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Teachers Perceptions of Lesson Study Implementation at Bua Secondary School Paldy; Dwi Indah, Opik; M, Juwita Crestiani; Hermini; Tangkelangi, Nuur Insan; Sudirman, Andi Mangnguntungi
Ethical Lingua: Journal of Language Teaching and Literature Vol. 10 No. 1 (2023): volume 10 No 1 2023
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.576

This research is descriptive research with a qualitative approach. It aims to find out how the teachers’ perception regarding the implementation of lesson study. There were 4 teachers of Bua Secondary School who were involved as model teachers in LS activities as respondents in this study. The instruments used questionnaire to gain data of the students’ perception and observation sheet for lesson study activities to support the data. The result of this research shows that through lesson study their students be more active, they become innovative and creative to design and implement differentiation learning, and lots of input or suggestion from observers can improve quality of learning, Moreover, they state that by lesson study they got benefit such as: they can design fun and innovative learning, provide fun learning to students, elaboration occurs in the learning strategy, and through lesson study activities can improve the quality of learning so that it is more meaningful and pro-students. Based on the result, it can be concluded that all the respondents have good perception towards the implementation of lesson study at Bua Secondary School.

Implementation of Lesson Study as a Strategy to Optimize Differentiated Instruction in English Language Teaching Rahmawati Upa; Sri Damayanti; Hafirah Patang; Paldy; Miltan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5749

This research aims at investigating how lesson study can be effectively utilized to support differentiated instruction in English language classrooms. This research used a qualitative approach with a case study design to gain an in-depth understanding of how lesson study can support differentiated instruction in English language classrooms. The subjects were 12 English teachers, 4 English lecturers and students participating in the lesson study process. This research used purposive sampling technique in selecting participants based on specific criteria, such as teachers, lecturers, and students experienced in differentiated instruction and engage in the lesson study process. It was conducted in SMK Negeri 1 Palopo with two cycles. The research procedure consisting of four: planning, implementation, observation, and reflection. Over two cycles, the implementation of different process differentiation techniques revealed valuable insights. In the first cycle, the use of process differentiation through media choice allowed students autonomy in their learning but highlighted the challenges faced by lower-ability students. Heterogeneous grouping led to passive participation among weaker students, as they relied on their higher-ability peers, and the freedom to choose media did not fully address their learning needs. In the second cycle, process differentiation was enhanced by introducing homogeneous groups and worksheets tailored to students' abilities, alongside increased teacher assistance for the basic group. This more structured approach resulted in significant improvements in student engagement, particularly among lower-ability students who benefitted from focused support. The advanced and intermediate groups also thrived with tasks matched to their skill levels, demonstrating the success of ability-based differentiation.

Integrating Toontastic into Reading Lessons: A Descriptive Study of Students’ Engagement and Comprehension in Senior High School Rahayu, Sri; Upa, Rahmawati; Paldy; Hafirah Patang
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6978

This research explores the integration of Toontastic, a digital storytelling application, into reading lessons to enhance students’ engagement and reading comprehension in aSenior high school (SMA) setting. The obejective of this research is to find out how the integration of Toontastic into reading lessons influence students’ engagement and reading comprehension in Senior High School. Employing a qualitative descriptive method, the research involved classroom observations, student interviews, and analysis of digital storytelling products created by 24 eighth-grade students over a four-week period. The findings reveal that Toontastic significantly improved students’ behavioral, emotional, and cognitive engagement. Learners actively participated in story construction, expressed enthusiasm, and demonstrated deep interaction with the reading materials. Furthermore, students’ digital stories indicated improved comprehension of narrative texts, including accurate retelling, interpretation, and vocabulary use. The research highlights the value of digital storytelling as a learner centered approach that supports both engagement and textual understanding. It concludes with practical recommendations for educators and suggestions for further research, particularly in integrating technology into literacy instruction. This research contributes to the growing field of interactive media in education by providing insights into how digital tools like Toontastic can transform conventional reading practices.

Implementation of Lesson Study as a Strategy to Optimize Differentiated Instruction in English Language Teaching Rahmawati Upa; Sri Damayanti; Hafirah Patang; Paldy; Miltan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5749

This research aims at investigating how lesson study can be effectively utilized to support differentiated instruction in English language classrooms. This research used a qualitative approach with a case study design to gain an in-depth understanding of how lesson study can support differentiated instruction in English language classrooms. The subjects were 12 English teachers, 4 English lecturers and students participating in the lesson study process. This research used purposive sampling technique in selecting participants based on specific criteria, such as teachers, lecturers, and students experienced in differentiated instruction and engage in the lesson study process. It was conducted in SMK Negeri 1 Palopo with two cycles. The research procedure consisting of four: planning, implementation, observation, and reflection. Over two cycles, the implementation of different process differentiation techniques revealed valuable insights. In the first cycle, the use of process differentiation through media choice allowed students autonomy in their learning but highlighted the challenges faced by lower-ability students. Heterogeneous grouping led to passive participation among weaker students, as they relied on their higher-ability peers, and the freedom to choose media did not fully address their learning needs. In the second cycle, process differentiation was enhanced by introducing homogeneous groups and worksheets tailored to students' abilities, alongside increased teacher assistance for the basic group. This more structured approach resulted in significant improvements in student engagement, particularly among lower-ability students who benefitted from focused support. The advanced and intermediate groups also thrived with tasks matched to their skill levels, demonstrating the success of ability-based differentiation.

From Plan–Do–See to Real Differentiation: Tracing Teachers’ Shifts in Differentiated Instruction Across Lesson Study (A Case Study in Vocational High Schools) Upa, Rahmawati; Paldy; Opik Dwi Indah; Suci Damayanti; Nurthasya
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i2.9551

This study traces teachers’ shifts in differentiated instruction across three Lesson Study (Plan–Do–See) cycles in a vocational high school context through an open-class program on fantasy text learning. Using a qualitative case study approach, the research examines differentiated instruction as it emerged through iterative redesign of (a) grouping arrangements, (b) tiered group tasks aligned with students’ readiness, and (c) teacher responsiveness to passive individuals during group work. Data were collected across planning, implementation, and reflection stages, including lesson plans and revised materials, classroom observation notes focused on participation patterns, and records of post-lesson reflection discussions. Findings indicate a clear developmental trajectory across cycles. In Cycle I, heterogeneous grouping was associated with unequal participation, as higher-ability students dominated discussion and presentation while lower-ability students remained largely silent. In Cycle II, redesign toward homogeneous grouping combined with tiered group tasks was linked to increased participation among previously passive students, particularly within lower-ability groups. In Cycle III, differentiation was strengthened further through deliberate teacher attention to passive individuals across all ability groups, indicating a shift from group-level differentiation to more responsive, individual-level support. The study highlights how Lesson Study can function as an evidence-based redesign mechanism for developing “real differentiation” in vocational classrooms by progressively refining learning conditions, task calibration, and in-the-moment teacher responsiveness. Practical implications emphasize evaluating grouping assumptions, integrating grouping with tiered tasks, monitoring passivity at the individual level, and using the “See” stage to anchor redesign in concrete participation evidence.

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