i THE STUDENTS` PERCEPTIONS ON THE USE

Transcription

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
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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 ………………………………………………………..……..........
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ABSTRAK ………………………………………………………………………
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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 …………………………………………..……………………..……..
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D. Research Instruments ……………………………………………..…...........
28
E. Data Gathering Procedures ………………………………………..………...
29
F. Data Analysis Procedures …………………………………..………….........
30
CHAPTER IV: ANALYSIS RESULTS …………………………...……........
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A. The Students’ Perceptions on the Use of Video Camera in Microteaching
Classes ……………........................................................................................
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1. The Description of the Students’ Perceptions Based on the
Questionnaires Distributed ………………..………...…………………..
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2. The Description of the Students’ Perceptions Based on the Interview …..
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3. Discussion …………………..…………………...……………………...
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B. The Feedback that the Students Obtained from the Use of Video Camera in
Microteaching Classes ……………………………...…………………….
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1. The Description of the Feedback the Students Received Based on the
Analysis of the Questionnaires ………………………..……………......
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2. The Description of the Feedback the Students Received Based on the
Analysis of the Interview ………………………………………..……...
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3. Discussion …………………………………………..………..…….........
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C. Students’ Recommendations to Improve and to Maximize the Use of Video
Camera ……………………………………………………………………...
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1. The Students’ Recommendations Gathered from the Open-ended
Questionnaire ………………………………………………..……………
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2. The Students’ Recommendations Gathered from the Interview…..............
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3. Discussion ………………………………..……………….........................
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D. Other Findings ……………………………..…..……………….....................
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CHAPTER V: CONCLUSIONS AND SUGGESTIONS ………….………..
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A. Conclusions …………………………………………………….....................
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1. The students’ perceptions on the use of video camera in Microteaching
class .……..………………………………………………………………..
2. The information or feedback that the students gathered from the use of
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video camera in Microteaching class ………………………….….............
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3. Some possible recommendations or suggestions that the students offered
based on their perception …………..…………………..............................
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B. Suggestions ………………………………..………………………..……….
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1. For the lecturers who teach Microteaching classes, especially at Sanata
Dharma University …………..……………………………..……………..
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2. For the students who join Microteaching classes ………..………………..
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3. For future researchers ……………………………………………………..
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BIBLIOGRAPHY ………………………………..…………..………………..
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APPENDICES ………………………………………………..………………..
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APPENDIX 1 …………………………………………………………………..
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APPENDIX 2 …………………………………………………………………..
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APPENDIX 3 ......................................................................................................
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APPENDIX 4A ………………………………………………………………...
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APPENDIX 4B …………………………………..……………….....................
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APPENDIX 5 ……………………………………..…………………………....
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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) ……………………...............
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Table 4.2. Questionnaire Result of the feedback that the students obtained
from using video camera (close-ended question) …………….........
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LIST OF FIGURES
Figure 2.1. Microteaching principles ...……………………………................
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Figure 2.2. The perceptual process …………………………………...............
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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 kuesio ner 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.
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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. BentonKupper’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 preservice 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 teachinglearning 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:
stimuli
Sensors’ selection
of stimuli
Perception,
organization, and
interpretation of
stimuli
Behavioral
responses
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
1
2
3
4
5
6
7
8
9
Strongly
Strongly
Disagree Agree
Disagree
Agree
Have experienced on being
10
9
24
24
recorded in a classroom before
(15%)
(13%)
(36%)
(36%)
You are interested in the use of
1
2
30
34
video camera
(1%)
(3%)
(45%)
(51%)
Motivated to teach better when
2
12
38
15
you are recorded
(3%)
(18%)
(57%)
(22%)
You are comfortable and relaxed
0
17
42
8
when you are recorded
(0%)
(25%)
(63%)
(12%)
You feel confident to teach when
0
20
34
13
you are recorded
(0%)
(30%)
(51%)
(19%)
It is necessary to record your
1
3
28
35
performance
(1%)
(4%)
(42%)
(53%)
You watch your recorded teaching
2
10
34
21
practice
(3%)
(15%)
(51%)
(31%)
You feel enthusiastic to watch
0
23
29
15
your recorded teaching
(0%)
(34%)
(44%)
(22%)
You are confident to watch your
3
29
29
6
recorded teaching practice
(4%)
(44%)
(43%)
(9%)
Statements
Table 4.1.
Questionnaire Result of the students’ perception on the use of video camera (closeended 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 selfcorrection 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.”
“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 Æ 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
10
11
12
13
14
15
16
17
18
Statement
The use of VTR help you
get feedback on your
teaching practice
The use of VTR helps you
evaluate your teaching
practice
The use of VTR helps you
improve your teaching
skills
After watching your
recorded teaching
practice, you can identify
your strengths
After watching your
recorded teaching
practice, you can identify
your weaknesses
After watching your
recorded teaching
practice, you set up a goal
for better performance
VTR is suitable to be
applied especially in
microteaching class
VTR is needed to provide
feedback about your
teaching practice
performance although you
have got feedback from
your peers
VTR is needed to provide
feedback about your
teaching practice
performance although you
have got feedback from
your lecturers.
Strongly
Disagree
Disagree
Agree
Strongly
Agree
1
(1%)
4
(6%)
19
(28%)
43
(65%)
1
(1%)
4
(6%)
21
(31%)
41
(62%)
1
(1%)
4
(6%)
31
(47%)
31
(46%)
1
(1%)
5
(7%)
33
(50%)
28
(42%)
1
(1%)
4
(6%)
34
(51%)
28
(42%)
0
(0%)
4
(6%)
41
(61%)
22
(33%)
0
(0%)
2
(3%)
20
(30%)
45
(67%)
1
(1%)
1
(1%)
25
(37%)
40
(61%)
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 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 openended 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.
60
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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oc
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65
Appendix 1
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 (3) 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
66
15.
16.
17.
18.
weaknesses.
After watching your recorded teaching practice, you set up a goal to have your next teaching
practice performance better.
Video-tape recorder is suitable to be applied in PBI, especially in microteaching class
The video camera is needed to be used to provide feedbacks about your teaching practice
performance although you have got feedbacks from your friends.
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 ☺
67
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?
68
Appendix 3
Questionnaire Results of the Use of Video Tape Recorder in Microteaching Class
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%
10
1
4
19
43
1%
6%
28%
65%
you are confident to watch your recorded teaching practice
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
69
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.
70
Appendix 4a
Questionnaire results of the use of video tape recorder in microteaching class:
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.
71
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
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
It is very useful from watching my recorded performances I can get
feedback from myself and my friends
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
Great, we can have feedback in order to improve our teaching
It is useful for us to get the feedback of our performances
It is important to get the feedback from our point of view. Reflection
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 selfassessment. Recognizing my own strengths and weaknesses are the use of
it.
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.
I agree with that to evaluate the activities.
It is good since while we are teaching, we can’t see ourselves so that we
need video tape recorder.
It can motivate us to do better next time.
I think it is very important becoz we can know our 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 the use of video in PPL 1. All the reasons of this question have
been stated clearly in the questionnaire. What a helpful media!
It is very useful since we can improve our performance (positive thing and
negative thing)
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.
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.
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.
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.
I think it is very helpful since students need real feedback by watching the
recording
72
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
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.
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.
I think this tool is very useful, I can watch my performance, I know my
weaknesses and I can improve myself.
Very good and very helpful because it’s like a documentation of our
performance
it’s quite beneficial. We can observe our weaknesses and see it with our
own eyes.
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).
It is very useful to improve the students’ performance.
In my opinion, it’s good. It helps the students to reflect on their
performances in order to evaluate and improve their performances.
Necessary! I can’t see my previous practice if it’s not recorded.
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.
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.
The use of video-tape can give details of our weaknesses and strength.
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.
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
73
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
I get my strengths and also weaknesses in my performance so that I can do
a better performance next time I teach
We can know our weaknesses and know whether we are confident enough
or not
I can improve my teaching skills
My way of teaching (method)
My class management
My gestures (body movement)
I haven’t seen my recording he…he…he…
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
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.
I know my weaknesses and I know what to do next.
Information about my performance, what is missing in my teaching, what is
may be excessive, and many things else related to teaching aspecs.
I will understand the weakness of my performance so next time I can do the
better one.
It clearly shows my action in teaching so I can clearly notice my strengths
and weaknesses in teaching activity.
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.
My weaknesses and my strengths of teaching
I can observe and evaluate my strengths and weaknesses through watching
it can also rouse my awareness of what I have been performing.
There so many mistakes in my teaching performances
We will know our unaware gestures or probably miss pronunciation
Our weaknesses in teaching that should be improved for example
pronunciation, gesture, grammar presentation
As mentioned above, observing on my own performance, I get surprising
information on what part(s) I am weak or strong.
I mostly pay attention to my weaknesses
My weaknesses and my appearance
How to deliver the lesson
The strategy
I get some feedbacks from the other friends that I can’t get from the day
teaching such as: “… oh ternyata kamu lupa tentang…”
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.
That my voice is not clear and I should be more serious in teaching
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.
I get so many feedbacks and information about my teaching performances
and I learn to do better and better. Thus it’s motivating me.
74
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
Our strength and weaknesses. So we can improve it better.
About the way I teach, about my weaknesses and strength. I can know what
should I do in the next teaching.
The feedbacks/information: find the weaknesses, find the strengths,
improve the teaching later.
About the good technique in practicing.
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.
I can find out my strength and weaknesses. I can prepare myself better for
next meeting.
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.
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.
I become know my weaknesses.
Method, strength, weaknesses, way of presenting the materials.
My gestures, my accent, my appearance.
The strength and the weaknesses ( what to be improved).
Many things, especially about my performance.
The recording give me a feedbacks about my teaching practice performance
and about my progress.
What to improve; what are my weaknesses.
My voice, gestures, pronunciation, movements, students’ enthusiasm.
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.
My weaknesses in teaching to improve; my strength in teaching
My weakness and strengths
We know our mistakes and weaknesses. After that we can improve our next
performance through our mistakes.
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
75
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
I hope that the DVD is also provided by the campus and how about if we
were given time to see other friends’ performance
It will be better if you also provide the CD [DVD]
I think it’s already good to use video camera in microteaching class because
it much helps the students to improve their teaching practice
May be, the DVD/recording should be given from the department and it is
free he5…
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.
Provide the device in microteaching class.
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.
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.
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
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.
It’s better to tape also the whole class situation so that the performer can get
feedback about how the students in class behave.
Buy the newest one
I think we need to buy a new video tape recorder with higher quality; what
we already have now is not really good.
So far so good
What about if it can be copied/multiplied into CD [VCD]’s format?
Students need to be given opportunities to perform in front of the class, not
only once or twice, of course recorded!!
Everything good so far.
Keep to have the up-to-date video tape recorder.
The video tape recorder should be clearer (when we saw the result of
recording).
It is better to provide the recording to the students.
We can get the CD for free
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.
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
Up to date video tape recorder
76
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35.
36.
37.
38.
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41.
42.
43.
44.
45.
The color of the picture I think is too dark. Just keep it exist.
Please use the new tape recorder wisely (according to the need of teaching
practice) so that it can be improved.
May be the staff provide the CD so can we borrow it and watch our
teaching practice.
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.
No suggestion. So far so good.
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.
maintain the stuff
My suggestions I guess about the video tape recorder.
Optimalize the use of the facility in microteaching class, including the use
of video-tape recorder.
use the video maximally
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).
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!!
Please do not use DVD format. Students rarely have these device. Use VCd
format will be better.
Use it effectively.
Provide
the
video
tape
and
also
the
tape
recorder
93
Blue Print of Interview Result
Appendix 5
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
1.
2.
Questions
positive
Perception on the Use of Video-Tape Recorder (VTR)
Have you experienced on
being recorded using VTR in
a classroom before?
Are you interested in the use
of VTR to record your
teaching practice?
negative
If yes, when?
In LTM class
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.
94
3.
Are you motivated to teach
better when your teaching
practice is recorded?
4.
Are you comfortable and
relaxed to teach in the class
when your performance is
recorded?
5.
Do you feel confident to teach
when you are recorded?
Why yes?
Why not?
a. I wanted to know the result of my a. I was motivated to teach better not
recorded performance. Therefore I tried
because my teaching practice was
to perform well.
recorded but, because I always wanted
b. Yes, but this was only one of my
to perform well in every teaching
motivation. I just wanted to perform
practice. In brief, whether I was
better so that the recorded result was
recorded or not, I would always
good. My another motivations to teach
perform as well as I could because I
better were the information from my
wanted to.
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 yes?
Why not?
a. I had been accustomed to being recorded a. The VTR was considered huge and it
in the class (LTM) and out side class.
was always moving following my
Therefore, I didn’t feel nervous when I
movements. I always tried to ignored it
was recorded.
but mostly failed. Therefore, I felt very
b. The video camera didn’t make me feel
nervous. I think, it would be better if it
not relaxed / discomfort as I ignored its
is hidden so that one of the factors,
existence. I focused on the materials I
which made me nervous was less.
taught and the students. What made me
(Another factors that made me nervous
feel discomfort when I was teaching were
were the students, fear of making
the students and fear of making mistakes.
mistakes, fear of standing in front of
the class)
Why yes?
Why not?
a. The existence of VTR didn’t bother me.
a. The VTR was considered huge and it
b. I could ignore its existence when I was
was always moving following my
teaching.
movements. I always tried to ignored it
95
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.
6.
Is it necessary to record your
performance when you are
doing teaching practice?
7.
Do you watch your own
recorded teaching practice?
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)
Why not?
a. Being recorded or not being recorded
was just the same for me.
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 yes?
Why not?
a. My lecturer asked me to do that. (Q1: if a. My friends and my lecturer told me
your lecturer didn’t ask you to watch
that I was good enough in teaching. So,
your recorded teaching practice, would
I didn’t watch my recorded teaching
you watch yours? A: Maybe, but I
practice at all.
thought I would not see it because I b. I did not watch my recorded
didn’t have the tool to play the DVD. If I
performance together with my friends.
want to watch it, I had to watch it
I was shy.
together with my friends in the lab. I was c. I didn’t have any facility to watch my
ashamed. I was afraid of being laughed at
recorded teaching practice in the form
and mocked by them. Q2: If the
of DVD. If I wanted to watch it, I had
96
8.
Do you feel enthusiastic to
watch your recorded
performance?
9.
Do you feel confident to
watch your recorded teaching
practice?
No
Questions
Does the use of VTR help you
provide feedbacks about your
teaching practice
performance?
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.
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 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.
positive
Feedbacks from the use of VTR
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.
Why not?
a. My friends told me that my performance
was not good. So I felt not enthusiastic
watching my recorded teaching practice.
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.
negative
If yes, how and what are the feedbacks you
If not, why?
get?
I didn’t watch my recorded performance.
I transferred and copied my recorded teaching I did not watch my recorded performance
practice in the VCD format. I watched it at together with my friends. I was shy.
home. I watched my recorded teaching I didn’t have any facility to watch my
97
2.
3.
4.
5.
6.
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.
Does the use of VTR help you If yes, how?
evaluate your teaching
Its facilities helped me focus on the intended
practice?
action I want to watch.
identify your teaching
strengths?
Does, the use of VTR help
If yes, how?
you identify your teaching
weaknesses?
improve your teaching skills? Its facilities helped me focus on the intended
Does the use of VTR help you If yes, why and how?
set up a goal to have your next After watching my own performance, I could
practice performance better?
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
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.
If not, why?
If not, why?
If not, why?
If not, why?
If not, why?
98
should teach by considering all the skills, the
students, and the class circumstance.
No
Questions
1.
Is the use of VTR suitable to
be applied in PBI, especially
in microteaching class?
2.
Is the VTR available in
microteaching class useful for
the students?
3.
Is the VTR still needed to be
positive
Implication
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 yes?
Yes, it recorded the students’ performance
and hopefully, the students watch their own
performance to evaluate their own
performance.
Why yes?
negative
Why not?
Why not?
Why not?
99
used to provide feedbacks
about your teaching practice
performance although you get
feedbacks from your friends?
4.
5.
6.
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.
Is the VTR still needed to be
Why yes?
Why not?
used to provide feedbacks
Yes, this enrich the feedbacks about my
about your teaching practice
strengths and weaknesses in teaching. So I got
performance although you get not only feedbacks from my friends and
feedbacks from your lecturer? lecturer but also from the VTR. Furthermore,
I could prove whether what the observers told
me about was true.
How should VTR be used so
It is hidden. The format is is in VCD, the that it can be useful for the
students should be willing to watch their own
students in microteaching
performance
and
to
evaluate
their
class?
performance. So, in brief, the students should
be autonomous.
How should VTR be used so
It is hidden. The format is is in VCD, the that it can be used maximally? 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
100
Appendix 6
(PAL)
Digital Video Camera NV-MD9000EN
PAL Mini-DV Cameras/recorder
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

i THE STUDENTS` PERCEPTIONS ON THE USE

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