Developing Teaching Instructions through the Practice of Lesson Study in Teaching Passive Voice
Abstract
Conducting a study to find the best practices in teaching a topic through lesson study procedures provided insight about what to do in planning a lesson and how students learn in a set context. The present study offered strategies in teaching passive voice and explanations about how to deal with some problems in teaching this problematic topic. This study was conducted by following the steps of lesson study and obtained the data from pretest, the notes taken in planning, doing and reflecting. The participants were 40 English Education students at Universitas Papua. The results showed that the possible strategy in teaching passive voice was using text to discuss grammar. Before deciding to use a text, teachers should check the knowledge of students in grammar and students’ prior knowledge of topic in text. In teaching process, drawing students’ attention to the grammatical contsructions, the agent or the recipient of the action should be done after discussing the main idea and information in text in order to understand and use grammar in context.
Keywords: Teaching Instructions, Lesson Study, Passive Voice
References
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Takahashi, A., & Yoshida, M. (2004). Ideas for Establishing Lesson-Study Communities. In Teaching Children Mathematics, 436–443. NCTM.
Armand, F. (2001). Learning from Expository Texts: Effects of the Interaction of Prior Knowledge and Text structure on Responses to Different Question Types. European Journal of Psychology of Education, 16(1), 67–86.
Arani, M.,R., Keisuka, F.,& Lassegard, J.,P. (2010). "Lesson Study" as Professional Culture in Japanese Schools: An Historical Perspective on Elementry Classroom Practices. Nichibunken Japan Review 22(1), 171-200). http://doi.org/10.15055/00000208
Azar, B., S., & Hagen, S., A. (2009). Understanding and Using English Grammar (4th ed). White Plains: Pearson Education.
Bakshiri, N., & Mohammadi, M. (2014). Proactive/Reactive Focus on Form and Immediate/Delayed Writing Production. Procedia - Social and Behavioral Sciences, 98, 334–342. https://doi.org/10.1016/j.sbspro.2014.03.424
Bolstad, F., Kanamaru, T., & Tajino, A. (2010). Laying the Groundwork for Ongoing Learning: A Scaffolded Approach to Language Education in Japanese Elementary Schools and Beyond. Proceedings of INTERSPEECH 2010 Satellite Workshop on “Second Language Studies: Acquisition, Learning, Education and Technology,†1–4.
Cho, J.-R., McBride, C., & Kim, B. (2019). Effective Teaching Instructions for Hangul Learning Among Korean Kindergartners. Reading and Writing. https://doi.org/10.1007/s11145-019-09985-0
Coşkun, A. (2017). The Application of Lesson Study in Teaching English as a Foreign Language. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 3(2),151–151. https://doi.org/10.17679/inuefd.297845
Doig, B., & Groves, S. (2011a). Japanese Lesson Study: Teacher Professional Development through Communities of Inquiry. Eric.Ed.Gov, 13(1), 77–93.
Doig, B., & Groves, S. (2011b). Japanese Lesson Study: Teacher Professional Development through Communities of Inquiry. Mathematics Teacher Education and Development, 13(1), 77–93.
Ellis, R. (2010). Second Language Acquisition (16. [print.]). Oxford Univ. Press.
Hargreaves, D., H. (2012). A Self Improving School System: Towards Maturity. Cambridge: NCSL.
Johnson, K., E. (2009). Second Language Teacher Education: A Sociocultural Perspective. New York: Routledge.
Kalaian, S., A., & Kasim, R., M. (2014). A Meta-Analytic Review of Studies of the Effectiveness of Small-Group Learning Methods on Statistics Achievement. Journal of Statistics Education, 22(1), 20-30. https://doi.org/10.1080/10691898.2014.11889691
Kourieos, S. (2012). The impact of Mentoring on Language Teacher Development During the Practicum. ELTED, 15(3), 57–64.
Lewis, C. (2000). Lesson Study: The Core of Japanese Professional Development. Japan: National Science Foundation.
Lewis, C., Friedkin, S., Baker, E., & Perry, R. (2011a). Learning from the Key Tasks of Lesson Study. In O. Zaslavsky & P. Sullivan (Eds.), Constructing Knowledge for Teaching Secondary Mathematics, 13(2), 161–176. https://doi.org/10.1007/978-0-387-09812-8_10
Lewis, C., Friedkin, S., Baker, E., & Perry, R. (2011b). Learning from the Key Tasks of Lesson Study. In O. Zaslavsky & P. Sullivan (Eds.), Constructing Knowledge for Teaching Secondary Mathematics, 14(2), 161–176. https://doi.org/10.1007/978-0-387-09812-8_10
Mallipa, I., & Murianty, R. (2019). English Teachers’ Decision in Utilizing Textbook in Their Classroom. Linguistic, English Education and Art (LEEA) Journal, 2(2), 116–131. https://doi.org/10.31539/leea.v2i2.588
Marzban, A., & Mokhberi, M. (2012). The Effect of Focus on Form Instruction on Intermediate EFL Learners’ Grammar Learning in Task-based Language Teaching. Procedia - Social and Behavioral Sciences, 46, 5340–5344. https://doi.org/10.1016/j.sbspro.2012.06.435
Myhill, D. (2000). Misconceptions and Difficulties in the Acquisition of Metalinguistic Knowledge. Language and Education, 14(3), 151–163. https://doi.org/10.1080/09500780008666787
Owens, M., T., Trujillo, G., Seidel, S., B., Harrison, C., D., Farrar, K., M., Benton, H., P., Blair, J., R., Boyer, K., E., Breckler, J., L., Burrus, L., W., Byrd, D., T., Caporale, N., Carpenter, E., J., Chan, Y.-H., M., Chen, J., C., Chen, L., Chen, L., H., Chu, D., S., Cochlan, W., P.,Tanner, K., D. (2018). Collectively Improving Our Teaching: Attempting Biology Department–wide Professional Development in Scientific Teaching. CBE—Life Sciences Education, 17(1), 30-45 https://doi.org/10.1187/cbe.17-06-0106
Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies that All Teachers Should Know. American Educator. https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf
Sik, K. (2015). Tradition or Modernism in Grammar Teaching: Deductive vs. Inductive Approaches. Procedia - Social and Behavioral Sciences, 197, 2141–2144. https://doi.org/10.1016/j.sbspro.2015.07.340
Spada, N., & Lightbown, P., M. (2008). Form-Focused Instruction: Isolated or Integrated? TESOL Quarterly, 42(2), 181–207. https://doi.org/10.1002/j.1545-7249.2008.tb00115.x
Tajino, A. (2019). Teaching English Grammar for Communicative Purposes: A Systems Approach. In A. Tajino (Ed.), A Systems Approach to Language Pedagogy, 17(3), 23–37. https://doi.org/10.1007/978-981-13-6272-9_3
Takahashi, A., & McDougal, T. (2016). Collaborative Lesson Research: Maximizing the Impact of Lesson Study. ZDM, 48(4), 513–526. https://doi.org/10.1007/s11858-015-0752-x
Takahashi, A., & Yoshida, M. (2004). Ideas for Establishing Lesson-Study Communities. In Teaching Children Mathematics, 436–443. NCTM.
Published
2020-06-17
Section
Articles
