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discussed between the lecturers and the students. Moreover, the students have limited time to watch the video and they get the copy of their recorded performances toward
the end of the semester. It is much better if they get the copy just after their first teaching performance or practice teaching so it will enable them to reflect and
evaluate their performance. Probably the number of staff in microteaching lab should be added which will help the students to get the copy as soon as after the teaching
practice. In addition, it is better if the students can also access the last year’s Microteaching class recording or from ‘real’ English teacher in a real school.
Next, the researcher will elaborate other findings which are not directly related to the research questions proposed in this study.
D. Other Findings
Apart from the above research results, the researcher found other findings. When the researcher conducted the interview, there was one interviewee who said
that another reason why he or she did not watch his or her recorded teaching practice was that whether he or she watched his or her recorded teaching practice, it did not
affect his or her microteaching mark since the mark was given by the lecturer and the peers. The other interviewees also supported this by telling their dissatisfaction in
marking the students’ performance. After the students gained the observation sheets from the lecturer and the peers, they watched their recorded teaching practice. They
were surprised that their performance was already good, but mostly, the peers PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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considered the performance was not good. Further, sometimes, the critiques that the peers gave were untrue. For example, the peers said that the “teacher’s” voice is soft.
The teacher needed to speak louder. In fact, when he or she watched his or her recorded teaching practice, his or her voice was loud enough. Whom the students
believed most in giving mark was, of course, the lecturer as he or she is considered to have more experiences in teaching learning experiences and of having more
knowledge about teaching learning activities. The comments or mark given by peers are mostly doubtful. The peers were considered to have limited experience and
knowledge in teaching learning activities. Furthermore, there was not exact standard about how and what ‘a good teacher’ is. As a result, everyone had his or her own
standard of ‘a good teacher’. This made everyone give different scoring , which then led to unfair mark.
CHAPTER V CONCLUSIONS AND SUGGESTIONS
After presenting the data gathered and discussing the subject matter, the researcher then comes to draw some conclusions and tries to find any suggestions
related to the use of video camera in microteaching class.
A. Conclusions
According to the data gathered and discussion, the researcher concludes about the students’ perception in general, the feedback gathered from the use of video
camera, and the suggestions that the students offer to improve and to maximize the use of video camera in microteaching class.
1. The students’ perceptions on the use of video camera in Microteaching class.
All of them argue that it is necessary and useful to have a video camera in microteaching class because it can be used as a tool to get more detailed, vivid, and
objective feedback compared to the feedback from peers and lecturers. This in turn will help the students to do self-evaluation and reflection which will help them
improve their performance. Even though some of the students think that the existence of the video camera
and the recording of their performance make them nervous, generally students perceive the video camera and the recording of their performance as positive
experience and help them to become a much better and more confident teacher. As what one of the students said, “I like it It forces me to improve my confident, gives
