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By evaluating those components, directly the students are doing self-reflection which later on it will help them to improve their teaching skills.
Benton-Kupper 2001 states that, based on his research, the students were able to evaluate their teaching performance and identify their teaching practice by
comparing what they watched in their recorded performance and the result of observation sheet. This shows that the students could do their own self-reflection
which then could lead the students to be autonomous learners. The teacher can foster students’ autonomy learning by assigning students’
self report, filling the diaries, and evaluation sheets. The recorded performance can be played forwards and backwards. Therefore, it is clear that the recorded
performance may provide information about the students’ performance vividly and objectively.
B. Theoretical Framework
The use of recorded performance to do self-evaluation is usually used especially in Microteaching class. In Sanata Dharma University, recorded
performance is taken form the video camera that is used in Microteaching lab of Faculty of Teachers Training and Education. After being recorded, the student
teachers are supposed to watch the recorded performance of their teaching practice and then evaluate their performance. Several lectures ask their students to
watch and evaluate their performance. Then, the students are asked to make self- reflection on their teaching practice.
One of the main purposes of teaching-learning activity is the students’ autonomy learning. When the students have already reached the stage where they
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are able to learn from their self-reflection on their performance, the teaching- learning process is considered successful. Self-reflection, in the learning
development has been suggested as effective assessment tool in microteaching class. Reflection has been associated with deep thought and evaluation of some
elements such as what student teachers experience in the microteaching class. Self-reflection leads the students to achieve better achievement. By reflecting and
evaluating their performance in teaching practice, the students will be encouraged to set their goal- what kind of achievement they are going to reach in their
teaching. Then, the students will commit and do their best effort to reach the achievement. The result of their achievement affects their self-judgment on what
they have done in their teaching practice such as whether their goal is achieved or not. Furthermore, self-judgment results in students’ self-reaction. They can
respond their performance by some questions such as “Did I achieve my goals?”, “How do I feel about that?”, “What should I do to have better performance?” and
so on. The combination of all those process develops the students’ self- confidence. Their self-confidence is really essential to develop their teaching
ability. Self-reflection helps the students assess the essential components in
microteaching. First, General Teaching Ability which consists of Material Mastery, Self Performance while conducting teaching practice, Class
Management and the Use of Language and Grammar Purnomo et al., 2008 and Basic Teaching Skills which consists of Set Induction and Set Closure Skill,
Explaining Skill, Questioning Skill, Stimulus Variation Skill and Reinforcement
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of Student Participation Skill Gilarso and Suseno, 1986. These two components should be evaluated by the students when they watch their recorded performance.
Boud et al. 1985, as cited in Boud 2002 also states that reflection does not only deal with intellectual activities, but also affective activities in which
individual engaged to explore their experiences in order to lead to new understandings and behavioral development. By doing the reflection, the student
teachers are also able to evaluate their level of knowledge, performance and get information about their teaching experiences.
The use of recorded performance support student teachers’ self-reflection. It helps them to recall their memory on what they have done during their teaching
practice. Then, they are able to see and explore their teaching performance through their strengths and weaknesses, their verbal and non-verbal
communication, their gesture, their physical performance, how they explained and gave stimuli, and so on. Those things would be the points of student teachers’
self-reflection. Nevertheless, how about students’ perception on the use of this recorded
performance to do self-evaluation? Do they perceive the use of recorded performance in positive or negative way? The way the students perceive
something, whether it is in positive or negative way, influence the students’ behavior response as cited by Altman et al. 1985. If the students perceive
positive perception that recorded performance help them do self-reflection, the students’ behavior response will be positive too. Then, they will support the use of
recorded performance and improve their teaching performance after doing self-
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reflection through watching the recorded performance. However, if the students negatively perceive the use of recorded performance, their behavior responses will
be negative too.
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CHAPTER III METHODOLOGY
