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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,
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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.
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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.
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