Interactive lesson study as a competence indicator of prospective English teachers

Abstract

The present study aims at investigating the competence level of prospective English teachers through interactive lesson study which involved supervisions of teachers, lecturers, and student teachers themselves. A Classroom Action Research in the form of interactive lesson study model was conducted in four steps, namely planning, practicing, observing, and reflecting. Moreover, the research was administered in two cycles. Some instruments used in data collection were rubric of teaching practice, character checklist, questionnaire, and participatory observation form. The effectivity of approach could be analyzed based on the average scores of 30 student teachers yielded randomly in each cycle, which gradually increased compared to their pre-tests after interactive lesson study has been applied. In the first cycle, the competence of student teachers started to improve with the total score of 1730 and an average score of 58 for the attitude aspect, the total score of 2169 and an average score of 72 for the knowledge aspect, and the total score of 2198 and an average score of 73 on the skill aspect. The achievement of the students' score in cycle 1 was 68 with the medium category. In the second cycle, changes in student learning attitudes began to show significant improvement: total score of 2390 on attitude aspect with a mean of 80, a total score of 2416 on knowledge aspect with a mean of 81, and a total score of 2457 on skill aspect with a mean of 83. Student score gained in cycle II was 82 with the high category. In a nutshell, the ability of the students on their learning attitudes, knowledge, and writing skills were specified as high category with cultural attitude.

Collaborative experiential learning

“…Teachers monitoring is only to make sure that their learning runs well. Students have the freedom to provide solutions to any problems emerging in the process of learning (Astawa, et al, 2017;Astuti, et al, 2018).…”