A university-school partnership in Lesson Study Implementation: Effects on Students' Grammatical and Speaking Skills and Stakeholders' Perceptions

Abstract

This study investigates the effects of the Lesson Study approach on Indonesian junior high school students' grammar and speaking skills and the stakeholders' perceptions of the approach's usefulness. It involved 90 students, three teachers of Junior High School and two university lecturers in Indonesia. The study employed a quasi-experimental study and a survey. In the quasi-experimental study, the students were assigned into two groups: experimental and control. The experimental groups were exposed to the instruction guided by the Lesson Study approach, while the control group was taught using conventional approach. The treatment was conducted in eight sessions, including the pre-test and post-test. The effect of the treatment on the students’ grammar knowledge and speaking skills were measured by a quantitative analysis of their scores in the pre-test and post-test. The survey was conducted to examine the perceptions of the practice of Lesson Study as voiced by the students, teachers and lecturers involved. To obtain the data, student questionnaire and interview, and teacher self-reflection were used. The results of the study revealed that the Lesson study practice effectively enhanced the students' grammar and speaking skills. Additionally, the students, teachers, and teacher educators perceived the Lesson Study approach was valuable, although the teachers faced some challenges in practicing the Lesson study approach. 
 Keywords: lesson study impact; stakeholders' perceptions, EFL context, Indonesia