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c. The Students Obtain Many Advantages by Watching the Recorded
Performance
By watching the recorded performance, the students were able to do self- reflection. The recorded performance provided detailed information of teaching
practice. The students were helped to recall the memory on what they have done during teaching practice.
Another advantage that the students achieved by watching the recorded performance was they could analyze whether the goal of their teaching practice
was achieved or not. The student wrote, “Good. It helps me to reflect what went well and what need improvement. I could see whether my teaching goal is
achieved or not.” After the students experienced on watching their recorded performance and
do self-reflection on their teaching skills, the students attained more advantages. Therefore, they could easily identify their strengths and weaknesses, set the goal
for the next better teaching practice and they were motivated to be more confident Boud, 2001. The students wrote, “Yes. It motivates me to be better for the next
practice. I can reflect my self what should be improved on my teaching.” Another student wrote, “It recorded performance improves my knowledge and awareness
in teaching. It can lead me to be a professional teacher in the future.”
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
After presenting the data gathered and discussing subject matter, the researcher draws some conclusion and tries to find some suggestions on the use of
recorded performance to do self-reflection in microteaching class.
A. Conclusions
According to the data gathered, the researcher concludes about the components that the students evaluated, students’ perception in general on the use
of recorded performance to do self-reflection in microteaching class.
1. The Components that the Students Evaluated by Watching the
Recorded Performance
Generally, the students stated that recorded performance helped them evaluate basic teaching skills and general teaching skills. For basic teaching skill,
the students more concerned on set induction and set closure skill, questioning skill and stimulus variation skill, especially eye contact, gestures and body
movement. It was because when they were teaching, they did not realize that they made some unconscious movement and gestures.
For general teaching ability, the students evaluated those four general teaching abilities. However, they more concerned on their language and grammar
accuracy, class management and time management, confidence and self- performance. Time became the most difficult thing to be managed. Thus, the
students really evaluated it when they watched the recorded performance.
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