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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
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give them feedback on their teaching practice performance so that the students can evaluate and develop their teaching skill as stated by Allen and Ryan 1969:1:
‘Microteaching is a training concept that can be applied at various pre- service and in-service stages in the professional development of teachers
that provides the teacher with a practice setting for institution in which the teacher receives a great deal of feedback on the teacher’s performance.”
Further, based on Allen and Ryan’s statement, they argue that there are five
important propositions of microteaching p. 2-3: a.
Microteaching is a real teaching in a simulated class where the student teacher and the “students” work together in creating teaching learning
situation. b.
Microteaching is the miniature of a real classroom. It reduces the class size, scope of content, student number, and time.
c. In microteaching classes, the students are trained to master teaching skills,
to master the topic of the subject which is going to be taught, to practice teaching techniques, or to demonstrate the teaching methods.
d. In microteaching classes, the trainers or instructors can control or
manipulate the elements of teaching-learning activities such as setting, time, students, methods of feedback and supervision which will enable the
students to practice certain skills in a highly controlled setting microteaching class.
e. In microteaching class, after the student teacher practices a short teaching,
the student teacher should obtain any feedback or evaluation on his or her performance.
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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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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 goalsaims, the teaching-
learning activities, the media, the behaviour, and the performances. b.
Performance After planning, teaching-learning practice is conducted. Here the
`teacher` will be observed by friends and supervised by teachers lectures. c.
Perception Here, objective feedback, evaluation, and analysis on the teaching
practice, including willingness to learn from experience and from mistakes are revealed.
Those three principles in microteaching can be drawn as follows: PLANNING PERFORMANCE PERCEPTION
Teacher intends that pupil shall
learn X Fact, concept or skill through Y Method
Feedback Evaluation
Figure 2.1. Microteaching principles PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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
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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
