The Betterment of Group Dynamics in Theory of Translation Class through Lesson Study
The understanding of group dynamics is a challenging field. It is quite often that the interaction and energy between students in the group present in negative pattern or less healthy. Lesson study is considered to be a suitable way to cope with that group dynamics problem. The objectives of this research are to describe the pattern of group dynamics in Theory of Translation class and outline the efforts done for the betterment of group dynamics through Lesson Study. The research was conducted in class 3A of third semester of English Language Education Study Program. The data of group dynamics were obtained from the observers’ sheets. While the data of the efforts done for the betterment of group dynamics were obtained from plan and reflection discussion notes, and a checklist of application. In analyzing the data, the first data were presented descriptively and made into inferences. The second data were grouped and described; then their effectiveness was analyzed qualitatively. Based on the result of the research, it is found that the group dynamics in Theory of Translation class from open class 1 – 4 went through a betterment. The efforts done for the betterment of group dynamics were distributing job and responsibility within group, delivering the whole instruction of group activities in the beginning and checking for students understanding, and providing worksheet for group work and learning media for each group.
Alikhani, M., Bagheridoust, E. (2017). The Effect of Group Dynamics-Oriented Instruction on Developing Iranian EFL Learners’ Speaking Ability and Willingness to Communicate. English Language Teaching, 10 (11), 44-58.
Coenders, F., Verhoef, N. (2018). Lesson Study: Professional Development for Beginning and Experienced Teachers. Professional Development in Education. https://doi.org/10.1080/19415257.2018.1430050
Dornyei, Z., Malderez, A. (1997). Group Dynamics and Foreign Language Teaching. System, 25(1), 65-81.
Dornyei, Z., Murphey, T. (2003). Group Dynamics in the Language Classroom. Cambridge: Cambridge University Press.
Dudley, P. (2011). Lesson Study: A Handbook. www.lessonstudy.co.uk.
Galajda, D.. (2012). Teacher’s Action Zone in Facilitating Group Dynamics. Lingvarvm Arena, 3 (ANO 2012), 89-101.
Jaimini, N. (2014). Group Dynamics in Collaborative Learning: Contextual Issues and Considerations. Impact, 2(2), 83-88.
Langevin Learning Services. (2014). 5 Instructional Techniques to Promote Positive Group Dinamics. www.langevin.com. 1 December 2014.
Nazari, A., Willis, Kim. (2014). One Big Happy Family? An Investigation into Students’ Perceptions of Group Dynamics on an MA TESOL Program. ELR Journal, 105-128.
Quy, P. (2017). Group Dynamics: Building a Sense of Belonging in the EFL Classroom. English Teaching Forum, 55(1), 14-21.
Scholten, C., Verkroost, M-J. (2016). Group Dynamics in the International Classroom. Paper Presented in Education Day, 27 October 2016. University of Twente, Netherlands.
Supriatna, A. (2014). Etika dan Profesionalisme Pendidik untuk Pendidikan Karakter dalam Implementasi Kurikulum 2013. Paper Presented in Seminar Nasional Kurikulum 2013 dan Implementasinya, 3 May 2014.
Syam, R., Thayyib, M. (2015). The Development of Learning Activities in Pronunciation Practice Class through Lesson Study. Ethical Lingua: Journal of Language Teaching and Literature, 2(1), 167-180.
Theobald, E. J., Eddy, S. L., Grunspan, D. Z., Wiggins, B. L., Crowe, A. J. (2017) Student perception of group dynamics predicts individual performance: Comfort and equity matter. PLoS ONE 12(7): e0181336. https://doi.org/10.1371/journal.pone.0181336
Wadsworth, T. (2006). Introduction to Group Dynamics. Star Logo.
Copyright (c) 2019 Magfirah Thayyib
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
By submitting the manuscript of the article, the authors agree with this policy with no specific document sign-off required.
The authors certify that:
- if the manuscript is co-authored, they are authorized by their co-authors to enter into these arrangements.
- the work described has not been formally published before in a registered ISSN or ISBN media, except in the form of an abstract or as part of a published lecture, review, or thesis.
- it is not under consideration for publication elsewhere,
- its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- they secure the right to reproduce any material that has already been published or copyrighted elsewhere (it does not infringe the rights of others).
- they agree to Ethical Lingua license and copyright agreement.
All articles published by Ethical Lingua are licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
License and Copyright Agreement
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in own future works, including lectures and books.
- Authors grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in Ethical Lingua.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Ethical Lingua.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.