i THE STUDENTS' PERCEPTIONS ON THE USE OF VIDEO ...

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THE STUDENTS’ PERCEPTIONS ON THE USE OF VIDEO CAMERA IN MICROTEACHING CLASSES OF ENGLISH LANGUAGE EDUCATION

STUDY PROGRAM AT SANATA DHARMA UNIVERSITY

A THESIS

Presented as Partial fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By Mawarti Rahajeng

021214084

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINGING AND EDUCATION SANATA DHARMA UNIVERSITY

YOGYAKARTA 2007

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Man’s mind,

once stretched by a new idea,

never regains its original dimensions.

(Oliver Wendel Holmes)

I dedicate this thesis to

my loving parents, my brother and my sisters,

my sweetest fiancé, and every body who loves me.


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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis I wrote does not contain the works or part of the

works of other people, except those cited in the quotations and bibliography, as a

scientific paper should.


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ACKNOWLEDGEMENTS

First of all, I would like to thank to my beloved Jesus for being my God and

my best friend at the same time. I thank Him for giving me a wonderful life and

salvation for me and all people whom I love. I thank Him for His Blessing.

I would like to express my greatest gratitude to my sponsor, Ag. Hardi

Prasetyo, S.Pd., M.A. for his feedback, suggestion, correction, support, kindness,

and time. I would also like to express my big gratitude to Drs. Pius Nurwidasa

Prihatin, M.Ed., Veronica Triprihatmini, S.Pd., M.Hum, and Caecillia

Tutyandari, S.Pd., M.Pd. for their willingness to help me distribute the

questionnaire and return them to me. I really appreciate their help. I would also like

to express my special gratitude to all Microteaching students of 2005/2006 Academic

Year for being my respondents, giving me suggestion, and providing me information

which I really needed.

I dedicate this thesis for my parents, F.X. Sumber Raharja and Sri

Sudarwati, my elder brother, Mas Antok, and my younger sisters, Dik Galuh and

Dik Yeti. I would like to thank them for supporting and encouraging me to finish my

thesis as soon as possible.

I would also like to express my gratitude to Widyanto, my beloved boy

friend, for supporting and encouraging me so that I can finish my thesis.

I would also like to thank Rina, Ciplux, Shanti, Ayu, Gede , and Dani for

their information, data, support, advice, and encouragement to finish my thesis. I also


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thank all my friends in PBI 2002, especially my classmates for sharing me the spirit

of joy, the spirit of competition, and the spirit of adventure.

I would also like to express my big gratitude to all people who helped me in

doing my study but I could not mention them one by one. Let’s make the world

peaceful!

Mawarti Rahajeng


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TABLE OF CONTENTS

Page TITLE PAGE …................................................................................................. i

APPROVAL PAGE ……….…………………………………………........….. ii

BOARD OF EXAMINERS PAGE ……………………………………........... iii

DEDICATIONAL PAGE …………………………………………..………… iv

STATEMENTS OF WORK’S ORIGINALITY ………………………......... v

ACKNOWLEDGEMENTS ……………..……………………..….................. vi

TABLE OF CONTENTS …………………………………………..……......... viii

LISTS OF TABLES …………………………………………….….……......... xi

LISTS OF FIGURES …………………………………………….………....... xii

ABSTRACT ………………………………………………………..…….......... xiii

ABSTRAK ……………………………………………………………………… xiv

CHAPTER I: INTRODUCTION ……………..……………………............... 1

A. Background of the Study …………………………………..………............... 1

B. Problem Limitation ………………………..……………………………........ 3

C. Problem Formulation ………………………..…………………………......... 4

D. Objectives of the Study …………………………………………..……......... 4

E. Benefits of the Study ………………………………………………............... 5

F. Definition of the Terms …………………………………………………........ 6

CHAPTER II: LITERATURE REVIEW ………………………………........ 9

A. Theoretical Description ……………………………………………............... 9

1. The Use of Video Camera in Educational Contexts ……………..…......... 10

2. Microteaching Class in English Language Education Context ...……........ 13

3. Perception and Perception Process …………………..…………………... 19

B. Theoretical Framework …………………………………………..……......... 24

CHAPTER III: RESEARCH METHODOLOGY …………………….......... 26

A. Method ………………………………………..………………...................... 26

B. Research Participants ……………………………………………..………… 28


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C. Setting …………………………………………..……………………..…….. 28

D. Research Instruments ……………………………………………..…........... 28

E. Data Gathering Procedures ………………………………………..………... 29

F. Data Analysis Procedures …………………………………..…………......... 30

CHAPTER IV: ANALYSIS RESULTS …………………………...……........ 31

A. The Students’ Perceptions on the Use of Video Camera in Microteaching

Classes ……………........................................................................................ 31

1. The Description of the Students’ Perceptions Based on the

Questionnaires Distributed ………………..………...………………….. 31

2. The Description of the Students’ Perceptions Based on the Interview ….. 36

3. Discussion …………………..…………………...……………………... 38

B. The Feedback that the Students Obtained from the Use of Video Camera in

Microteaching Classes ……………………………...……………………. 44

1. The Description of the Feedback the Students Received Based on the

Analysis of the Questionnaires ………………………..……………...... 44

2. The Description of the Feedback the Students Received Based on the

Analysis of the Interview ………………………………………..……... 48

3. Discussion …………………………………………..………..……......... 49

C. Students’ Recommendations to Improve and to Maximize the Use of Video

Camera ……………………………………………………………………... 51

1. The Students’ Recommendations Gathered from the Open-ended

Questionnaire ………………………………………………..…………… 52

2. The Students’ Recommendations Gathered from the Interview….............. 54

3. Discussion ………………………………..………………......................... 55

D. Other Findings ……………………………..…..………………..................... 56

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ………….……….. 58

A. Conclusions ……………………………………………………..................... 58

1. The students’ perceptions on the use of video camera in Microteaching

class .……..……………………………………………………………….. 58

2. The information or feedback that the students gathered from the use of


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video camera in Microteaching class ………………………….…............. 59

3. Some possible recommendations or suggestions that the students offered

based on their perception …………..………………….............................. 59

B. Suggestions ………………………………..………………………..………. 60

1. For the lecturers who teach Microteaching classes, especially at Sanata

Dharma University …………..……………………………..…………….. 61

2. For the students who join Microteaching classes ………..……………….. 62

3. For future researchers …………………………………………………….. 62

BIBLIOGRAPHY ………………………………..…………..……………….. 63

APPENDICES ………………………………………………..……………….. 65

APPENDIX 1 ………………………………………………………………….. 65

APPENDIX 2 ………………………………………………………………….. 67

APPENDIX 3 ...................................................................................................... 68

APPENDIX 4A ………………………………………………………………... 70

APPENDIX 4B …………………………………..………………..................... 77

APPENDIX 5 ……………………………………..………………………….... 93

APPENDIX 6 ………………………………………………..………………… 100


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LIST OF TABLES

Table 4.1. Questionnaire Result of the students’ perception on the use of

video camera (close-ended question) ……………………............... 32

Table 4.2. Questionnaire Result of the feedback that the students obtained

from using video camera (close-ended question) ……………......... 45


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LIST OF FIGURES

Figure 2.1. Microteaching principles ...……………………………................ 17

Figure 2.2. The perceptual process …………………………………............... 20


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ABSTRACT Rahajeng, Mawarti. 2007. The Students’ Perceptions on the Use of Video Camera in Microteaching Classes of English Language Education Study Program at Sanata Dharma University. Yogyakarta: Sanata Dharma University. There are two main reasons why the researcher conducted this research. The first reason is that the use of video camera in Microteaching classes of English Education Study Program at Sanata Dharma University has possibility to affect the students in learning achievement. The students perception on the use of video camera can influence students’ behaviour, which then leads to the students’ achievement in learning. The second reason is that the researcher wants to improve and to maximize the use of video camera in Microteaching classes so that this tool is able to direct the students to be autonomous learners which is inspired by Benton-Kupper’s research about the microteaching perspective. This research attempted to answer three research questions. The research questions are (1) What are the students’ perceptions on the use of video camera in Microteaching classes? (2) What is the feedback the students obtained concerning their teaching practice from the use of video camera in Microteaching classes? (3) Based on the students’ perception, what are possible recommendations to improve and to maximize the use of video camera in Microteaching classes? To answer the research questions above, the researcher used qualitative method in the form of descriptive research. The researcher distributed questionnaires in the form of close-ended and open-ended questions. Having gathered the questionnaire, the researcher analyzed them by putting the data in the table and discussed them based on the three research questions that the researcher had. Afterwards, the researcher conducted an interview to verify the students’ answer in the questionnaire and to dig out more info rmation. Finally, the researcher triangulated the interview result with the other data from the questionnaire. Based on the data gathered, most of the students had positive perceptions on the use of video camera in Microteaching classes. They considered the video camera as a tool to help them do self evaluation. Moreover, they could not only identify their teaching strengths and weaknesses but also classroom atmosphere and the “students’ behaviour.” Nevertheless, there were some students who considered the use of video camera in negative way. The use of video camera made them nervous so that they could not perform their teaching practice maximally. Furthermore, the result of their recorded teaching practice was in DVD. They had to watch it in microteaching labs by taking turns. It was time consuming. Facing the problems above, they suggested that the result of their recorded teaching practice should not be in DVD but in VCD as most of them did not have DVD players. They also hoped that the lecturer would provide more time to evaluate the students’ performance by watching the students’ teaching practice records together with them.


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ABSTRAK Rahajeng, Mawarti. 2007. The Students’ Perception on the Use of Video Camera in Microteaching Classes of English Language Education Study Program at Sanata Dharma University. Yogyakarta: Universitas Sanata Dharma. Ada dua alasan utama penelitian ini dilaksanakan. Alasan pertama adalah bahwa penggunaan kamera video di kelas Microteaching, PBI, Universitas Sanata Dharma, dpat mempengaruhi pencapain prestasi belajar siswa. Hal ini terkait dengan persepsi siswa atas penggunaan kamera video yang dapat mempengaruhi perilaku belajar siswa yang kemudian berpengaruh terhadap atas prestasi belajar. Alasan ke dua adalah peneliti ingin meningkatkan dan memaksimalkan penguunaan kamera video di kelas Microteaching sehingga alat tersebut dapat membantu siswa menjadi pelajar yang mandiri (autonomous learners). Alasan tersebut terinspirasi oleh penelitian Benton-Kupper tentang persepsi microteaching. Dalam skripsi ini ada tiga pertanyaan penelitian yang perlu dijawab, yaitu (1) Bagaimanakah persepsi siswa terhadap penggunaan kamera video di kelas Microteaching? (2) Umpan balik apa sajakah yang berkaitan dengan praktek mengajar yang diperoleh siswa di kelas Microteaching dengan menggunakan kamera video? (3) Berdasarkan persepsi siswa, saran-saran apa sajakah yang dapat meningkatkan dan memaksimalkan penggunaan kamera video di kelas Microteaching? Guna menjawab pertanyaan tersebut di atas, peneliti menggunakan metode kualitatif berbentuk penelitian deskriptif. Peneliti membagikan kuesioner yang terdiri atas close-ended questions dan open-ended questions. Peneliti menganalisa jawaban kuesioner tersebut dengan memasukkan data kuesioner ke dalam tabel dan membahasnya sesuai dengan ketiga pertanyaan penelitian di atas. Setelah itu, peneliti melakukan wawancara guna mendapatkan pembenaran dari jawaban kuesioner dan informasi lebih lanjut. Selanjutnya, peneliti melakukan triangulasi terhadap jawaban dari wawancara dan data dari kuesioner. Berdasarkan data yang diperoleh, secara umum siswa memiliki persepsi yang positif terhadap penggunaan kamera video di kelas Microteaching. Kamera tersebut membantu siswa dalam melakukan evaluasi diri. Selain itu, siswa tidak hanya menemukan kelebihan dan kekurangan mereka dalam mengajar tetapi juga informasi suasana kelas dan sikap “murid” di dalam kelas. Akan tetapi, ada beberapa siswa yang menganggap negatif adanya kamera video. Kamera video justru membuat mereka menjadi tegang sehingga mereka tidak bisa berlatih mengajar dengan maksimal. Selain itu, hasil rekaman teaching practice mereka berformat DVD. Mereka harus menonton rekaman tersebut di laboratorium microteaching secara bergiliran dan menghabiskan cukup banyak waktu. Para siswa menyarankan agar hasil rekaman diberikan dalam bentuk VCD. Mereka juga berharap para dosen meluangkan lebih banyak waktu untuk mengevaluasi performa para siswa dengan menonton hasil rekaman tersebut bersama-sama.


CHAPTER I

INTRODUCTION

This chapter provides background information related to the subject matter

triggered to be explored and analysed, presents the motivation why the researchers

intended to do the research on the subject matter, and the general aims of doing the

research.

A. Background of the Study

One of the technological breakthroughs for human life is a video tape

recorder (VTR) or video camera. It opens to be used for various and creative ways

and purposes. Previously, the video camera was only used for film or movie makings

and historical records. It recorded the actors’ actions or objects and then replayed

what was recorded on movie or television. Nowadays, the video camera has also

been widely used for some educational contexts and settings. In language teaching

classes, especially in microteaching classes, video camera has already been a familiar

and standard tool for language teaching as stated by Rosenstein (2002). It has been

used to support the teaching learning activities, to record experiment objects, to help

the students do presentation, and to record the students’ performance in the class. In

microteaching classes, video camera is mostly used to record the students’

performance when they are teaching.

In Sanata Dharma University, especially in Faculty of Teachers Training

and Education including English Education Study Program, a video camera is used


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since 2005 to record the students’ teaching practice in microteaching classes. The

purposes of facilitating video camera in microteaching class are, based on

microteaching guiding book (Pedoman Pengajaran Micro, 2005), to record the

student teacher’s teaching practice and to ease the lecturers and the students to do

observation so that the students will get fast, objective, and accurate feedback.

Previously, the feedback given was in the form of observation sheets either from

peers or from lecturers. However, the feedback was not in detailed and sometimes

was considered doubtful as the student who was being observed could not see his or

her own performance to prove whether what the observers informed about his or her

performance was true. Furthermore, the feedback from the lecturers that the students

considered more reliable than that from peers were given two weeks or more after

the students’ teaching practice. In this sense, the students had already forgotten their

own performance. As a result, the feedback was less useful.

Therefore, the video camera is used. It can provide faster, more objective,

and more detailed feedback since the video camera features enables the lecturers and

the students to review and to focus on certain teaching skills or students’

performance that still needs improvement. The video camera is then considered as an

excellent tool to support the teaching learning activities in Microteaching classes.

It is obvious then that video camera is an excellent tool to record the

students’ performance and to help the lecturers and the students to evaluate the

students’ performance. However, how about the students’ perception on the use of

video camera? Do they perceive the use of video camera in a positive or negative

way? Do they also consider it as an excellent tool? The way the students perceive on


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something, whether it is in positive or negative way, influences the students’

behavioural responses as Altman, Valenzi, and Hodgetts (1985) has remarked. The

behavioural responses can also be positive or negative. If the students perceive the

use of video camera in a positive way, the students’ behavioural responses will be

positive too, which will in turn support the teaching learning activities and the course

goal achievement. However, if the students perceive the use of video camera in a

negative way, the students’ behavioural responses will also be negative, which will

hamper the teaching learning activities and the course goal achievement.

Benton-Kupper, the Assistant Professor of Education in Millikin University

in Illinois, conducted a research on the student’ perspectives on microteaching

experience. One of his findings was that the students in Millikin University mostly

considered the video camera as an effective tool for providing feedbacks and

reflection (Benton-Kupper, 2001). The use of video camera helped the students get

feedback and reflect what they did when they were doing teaching practice. Here,

they could maximize the use of video camera as they perceived it in a positive way.

They obtained not only vivid and objective feedback on their performance but also

chances to do reflection, which then led them to be autonomous learners. Benton-

Kupper’s finding on the use of video camera inspired the researcher to explore and to

dig out the students’ perception on the use of video camera in a different university,

which is in Sanata Dharma University.

B. Problem Limitation

Inspired by Benton-Kupper’s research and considering that perception

influences student’s behaviour, which then leads to the students’ achievement in


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learning, the researcher is interested in conducting a research on the way the students

of Sanata Dharma University, especially of English Education Study program,

perceive the use of video camera in microteaching classes. There is not any research

on this subject matter yet in Sanata Dharma University. Therefore, the researcher

focuses on digging and exploring any information related to the students’ perception

on the use of video camera in microteaching classes and the possible

recommendations to improve and to maximize the use of video camera in

microteaching classes.

C. Problem Formulation

Based on the background and problem limitation above, the problems were

formulated as follows:

1. What are the students’ perceptions on the use of video camera in

Microteaching classes?

2. What is the feedback the students obtained concerning their teaching practice

from the use of video camera in Microteaching classes?

3. Based on the students’ perceptions, what are some possible recommendations

to improve and to maximize the use of video camera in Microteaching classes?

D. Objectives of the Study

In relation with the questions in the problem formulation, there are three

objectives presented in this study. Those objectives are to dig out the students’

perceptions on the use of video camera, to explore the feedback gathered from the


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use of video camera, and to find out any possible recommendations to improve or to

maximize the use of video camera in microteaching classes based on the students’

perceptions.

E. Benefits of the Study

This study is expected to provide valuable contributions to:

1. Lecturers who teach Microteaching classes, especially at Sanata Dharma

University

This study provides information on how the students perceive the use of

video camera in microteaching classes. Positive perception leads to positive

behaviours which then lead to successful teaching learning goal achievement.

Therefore, the researcher hopes this research inspires the lecturers to use the video

camera and helps them minimize the students’ negative perceptions on the students

and to achieve the course goal.

2. Students who join Microteaching classes

This research discusses any related information on the use of video camera in

microteaching. This research is also hoped to inspire the students to improve their

teaching skill in Microteaching classes by using video camera and to eliminate any

anxiety or novelty feeling related to the use of video camera. They could evaluate

their own performance by comparing the observation sheets from lecturers and peers

with their own observation through watching their own recorded teaching practice.


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Here, the students become autonomous learners and are able to direct their own

learning to achieve their own goal to be better.

3. English Language Education Field

This research explored any information related to the students’ perception on

the use of video camera to record the students’ performance when they were doing

teaching practice in microteaching class. The video camera can be used in various

and creative ways for every subject related to English Language education field. The

use of video camera can improve English Language education quality as long as the

students are willing to eliminate any anxiety or novelty feeling related to the use of

video camera. As a result, the use of video camera can lead the students to be

autonomous learners. Furthermore, the English material designs and techniques can

be enriched by the use of video camera in order to support the teaching learning

activity and to make the students more autonomous.

4. Future researchers

Finally, for the future researchers, the researcher hopes that this research

could inspire them to conduct further research related to the use of video camera or

to enrich the existing research. The research could be related to the effect of students’

next performance after they are watching their recorded teaching practice and the

effect of watching the student’s recorded teaching practice.

F. Definition of Terms

1. Perception

In this study, according to Altman, et.al. (1985: 85), perception is defined as

the way how people select and group the stimuli so that they can interpret the stimuli


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meaningfully. In other words, perception is the way how people view their

environment. Another definition, as defined by Warga (1983: 207), perception is a

meaningful translation from physical energy that we feel or sense. Here, our senses

feel the form of physical energy which is interpreted as a message in the brain as

sensation. The combination of sensations are, then, translated into meaning.

Based on both definitions, it can be concluded that everyone has his or her

own view on something he or she experiences in an occasion or feels in the

environment. The same object or event could be perceived differently by different

person, which then leads to different behavioural responses or attitudes. Relating to

this study, perception is the way how the students feel, think about, and consider

something, in this case is the use of video camera in microteaching classes.

2. Microteaching

In this study, Microteaching is one of the compulsory courses offered in

Faculty of Teachers Training and Education which trains the students the basic skills

needed to be teachers. In Sanata Dharma University, especially in English Education

Study Program, this subject is included in the curriculum as Kelompok Mata Kuliah

Keahlian Berkarya (KPE 360). In Microteaching class, the sudents are trained to be

competent and well qualified teachers. They are trained to master essential teaching

skills including set induction, set closure, questioning and stimulus variation skills,

explaining and reinforcement skills (Pedoman Pengajaran Mikro, 2005). Here, the

students learn how to do peer teaching in a simulated class and to teach lower

semester students.


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3. Video Camera

Video Camera is a facility provided by Sanata Dharma University to record

the students’ performance when they are teaching in microteaching class. This tool

records objects or actions and replays what has been recorded vividly and

objectively. The video camera used in Sanata Dharma University is Panasonic. It is a

mini video digital. This camera has PCM audio dubbing and adjustable microphone

level. Therefore, this camera can record moving objects and actions as well as the

sound produced by the objects or the actors. This camera is manually controlled. An

operator is needed to operate the video camera (see appendix 6).


CHAPTER II

LITERATURE REVIEW

The main concern of this study is the students’ perceptions on the use of

video camera and its influence on the students’ behaviour especially in

microteaching classes. In order to conduct this research, the researcher will discuss

some literature reviews which provide the background related to this research; hence,

the researcher is going to first review the nature of using video camera in education

field. Then, the researcher will review the nature of perceiving stimuli which affects

human behavioural responses. In addition, the researcher will also discuss

microteaching class in general, then microteaching practices in Faculty of Teachers

Training Education especially in English Education Study Program where video

camera is currently used. After reviewing the background theories, the researcher

will then elaborate the theories to picture the steps that the researcher will conduct in

order to gather the data needed.

A. Theoretical Description

Here, the researcher will review the nature of the use of video camera in

educational contexts and the perception theories in order to specify the area that the

researcher is going to discuss. The researcher will also review the nature of

microteaching class in general and microteaching class in English Education Study

Program where the video camera is used.


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1. The Use of video camera in Educational Contexts

A video camera has already been a familiar and standard tool to support

teaching learning activities. Video camera has been used widely, such as to record

the students’ performance in the microteaching class (Benton, 2001; Brown, 2003),

to help the students do presentation (Liu, 1997), to record experiment objects

(Erickson, 1979; Heath, 1984, as stated in Rosenstein, 2002), in the performance art

class (Quigley and Nyquist, 1992, as stated in Rosenstein, 2002) or in physical

education course (Mohnsen and Thompson, 1997, as stated in Rosenstein, 2002),

and to observe classroom activities (Curtis and Cheng, 1998). Why is video camera

widely used for educational contexts? There are a lot of features and benefits that the

video camera offers which can support teaching learning activities. In the following

paragraphs the researcher would like to discuss the features and the benefits of video

camera.

In choosing media, the teachers and lecturers should consider the media

features that enable them to support teaching learning activities (Edling and

Paulason, 1972 as stated in Gerlach and Ely, 1980). The media should be able to

arouse the students’ motivation, to encourage the students’ responses, to offer new

learning stimuli, to give speedy feedback, and to encourage appropriate practice as

remarked by Gerlach (1980). Here, video camera is one of the media which can fulfil

those selective requirements.

Yung-Hua Liu (1997), an English lecturer in the Language Center at

Soochow University, Taiwan, conducted a video presentation in her English listening

comprehension and Speaking classes, which in fact, motivated the students to learn


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English. The video presentation here is that the students, consisting of four to six

people in each group, select the topic they want to present, write any story script or

explanation based on the topic they have chosen, act out the story, record their

performance using a camcorder video camera by themselves, and then present their

video in the class. The students, as Katchen remarked, could watch and evaluate their

performance just the same as they could watch and evaluate other people’s

performance on TV (Katchen, 1992 as stated in Liu, 1997). The video camera

provides the features to support these activities as it enables the students to stop

recording, to rehearse their performance one more time, to record again, to redisplay

what has been recorded, and to focus on specific actions recorded. By conducting

this video presentation, Liu got feedbacks from the students. They argued that they

had fun, became more confident, and could practice speaking fluently without feeling

embarrassed or afraid of standing in front of the class since they recorded their

performance somewhere else. Liu found that the video camera could arouse the

students’ motivation in learning English, lessen the fear, and encourage the students

to practise speaking English fluently.

In psychiatry treatment and training, Berger (1978, as stated in

Rosenstein, 2002) applied the use of video camera to record the patients’ nonverbal

behaviours and to help the psychiatric students evaluate their practice when they

were treating their patients. Here, Berger claimed that the use of video camera

supported the students to do self correcting feedback.


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Decker (1993, as stated in Rosenstein, 2002) applied the video camera in

job-training to teach proper behaviour in on-the-job-training of college students. The

students watched a model’s performance and then practiced the performance as the

model did. The students’ performances were recorded and after that they evaluated

their performance by considering both verbal and nonverbal performance. Decker

demonstrated that video camera features enabled the students to get speedy and vivid

feedback that supported them to evaluate their performance.

Quigley and Nyquist (1992, as stated in Rosenstein, 2002) used a video

to help the students develop their art skill performance by combining video feedback

and teacher’s evaluation. Here the video camera provided vivid feedback of the

students’ performance and helped them cross check the feedback by comparing their

own evaluation with the teacher’s. Similarly, Mohnsen and Thompson (1997, as

stated in Rosenstein, 2002) used a video camera to document and to give a model

performance as well as self analysis in learning process.

In microteaching class, a class which trains students to be teachers in a

small simulated class, the video camera has been used to record and to evaluate the

student teacher’s performance (Benton, 2001; Brown, 2003). The students are

supposed to do teaching practice in a simulated class and are recorded. After that,

they are supposed to watch their performance and evaluate their teaching strengths

and weaknesses. Benton argued that, based on his research, the students were really

able to evaluate their teaching practice and identify their teaching strengths and

weaknesses by comparing their own evaluation with the peers’ and lecturer’s

evaluation. This shows that the students could do their own self evaluation which


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then could lead the students to be autonomous learners as supported by Nunan

(2003). Autonomous learners are the students who are able to direct and to

responsible their own learning. Nunan argued that the students’ autonomy in doing

learning activities could not be taught, but be reinforced. Hence, the use of video

camera to assist the students to do self-evaluation on their performance can be one of

the autonomy reinforcement efforts (Nunan, 2003: 290).

Thanasoulas (2000) also states that students’ autonomy can be fostered.

The teacher can foster the students’ autonomy by assigning students’ self report,

filling diaries and evaluation sheets, and communicating persuasively as a means of

altering learner beliefs and attitudes. The video camera has features that play

audiovisual information. Once it records something, the record can be replayed. The

record could also be played forwards and backwards. Therefore, it is clear that video

camera may provide information about the students’ performance vividly and

objectively. Here, there is a possibility for students whose performance was recorded

to see their own performance. They could evaluate their own performance so that

further self observation and self-evaluation could be conducted.

Video camera is commonly found and used in microteaching classes.

Therefore, in the next part, the researcher discusses microteaching class in general,

then microteaching practices in Faculty of Teachers Training Education especially in

English Education Study Program of Sanata Dharma University where video camera

is currently used.

2. Microteaching Class in English Language Education Context

In this study, microteaching class is defined as a class which trains students

to be teachers in a small simulated class and provides the students any facilities to


14

give them feedback on their teaching practice performance so that the students can

evaluate and develop their teaching skill as stated by Allen and Ryan (1969:1):

‘Microteaching is a training concept that can be applied at various pre-service and in-service stages in the professional development of teachers that provides the teacher with a practice setting for institution in which the teacher receives a great deal of feedback on the teacher’s performance.” Further, based on Allen and Ryan’s statement, they argue that there are five

important propositions of microteaching (p. 2-3):

a. Microteaching is a real teaching in a simulated class where the student

teacher and the “students” work together in creating teaching learning

situation.

b. Microteaching is the miniature of a real classroom. It reduces the class size,

scope of content, student number, and time.

c. In microteaching classes, the students are trained to master teaching skills,

to master the topic of the subject which is going to be taught, to practice

teaching techniques, or to demonstrate the teaching methods.

d. In microteaching classes, the trainers or instructors can control or

manipulate the elements of teaching-learning activities (such as setting,

time, students, methods of feedback and supervision) which will enable the

students to practice certain skills in a highly controlled setting

(microteaching class).

e. In microteaching class, after the student teacher practices a short teaching,

the student teacher should obtain any feedback or evaluation on his or her

performance.


15

From the propositions above, it is clear that to support the student teachers

practice teaching skills, the student teachers need to be taught and trained

teaching skills in a simulated class which is facilitated with media and any

evaluation tools. In addition, the student teachers’ performance becomes the

focus of the teaching learning evaluation.

Concerning the teaching skills, Gilarso and Suseno (1998:7) also stated that

the microteaching students should be taught and trained the basic teaching skills.

Those skills help the students be ‘desired’ or ‘good’ teacher who is able to teach

the students well. Those five teaching skill components are:

a. Set induction and set closure skills.

The way the student ‘teacher’ introduces teaching material plays a big

role which helps arouse the students’ interest in the materials and motivation

to join the teaching learning activities. Therefore, the set of induction to grab

the students’ attention should be mastered. At the end of the teaching

learning activities, to make students aware of and consider the importance of

the materials taught, the student ‘teacher’ should review today’s materials

and close the activities well.

b. Explaining skills

When the student teacher is teaching, he or she should master the

material well. He or she should use appropriate methods so that the students

understand the materials.

c. Questioning skills

In order to motivate the students to ask questions of what they do not

understand is not such an easy thing. It needs skill. This skill is important to


16

learn as this will encourage the students to comprehend the lesson.

Nevertheless, it is possible that the teacher is not aware of this. Therefore, the

student teacher should master how to clarify questions, to relate the questions

to the teaching content, to distribute the questions, to probe and guide, and to

vary the questioning technique.

d. Reinforcement of student participation skills.

The reinforcement of students’ participation is badly needed because this

encourages the students to be more active during the lesson. The

reinforcement skills that should be mastered are verbal and non verbal

reinforcement, verbal probing reinforcement, and connecting the students’

answer.

e. Stimulus variation skills

Everyone has his or her own teaching style. The way he or she explains

might be different from the others. It depends on the students’ characteristics

and the student teacher’s belief on teaching. When the student ‘teacher’ is

explaining he or she should consider the body movement and gesture, voice,

interaction style, eye contact, material focusing, and switching sensory

channel. Those help the students understand more about the materials.

Those teaching skills above would help the student teachers do the

teaching practice successfully. Furthermore, teaching-learning activities will flow

smoothly as intended if the student teachers master those teaching skills. However, in

order to make the teaching learning activities flow smoothly, the student teachers

should prepare their teaching practice well.


17

There are three principles underlying teaching practice as stated by Gilarso

and Suseno (p.12). Those principles are:

a. Planning

Every teaching should be planned to achieve the stated teaching goals,

including the materials, the methods, the teaching goals/aims, the teaching-

learning activities, the media, the behaviour, and the performances.

b. Performance

After planning, teaching-learning practice is conducted. Here the

`teacher` will be observed by friends and supervised by teachers/ lectures.

c. Perception

Here, objective feedback, evaluation, and analysis on the teaching

practice, including willingness to learn from experience and from mistakes are

revealed.

Those three principles in microteaching can be drawn as follows:

PLANNING PERFORMANCE PERCEPTION

Teacher intends

that pupil shall learn X (Fact, concept or skill)

through Y (Method) Feedback Evaluation Figure 2.1. Microteaching principles


18

The planning before teaching supports the student teacher to organize the

teaching learning activities so that they flow as intended. The well organized

planning results in good performance. The performance considered successful or not

depends on the perception of the evaluator. Evaluation and feedback are usually

given by peers and supervisors with comments, check lists, and rating schedules.

Evaluation and feedback are given to recognise the student teacher’s competent in

teaching, to know the strengths and weaknesses. The concern of the evaluation and

feedback is the five teaching skills, the verbal and non verbal aspects. The verbal

aspect involves the voice clarity, audibility, tone and loudness, speed, pause or

silence, speech mannerism, and vocabulary. While non verbal aspect involves body

movements, gestures and facial expressions, eye-contact, interaction, switching

sensory channel (Brown, 1978)

Nowadays, evaluation and feedback could be assisted by a video camera. In

microteaching lab of Faculty of Teachers Training Education especially in English

Education Study Program, Sanata Dharma University, video camera is currently

used. Every student who does teaching practice is recorded. After being recorded, the

student is supposed to watch and evaluate his or her own performance as stated in

Panduan Akademik Program Studi Pendidikan Bahasa Inggris untuk Dosen dan

Mahasiswa (2006) that the goal of microteaching is “the students understand the

principles of teaching English and are able to apply them in a real classroom teaching

situation and to evaluate their teaching performance”(p.100). The students of


19

microteaching class still consider the video camera as a new technology in this

university as this has just been used since 2005.

Concerning the use of video camera in education fields and the microteaching

concept, the researcher will then review the process of perceiving stimuli in order to

picture how someone perceives the stimulus which is relatively new for him or her.

In addition, by reviewing the process of perception, people will understand more

how and why someone pays attention to certain stimuli more than the other.

3. Perception and Perception Process

According to Altman, et.al. (1985: 85), perception is defined as the way how

people select and group the stimuli so that they can interpret the stimuli

meaningfully. In other words, perception is the way how people view their

environment. Another definition, as defined by Warga (1983: 207), perception is a

meaningful translation from physical energy that we feel or sense. Here, our senses

feel the form of physical energy which is interpreted as a message in the brain as

sensation. The combination of sensations are, then, translated into meaning.

Based on both definitions, it can be concluded that everyone has his or her

own view on something he or she experiences in an occasion or feels in the

environment. The same object or event could be perceived differently by different

person, which then leads to different behavioural responses or attitudes. Relating to

this study, perception is the way how the students feel, think about, and consider

something, in this case is the use of video camera in microteaching classes.


20

Perception is considered as the process in which the existence of the objects

and phenomena is reflected in a person’s awareness and consciousness as stated by

Leontiev (1981: 31). Sensory organs such as eyes, ears, tongue, nose, and skin help

the process of perception. It means that a person consciously perceives objects,

surroundings and occurrence around by the help of sensory organs.

Altman et.al (1985: 85) stated that in perceptual process, in order to be

interpreted meaningfully, the stimuli perceived are selected and grouped. The

diagram below shows how the perceptual process flows:

Behavioral responses

Perception, organization, and interpretation of stimuli

Sensors’ selection of stimuli

stimuli

figure 2.2. The perceptual process

The existence of perception begins from the stimuli. Stimuli are forms of

physical energy, such as light, heat, sound, and movement that strikes sensory

receptors. The sensory receptors are the sensory organs of body such as ears, eyes,

nose, and skin whose duty is to convey message to the brain. The selected stimuli

will result in the form of information. The brain will organize and interpret the

information received. The interpretation of the information is called sensation, the

translation of external energy. After interpreting the information, the brain translates

the information into meanings. The result of the meaningful translation of the

information is called perception. Then, behavioural responses towards the perception

exist.


21

From the perceptual process above, it is clearly seen that stimuli result in

perception. The perception towards something is influenced by four factors (Altman

et. al, 1985: 86), they are:

a. Selection of stimuli

Everyone selects certain stimuli and the stimuli can be different from one

person to another. Altman et.al. also says that that people have different

threshold level in selecting the stimuli. Some people can listen to the music or

watch television while they are studying, whereas others cannot. More about

selecting the stimuli, Warga (1983) offers six factors which influence someone

to select the stimuli. Those factors are:

1) Size

Warga considers size as a factor influencing stimuli. This is

because the size really grabs someone’s attention. For example, big bold

letters in a paper will grab people’s attention to read more than small

letters.

“One of our leading cues is size. We use it to judge importance. This is why the message the advertiser wants us to see is always large, bold letters that stand out. Details about the weight, size, and content of the package are usually in fine print.” (Warga, 1983: 208)

2) Change

Changes always grab our attention. Consider a restaurant which the

owner changes or repaint its wall colour from soft yellow to bright pink.


22

People who rarely have lunch in that restaurant will be surprised finding

something different and suddenly notice that the wall has been repainted.

3) Repetition

By repeating the same stimulus, someone will be forced to pay

attention. For example, there is a student who always talks to his or her

friends while the teacher is explaining. In order to grab the student’

attention, the teacher will usually call his or her name once. However, if

he or she does not pay attention yet, the teacher will call his or her name

for several times until he or she pays attention to the teacher.

4) Intensity

Saying something with loud voice will make people pay more

attention on it as it is more clearly heard as Warga explains:

“Up to a point, the louder you shout, the better you will be heard. The intensity of the stimulus-your voice- makes it stand out above other stimuli, so that listeners are forced to pay attention to you.” (Warga, 1983: 209) Nevertheless, if people shout too loud every time, the listeners will

ignore the voice as the voice is annoying. Therefore, it is better if people

do not speak too loud but with tolerable volume, rhythm, articulation,

and intonation (Purnomo, et.al., 2005).

5) Movement

Moving things are more interesting than unmoving things. People

will notice a car moving in a small parking lot when the other cars do not

move. This is clear that movement will suddenly attract our attention to


23

the things which move. However, unnecessary movements should be

avoided as they would bother the viewer (Purnomo, et.al., 2005).

Moreover, people will tend to ignore the movements as those movements

are considered not important.

6) Set

Warga defines set as an emotional disposition that influences

perception. The set causes someone to interpret sensations into a meaning

that is based on what he or she expects to perceive. For example, if you

are invited to have dinner at your friend’s house whose father is a

successful car businessman, then you expect that your friend’s house is

big, beautiful, and stylish. Then you will dress as beautiful as possible in

order to fit the dinner invitation.

b. Organization of stimuli

The selected stimuli should be organized in order to be meaningful. Altman

et.al. (1985: 87) stated that the perceptual organization of information could

help us categorize sensory inputs. The categorization makes the complexity of

the information becomes simpler so that the person can interpret the stimuli as

meaningful information.

c. The situation

Everyone has different expectation towards a situation happening around

him or her. The expectation towards a situation affects the perception.

d. Self-concept


24

Altman defines self-concept as the way someone perceives him or herself.

The way the person feels and sees him or herself affects his or her perception

towards environment surrounding, whether to like or dislike something.

The selection of stimuli, organization of stimuli, the situation, and self

concept are the four factors as described above that influence someone in having

perception towards some condition. It is clear that after getting the chosen stimuli

which can be in the form of physical or mental stimuli, then people will perceive,

organize, and interpret the stimuli meaningfully. As the response to the stimuli,

people will react to the stimuli in the form of behavioural response or attitude.

After reviewing the nature of the use of video camera in educational contexts,

microteaching concept, and the perception process, the research will elaborate the

theoretical framework to picture the steps that the researcher will conduct in order to

gather the data needed.

B. Theoretical Framework

Video camera has already been used widely to support teaching learning

activities in educational contexts, especially in Microteaching class. In Sanata

Dharma University, the video camera is a newly used tool in Microteaching lab of

Faculty of Teachers Training and Education. It has just been used in 2005. The video

camera is used to record the students’ performance when they are teaching. After

being recorded, the students are then supposed to watch their recorded teaching

practice performance and evaluate their performance. Several lecturers require their


25

students to watch and evaluate the students’ performance. Then, the students are

asked to make reflection and self evaluation about their performance.

The video camera really supports the teaching learning activities in

Microteaching classes. It could provide faster, more objective, and more detailed

feedback since the video camera features enables the students to review and to focus

on certain teaching skills or parts of the students’ performances which still need

improvement. It is obvious that video camera is an excellent tool to record students’

performance and to help the students to evaluate the students’ performance.

Nevertheless, how about the students’ perception on the use of video camera? Do

they perceive the use of video camera in positive or negative way? Do they also

consider video camera as an excellent and useful tool? The way the students perceive

on something, whether it is in positive or negative way, influences the students’

behavioural responses as Altman, et.al. (1985) have argued. The behavioural

responses can also be positive or negative which depend on the students’ perception.

If the students perceive the use of video camera in a positive way, the students’

behavioural responses will be positive too, which will in turn support the teaching

learning activities and the course goal achievement. However, if the students

perceive the use of video camera in a negative way, the students’ behavioural

responses will also be negative, which will hamper the teaching learning activities

and the course goal achievement.

Noticing the problem in Sanata Dharma University and being inspired by

Benton’s finding about the Millikin University students’ perceptive towards the use

of video camera in Microteaching class, the researcher is interested not only in


26

finding out the students’ perceptions about the use of video camera in Microteaching

class but also in digging out the feedback that the students obtain from the use of

video camera and any recommendation or suggestions to improve and to maximize

the use of video camera in Microteaching class. Therefore, in order to dig out the

students’ perceptions, the feedback that the students obtain, and their suggestions

towards the use of video camera, the researcher conducts a research. In order to

conduct the research, the researcher distributes a questionnaire and conducts an

interview. The research procedure and methodology that the researcher conducts will

be discussed further in Chapter III.


CHAPTER III

METHODOLOGY

This chapter presents detailed discussion about the methodology employed in

this research. This includes the description of the research methodology, the setting

of the research, the research subjects, the research instrument, data gathering

procedure, and data analysis procedure.

A. Method

The rationale for choosing one methodology over another is related to the

nature of the subject studied and the theories underlying the research objectives.

Since this research is going to explore the students’ perception on the use of video

camera in Microteaching class, to gather any feedbacks from the use of video

camera, and the possible recommendations based on the students’ perception to

improve and to maximize the use of video, the methodology used in this study is a

descriptive research. A descriptive research is a kind of research methods that

explains, describes and interpret something is (Cohen, L., Manion, L., and Morrison,

K., 2000). More about descriptive research, Best (1970, as stated in Cohen, et.al.,

2000: 169) describes:

Descriptive research is concerned with conditions or relationships that exist; practices that prevail; beliefs, points of views, or attitudes that are held; processes that are going on; effects that are being felt; or trends that are developing. At times, descriptive research is concerned with how what is or what exists is related to some preceding event that has influenced or affected a present condition or event. (Best, 1970 as stated in Cohen, L. et.al, 2000).


27

In this research, the researcher is going to dig out the students’ perceptions,

which Best mentions it as points of views, and its affects towards the students’

behaviour related to the teaching learning activities. Therefore, in order to describe

the phenomenon, the researcher conducts two methods; they are:

1. Distributing questionnaires

The questionnaires consisting of two parts (close and open ended questions)

were distributed in April 2006 as it was already in the mid semester and the students

were supposed to have watched their recorded performance. The questionnaires were

used not only to find out the students’ perceptions on the use of video camera but

also to dig out the feedback that the students get from using video camera and to

offer the space for the students to give any recommendations to improve and to

maximize the use of video camera in Microteaching class. The close-ended questions

in the questionnaires were used to find out the students’ perceptions and the feedback

that the students obtain while the open-ended questions are used to find both the

students’ perceptions and the feedback gathered as well as to find any students’

recommendations to improve and to maximize the use of video camera in

Microteaching classes.

2. Verifying Interview

Verifying interview was conducted after the students watched their own

performance on the video and fill in the questionnaire. The researcher asked some

open-ended questions which were designed to dig out the students’ reasons and to

verify their answer related to the questionnaire. The open ended question form was

used as there would not be any predetermined answers which limit the students’

responses.


28

B. Research Participants

The respondents and sources of data of this research were the sixth semester

students who were taking Microteaching class in the academic year of 2005/2006 at

the English Education Study Program, Sanata Dharma University. There were five

Microteaching classes in English Education Study Program. However, the researcher

took four classes as the respondents. There were 100 respondents from Class A,

Class B, Class C, and Class D. Actually, there was also Class E, but the researcher

did not include the Class E students as this class was for eighth semester students or

above. The researcher had purposive sampling that is there is judgement of typical or

representative sample elements which are choosen from the population (Ary, D.,

Jacobs, L. C., and Razavieh, A., 2002). The researcher took the respondents as

purposive sampling because the focus of this research was the sixth semester

students because this is the first time for them to take Microteaching class as well as

to be recorded using the video camera as the student teacher in front of the class.

C. Setting

This study was conducted in even semester Academic Year of 2005/2006. It

took place in Microteaching classes of English Language Education Study Program,

Sanata Dharma University, Yogyakarta.

D. Research Instruments

In order to gather the data needed from the students, the researcher employed

two types of data gathering instruments, those were a questionnaire sheet and an

interview sheet. The main instrument was a questionnaire which was in the form of


29

close-ended and open-ended questions. The close-ended questions were supposed to

find out the students’ perceptions on the use of video camera in Microteaching class

(the first nine statements) and to dig out information about the feedback that the

students obtained from watching their own performance (the other nine questions

that is number 10 up to 18). The open-ended questions were supposed to not only

find the students’ perceptions on the use of video camera and the feedback gathered

from using it but also gather any suggestions or recommendations in order to

maximize the use of video camera. The interview was conducted to verify the results

of the main instrument. It is meant to ensure and to recheck the students’ answer in

the questionnaire. The questionnaire and interview sheets can be seen in the

appendix 1 and appendix 2.

E. Data Gathering Procedures

The data were first gathered from the questionnaires. The questionnaires were

distributed on three different days (as the four classes had different schedule):

Monday (24 April 2006), Tuesday (25 April 2006), and Wednesday (26 April 2006).

The students were supposed to fill in the questionnaire at home because they would

have more time to think. In addition, they would not be in a hurry as when they were

filling in it in the class. The researcher also distributed the questionnaire for those

who did not attend the class by entrusting it to their friends who attended the class.

The students then submitted the questionnaire in the class in the following week.

Then, the researcher conducted the interview on Friday, May 26, 2006. There were

four interviewees. Those interviewees were interviewed in order to verify their

answer in the questionnaire and to dig out more information.


30

F. Data Analysis Procedures

Having gathered the questionnaires, the researcher analyzed them by putting

the data in the table and discussed them based on the three categories in the blueprint

(see appendix 3, 4a, and 4b). Those three categories were based on the three research

questions that the researcher had. Afterwards, as the questionnaire data were all

collected and processed, the researcher came to the second type of data, namely the

interview results. Instead of using a tape recorder, the researcher also recorded the

data in a table (see appendix 5) and finally triangulated them with the other data from

the questionnaire results from both the close-ended and open-ended questionnaire

results. Next, the researcher will present the data gathered and data analysis in

Chapter IV.


CHAPTER IV

ANALYSIS RESULTS

This chapter is a part where data are presented and analyzed based on the

justified methodology. From the data presentation, the researcher obtained the

findings and discussed as well as addressed them explicitly to answer the research

problems. In addition, making links between the findings and the aims of the

research was essentially mentioned.

A. The Students’ Perceptions on the Use of Video Camera in Microteaching

Class.

To find out the students’ perceptions on the use of video camera, the

researcher distributed a questionnaire, in the form of close-ended and open-ended

questions, and conducted an interview for verification. The questionnaire sheets

distributed was 100 sheets. However, 67 out of 100 questionnaires were returned.

Therefore, the total questionnaire sheets which could be analyzed were 67 sheets.

1. The Description of the Students’ Perceptions Based on the Questionnaires

Distributed

a. Close-ended questions

In close-ended questions, the researcher had nine statements which were

supposed to show what the students’ perception was. The table below shows the

distribution of those nine statements and the results:


32

No Statements Strongly Disagree Disagree Agree Strongly

Agree 1 Have experienced on being

recorded in a classroom before 10

(15%) 9

(13%) 24

(36%) 24

(36%) 2 You are interested in the use of

video camera 1

(1%) 2

(3%) 30

(45%) 34

(51%) 3 Motivated to teach better when

you are recorded 2

(3%) 12

(18%) 38

(57%) 15

(22%) 4 You are comfortable and relaxed

when you are recorded 0

(0%) 17

(25%) 42

(63%) 8

(12%) 5 You feel confident to teach when

you are recorded 0

(0%) 20

(30%) 34

(51%) 13

(19%) 6 It is necessary to record your

performance 1

(1%) 3

(4%) 28

(42%) 35

(53%) 7 You watch your recorded teaching

practice 2

(3%) 10

(15%) 34

(51%) 21

(31%) 8 You feel enthusiastic to watch

your recorded teaching 0

(0%) 23

(34%) 29

(44%) 15

(22%) 9 You are confident to watch your

recorded teaching practice 3

(4%) 29

(44%) 29

(43%) 6

(9%)

Table 4.1. Questionnaire Result of the students’ perception on the use of video camera (close-

ended question) Based on the questionnaire result above, most of the students have a positive

perception on the use of video camera in microteaching class. Most of the

students have been recorded before, so they were not too shocked finding the

video camera in microteaching class. In addition, they have already known how

to deal with being recorded. They felt relaxed and comfortable when they were

recorded (75%). Furthermore, there is an interesting finding that almost all the

students are interested in the use of video camera (96%) since the video camera

is a relatively new tool in the lab and the use of it motivates the students to teach

better (79%). Moreover, they are willing to use the video camera maximally as

they consider that their performance needs to be recorded (95%) and as a result,

most of the students watch their recorded teaching practice (82%).


33

Nevertheless, there are also some students who have a negative perception

on the use of video camera. There are 28% students who have not experienced on

being recorded in a classroom before. As they are not accustomed to being

recorded, 25% students admitted that they were not relaxed and comfortable

when they were recorded. As the result, they were not confident to teach when

they were recorded (30%) although they argued that recording their performance

is considered necessary. It is surprising that there are 48% students who are not

confident to watch their own recorded teaching practice and 18% students did not

watch their performance. In order to dig out more information concerning the

students’ perception towards the use of video camera, some questions are offered

in the open-ended questionnaire which will be elaborated in the next section.

b. Open-ended questions

The analysis result of the research participants’ responses in the open-ended

questions supports the results in the closed ended questions. Most of the students

have a positive perception. All of them argue that it is necessary and useful to

have a video camera in microteaching class because it can be used as a tool to get

more detailed, vivid and objective feedback about their teaching practice

performance. They consider the video camera as a tool to help them do self

evaluation. In addition, the use of video camera motivates the students to teach

better. The students wrote:

“Wow, it’s great. By providing video tape recorder in microteaching [labs] the students will more motivate to do the performance. And also by recording our performance we can know our weaknesses.” “It’s good. I like it even though it makes me nervous sometimes. It is useful for me to know about my teaching practice in class. It gives me


34

feedback more than feedback from my friends and my lecturer because using video tape recorder I know the weaknesses and the strengths in my teaching practice directly.” “I like it! It forces me to improve my confident, gives me a ‘real’ feedback, the sense of ‘technology’, motivates me more. It also gives us the ‘authentic’ evidence of our feedback.” “Very good and very helpful because it’s like a documentation of our performance” “I say the major reason about the use of video tape recorder is to help us to evaluate our teaching practice for the better improvement of teaching skills.” “Very useful. If we can use video tape we can know our weaknesses and improve them and we can see our performances [lifely].” “I agree with that because I can get feedback from my teaching recording. I can see the way and the strategy of my teaching. I can know my strength and weaknesses. I can have better teaching.” “I think it is a good idea, even it is very good. By watching our own recorded teaching practice, we can see and analyze our performance, although we have had feedback from lecturers and friends, because self-correction is really important.” “Definitely, using video tape recording in microteaching class is necessary in terms of that it facilitates students to evaluate their performances. Video tape recorder helps students to observe themselves from the perspective of audiences therefore they can have their self reflection on their performances.” “I think it is helping me to evaluate my teaching practice. I can see our or identify my teaching strengths and weaknesses.” “It is very useful since the recorded video can be seen again and again. I can evaluate myself more vividly. I can understand the strength/weaknesses of my teaching strategies though watching it.” “I agree with that because I can get feedback from my teaching recording. I can see the way and the strategy of my teaching. I can know my strength and weaknesses. I can have better teaching.” “It is very useful. Since through the recording we can see our performance and evaluate it. ; what are the strength and weaknesses of


35

the teaching (it gives feedback useful to improve our next performance).”

From the students’ responses above, it is clearly seen that the existence of

video camera in Microteaching lab is considered very important and useful

especially for evaluation. Nevertheless, although most of the students considered

it in a positive way, there are also some students who consider video camera in a

negative way. Those students agree with being recorded and with using the video

camera as an evaluation tool. However, the existence of video camera hampers

their performance when they are teaching. They wrote:

“I think it is useful, very useful, although I am not confident when my teaching practice is recorded, and not confident to watch my own recorded teaching practice.” “It is very useful. I can see my teaching practice although I am very ashamed to see my own recording.” “Good. It aims to give the students feedback of the performance. Unfortunately sometimes some students feel nervous when they know that their performances are being recorded.” “It is good, but my microteaching class is placed in two places [they have two hours in Lab A and the next two hours after two hours break in Lab B] so it’s difficult/confused for us to take the recording DVD, if my group performances were recorded in two places [labs].”

Based on the students’ responses above, it can be noticed that the existence

of video camera causes the students to feel nervous when they are teaching and

feel unconfident to watch their recorded teaching practice performance. In

addition, there is also a complaint of the use of different labs for the same class.

This condition makes the students have such difficulties in gaining the records.

Concerning all the students’ responses above, the researcher tried to dig out

more information about the reason why the students had such a positive or negative


36

perception by conducting an interview. The following section describes the result of

the analysis of the interview transcript.

2. The Description of the Students’ Perceptions Based on the Interview

In order to verify the students’ perceptions recorded in the questionnaire, the

researcher conducted an interview. The researcher had four students as the

interviewees. All interviewees admitted that they had been recorded before. They

were recorded when they did teaching simulation in Language Teaching

Methodology (LTM) classes in the previous semester. Therefore, finding video

camera in Microteaching class to record the students’ teaching practice performance

was not shocking.

The researcher found one interviewee who had a very positive perception on

the use of video camera. He argued that video camera was such an excellent tool

which helped him evaluate his teaching practice. He could compare the feedback

about his teaching practice performance from the lecturer and peers. In addition, he

could also evaluate the class circumstances and the ‘students’ that he taught which

were not evaluated by the lecturer and the peers. This student admitted that the use of

video camera helped him evaluate his teaching strengths and weaknesses as the video

camera recorded and replayed his recorded teaching practice vividly and objectively.

In contradiction, there was also one student who considered the video camera

in a negative way. This student argued that whether being recorded or not being

recorded was just the same for him. He did not watch his recorded teaching practice

because his friends and his lecturer considered that his performance was already


37

good. In addition, this student argued that there was no need to watch his

performance as it did not influence his microteaching mark since the ones who gave

the mark on his performance were the lecturer and peers. Therefore, what he had to

consider most was the lecturer and the peers’ perception on his teaching practice

performance.

The other two students had fairly positive perceptions on the use of video

camera. At the first time, they considered that the existence of video camera made

them nervous while they were teaching. It was considered very huge so that it was

clearly recognized from in front of the class. As a result, they could not teach

maximally. In addition, they admitted that although they had been recorded once in

LTM class before, they felt unfamiliar with being recorded. However, after they

watched their recorded teaching practice, they were surprised at noticing their own

performance. They actually could evaluate their own performance just as the same as

they could evaluate the other students’ performance. Furthermore, they could also

evaluate not only the teaching skills but also the way they dressed, the classroom

circumstances, and the ‘students’ behaviour. One of them said,

“I can see the way I teach. I see not only my teaching skills as mentioned in the observation sheet but also the way I wear my shirt. Before teaching, I thought that my shirt was not too tight, but after I watched my performance, I could see that my shirt was too tight. That was not good if you want to be a teacher. You should be able to wear proper dress, right? In addition, by watching my performance, I could notice that the students I taught in back row were so naughty. They talked to their friends while I was teaching. I did not realize that before. It seemed that I could not manage my classroom yet.” After presenting the data from the questionnaire and interview above, the

researcher then will try to discuss the students’ perceptions in the light of the theories

elaborated in Chapter II.


38

3. Discussion

Based on the questionnaire, it is clearly seen that most of the students have

positive perception towards the use of video camera in microteaching class although

undeniably, there are also small number of students who have negative perception.

What makes the students have positive perception on the use of video camera

can be concluded as follows:

a. The students have already experienced on being recorded in the class

before.

Based on the questionnaire, there are 72% students who have

experienced on being recorded in the classroom before. They were recorded

when they had Language Teaching Methodology (LTM) class. In LTM class,

they were recorded as they did simulated teaching. Therefore, finding video

camera in microteaching class is not such a novel thing for them because if

someone is accustomed to using, watching, or doing something which was

once new and weird before, he or she will then ignore its novelty. Altman

et.al. (1985) and Warga (1983) remark that past experience makes someone

familiar with something. This affects someone in perceiving things and in

dealing with those things. Therefore, when the students had to be recorded

while doing teaching practice, they already felt comfortable, relaxed, and

confident as shown from the questionnaire result number 4 and 5.

b. The students are already interested in the use of video camera

Video camera is considered as a sophisticated tool. It is a newly used

tool to record the students’ performance in Sanata Dharma University,


39

especially in Microteaching classes. The sense of ‘modern technology’

makes them feel excited. The students have already set the way how they will

deal with the video camera. They have considered video camera in positive

way, so the students also have had a positive perception on the use of video

camera in microteaching class. This condition is called as set, one of the six

factors influencing stimulus selection (Warga, 1983). Warga, as explained in

Chapter II, defined set as a predisposition which emotionally affects

perceptions. Set causes the students to interpret sensation into a meaning that

is based on what they expect to perceive. This means that the students

interpret video camera as a good modern technology and consider that using

video camera to record their teaching practice performance is fantastic,

interesting, and exciting. As a result, as Altman et.al. (1985) argue that the

perception influences someone’s behaviour responses, the students are then

motivated to teach better when they are recorded. There are 79% students

who are motivated to teach better when they are recorded. They did their

teaching practice seriously as they wanted to watch the result of his or her

performance. One of the students who was interviewed even said, “I was just

like an artist who did a live show. Therefore, I tried my best to satisfy the

audiences.”

More to the students’ behaviour responses, after being recorded, the

students were enthusiastic to watch their recorded teaching practice. The

students are curious to watch the result of their recorded teaching practice.


40

There are 82% students who watched their recorded teaching practice. They

admitted watching their performance not only because the lecturer asked

them to do but also because they were curious and enthusiastic to watch their

teaching practice performance (66% students). They were also confident to

watch their performance. Here, as the recorded teaching practice was saved

in DVD format, they had to watch it together with their friends in

microteaching lab. They argued that watching together with their friends

helped them get more feedback as their friends sometimes directly gave any

comment about their teaching practice performance.

c. The students consider that to record their teaching practice is necessary.

The feedback that the students obtained from the lecturer whose

feedback they considered most was usually given after some days. Without

any doubt, the students had already forgotten their teaching practice. The

feedback given by peers was sometimes doubtful. The existence of video

camera solves these problems. The video camera enables the students to

watch their recorded teaching practice so that they recalled what they did

when they were teaching. Furthermore, the students could cross check the

feedback they received from the lecturer and peers. This helped the students

do reflection so that they could evaluate their own performance. One of the

students even said, ”Wow, it’s great. By providing video tape recorder in


41

microteaching the students will [be] more motivate[d] to do the performance.

And also by recording our performance we can know our weaknesses.” In

addition, one student said, “I agree to use video tape recorder in micro

teaching class. I can watch my performance through the recording, and I can

evaluate my performance.” This activity leads the students to be autonomous

learners as stated by Nunan (2003) that the students’ autonomy in doing

learning activities could not be taught, but reinforced. This means that the use

of video camera to assist the students to do self-evaluation on their

performance can be one of the autonomy reinforcement efforts.

Although some students have positive perception on the use of video

camera, some students have negative perception. The students obtain such negative

perception because of some reasons, those are:

a. They are not yet accustomed to being recorded as teachers before.

Although the students had been recorded in Language Testing

Methodology (LTM) class before, the students argued that they were only

recorded once as the ‘students’ who just sat and followed the lesson given by

their friend who became the teacher. Therefore, they argued that they were

not accustomed to being recorded, especially as the teachers. The feeling that

they had when they were recorded as students or teachers was quite different.

When they were recorded as ‘students’, they did not feel nervous and even

more relaxed and comfortable as the video camera was behind them and they

could not see the video camera. In addition, as the ‘students’, they thought

that they did not play such a big and important role in LTM teaching project.


42

Unlike being recorded as the students, being recorded as the teachers

was more complicated. In microteaching class, the students were trained to

be teachers. As a result, the focus of the recording is the ‘teachers’, as stated

in microteaching guiding book (Pedoman Pengajaran Micro, 2005), one of

the purposes of facilitating video camera in microteaching class is to record

the student teacher’s teaching practice. In other words, the ‘teacher’ is the

‘artist’. Therefore, when the students were teaching, they became the focus of

the recording and evaluation.

According to Altman et.al. (1985) the way people perceive, interpret

something, and then how to deal with it is influenced by their past

experience. Altman gives an example about a fresh graduate student who

does not have any working experience. He or she will face problems and

have such difficulties in understanding the norms and values of the

workplace or of assessing the interpersonal relationship of the place in which

he or she works. This is related to the condition of the Microteaching class

students. Although the students had been recorded in LTM class before, they

were recorded as ‘students’, not as ‘teachers’. Therefore, they had such

difficulties in dealing with being recorded using the video camera.

b. The video camera size is considered too big and its movements are

frightening.

As the teachers stood in front of the class, the video camera was clearly

seen because it was considered very huge and it moved following the student

teachers’ movements. The video camera size and its movements caused the


43

teachers to feel nervous, not relaxed, and uncomfortable (25%). There are

30% students admitted that they did not feel confident to teach when they

were recorded. The students could not ignore the existence of video camera

and it became the selected stimulus because of its size and its movements.

Size and movements are two of six factors affecting stimulus selection as

mentioned by Warga (1983). Warga says that the bigger the stimulus, the

more clearly seen the stimulus is. In addition, Warga also states that moving

thing will make it clear and easy to be noticed and attract someone’s

attention. More to this, Altman et.al. (1985) says that everyone has his or her

own threshold level in selecting the stimuli. Some people can listen to the

music or watch television while they are studying, whereas others cannot.

Therefore, it is clear that some students can ignore the existence of video

camera and its movements, whereas the others cannot.

c. The students’ recorded teaching practice can only be obtained in the

DVD format.

The result of the students’ teaching practice performance was given in

the DVD format. Unfortunately, not all the students had their own DVD

player. As a result, the students were supposed to watch their performance

result together with their friends in the lab. There was a schedule arranged to

organize the students turn in watching their recorded teaching practice

performance. This was an ineffective way since they had to arrange their

schedule in order to be able to watch their performance in the evening. As the


44

consequences, this condition made the students feel not confident (48%) and

feel not enthusiastic to watch their recorded performance (34%) and even,

there are 18% students who did not watch their performance at all. One

student said, “I think it is useful, very useful, although I am not confident

when my teaching practice is recorded, and not confident to watch my own

recorded teaching practice.”

Next, the researcher would like to discuss the feedback the students received

from the use of the video camera based on the analysis of the questionnaire and

interview.

B. The Feedback that the Students Obtained from the Use of Video Camera in

Microteaching Classes

To dig any feedback that the students obtained, the researcher had the other

questions in the close-ended questions of the questionnaire, in the open-ended

questions, and in the interview to verify the answer. The following are the

descriptions of the feedbacks that the students received.

1. The Description of the Feedback the Students Received Based on the Analysis

of the Questionnaires

a. Close-ended questions

The researcher had other nine questions (Number 10 up to 18) in the

close ended questions in order to find out the feedback that the students

gathered from using the video camera in their microteaching classes. The

table below shows the distribution of those nine statements about the


45

feedback that the students got from using video camera in their

microteaching classes and the results:

No Statement Strongly Disagree Disagree Agree Strongly

Agree

10 The use of VTR help you get feedback on your teaching practice

1 (1%)

4 (6%)

19 (28%)

43 (65%)

11 The use of VTR helps you evaluate your teaching practice

1 (1%)

4 (6%)

21 (31%)

41 (62%)

12 The use of VTR helps you improve your teaching skills

1 (1%)

4 (6%)

31 (47%)

31 (46%)

13

After watching your recorded teaching practice, you can identify your strengths

1 (1%)

5 (7%)

33 (50%)

28 (42%)

14

After watching your recorded teaching practice, you can identify your weaknesses

1 (1%)

4 (6%)

34 (51%)

28 (42%)

15

After watching your recorded teaching practice, you set up a goal for better performance

0 (0%)

4 (6%)

41 (61%)

22 (33%)

16 VTR is suitable to be applied especially in microteaching class

0 (0%)

2 (3%)

20 (30%)

45 (67%)

17

VTR is needed to provide feedback about your teaching practice performance although you have got feedback from your peers

1 (1%)

1 (1%)

25 (37%)

40 (61%)

18

VTR is needed to provide feedback about your teaching practice performance although you have got feedback from your lecturers.

1 (1%)

1 (1%)

28 (42%)

37 (56%)

Table 4.2.

Questionnaire Result of the feedback that the students obtained from using video camera (close-ended question)


46

It is clearly seen that based on the questionnaire result above, there are

97% students who considered that video camera is suitable to be applied in

microteaching class. The students admitted that it was necessary to record

their performance using video camera, although they had received feedback

about their teaching practice performance in microteaching class from their

lecturers and peers (98%). Most of the students received feedback from the

use of video camera in microteaching class (93%). The students considered

video camera as an evaluation tool which helps them evaluate their

performance (93%). The students were able to identify their teaching

strengths (92%) and weaknesses (93%) which in turn helped them not only

improve their teaching skills (93%) but also to help them set better teaching

strategies and methodologies for the next teaching (94%).

There are also some students who even did not obtain any feedback

from the use of video camera. The reason why they did not obtain any

feedback will be dug out next in the open ended questions and interview.

b. Open-ended questions

In general, the students received objective feedback which helps them

identify their teaching weaknesses and strengths. The objectivity and

flexibility of the video (i.e. it can be played again and again, it can be paused

on certain scenes/sections) help the students to gain much information which

cannot be gained from peers and lecturers. The students can pause, stop,

rewind, and forward the recorded teaching to focus and to evaluate certain

performance part. In addition, the students also obtained feedback about the


47

classroom atmosphere and the “students’ behaviour” which were not

considered in the teaching practice evaluation. The students wrote:

“Great, we can have feedback in order to improve our teaching.” “I agree with that because I can get feedback from my teaching recording. I can see the way and the strategy of my teaching. I can know my strength and weaknesses. I can have better teaching.” “I like it! It forces me to improve my [confident], gives me a ‘real’ feedback, the sense of ‘technology’, motivates me more. It also gives us the ‘authentic’ evidence of our feedback.” “I realize that I did not master the materials.” “My way of teaching (method); My class management; My gestures (body movement).” “Information about my performance, what is missing in my teaching, what is may be excessive, and many things else related to teaching [aspecs].” “About our pronunciation (mispronounce can mislead the students also, right?), our attitudes toward our students, how we talk, dress, or the whole performance. Even more, students’ attitudes, although it is not the real situation, students’ interaction can give us description (a bit) for our future students.” “It shows me my strength, my weakness, teaching learning situation. It makes me look at my own performances, my appearance. Looking at our own performances let us measure and explore more for my competence. It helps me much.”

Concerning the students’ responses about the feedback that they

obtained from watching their recorded teaching practice, the feedback is

mostly about their teaching strengths, their teaching weaknesses, the

classroom circumstances, and the “students’ behaviour”. For those who did

not gain any feedback from the use of video camera, one of the students

admitted that he or she did not watch his or her recorded teaching practice.

He or she wrote, “I haven’t seen my recording.”


48

In the following section, the researcher described the feedback the students

received based on the analysis of the interview transcript.

2. The Description of the Feedback the Students Received Based on the Analysis

of the Interview

To verify the students’ response in the questionnaire, the researcher

conducted an interview and found such interesting findings. Three of the

interviewees admitted that they considered video camera as an evaluation tool.

Similar to the other students’ response in the questionnaire, the feedback they

obtained was mostly about their teaching strengths, their teaching weaknesses, the

classroom circumstances, and the “students’ behaviour. They said:

“I transferred and copied my recorded teaching practice in the VCD format. I watched it at home. I watched my recorded teaching practice by comparing with my friends’ and lecturer observation sheet results. I searched my mistakes by focusing my intended part I want to focus as I could forward and rewind the action for many times until I found what I wanted to know.” “After watching my own performance, I could identify my strengths and weaknesses in teaching, enrich my knowledge about my own teaching capability based on peers’ and lecturer’s observation sheet. I tried to improve my teaching skill and restate the way how I should teach by considering all the skills, the students, and the class circumstance.” “This facility helped me focus on the intended action I want to watch. The feedback I got was my strengths and weaknesses in teaching, the un-aware of students’ behaviours when I was teaching, the class circumstance when I was teaching.”

Nevertheless, there was an interviewee who admitted that he did not watch

his recorded teaching practice. He did not watch his recorded teaching practice

performance because his lecturer and peers had considered that his performance was

already good. Moreover, he did not have a DVD player to watch it and if he had to


49

watch it, he needed to see his schedule and watched his recorded teaching practice

together with his friends. He considered it as ineffective way and it was time

consuming. He said,

“My friends and my lecturer told me that I was good enough in teaching. So, I did not watch my recorded teaching practice at all. In addition, I did not have any facility to watch my recorded teaching practice in the form of DVD. If I wanted to watch it, I had to stand in line just to watch it in lab for hours. It was wasting my time. If it was in VCD format I thought I would watch my recorded performance as I have the facility at home.”

The discussion section that follows tries to discuss the result of the analysis

in the light of the theories described in Chapter II.

3. Discussion

In general, the students have a positive perception on the use of video camera

in microteaching class. They consider video camera mostly as an evaluation tool

which enables the students to receive vivid, detailed, and objective feedback about

the students’ teaching practice performance, the classroom atmosphere, and the

“students’ behaviour”.

a. Feedback about the Students’ Teaching Practice Performance.

Most of the students admit that being the teachers, they have to deal with

teaching skills, teaching methodologies, teaching strategies, and self performance.

The use of video camera helps the students evaluate their teaching performance since

it provides them with more vivid, detailed, and objective feedback. The students then

are able to identify their teaching strengths and weaknesses. Moreover, they can

evaluate their gestures, their voice, the way they speak, the way they pronounce the

words, the way they write, the way they explain the material, and even the way they


50

dress. After watching the recorded performance, one of the students argued, “There

[are] so many mistakes in my teaching performances. Our weaknesses in teaching

that should be improved for example pronunciation, gesture, and grammar

presentation.” The other student added the feedback that he or she obtained, “My

way of teaching (method); My class management; My gestures (body movement).”

Another student also admitted, “That my voice is not clear and I should be more

serious in teaching.” In addition, one of the students even admitted that the way he or

she dressed when he or she was teaching was inappropriate.

Knowing that they made many mistakes while they were teaching and noticing

their teaching strengths and weaknesses by the help of video camera, the students are

then able to set another goal in order to improve their teaching skill and to achieve

better teaching practice in the next performance. This is supported by one of the

students who said, “Through the use of video tape recorder I can evaluate my

teaching practice, I can identify my weaknesses and strengths so that I can improve

my teaching practice next turn.”

b. Feedback about the Classroom Atmosphere

Classroom atmosphere was not yet considered to be a part of the student

teachers’ performance evaluation. However, by watching their recorded teaching

practice, the students found that evaluating classroom atmosphere was as important

as evaluating the student teacher’s performance. By recognising the classroom

atmosphere, the students were able to evaluate their ability in managing classroom.

The way the teacher recognised the classroom was of course, by analysing the

students’ behaviour. The classroom atmosphere is good if the student “students”


51

behave and vice versa. One of the students wrote about the feedback that he or she

obtained,” How to be a good teacher, of course! [How to behave as a teacher, how to

manage classroom, how to motivate students more active, etc.]”

c. Feedback about the Students’ Behaviour

Being a teacher, the student teacher has to be aware of the students’ behaviour.

The students’ behaviour reflects the classroom atmosphere and the way the teacher

teaches. Based on the interview, one interviewee admitted that when he or she was

teaching, he or she was not aware of the students’ behaviour, especially the students

who sat at the back. Some of the students were talking to their friends and did not

pay attention to the teacher’s explanation. As a good teacher, he or she should be

able to attract the students’ attention by changing teaching learning strategy. In

addition, by recognising the students’ behaviour, the student teacher then has a

picture about how the ‘future and real’ students are. One of the respondents wrote,

“About our pronunciation (mispronounce can mislead the students also, right?), our attitudes toward our students, how we talk, dress, or the whole performance. Even more, students’ attitudes, although it is not the real situation, students’ interaction can give us description (a bit) for our future students.”

The researcher would then discuss the recommendation from the students to

improve and maximize the use of video camera in Microteaching Laboratory based

on the result of the questionnaire and interview.

C. Students’ Recommendations to Improve and to Maximize the Use of Video

Camera

Most of the students in microteaching class have positive perception on the use

of video camera. They consider it as an evaluation tool which enables them to

evaluate their teaching skill, classroom atmosphere, and the students’ behaviour.


52

However, there were several students who consider the video camera negatively. In

order to improve and maximize the use of video camera in microteaching class, the

researcher tried to dig out any suggestions from the students by the means of open-

ended questionnaire and interview.

1. The Students’ Recommendations Gathered from the Open-ended

Questionnaire

From the open ended questionnaire, the researcher found interesting

recommendation from the students towards the use of video camera. Most of the

students wanted to get a copy of their recorded performance not only in DVD format

but also in VCD format as there were only several students who had DVD player at

home. So far, the students had to collect money to buy DVD. Each DVD was used to

record 6 students’ performances. Therefore, if they wanted to watch their recorded

performance, the students needed to schedule their time in order to be able to watch

their recorded performance together with their friends in Microteaching lab.

Moreover, if they wanted to watch it at home, they needed to copy and to transfer the

record into VCD format. It means that the students had to pay more money.

Furthermore, the students had to wait for days to get their teaching practice record.

As the results, the students need extra money and they could not watch their recorded

performance as soon as possible. Therefore, it would be better if the faculty provides

the discs (DVD) and copies the recording into VCD as soon as the students finish

their teaching practice turn. The students wrote:

“We still need DVD format to record our performance. Make it more flexible to be in VCD format for example.” “It is suggested that we may have flexible video tape recorder. It means that the video tape recorder not only make a record in DVD but also VCD or the others.”


53

“Some students don’t have DVD player. They can’t see the recording if the format is in DVD. College should provide the compact disks by itself. Students must not provide it by themselves. Make sure that each student has the recording of the practice. So each student has the same opportunity to get feedback through recording.” “The time to watch the recording is very limited whereas it is very important to get feedback from the lecturer and teachers. We can get our own copy of the recorded teaching practice at the end of our final performance, I think it is better if we can copy it after we do our teaching practice. By doing so, we can evaluate our performance as soon as possible and improve our performance (especially for the better final performance).” “Please do not use DVD format. Students rarely have these device[s]. Use VC[D] format will be better.” “May be, the DVD/recording should be given from the department and it is free.”

Further, the students also suggested that the lamps/lights in the lab should be

much brighter. The condition of the lighting in the lab influences the results of the

recording (i.e. it tends to be darker). Even one of the students wrote, “Up to date

video tape recorder. The colour of the picture I think is too dark.”

In addition, there is an interesting recommendation from the students

considering the students’ reason of not watching their recorded teaching practice.

The students admitted that they did not know that they had to watch their recorded

performance as their lecturer did not say anything about watching their teaching

practice result. Therefore, it would be better if the lecturer explicitly asks the students

to watch it. The students wrote:

“More information/command to the students to see the recording after they had a performance. Because most of us didn’t know that we had to see the recording.” “Some of the students do not watch their performance. They just know that they are recorded but do not have any desire to watch. It will be better if the lecturer asks them more to watch it.”


54

Moreover, the students also suggested that the number of the video and the

supporting facilities (TV, Video player) as well as the microteaching lab should be

added so that the students can access those facilities easily. The students wrote:

“Provide the video tape and also the tape recorder.” “Add more video tape and micro teaching lab, so that students will have a lot of more time to practice, and do not have to bother about the disability of using the lab and the video camera of course!!”

Also, one of the students suggested watching video from last year’s

microteaching classes, or from English teachers in real school. The student argues

that by watching video from last year’s microteaching class or from English teachers

in real classroom, the students can have new perceptions about the teaching learning

activities and analyze the ‘real students-teachers’ interaction.

2. The Students’ Recommendations Gathered from the Interview

From the interview, most of the students have the same suggestions as written

in the open ended questionnaire. However, there is an additional suggestion. Most of

the interviewees suggested changing the video camera into hidden or candid camera

so that its existence will not bother the students and the teachers’ interactions and

activities. As a result, the student teachers can perform the teaching practice naturally

without feeling nervous of being recorded. In addition, the student students will also

behave naturally as they do not realize of being recorded as the camera is hidden. In

addition, the students hoped that the video camera operator should have background

knowledge how to record the teaching learning process so that what was recorded

was worthy to be evaluated.


55

3. Discussion

Based on the students’ suggestions towards the use of video camera, the

researcher categorizes the students’ suggestions into two categories. First is the

suggestion concerning the facility and the other is concerning the teaching and

learning process using the video camera.

Concerning the facility, the students recommended that it would better if the

camera is hidden as the video camera that the faculty has now is considered too big

and is clearly seen from in front of the class. The hidden camera will help the

students behave and practice the teaching naturally without feeling nervous and

discomfort. Also, it is better if the faculty provides the copy of the teaching practice

recording in DVD format and in VCD format and distributes the copy as soon as

possible. Of course, the faculty could not give the discs freely, but maybe the

students can have the copy by paying it with cheaper price. Moreover, in order to

make the recorded teaching practice result better, it seems that the labs should be

brightened by changing brighter lamps/lights. In addition, the number of the video

and the supporting facilities (TV, Video player) as well as the microteaching lab

should be added so that the students can access those facilities easily.

Another suggestion, related to the students self evaluation, is that it is better for

the lecturers to design an assessment that will require the students to watch their

recorded performance (i.e. make their self-evaluation of their recorded performance

becomes one of the assessment program in microteaching class. They will be obliged

to watch.) Whether the students want to watch and evaluate their recorded teaching

practice performance together with their friends and lecturers or alone can be


56

discussed between the lecturers and the students. Moreover, the students have limited

time to watch the video and they get the copy of their recorded performances toward

the end of the semester. It is much better if they get the copy just after their first

teaching performance or practice teaching so it will enable them to reflect and

evaluate their performance. Probably the number of staff in microteaching lab should

be added which will help the students to get the copy as soon as after the teaching

practice. In addition, it is better if the students can also access the last year’s

Microteaching class recording or from ‘real’ English teacher in a real school.

Next, the researcher will elaborate other findings which are not directly related

to the research questions proposed in this study.

D. Other Findings

Apart from the above research results, the researcher found other findings.

When the researcher conducted the interview, there was one interviewee who said

that another reason why he or she did not watch his or her recorded teaching practice

was that whether he or she watched his or her recorded teaching practice, it did not

affect his or her microteaching mark since the mark was given by the lecturer and the

peers. The other interviewees also supported this by telling their dissatisfaction in

marking the students’ performance. After the students gained the observation sheets

from the lecturer and the peers, they watched their recorded teaching practice. They

were surprised that their performance was already good, but mostly, the peers


57

considered the performance was not good. Further, sometimes, the critiques that the

peers gave were untrue. For example, the peers said that the “teacher’s” voice is soft.

The teacher needed to speak louder. In fact, when he or she watched his or her

recorded teaching practice, his or her voice was loud enough. Whom the students

believed most in giving mark was, of course, the lecturer as he or she is considered to

have more experiences in teaching learning experiences and of having more

knowledge about teaching learning activities. The comments or mark given by peers

are mostly doubtful. The peers were considered to have limited experience and

knowledge in teaching learning activities. Furthermore, there was not exact standard

about how and what ‘a good teacher’ is. As a result, everyone had his or her own

standard of ‘a good teacher’. This made everyone give different scoring , which then

led to unfair mark.


CHAPTER V

CONCLUSIONS AND SUGGESTIONS

After presenting the data gathered and discussing the subject matter, the

researcher then comes to draw some conclusions and tries to find any suggestions

related to the use of video camera in microteaching class.

A. Conclusions

According to the data gathered and discussion, the researcher concludes about

the students’ perception in general, the feedback gathered from the use of video

camera, and the suggestions that the students offer to improve and to maximize the

use of video camera in microteaching class.

1. The students’ perceptions on the use of video camera in Microteaching class.

All of them argue that it is necessary and useful to have a video camera in

microteaching class because it can be used as a tool to get more detailed, vivid, and

objective feedback (compared to the feedback from peers and lecturers). This in turn

will help the students to do self-evaluation and reflection which will help them

improve their performance.

Even though some of the students think that the existence of the video camera

and the recording of their performance make them nervous, generally students

perceive the video camera and the recording of their performance as positive

experience and help them to become a much better and more confident teacher. As

what one of the students said, “I like it! It forces me to improve my confident, gives


59

me a ‘real’ feedback, the sense of ‘technology’, motivates me more. It also gives us

the ‘authentic’ evidence of our feedback”.

2. The information or feedback that the students gathered from the use of

video camera in Microteaching class.

Generally, the students reported that they received objective feedbacks which

help them identify their weaknesses and strengths. The objectivity and flexibility of

the video (i.e. it can be played again and again, it can be paused on certain

scenes/sections) help the students to gain much information which cannot be gained

from peers and lecturers. Moreover, the students could also gain feedback about the

classroom atmosphere and the student students’ behaviour.

3. Some possible recommendations or suggestions that the students offered

based on their perception.

a. Concerning the facility:

1) The discs should not be in the DVD format (the recording should be in

the VCD) because not all students have the device to play the DVD.

2) The department/faculty should provide the discs (DVD)

3) It would be better if the faculty reduces the video camera size and if

possible the faculty provides a candid camera.

4) The lamps/lights in the lab should be much brighter. The condition of the

lighting in the lab influences the results of the recording (i.e. it tends to

be darker).

5) The number of the video and the supporting facilities (TV, Video player)

as well as the microteaching lab should be added so that the students can

access those facilities easily.


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b. Concerning the teaching and learning process using the video:

1) Since some students do not watch their recorded performance, it is better

for the lecturers to design an assessment that will require them to watch

their recorded performance (i.e. make their self-evaluation of their

recorded performance becomes one of the assessment program in

microteaching class. They will be obliged to watch).

2) They have limited time to watch the video and they get the copy of their

recorded performances toward the end of the semester. It is much better if

they get the copy just after their first teaching performance/practice

teaching so it will enable them to reflect and evaluate their performance.

Probably the number of staff in microteaching lab should be added which

will help the students to get the copy as soon as after the teaching

practice.

3) Some students also argue that it is better for them to watch the video of

the recorded performance together with their friends and lecturers so that

they can learn from each other how to be a better teacher. They also

suggest watching video from last year’s microteaching classes, or from

English teachers in real school.

B. Suggestions

This study has gained much valuable information concerning the students’

perceptions on the use of video camera in Microteaching classes. Some valuable

suggestions to maximize the use of video camera are acquired from the students


61

themselves who experienced being recorded by the camera. Such valuable

information (i.e. the students’ perception and suggestions) should be put into

consideration by the lecturers who are teaching Microteachng subjects in English

Education Study Program. Based on the students’ perceptions on the use of video

camera, the feedback that the students gathered, and the students’ suggestions, the

researcher tries to offer some suggestions in order to maximize the use of video

camera to support teaching learning activities, especially in Microteaching

laboratory. The following are the suggestions for the lecturers, the students, and

anyone interested to do further research on similar topic:

1. For the lecturers who teach Microteaching classes, especially at Sanata

Dharma University.

The first suggestion is that the lecturers should design the assessment that

will require the students to watch their recorded teaching practice. Not only will this

help the students to be able to evaluate their own performance, but also to train them

to be autonomous and independent learners who are able to always do self-evaluation

and reflection. Second, the lecturers should design teaching-learning activities in

Microteaching classes that will enable the students to get the feedback as soon as

possible from the lecturers, the peers and from the recorded teaching practice as well.

What usually happened, as it can be seen in the research results, the feedback,

especially from the recorded teaching practice were delayed because of technical

difficulties.


62

2. For the students who join Microteaching classes.

Based on the students perception on the use of video camera in Microteaching

classes, most of the students admitted that the video camera could help them evaluate

their own recorded teaching practice by themselves. They could evaluate their own

performance by comparing the obervation sheets from lecturers and peers with their

own observation through watching their own recorded teaching practice. Here, the

students become autonomous learners and are able to direct their own learning to

achieve their own goal to be better. Therefore, the researcher recommends the

students to watch their recorded teaching practice because there are many

components such as students’ strengths, weaknesses, class atmosphere, students’s

behaviour that can be evaluated. Furthermore, the video camera provides vivid,

objective, and detailed feedback. As a result, it is hoped that the students can have

better teaching skills in the future.

3. For future researchers

Based on the research results, most of the students have positive perception on

the use of video camera. Nevertheless, there are some students who perceived the use

of video camera in a negative way. Therefore, the researcher hopes that there will be

another researchers who are willing to conduct further research related to the use of

video camera, to enrich the existing research, or to design any assessment to

maximallize the use of video camera in Microteaching classes so that the students

feel comfortable when they are recording and become autonomous learners.


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Questionnaire Name : Class : Student number: This questionnaire is aimed to fulfil the data of research about the use of video-tape recorder in microteaching class. Put a tick ( ) in the column which corresponds to the degree of agreement with the statement listed on the left (1= strongly disagree, 2= disagree, 3= agree, 4= strongly agree). Please do it honestly. Your answer will not affect your mark in this course.

No. Statements 1 2 3 4 1. You have experienced on being recorded using video-tape recorder in a classroom before. 2. You are interested in the use of video-tape recorder to record your teaching practice in

microteaching class.

3. You are motivated to teach better when your teaching practice is recorded using video-tape recorder in microteaching class.

4. You are comfortable and relaxed to teach in microteaching class when your teaching practice is recorded using video-tape recorder.

5. You feel confident to teach when you are recorded using video-tape recorder in microteaching class.

6. It is necessary to record your performance when you are teaching in microteaching class. 7. You watch your own recorded teaching practice 8. You feel enthusiastic to watch your own teaching practice. 9. You are confident to watch your teaching practice. 10. The use of video camera helps you get feedbacks about your teaching practice vividly and

objectively.

11. The use of video camera helps you evaluate your teaching practice. 12. The use of video camera helps you improve your teaching skills 13. After watching your recorded teaching practice, you are able to identify your teaching

strengths.

14. After watching your recorded teaching practice, you are able to identify your teaching

Appendix 1


66

weaknesses. 15. After watching your recorded teaching practice, you set up a goal to have your next teaching

practice performance better.

16. Video-tape recorder is suitable to be applied in PBI, especially in microteaching class 17. The video camera is needed to be used to provide feedbacks about your teaching practice

performance although you have got feedbacks from your friends.

18. The video camera is needed to be used to provide feedbacks about your teaching practice performance although you have got feedbacks from your lecturers.

1. What do you think about the use of video tape recorder in microteaching class? Explain your answer. ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… 2. What feedbacks/information do you get from watching your recorded teaching practice? ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… 3. What are your suggestions toward the use of video tape recorder in microteaching class so that it can be more useful for the

students? ……………………………………………………………………………………………………………………………………….. ……………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………..

☺ thank you for your cooperation ☺


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Appendix 2 Interview Lists

1. Ketika pertama kali melihat video camera di kelas microteaching, apa yang

terlintas dalam pikiran Anda? 2. Ketika Anda mengajar di kelas microteaching, apakah Anda menyadari adanya

video kamera yang merekam kegiatan mengajar Anda? Apakah hal ini mempengaruhi performa Anda?

3. Apakah Anda menonton/tidak menonton hasil rekaman mengajar Anda? Apa

alasan Anda menontonnya/tidak menontonnya? 4. Berguna atau tidak bergunakah penggunaan video-tape recorder bagi Anda?

Apa alasan Anda? 5. Adakah saran-saran yang ingin Anda sampaikan agar penggunaan video-tape

recorder di kelas microteaching dapat lebih bermanfaat?


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Item No. SD D A SA SD D A SA

1 10 9 24 24 15% 13% 36% 36% Have experienced on being recorded in a classroom before

2 1 2 30 34 1% 3% 45% 51% You are interested in the use of VTR

3 2 12 38 15 3% 18% 57% 22% Motivated to teach better when you are recorded

4 0 17 42 8 0% 25% 63% 12% You are comfortable&relaxed when you are recorded

5 0 20 34 13 0% 30% 51% 19% You feel confident to teach when you are recorded

6 1 3 28 35 1% 4% 42% 53% It is necessary to record your performance

7 2 10 34 21 3% 15% 51% 31% You watch your recorded teaching practice

8 0 23 29 15 0% 34% 44% 22% You feel enthusiastic to watch your recorded teaching

9 3 29 29 6 4% 44% 43% 9% you are confident to watch your recorded teaching practice

10 1 4 19 43 1% 6% 28% 65% the use of VTR help you get feedback on your teaching practice

11 1 4 21 41 1% 6% 31% 62% the use of VTR helps you evaluate your teaching pr.

12 1 4 31 31 1% 6% 47% 46% the use of VTR helps you improve your teaching skills

13 1 5 33 28 1% 7% 50% 42% after watching, you can identify your strengths

14 1 4 34 28 1% 6% 51% 42% after watching, you can identify your weaknesses

15 0 4 41 22 0% 6% 61% 33% after watching, you set up a goal for better performance

Questionnaire Results of the Use of Video Tape Recorder in Microteaching Class

Appendix 3


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16 0 2 20 45 0% 3% 30% 67% VTR is suitable to be especially in microteaching class

17 1 1 25 40 1% 1% 37% 61% VTR is needed to provide feedback->you got from your lecturer.

18 1 1 28 37 1% 1% 42% 56% VTR is needed to provide feedback->you got from your peer.


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Questionnaire results of the use of video tape recorder in microteaching class:

Appendix 4a

A. What do you think about the use of video tape recorder in microteaching

class? Explain your answer 1. The use of video tape recorder in microteaching class has many advantages

to the students. The students can reflect themselves objectively. 2. It is very important to have video tape recorder we can get the feedback

effectively. 3. I say the major reason about the use of video tape recorder is to help us to

evaluate our teaching practice for the better improvement of teaching skills. 4. I think it is useful, very useful, although I am not confident when my

teaching practice is recorded, and not confident to watch my own recorded teaching practice

5. It is very important and useful because it can help us to see our strengths and weaknesses

6. Very useful. If we can use video tape we can know our weaknesses and improve them and we can see our performances lifely.

7. I think it’s a good idea we can observe our performance after teaching 8. I think it is helping me to evaluate my teaching practice. I can see our or

identify my teaching strengths and weaknesses 9. Using video tape recorder 10. It is very useful. I can see my teaching practice although I am very ashamed

to see my own recording 11. It is good, but my microteaching class is placed in two places [they have

two hours in Lab A and the next two hours after two hours break in Lab B] so it’s difficult/confused for us to take the recording DVD, if my group performances were recorded in two places [labs]

12. I think it is a good thing here. In my opinion it is effective for the students to watch his/her performance in teaching practice

13. It’s good. I like it even though it makes me nervous sometimes. It is useful for me to know about my teaching practice in class. It gives me feedback more than feedback from my friends and my lecturer because using video tape recorder I know the weaknesses and the strengths in my teaching practice directly.

14. It is well applied for the sake of the teaching concerning to the benefits 15. I think it is a good idea, even it is very good. By watching our own recorded

teaching practice, we can see and analyze our performance, although we have had feedback from lecturers and friends, because self-correction is really important

16. Good. It aims to give the students feedback of the performance. Unfortunately sometimes some students feel nervous when they know that their performance are being recorded

17. Video tape recorder in microteaching class is very helpful because it provides us a valid feedback and evaluation on our teaching.


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18. It is very useful because it provides feedback about my teaching practice performance besides, I also get feedback from my lecturer as well as my friends as the evaluator

19. It is very useful from watching my recorded performances I can get feedback from myself and my friends

20. Definitely, using video tape recording in microteaching class is necessary in terms of that it facilitates students to evaluate their performances. Video tape recorder helps students to observe themselves from the perspective of audiences therefore they can have their self reflection on their performances

21. Great, we can have feedback in order to improve our teaching 22. It is useful for us to get the feedback of our performances 23. It is important to get the feedback from our point of view. Reflection 24. For me, personally, though I get feedback from friends and lecturer, it is

surprising to see myself on video-tape. So this is a great means of self-assessment. Recognizing my own strengths and weaknesses are the use of it.

25. It is necessary. Getting feedback from friends and lecture is not enough. I do believe that we should be able to evaluate ourselves. Self introspection.

26. I agree with that to evaluate the activities. 27. It is good since while we are teaching, we can’t see ourselves so that we

need video tape recorder. 28. It can motivate us to do better next time. 29. I think it is very important becoz we can know our weaknesses 30. It is very useful since the recorded video can be seen again and again, I can

evaluate myself more vividly. I can understand the strength/weaknesses of my teaching strategies though watching it.

31. I agree with the use of video in PPL 1. All the reasons of this question have been stated clearly in the questionnaire. What a helpful media!

32. It is very useful since we can improve our performance (positive thing and negative thing)

33. I agree with that because I can get feedback from my teaching recording. I can see the way and the strategy of my teaching. I can know my strength and weaknesses. I can have better teaching.

34. The use of tape recorder in microteaching class helps the students a lot about to practice teaching it is because they can improve (hopefully) their teaching after watching the recording.

35. I think the use of video tape recorder in PPL class is important. Because by seeing the recorded teaching practice I can see and improve my teaching practice.

36. It helps the students a lot because it will not only the one who is being recorded to observe his/her strengths or weaknesses in teaching, but also the other students to observe and learn, furthermore the feedbacks will be more complete. Just call the video tape recorder as a concrete evident.

37. I think it is very helpful since students need real feedback by watching the recording


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38. I like it! It forces me to improve my confident, gives me a ‘real’ feedback, the sense of ‘technology’, motivates me more. It also gives us the ‘authentic’ evidence of our feedback.

39. In my opinion, it is really useful to support the students when we are practicing teaching. By using video tape recorder we can have the review of our teaching practice. So that we can watch and evaluate our practice to have better improvement.

40. I think this tool is very useful, I can watch my performance, I know my weaknesses and I can improve myself.

41. Very good and very helpful because it’s like a documentation of our performance

42. it’s quite beneficial. We can observe our weaknesses and see it with our own eyes.

43. It is very useful. Since through the recording we can see our performance and evaluate it. ; what are the strength and weaknesses of the teaching (it gives feedback useful to improve our next performance).

44. It is very useful to improve the students’ performance. 45. In my opinion, it’s good. It helps the students to reflect on their

performances in order to evaluate and improve their performances. 46. Necessary! I can’t see my previous practice if it’s not recorded. 47. The use of video tape recorder is very useful, suitable and important in

microteaching class. I think it is an effective way for us to watch our own performance. We can watch whatever happened during the teaching learning process in class.

48. I think it is necessary for us to record our teaching practice, so that it will be easier for us to evaluate and provide feedback, thus the existence of video tape recorder is highly demanded.

49. The use of video-tape can give details of our weaknesses and strength. 50. Wow, it’s great. By providing video tape recorder in microteaching the

students will more motivate to do the performance. And also by recording our performance we can know our weaknesses.

51. I agree to use video tape recorder in micro teaching class. I can watch my performance through the recording, and I can evaluate my performance.

B. What feedbacks/information do you get from watching your recorded

teaching practice? 1. I realize that I did not master the materials 2. My teaching strategies did not work well 3. My weaknesses, I can see clearly so I can improve it later. I will try to

reduce or omit my weaknesses 4. We can see the weaknesses and strength of our recorded teaching skill.

Moreover, we can have comparison from our friends, so that we can learn from [] strengths and weaknesses

5. I got many. I realized that I am a really an unconfident person. I know that I am not look like a teacher ☺

6. I get the information from watching my recorded teaching practice such as


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7. I get my strengths and also weaknesses in my performance so that I can do a better performance next time I teach

8. We can know our weaknesses and know whether we are confident enough or not

9. I can improve my teaching skills 10. My way of teaching (method) 11. My class management 12. My gestures (body movement) 13. I haven’t seen my recording he…he…he… 14. To see the strengths and weaknesses of the teaching practice in the

microteaching lab. I can know the details of my performance in the teaching practice

15. How to be a good teacher, of course! How to behave as a teacher, how to manage classroom, how to motivate students more active, etc.

16. I know my weaknesses and I know what to do next. 17. Information about my performance, what is missing in my teaching, what is

may be excessive, and many things else related to teaching aspecs. 18. I will understand the weakness of my performance so next time I can do the

better one. 19. It clearly shows my action in teaching so I can clearly notice my strengths

and weaknesses in teaching activity. 20. Through the use of video tape recorder I can evaluate my teaching practice,

I can identify my weaknesses and strengths so that I can improve my teaching practice next turn.

21. My weaknesses and my strengths of teaching 22. I can observe and evaluate my strengths and weaknesses through watching

it can also rouse my awareness of what I have been performing. 23. There so many mistakes in my teaching performances 24. We will know our unaware gestures or probably miss pronunciation 25. Our weaknesses in teaching that should be improved for example

pronunciation, gesture, grammar presentation 26. As mentioned above, observing on my own performance, I get surprising

information on what part(s) I am weak or strong. 27. I mostly pay attention to my weaknesses 28. My weaknesses and my appearance 29. How to deliver the lesson 30. The strategy 31. I get some feedbacks from the other friends that I can’t get from the day

teaching such as: “… oh ternyata kamu lupa tentang…” 32. My weaknesses is seen from my recording I need to watch it to make my

performance better. Sometimes it is funny to watch my own performance. 33. That my voice is not clear and I should be more serious in teaching 34. The real of me whether it is the best or the worst. I can infer many things to

be used in my teaching in real class. 35. I get so many feedbacks and information about my teaching performances

and I learn to do better and better. Thus it’s motivating me.


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36. Our strength and weaknesses. So we can improve it better. 37. About the way I teach, about my weaknesses and strength. I can know what

should I do in the next teaching. 38. The feedbacks/information: find the weaknesses, find the strengths,

improve the teaching later. 39. About the good technique in practicing. 40. About our pronunciation (mispronounce can mislead the students also,

right?), our attitudes toward our students, how we talk, dress, or the whole performance. Even more, students’ attitudes, although it is not the real situation, students’ interaction can give us description (a bit) for our future students.

41. I can find out my strength and weaknesses. I can prepare myself better for next meeting.

42. It shows me my strength, my weakness, teaching learning situation. It makes me look at my own performances, my appearance. Looking at our own performances let us measure and explore more for my competence. It helps me much.

43. We can know further about our strengths and weaknesses so that we can try to strengthen the strength and reduce the weaknesses. Especially when we get feedback form other friends.

44. I become know my weaknesses. 45. Method, strength, weaknesses, way of presenting the materials. 46. My gestures, my accent, my appearance. 47. The strength and the weaknesses ( what to be improved). 48. Many things, especially about my performance. 49. The recording give me a feedbacks about my teaching practice performance

and about my progress. 50. What to improve; what are my weaknesses. 51. My voice, gestures, pronunciation, movements, students’ enthusiasm. 52. After watching the recorded teaching practice. I know my strengths and

weaknesses, in which parts I need some improvements in order to make my performance better and better.

53. My weaknesses in teaching to improve; my strength in teaching 54. My weakness and strengths 55. We know our mistakes and weaknesses. After that we can improve our next

performance through our mistakes. 56. I know my weaknesses.

C. What are your suggestions toward the use of video tape recorder in

microteaching class so that it can be more useful for the students 1. I think it’s already perfect 2. No suggestion, it’s already good 3. I think it’s already very good. So there is no suggestion. It’s perfect. 4. No suggestion


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5. I hope that the DVD is also provided by the campus and how about if we were given time to see other friends’ performance

6. It will be better if you also provide the CD [DVD] 7. I think it’s already good to use video camera in microteaching class because

it much helps the students to improve their teaching practice 8. May be, the DVD/recording should be given from the department and it is

free he5… 9. More information/command to the students to see the recording after they

had a performance. Because most of us didn’t know that we had to see the recording.

10. Provide the device in microteaching class. 11. I think it will be good to watch the recorded teaching practice together

(with the lecturer and friends) to see and check on how is someone’s performance.

12. Some of the students do not watch their performance. They just know that they are recorded but do not have any desire to watch. It will be better if the lecturer asks them more to watch it.

13. I suggest what it might keep going on please provide some files to document the recording so that it will not be deleted too soon

14. Hopefully the lecturers can provide the recordings (may be last year microteaching class) that are good enough to be used as model/example so that it can extend our knowledge and skill in teaching.

15. It’s better to tape also the whole class situation so that the performer can get feedback about how the students in class behave.

16. Buy the newest one 17. I think we need to buy a new video tape recorder with higher quality; what

we already have now is not really good. 18. So far so good 19. What about if it can be copied/multiplied into CD [VCD]’s format? 20. Students need to be given opportunities to perform in front of the class, not

only once or twice, of course recorded!! 21. Everything good so far. 22. Keep to have the up-to-date video tape recorder. 23. The video tape recorder should be clearer (when we saw the result of

recording). 24. It is better to provide the recording to the students. 25. We can get the CD for free 26. Cheap, copiable, recorded video. Since evaluating myself will never end, I

used the data to remind us, so that I can improving my positive points and leave the negative ones.

27. My suggestions will be just for the use of VTR not only in the PPL’s lab but also in the junior class where we teach. But thank you for providing it. I personally really appreciate it

28. Up to date video tape recorder


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29. The color of the picture I think is too dark. Just keep it exist. 30. Please use the new tape recorder wisely (according to the need of teaching

practice) so that it can be improved. 31. May be the staff provide the CD so can we borrow it and watch our

teaching practice. 32. Make it bigger. Sometimes, why don’t we record one activity from schools

and then watch it together, I mean, we record teaching-learning activity from certain schools and then, observe how the teacher and students interact. At least, to give new perceptions in improving our teaching skills.

33. No suggestion. So far so good. 34. We still need DVD format to record our performance. Make it more

flexible to be in VCD format for example. 35. It is suggested that we may have flexible video tape recorder. It means that

the video tape recorder not only make a record in DVD but also VCD or the others.

36. maintain the stuff 37. My suggestions I guess about the video tape recorder. 38. Optimalize the use of the facility in microteaching class, including the use

of video-tape recorder. 39. use the video maximally 40. Some students don’t have DVD player. They can’t see the recording if the

format is in DVD. College should provide the compact disks by itself. Students must not provide it by themselves. Make sure that each student has the recording of the practice. So each student has the same opportunity to get feedback through recording.

41. The time to watch the recording is very limited whereas it is very important to get feedback from the lecturer and teachers. We can get our own copy of the recorded teaching practice at the end of our final performance, I think it is better if we can copy it after we do our teaching practice. By doing so, we can evaluate our performance as soon as possible and improve our performance (especially for the better final performance).

42. Add more video tape and micro teaching lab, so that students will have a lot of more time to practice, and do not have to bother about the disability of using the lab and the VTR of course!!

43. Please do not use DVD format. Students rarely have these device. Use VCd format will be better.

44. Use it effectively. 45. Provide the video tape and also the tape recorder


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Blue Print of Interview Result Research Questions:

1. What are the students’ perceptions on the use of video tape recorder in microteaching class? 2. What are the feedbacks that will be gathered from the use of video tape recorder in microteaching class? 3. Based on the students’ perceptions, what are some further recommendations/suggestions on the use of video tape recorder in

microteaching class? 4.

No Questions positive negative

Perception on the Use of Video-Tape Recorder (VTR)

1. Have you experienced on being recorded using VTR in a classroom before?

If yes, when? In LTM class

2. Are you interested in the use of VTR to record your teaching practice?

Why yes? a. It is such a miraculous and modern

technology. b. It can help me to evaluate my teaching

practice performance c. It help me evaluate the students who

were being taught by me. d. It is very sophisticated. e. I was curious about my performance

and I wanted to see my own recorded

Why not? a. I think being taped or not being taped

is just the same when I am teaching. b. I would be interested in or not on the

use of camera depends on the other students’ comment. If they said that his/her performance was good, then he/she wouldn’t see his/her recorded performance. So far during the microteaching class, my friends told me that my performance was already good. Therefore, I didn’t watch my recorded performance.

Appendix 5


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3. Are you motivated to teach better when your teaching practice is recorded?

Why yes? a. I wanted to know the result of my

recorded performance. Therefore I tried to perform well.

b. Yes, but this was only one of my motivation. I just wanted to perform better so that the recorded result was good. My another motivations to teach better were the information from my lecturer that every teaching practice would be marked, I didn’t want to be underestimated by my friends, I have to pass this subject.

Why not? a. I was motivated to teach better not

because my teaching practice was recorded but, because I always wanted to perform well in every teaching practice. In brief, whether I was recorded or not, I would always perform as well as I could because I wanted to.

4. Are you comfortable and relaxed to teach in the class when your performance is recorded?

Why yes? a. I had been accustomed to being recorded

in the class (LTM) and out side class. Therefore, I didn’t feel nervous when I was recorded.

b. The video camera didn’t make me feel not relaxed / discomfort as I ignored its existence. I focused on the materials I taught and the students. What made me feel discomfort when I was teaching were the students and fear of making mistakes.

Why not? a. The VTR was considered huge and it

was always moving following my movements. I always tried to ignored it but mostly failed. Therefore, I felt very nervous. I think, it would be better if it is hidden so that one of the factors, which made me nervous was less. (Another factors that made me nervous were the students, fear of making mistakes, fear of standing in front of the class)

5. Do you feel confident to teach when you are recorded?

Why yes? a. The existence of VTR didn’t bother me. b. I could ignore its existence when I was

teaching.

Why not? a. The VTR was considered huge and it

was always moving following my movements. I always tried to ignored it


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c. When I realized that I was being recorded, I felt like an artist. So, I tried to perform as well as possible confidently although I was aware of making a lot of mistakes. Nevertheless, I acted as if I didn’t make any mistakes.

but mostly failed. Therefore, I felt very nervous. I couldn’t perform well. In brief, the existence of VTR bothered me as a result, I couldn’t teach well. I think, it would be better if it is hidden so that one of the factors, which made me nervous was less. (Another factors that made me nervous were the students, fear of making mistakes, fear of standing in front of the class)

6. Is it necessary to record your performance when you are doing teaching practice?

Why yes? a. I want to see my own teaching

practice to evaluate my strengths and weaknesses in teaching.

b. I want to check and prove (cross check) the evaluation from observation sheets given by my friends and lecturer.

Why not? a. Being recorded or not being recorded was just the same for me.

7. Do you watch your own recorded teaching practice?

Why yes? a. My lecturer asked me to do that. (Q1: if

your lecturer didn’t ask you to watch your recorded teaching practice, would you watch yours? A: Maybe, but I thought I would not see it because I didn’t have the tool to play the DVD. If I want to watch it, I had to watch it together with my friends in the lab. I was ashamed. I was afraid of being laughed at and mocked by them. Q2: If the

Why not? a. My friends and my lecturer told me

that I was good enough in teaching. So, I didn’t watch my recorded teaching practice at all.

b. I did not watch my recorded performance together with my friends. I was shy.

c. I didn’t have any facility to watch my recorded teaching practice in the form of DVD. If I wanted to watch it, I had


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recording format is in VCD, will you watch your own recorded teaching practice? A: yes, because I have the facility at home to watch VCD)

b. I wanted to compare between my own observation performance with the lecturer’s and peer’s observation.

c. I was curious about my own teaching practice performance. I wanted to see whether I was good or not in teaching.

to stand in line just to watch it in lab for hours. It was wasting my time. If it was in VCD format I thought I would watch my recorded performance as I have the facility at home.

8. Do you feel enthusiastic to watch your recorded performance?

Why yes? a. I was curious about my own teaching practice performance. I wanted to see whether I was good or not in teaching.

Why not? a. My friends told me that my performance was not good. So I felt not enthusiastic watching my recorded teaching practice.

9. Do you feel confident to watch your recorded teaching practice?

Why yes? a. Because what was recorded on the VTR was the real one. It recorded vividly my performance. I felt confident to watch it because I thought I was good enough when I was teaching.

Why not? a. I felt that my performance was not good

when I was recorded. b. I didn’t feel confident to watch my

performance since I had to watch it together with y friends in the lab.


Feedbacks from the use of VTR

Does the use of VTR help you provide feedbacks about your teaching practice performance?

If yes, how and what are the feedbacks you get? I transferred and copied my recorded teaching practice in the VCD format. I watched it at home. I watched my recorded teaching

If not, why? I didn’t watch my recorded performance. I did not watch my recorded performance together with my friends. I was shy.

I didn’t have any facility to watch my


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practice by comparing with my friends’ and lecturer observation sheet results. I searched my mistakes by focusing my intended part I want to focus as I could forward and rewind the action for many times until I found what I wanted to know. The feedbacks I got was my strengths and weaknesses in teaching, the un-aware of students’ behaviors when I was teaching, the class circumstance when I was teaching.

recorded teaching practice in the form of DVD. If I wanted to watch it, I had to stand in line just to watch it in lab for hours. It was wasting my time. If it was in VCD format I thought I would watch my recorded performance as I have the facility at home.

2. Does the use of VTR help you evaluate your teaching practice?

If yes, how? Its facilities helped me focus on the intended action I want to watch.

If not, why?

3. Does the use of VTR help you identify your teaching strengths?


If not, why?

4. Does, the use of VTR help you identify your teaching weaknesses?


If not, why?

5. Does the use of VTR help you improve your teaching skills?


If not, why?

6. Does the use of VTR help you set up a goal to have your next practice performance better?

If yes, why and how? After watching my own performance, I could identify my strengths and weaknesses in teaching, enrich my knowledge about my own teaching capability based on peers’ and lecturer’s observation sheet. I tried to improve my teaching skill and restate the way how I

If not, why?


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should teach by considering all the skills, the students, and the class circumstance.


Implication 1. Is the use of VTR suitable to

be applied in PBI, especially in microteaching class?

Why yes? Because, in microteaching, the students are supposed to be good teachers. Here, the students are observed by peers and lecturer. What observe are gestures, postures, speaking, grammar, skills in giving and answering questions, etc. When the peers and the lecturer observe, it is possible that there would be some missing points/actions/mistakes. So, when they students are recorded, they students could watch their own performance and that they could observe their own performance. They can focus on the action intended as the VTR has facility to pause, rewind, forward, etc. So, the feedback given would be more detail and vivid. There wouldn’t be any missing actions recorded (unless the VTR is out of order :p)

Why not?

2. Is the VTR available in microteaching class useful for the students?

Why yes? Yes, it recorded the students’ performance and hopefully, the students watch their own performance to evaluate their own performance.

Why not?

3. Is the VTR still needed to be Why yes? Why not?


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used to provide feedbacks about your teaching practice performance although you get feedbacks from your friends?

Yes, this enrich the feedbacks about my strengths and weaknesses in teaching. So I got not only feedbacks from my friends and lecturer but also from the VTR. Furthermore, I could prove whether what the observers told me about was true.

4. Is the VTR still needed to be used to provide feedbacks about your teaching practice performance although you get feedbacks from your lecturer?

Why yes? Yes, this enrich the feedbacks about my strengths and weaknesses in teaching. So I got not only feedbacks from my friends and lecturer but also from the VTR. Furthermore, I could prove whether what the observers told me about was true.

Why not?

5. How should VTR be used so that it can be useful for the students in microteaching class?

It is hidden. The format is is in VCD, the students should be willing to watch their own performance and to evaluate their performance. So, in brief, the students should be autonomous.

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6. How should VTR be used so that it can be used maximally?

It is hidden. The format is is in VCD, the students should be willing to watch their own performance and to evaluate their performance. So, in brief, the students should be autonomous.

-

Other suggestions: The lecturers give more time to evaluate the recorded students performance together and discuss together. The video camera, if possible, change into a candid camera


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PAL Mini-DV Cameras/recorder (PAL)

Appendix 6

Digital Video Camera NV-MD9000EN Digital Quality in a Shoulder-Style Camera All the compact convenience of the Mini DV format plus the shoulder-mount stability you need for professional applications. The result? Stunning DV picture quality for video production that's sure to satisfy. Plus you can show your creative flair with the plentiful manual controls and in-camera digital effects. Connects easily to a PC for computerized editing and webcasting. Excellent Picture NV-MD9000EN

• Clear 800,000-pixel CCD • 15x Optical Zoom & 750x Digital Zoom • Progressive Photoshot • Super Image Stabilizer

High Quality Sound NV-MD9000EN • PCM Audio Dubbing • Adjustable Mic Level

Flexible Shooting NV-MD9000EN • Sub-rec Button & Sub Zoom Lever • Manual Functions for Creative Flexibility • Manual Focus Adjustment • Manual Iris Adjustment • Manual Shutter Speed • Manual White Balance • SL/LP Recording

Non Linear Editing NV-MD9000EN • DV In/Out Terminal • Analogue In/Out Terminals

Creative Functions NV-MD9000EN • Plentiful Digital Effects • Playback Digital Zoom •

Other Features NV-MD9000EN • 5-mode programme: AE:sports, portrait, low-light, spot-light, and surf and snow • Continuous digital photoshoot (0.7-second intervals) • 3-mode digital search: Scene, Photo and Blank • Linear time counter and time code indication • Back light compensation • Infra-red remote controller


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