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)

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

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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

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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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LESSON STUDY AND THE IMPROVEMENTS OF TEACHERS’ PEDAGOGIC COMPETENCE IN TEACHING ENGLISH TO

YOUNG LEARNERS

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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YOUNG LEARNERS

TABLE OF CONTENTS

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

IV. FINDINGS AND DISCUSSIONS ... 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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vii Primasari Nurul Mardiana, 2013

YOUNG LEARNERS

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

V. CONCLUSIONS AND SUGGESTIONS ... 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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LESSON STUDY AND THE IMPROVEMENTS OF TEACHERS’ PEDAGOGIC COMPETENCE IN TEACHING ENGLISH TO YOUNG LEARNERS

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

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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.

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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

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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

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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

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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

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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’

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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

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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

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62 Primasari Nurul Mardiana, 2013

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

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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.

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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

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LESSON STUDY AND THE IMPROVEMENTS OF TEACHERS’ PEDAGOGIC COMPETENCE IN TEACHING ENGLISH TO YOUNG LEARNERS

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