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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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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3. Discussion
