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something, whether it is in positive or negative way, influences the students’ behavioural responses as Altman, Valenzi, and Hodgetts 1985 has remarked. The
behavioural responses can also be positive or negative. If the students perceive the use of video camera in a positive way, the students’ behavioural responses will be
positive too, which will in turn support the teaching learning activities and the course goal achievement. However, if the students perceive the use of video camera in a
negative way, the students’ behavioural responses will also be negative, which will hamper the teaching learning activities and the course goal achievement.
Benton-Kupper, the Assistant Professor of Education in Millikin University in Illinois, conducted a research on the student’ perspectives on microteaching
experience. One of his findings was that the students in Millikin University mostly considered the video camera as an effective tool for providing feedbacks and
reflection Benton-Kupper, 2001. The use of video camera helped the students get feedback and reflect what they did when they were doing teaching practice. Here,
they could maximize the use of video camera as they perceived it in a positive way. They obtained not only vivid and objective feedback on their performance but also
chances to do reflection, which then led them to be autonomous learners. Benton- Kupper’s finding on the use of video camera inspired the researcher to explore and to
dig out the students’ perception on the use of video camera in a different university, which is in Sanata Dharma University.
B. Problem Limitation
Inspired by Benton-Kupper’s research and considering that perception influences student’s behaviour, which then leads to the students’ achievement in
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learning, the researcher is interested in conducting a research on the way the students of Sanata Dharma University, especially of English Education Study program,
perceive the use of video camera in microteaching classes. There is not any research on this subject matter yet in Sanata Dharma University. Therefore, the researcher
focuses on digging and exploring any information related to the students’ perception on the use of video camera in microteaching classes and the possible
recommendations to improve and to maximize the use of video camera in microteaching classes.
C. Problem Formulation
Based on the background and problem limitation above, the problems were formulated as follows:
1. What are the students’ perceptions on the use of video camera in
Microteaching classes? 2.
What is the feedback the students obtained concerning their teaching practice from the use of video camera in Microteaching classes?
3. Based on the students’ perceptions, what are some possible recommendations
to improve and to maximize the use of video camera in Microteaching classes?
D. Objectives of the Study
In relation with the questions in the problem formulation, there are three objectives presented in this study. Those objectives are to dig out the students’
perceptions on the use of video camera, to explore the feedback gathered from the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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
