problem stated above, the writer is interested in conducting a research related to lesson study and its effect to the teaching ability.

1.2 Statement of The Problem

Based on the main statement that stated in the background of the study, the researcher purposes a research question as a reference for the researcher in conducting the research is “Is there any effect of lesson study in improving teaching ability of FKIP students?”

1.3 Assumption of The Study

There is no improvement of FKIP students teaching ability through lesson study academic year 2009/2010.

1.4 Purposes of The Study

The researcher is aimed in finding the improvement of FKIP students teaching ability through lesson study academic year 2009/2010.

1.5 Significance of The Study

a. Theoretical Significance

Theoretically it can be used to solve all problems that rise in teaching process. And the result of the study can enrich the treasury knowledge and could be created for the document in educational purposes

b. Practical Significance

Practically, this study might have practicable implication for educational institution, people and individuals that will later be a real and objective finding as expected to be a high value for further research. By analyzing lesson study effect towards teaching ability, the researcher can enrich her knowledge which is going to be used in the future career as teacher.

1.6 Definition of Key Term

Before going to further description of this research, the researcher needs to define some terms which is intended to provide equal perception or frame of thinking between the researcher and the readers with one expectation that it can avoid misunderstanding and misinterpretation. In order to clarify the key terms use in third study, some definitions below are put forward: Lesson Study and Teaching Ability.

a. Lesson Study: is one of the form of teacher in-service that could be done in improving teacher professionalism (Roeby: 2008)

b. Teaching Ability

According to Collins COBUILD Advanced Learner’s English Dictionary, teaching is the work that a teacher does helping students to learn. And ability is the quality or skill that you have which makes it possible to do something. Therefore Teaching Ability is the quality or skill in helping students to learn.

CHAPTER II

REVIEW TO RELATED LITERATURE

2.1. Teacher and Education

Teacher role in education is unarguable. There are several roles of teacher in education they are; teacher as a nurturer; teacher as a model; teacher as guide; teacher as a learners; teacher as society development communicator; and teacher as administrator (http://www.ictjabar.org/)

1. Teacher as a nurturer. This role includes teacher role in giving a guidance and support, teaching role and supervise role (as supervisor to the students) and the roles that relates in students’ discipline, so that students obey the school standard rules and in obeying life norm in their family and in society.

2. Teacher as a model means that every teacher is students’ model; they will do what their teacher do. Therefore teacher should behave as best as possible in accordance with society norm that they obey because our nation standard value is based on Pancasila, so that teacher behavior should in tone with Pancasila values.

3. Teacher as learner. A teacher should broaden their knowledge and skills, in order to updating their knowledge and skill because of education is dynamic. Their knowledge and skills improvement is not limited to their knowledge as a teacher in particular subject but as broad as possible.

4. Teacher as society development communicator. Hopefully, teacher gives an active contribution in developing all of life aspect in what they are doing. He or she can develop their skills in what they concern about.

5. Teacher as administrator means that teacher is not only as a teacher and guide, but also as an administrator in education fields and in teaching-learning process. Therefore teacher should work as a good administrator. All teaching-learning process has to administrated good, because all of work that has been done such as making lesson plan, noting learning result etc. is a valuable document that show the work done well.

Education in Greek comes from ‘padegogik’. Pedagogic is a study in leading our child. Greek sees education as ‘educare’, an act in exploring their potency since they were born in the world.

In doing those work teacher should has some competencies, according to Riva (2008) teacher should fulfill some aspect of competences, and they are pedagogic competence, cognitive competence, personality competence and social competence. Teachers should have high capability in teaching; broad minded, wise and could handle good interaction among people. (http://beta.pikiran-rakyat.com/index.php?mib=beritadetail&id=9232)

2.2. Apprenticeship Teaching

One of Indonesian education based university purposes is to form a good future teacher. During the study, undergraduate students’ that choose faculty of teacher training and education will get various know ledges based on their study program. Some skills and teaching innovation put in the subject. Therefore the output will become a good teacher that has good teaching skill and teaching creativity in the future.

Apprenticeship Teaching (PPL: Program Pengalaman Lapangan) is one of the way that chosen by Direktorat Jenderal Pendidikan Tinggi Depdikbud through every universities in training the students’ teaching ability.

The core function of Lembaga Pendidikan Tenaga Kependidikan (LPTK) is to manage the educational power. Education for future teacher in university is intends to make the output that could do educational duties in the future.

Ahsin (2009) stated that in getting the good output, LPTK prepare curriculum in which student could improve their knowledge in being a teacher in the future. One of the curriculums is Apprenticeship Teaching (PPL: Program Pengalaman Lapangan) that student should enroll. (Muhammad Noor Ahsin: 2009)

2.3. Lesson Study

According to Widarso (2008) “The development of teacher capability should always being improved, because the improvement of teacher capability in teaching will be followed by the improvement of teaching-learning process effectiveness and will give indirect effect to the improvement of education broadly. Therefore, Lesson study is urgently needed by us”

Lesson Study originated in Japan as a grassroots educational movement to implement child-centered teaching on a wide-scale basis. It is the most common form of teacher professional development in Japan and was “imported” to the United States by Makoto Yoshida as a subject for his dissertation in the early 1990’s. (Yusak 2007)

Lesson study is one of the teacher improvement process (in-service) which done in order to increase teaching capability of teacher. Therefore America tried to apply Lesson Study.

Lee Shulman writes, a scholarship of teaching will entail a public account of some or all of the full act of teaching — vision, design, enactment, outcomes, and analysis — in a manner susceptible to critical review by the teacher's professional peers, and amenable to productive employment in future work by members of that same community.

Lesson study is a window into the "full act of teaching" and thus provides richer information about teaching effectiveness than the disparate items typically included in teaching portfolios—namely, course syllabi, assignments, exams, grade distributions, student evaluations, teaching philosophies, etc. More significantly perhaps, lesson study shows how vision, design, enactment, outcomes, and analysis are integrated in actual classroom practice.

Lesson study practitioners know firsthand how lesson study work connects with teaching more generally. They know how careful instructional design and close observation of student learning can lead to improvement of instruction.

Other statements stated by Stigler and Hiebert in 1999 about Lesson Study, lesson study involves groups of teachers meeting regularly over a period of time (ranging from several months to a year) to work on the design, implementation, testing, and improvement of one or several research lessons.

Lewis & Tsuchida (1998) in Rock et. al then explain more about some characteristics of Lesson Study are actual classroom lessons, taught to one's own students, that are (a) focused on a specific teacher-generated problem, goal, or vision of pedagogical practice, (b) carefully planned, usually in collaboration with one or more colleagues, (c) observed by other teachers, (d) recorded for analysis and reflection, and (e) discussed by lesson study group members, other colleagues, administrators, and/or an invited commentator. (http://www.bnet.com/)

There are also some steps that applied in Lesson Study that stated by Stigler and Hiebert in 1999, the steps include: (1) defining and researching a problem, (2) planning the lesson, (3) teaching and observing the lesson, (4) evaluating the lesson and reflecting on its effect, (5) revising the lesson, (6) teaching and observing the revised lesson, (7) evaluating and reflecting a second time, and (8) sharing the results.

The process for completing the eight steps requires a group of teachers to collaborate and share their ideas, opinions, and conclusions regarding the research lesson. This process requires substantial time and commitment; however, it serves as a catalyst that encourages teachers to become reflective practitioners that use what they have learned from research-based lessons to collegially revise and implement future lessons. In addition, their new found knowledge of instructional practice is shared and discussed with their peers at the school level, and possibly even at a broader regional or national level. Through lesson study, educators have instituted a system that leads to gradual, incremental improvements in teaching over time. (http://lessonstudy.blogs.com)

In global perspective there are three general steps of Lesson Study that are planning, action and reflection, the more explanation will be explained below:

1. Planning

In this level of steps, some teachers identify the problems that arise in the classroom which is going to use for lesson study and discussing the way out for the problem. Problem identification is related to the lesson material and the way out that has been discussed before, students’ characteristics and condition, teaching-learning method, media, teaching aid and process evaluation and study result.

The next step is a discussion about the lesson material to be taught, decide the teaching method and teaching aid that suitable for students’ characters and discussing the type of evaluation. The final step is forming an observation form.

2. Action (Implementation and Observation)

In this stage a teacher implement the prepared lesson plan; other teachers do the observation using observation form. Recording the process is also one of the sub steps here in order to record the teaching-learning process.

3. Reflection

Doing a reflection is the last step if the research lesson was success and lesson study team will not doing the second stage (re-planning, re-implementation) without doing the same cycles anymore. In this step, teacher that teaches in implementation will give a reflection about himself/herself or about the students. Then the other teacher and observer give the result analysis and observation data about teaching and learning process and vice versa. Other things that should be discussed are the lesson plan. Is the lesson plan suit the students’ need and improve students’ participation in teaching learning process? If the answer is not, the lesson study team will discuss what part of the things that not suit and if the team find the solution, then they do re-planning and re-implementation again. (Roeby: 2008)

CHAPTER III

RESEARCH METHODOLOGY

3.1. Research Design

The research design is an experimental research approach using repeated measures experimentation. The group of apprenticeship students will do teaching process using lesson study. They will do teaching and learning process without lesson study first and their other colleges observe and give him a value. After that they will be given some training about lesson study, soon after the treatment, they will teach the student where the other apprenticeship students can observe him and give him a score. The writer will do the process for about 5 month.

3.2. Population and Sample of the Study

3.2.1 Population of the Study

Arikunto in Suharniawati (2009) writes that the population is all number subjects in research. The population of this study is the undergraduate students of Faculty of Teacher Training and Education in Mataram University who enrolled apprenticeship teaching subject academic year 2009/2010 which consist of approximately 155 students.

3.2.2 Sample of the Study

The sample of this study is apprenticeship students of English department. The total sample of this study is 50, which will be divided into eight groups and each group consists of 3 students. Each group will perform PPL teaching in one school.

3.2.3 Research Variables

This study deals with two kinds of variables; the first variable is lesson study as an independent variable and the dependent variable is teaching ability. The core purpose of this study is to determine the effectiveness of lesson study (independent variable) towards the teaching ability improvement (dependent variable) of English department student who enrolled apprenticeship teaching subject academic year 2009/2010.

3.3. Data Collection Procedure

Obtaining the data needed for this research; the writer will use pre-test and post test. According to Arikunto in Suharniawati (2009), test is the list of questions or exercise that person has. The kinds of that are usually used in education are personality test, ability test, intelligence test, achievement test, etc.

In this study the writer will use ability test in testing teaching ability. The procedures that writer used divided into three core categories below:

1. Pre-test

The students are going to be tested in teaching. This pre-test is aimed to determine teaching ability of undergraduate students who enrolled apprenticeship teaching subject. The value of their teaching ability will be helped by the guide teacher in school and guide lecturer.

2. Treatment

The writer gives a set of training of lesson study for about one month. They will make a group consist of three students (there will be 8 groups) in every school, make a lesson plan in group, doing the peer teaching, and do the evaluation among the whole groups for two weeks. Then, they will do teaching process at certain school. Each group will perform what they get in lesson study training.

There are some activities that PPL students should do in this research, see the chart below:

Firstly, the group should make a lesson plan, and then applied the lesson plan in the class. Soon after the implementation, they should do the discussion of what the weaknesses and the strength of the teaching process that has been done then revise the weaknesses of the lesson plan. Re-teaching and observing is done after the discussion of the weaknesses and fixed it. The second discussion is held to see the improvement of the teaching-learning process.

3. Post-test

In the end of the process, the writer, the guide lecturer and guide school teacher will held a post-test in which the PPL students should do teaching. Every student in each group will get a chance as a teacher model. Their value of teaching ability will be based on Alat Penilain Kemampuan Guru I, II, and III (The form is in appendixes).

3.4. Method of Data Analysis

Since the study was interested in improvement after treatment was administered, it is then interested in the differences between the pre-test and post-test scores. For this purpose, the writer uses t-test and the operation is by making use of the following formulas:

SD = ΣD² – (1/N) (ΣD) ²

N – 1

S_D = SD

N

t _obs = X₁ – X₂

S_D

t _obs the degree of differences

SD standard deviation

S_D corrected standard deviation

3.5. Testing of Hypothesis

There are two formulas in testing hypothesis:

1. If t-test ≥ t-table at the confidence level of .05 (95%) and .01 (99%) Ho: “There is no effect of Lesson Study in improving teaching ability of FKIP students” is rejected.

2. If t-test <>

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