12 second is the principles of microteaching as a subject including the practical use
and purpose within.
a. Definition and its Characteristics
This research focuses on Microteaching subject in English Language Education Study Program Sanata Dharma University that is offered in each
semester. Since the course is compulsory, all of the students have experienced a teaching practice in order to complete this KPE 361 Matakuliah Keahlian
Berkarya. The students are trained as a teacher candidate in the classroom. Microteaching started to be developed since 1963 at Stanford University School
of Education as an experimental teacher education program Borg, Kelley, Langer Gall, 1970. Borg, et al. 1970 define microteaching into some characteristics
and these are the basic elements as follows. 1 The teacher is presented the teaching skills to be practiced.
2 The teacher practices in a short lesson reducing the time of the lesson with a small group of pupils.
3 There is a recorded-video as the result of teaching performance and then the supervisor analyzes the applied skill by the teacher.
4 From the video, a further practice is recommended to conduct the practice again by the teacher with the other groups of pupils and another video will
be required. Allen and Ryan 1969 state that there are several aspects are reduced
including the length of the lesson, the scope of the lesson and only few students
13 about 25 or 30 taught in the microteaching. As cited by Borg, et al. 1970
concerning the elements of microteaching, Allen and Clark 1967 state “some of variables which can be adjusted include lesson length, number of pupils, types of
pupils, number of reteaches, the amount and kind of supervision and the use of videotape” p. 75. According to Allen and Ryan 1969: 2, microteaching
presents a situation that has the same characteristic as a real classroom but the complexity is less in degree and the teacher has the feedback after performing
hisher practice. Allen and Ryan 1969 provide further evidences of five basic ideas of microteaching viewed from its elements.
1 Microteaching is the real teaching. Even though this is a practice, the teacher and students behave in a genuine situation of teaching.
2 Microteaching involves less a complicated process than a normal classroom. It has the class size, scope of content and also time reduced.
3 Microteaching focuses on completing the specific skills such as the instructional skills, the techniques of teaching, the mastery of materials or
the demonstration of teaching methods. 4 Microteaching can control the aspects of teaching, for example, the
practice setting of microteaching, the rituals of time, the students and the methods of feedback and supervision.
5 Microteaching expands the feedback dimensions in teaching. After teaching in a brief lesson, the teacher gets a detailed analysis based on
hisher performance. The teacher analyses hisher performance by the guidance of the supervisor. The teacher and the supervisor engage in the
14 students’ response forms to examine the detail of the students’ reactions in
the specific aspect of teaching during the performance. Since the teaching practice is recorded into a video, the teacher can evaluate the performance
by playing back the video-recorded and see what should be improved. The last, after this process of assessment, the teacher can re-teach for a further
practice.
b. Practical Process in Microteaching
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