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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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2. Students’ Perceptions on the Use of Recorded Performance to Do Self-
Reflection in Microteaching Class
Almost all of the students had positive perceptions on the use of recorded performance in microteaching class. Only a student had negative perception. They
agreed that recorded performance was useful for them to do self-reflection. It really helped the students especially recall their memory about what they have
done during the teaching practice. Generally, recorded performance helped them do self-reflection in detailed and self-reflection would help them to improve their
teaching skills and set the goal for next better achievement. When the students watched their performance, they could analyze their strengths and weaknesses
clearly, in both basic teaching skills and general teaching ability. Even though some students felt ashamed watching themselves in the video,
they still feel enthusiastic to watch the recorded performance. They perceived watching recorded performance of their teaching practice as positive experience
and leaded them to be more confident to teach better.
B. Suggestions
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