IMPLEMENTATION OF LESSON STUDY IN MICROTEACHING: BENEFITS AND CHALLENGES IN ENGLISH EDUCATION STUDY PROGRAM
Abstract
This study investigates the implementation of Lesson Study in microteaching classes within the English Education program, focusing on its impact and perceived challenges among students. Utilizing a mixed methods approach, data was collected through observations and surveys from 10 participants enrolled in the microteaching course. Findings reveal that Lesson Study effectively enhances teaching skills through collaborative planning and reflective sessions, fostering deeper insights into effective teaching strategies. However, challenges such as time constraints, logistical complexities in scheduling, and the integration of technology were identified as significant hurdles. Addressing these challenges is crucial for optimizing the benefits of Lesson Study in enhancing teaching practices and facilitating professional growth among future educators.
References
Akmal, S., Fitriah, F., & Fadhilah, I. (2022). The challenges and strategies of Islamic school mentor teachers in implementing ELT lesson plans. Studies in English Language and Education, 9(3), 926–947.
Ambarini, R., Yuliarsi, I., Sukarno, S., & Faridi, A. Peer coaching-based microteaching lesson study model to enhance English teaching competence: A perception analysis among prospective teachers. Available at SSRN. https://doi.org/10.2139/ssrn.4798800
Amran, W., Sulaiman, R., Syamsu, A., & Ramadhana, M. A. (2023). The microteaching course benefits towards the students of English education study program in teaching practice. Didaktika: Jurnal Kependidikan, 12(3), 319–324.
Anufri, P. V., & Tiarina, Y. (2021). Issues of using lesson study at English Department of Universitas Negeri Padang. Journal of English Language Teaching, 10(1), 75–79.
Atamturk, N. (2022). Examining the effectiveness of lesson study on EFL instruction. The European Journal of Social & Behavioural Sciences.
Bayram, İ., & Bıkmaz, F. (2021). Implications of lesson study for tertiary-level EFL teachers’ professional development: A case study from Turkey. Sage Open, 11(2), 21582440211023771.
Cerruto, A., Moroney, R., Ngugi, N., Watts, K., Whelan, J., Portnoy, C., ... & Bucco, A. (2023). Microteaching lesson study: Its impact on the development of self-efficacy with teachers-in-training in a community-based outreach program. Creative Education, 14(6), 1153–1168.
Cevik, A., & Muldur, M. (2021). A model trial for the "Teaching Practice" course within Turkish teaching programs: Lesson study. Journal of Language and Linguistic Studies, 17(S1), 403–422.
Chassels, C., & Melville, W. (2009). Collaborative, reflective, and iterative Japanese lesson study in an initial teacher education program: Benefits and challenges. Canadian Journal of Education, 32(4), 734–763.
Chen, H. (2023). A content analysis of research articles on English micro-teaching. Journal of Language Teaching and Research, 14(2), 510–520.
Cheung Wai Ming, W. Y. W. (2014). Does lesson study work? A systematic review on the effects of lesson study and learning study on teachers and students. International Journal for Lesson and Learning Studies, 3(2), 137–149.
Creswell, J. (1994). Research design: Qualitative and quantitative approaches. Sage Publications.
Danday, B. A. (2021). Advancing preservice physics teachers' critical thinking through active and passive microteaching lesson study. International Journal of Learning, Teaching and Educational Research, 20(3), 205–228.
Darsih, E., Agustiana, V., & Rahmatunisa, W. (2023). Exploring the integration of technological pedagogical content knowledge (TPACK) in online teaching among EFL lecturers. English Review: Journal of English Education, 11(2), 561–570. https://doi.org/10.25134/erjee.v11i2.7570
Darsih, E., Suherdi, D., & Safrina. (2021). Changes in Indonesian EFL lecturers’ technological pedagogical content knowledge (TPACK) after lesson study. Journal of Physics: Conference Series, 1752(1). https://doi.org/10.1088/1742-6596/1752/1/012070
Deocampo, M. F. Microteaching reflective practices to enhance the teaching efficacy of English language pre-service teachers.
Druken, B. K. (2023). Practicing teachers’ perspectives on the purposes of mathematics lesson study. Mathematics Teacher Education and Development, 25(1), 1–22.
Dudley, P. (2014). Lesson study: A handbook. http://lessonstudy.co.uk/wpcontent/uploads/2012/03/Lesson_Study_Handbook_-_011011-1.pdf
Elliott, J. (2019). What is lesson study? European Journal of Education, 54(2), 175–188. https://doi.org/10.1111/ejed.12339
Enama, P. R. B. (2021). Student teachers' competence in lesson planning during microteaching. Journal of Teacher Education and Educators, 10(3), 341–368.
Fadhillah, R. (2023). Students’ perceived impact of English course design class on designing lesson plan in micro teaching class [Doctoral dissertation, UIN Ar-Raniry Banda Aceh].
Fernandez, C. (2005). Lesson study: A means for elementary teachers to develop the knowledge of mathematics needed for reform-minded teaching? Mathematical Thinking and Learning, 7(4), 265–289. https://doi.org/10.1207/s15327833mtl0704_1
Firdaus, R. Y. (2022). The pre-service English teachers’ perceived benefits of the micro-teaching course to their teaching practice [Doctoral dissertation, Universitas Islam Negeri Sultan Syarif Kasim Riau].
Hall, D. (2013). Using lesson study as an approach to developing teachers as researchers. International Journal for Lesson and Learning Studies, 3(1).
Haryyadi, J. C. A., & Rohmah, Z. (2023). Pre-service teachers’ perceptions towards the implementation of multimodal texts in microteaching classes. Jurnal Bahasa, Sastra, Seni, dan Pengajarannya, 51(2), 255–269.
Jhang, F. H. (2020). Teachers’ attitudes towards lesson study, perceived competence, and involvement in lesson study: Evidence from junior high school teachers. Professional Development in Education, 46(1), 82–96. https://doi.org/10.1080/19415257.2019.1585383
Koç, H. K. (2023). The perceptions and views of prospective ELT teachers on teaching English in preschools: A microteaching lesson study and practical experiences. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 9(3), 179–192.
Koh, J. H. L., Chai, C. S., & Lim, W. Y. (2017). Teacher professional development for TPACK-21CL: Effects on teacher ICT integration and student outcomes. Journal of Educational Computing Research, 55(2), 172–196. https://doi.org/10.1177/0735633116656848
Kusanagi, K. N. (2013). The bureaucratising of lesson study: A Javanese case. Mathematics Teacher Education and Development, 16(1), 1–17. http://files.eric.ed.gov/fulltext/EJ1046716.pdf
Ledger, S., & Fischetti, J. (2020). Micro-teaching 2.0: Technology as the classroom. Australasian Journal of Educational Technology, 36(1), 37–54.
Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 3–14.
Magenthiran, S. (2023). Investigating challenges in conducting micro-teaching among English education undergraduates in a Malaysian private university [Doctoral dissertation, UTAR].
Makafane, T. D. (2020). Challenges student teachers experience when preparing and implementing microteaching lessons at the National University of Lesotho. Lonaka JoLT, 11(2), 67–79.
Makafane, T. D. (2020). Student teachers' challenges in the preparation and implementation of microteaching: The case of the National University of Lesotho. International Journal of Academic Research in Progressive Education and Development, 9(2), 144–157.
Nashruddin, W., & Nurrachman, D. (2016). The implementation of lesson study in English language learning: A case study. Dinamika Ilmu, 16(2), 169. https://doi.org/10.21093/di.v16i2.356
Nguyen, H. T., Warren, W., & Fehring, H. (2014). Factors affecting English language teaching and learning in higher education. English Language Teaching, 7(8), 94–105. https://doi.org/10.5539/elt.v7n8p94
Nguyen, T. T. L. (2020). Promoting Thai pre-service English teachers’ reflective ability through microteaching lesson study. Asian EFL Journal, 27(5.2), 213–236.
Ogegbo, A. A., Gaigher, E., & Salagaram, T. (2019). Benefits and challenges of lesson study: A case of teaching physical sciences in South Africa. South African Journal of Education, 39(1), 1–9. https://doi.org/10.15700/saje.v39n1a1680
Perry, R. R., & Lewis, C. C. (2009). What is successful adaptation of lesson study in the US? Journal of Educational Change, 10(4), 365–391. https://doi.org/10.1007/s10833-008-9069-7
Phuong, A.-T. N., & Le, H.-Y. T.-T. (2024). Teachers’ continuous professional development through lesson study: Voices of Vietnamese EFL teachers. Professional Development in Education, 13(1), 64–82.
Rachel Goh, Y. F. (2017). Improving English language teaching through lesson study: Case study of teacher learning in a Singapore primary school grade level team. International Journal for Lesson and Learning Studies, 6(1).
Richard, M. M. (2021). The impact of micro teaching lessons on teacher professional skills: Reflections from South African student teachers. International Journal of Higher Education, 10(2), 164–171.
Sari, I. M. (2020). An analysis of perceived benefits of students’ microteaching to their teaching practicum class [Doctoral dissertation, UIN Ar-Raniry].
Siti Malikhah, T. (2016). Integration of lesson study in teaching practice of social study student teachers to improve the quality of learning and promote a sustainable lesson study. Journal of Education and Practice, 7(18), 83–91.
Suratno, T. (2012). Lesson study in Indonesia: An Indonesia University of Education experience. International Journal for Lesson and Learning Studies, 1(3), 196–215.
Suryani, F. B., & Rismiyanto, R. (2021). The effect of microteaching lesson study on the beliefs of EFL student teachers. EduLite: Journal of English Education, Literature and Culture, 6(1), 1–9.
Tiarina, Y., Hashim, H., Rozimela, Y., & Adnan, A. (2021). Encountering prospective teachers’ and lecturers’ lesson study for learning community experience in microteaching class. Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa, 15(2), 210–221.
Utami, R. A. (2020). An analysis of students' challenges in microteaching class: Phenomena at English language education of FKIP UIR [Doctoral dissertation, Universitas Islam Riau].
Wahman, M. L., Peplow, A., Kumar, R., & Refaei, B. (2020). Benefits of using lesson study for SoTL, cross-disciplinary research, and assessment. International Journal for the Scholarship of Teaching and Learning, 14(1), 1–6. https://doi.org/10.20429/ijsotl.2020.140102
Wahyuni, P., & Tiarina, Y. (2020). Students' experience in using lesson study in microteaching class at the English Department of Universitas Negeri Padang. Journal of English Language Teaching, 9(4), 700–717.
Wulandari, F., Dewi, L. N., Kurniati, K., & Kuning, D. S. (2023). The implementation of lesson study model in micro teaching. Jurnal Smart, 9(1), 55–61.
Zulfikar, T., Nidawati, N., Khasinah, S., & Mayangsari, I. (2020). Indonesian students’ perceived benefits of the microteaching course to their teaching internship. Indonesian Journal of Applied Linguistics, 10(1), 242–250.
