Dian Ekawati, Ika Lestari Damayanti, Nenden Sri Lengkanawati


Recently, attending seminars or professional development programs for teachers is not sufficient to cope with today's teaching challenges. In addition, tight schedules and preparing teaching administration often refrain teachers to work and discuss together with their colleagues. Pointing out such problems, this study tries to investigate how mentoring program for EFL teachers in Indonesia was conducted collaboratively at schools through a lesson study approach and what teachers’ competencies were improved during the program. Eight EFL teachers from three Islamic junior high schools (called madrasahs) and a university lecturer serving as a mentor were involved in the program. Data gathered from observations, questionnaires, and interviews were analyzed qualitatively through (1) iterative reading of the data, (2) reducing the data, (3) categorizing the data, (4) combining all data, and (5) concluding the data.  The findings indicate that the lesson study cycle involved in this program covered two stages of PLAN, one stage of DO, and SEE. The participant teachers required more time during the planning due to several factors such as adjustment working with the revised Curriculum recently released by the government at the time of data collection, and challenges in aligning learning objectives, classroom activities, and evaluation. Upon their involvement in the program, the teachers reported that they gained benefits and strong improvements in four aspects of teachers' competencies, namely professional, pedagogical, social, and personal competencies from the collaboration with peer teachers and a university lecturer. For instance, they found their knowledge extending in terms of teaching techniques and methods, planning and implementing effective lessons, and their motivation to teach better and share resources with others increasing as well. In short, mentoring through lesson study is valuable to improve the teachers’ competencies.


Lesson Study, Mentoring, Teachers’ Competences

Full Text:



Burns, Anna and Jack C. Richards (2012). “Competence and Performance in Language Teaching”. The Cambridge Guide to Pedagogy and Practice in Second Language Teaching. New York: Cambridge University Press._[2] Cahyono, Bambang Yudi. (2014). “Quality of Indonesian EFL Teachers: The Implementation of Lesson Study to Improve Teacher Pedagogical Content Competence”. Recent Issues in Englisch Education: Challenges and Directions. Surakarta: Sebelas Maret University Press._[3]Ciechanowska, Dorota. (2010). “Teacher Competence and Its Importance In Academic Education For Prospective Teachers”. General and Professional Education. Volume 1.[4] Cengiz, Gülüzar Şule Tepetaş. (2020). “A Sample Lesson Study with Pre-School Teachers: Dialogic Story Reading Bags’. Alberta Journal of Educational Research, Vol. 66.4, Winter 2020, 418-434._[5] Coenders, F., & Verhoef, N. (2019). Lesson Study: professional development (PD) for beginning and experienced teachers. Professional development in education, 45(2), 217-230._[6] Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications._[7] Dudley, Peter. (2013). “Teacher Learning in Lesson Study: What Interaction-Level Discourse Analysis Revealed About How Teachers Utilised Imagination, Tacit Knowledge of Teaching and Fresh Evidence of Pupils Learning, To Develop Practice Knowledge and So Enhance Their Pupils’ Learning”. Teaching and Teacher Education: An International Journal of Research and Studies. p. 107-121. Elsevier_[8] Lee, Jackie F.K. (2008). “A Hong Kong Case of Lesson Study—Benefits and Concerns”. Teaching and Teacher Education. p. 1115-1124. Elsevier._[9] Gedvilienė, Genutė. (2012). Social Competence of Teachers and Students: The Case Study of Belgium and Lithuania.[10] Goh, R., & Fang, Y. (2017). Improving English language teaching through lesson study. International Journal for Lesson and Learning Studies._[11] HMIE. (2008). Mentoring in Teacher Education.[12] Heigham, Juanita dan Robert A. Croker. 2009. Qualitative Research in Applied Linguistics: A Practical Introduction. USA: Palgrave Macmillan._[13] Marsigit, et al. (2014). The Teacher Professional Development Through Lesson Study In Indonesia: A Success Story From Yogyakarta. 27th ICSEI congress. Yogyakarta.[14] Mungamar, Amin. (2016). Penjelasan 4 Kompetensi Guru Lengkap.[15] Næsheim-Bjørkvik, G., Helgevold, N., & Østrem, S. (2019). Lesson Study as a professional tool to strengthen collaborative enquiry in mentoring sessions in Initial Teacher Education. European Journal of Teacher Education, 42(5), 557-573._[16] Puchner, Laurel D and Ann R Taylor. (2006). ”Lesson Study, Collaboration and Teacher Efficacy: Stories from Two School-based Math Lesson Study Groups”. Teaching and Teacher Education. p. 922-934. Elsevier._[17] Saito, Eisuke and Mathew Atencio. (2013). “A Conceptual Discussion of Lesson Study from a Micro-Political Perspectives: Implications for Teacher Development and Pupil Learning”. Teaching and Teacher Education. p. 87-95. Elsevier._[18] SingTech. (2010). The Competent Teacher.[19] Uştuk Ö., Çomoğlu İ. (2019) ‘Lesson Study for professional development of English language teachers: Key takeaways from international practices’, Journal on Efficiency and Responsibility in Education and Science, vol. 12, no. 2, pp. 41-50. http://dx.doi. org/10.7160/eriesj.2019.120202



  • There are currently no refbacks.

Copyright (c) 2022 Dian Ekawati

Lisensi Creative Commons
This work is licensed under Creative Commons Attribution-ShareAlike 4.0 International License.