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It is clearly seen that based on the questionnaire result above, there are 97 students who considered that video camera is suitable to be applied in
microteaching class. The students admitted that it was necessary to record their performance using video camera, although they had received feedback
about their teaching practice performance in microteaching class from their lecturers and peers 98. Most of the students received feedback from the
use of video camera in microteaching class 93. The students considered video camera as an evaluation tool which helps them evaluate their
performance 93. The students were able to identify their teaching strengths 92 and weaknesses 93 which in turn helped them not only
improve their teaching skills 93 but also to help them set better teaching strategies and methodologies for the next teaching 94.
There are also some students who even did not obtain any feedback from the use of video camera. The reason why they did not obtain any
feedback will be dug out next in the open ended questions and interview.
b. Open-ended questions
In general, the students received objective feedback which helps them identify their teaching weaknesses and strengths. The objectivity and
flexibility of the video i.e. it can be played again and again, it can be paused on certain scenessections help the students to gain much information which
cannot be gained from peers and lecturers. The students can pause, stop, rewind, and forward the recorded teaching to focus and to evaluate certain
performance part. In addition, the students also obtained feedback about the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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classroom atmosphere and the “students’ behaviour” which were not considered in the teaching practice evaluation. The students wrote:
“Great, we can have feedback in order to improve our teaching.” “I agree with that because I can get feedback from my teaching
recording. I can see the way and the strategy of my teaching. I can know my strength and weaknesses. I can have better teaching.”
“I like it It forces me to improve my [confident], gives me a ‘real’ feedback, the sense of ‘technology’, motivates me more. It also gives us
the ‘authentic’ evidence of our feedback.” “I realize that I did not master the materials.”
“My way of teaching method; My class management; My gestures body movement.”
“Information about my performance, what is missing in my teaching, what is may be excessive, and many things else related to teaching
[aspecs].” “About our pronunciation mispronounce can mislead the students also,
right?, our attitudes toward our students, how we talk, dress, or the whole performance. Even more, students’ attitudes, although it is not the
real situation, students’ interaction can give us description a bit for our future students.”
“It shows me my strength, my weakness, teaching learning situation. It makes me look at my own performances, my appearance. Looking at our
own performances let us measure and explore more for my competence. It helps me much.”
Concerning the students’ responses about the feedback that they obtained from watching their recorded teaching practice, the feedback is
mostly about their teaching strengths, their teaching weaknesses, the classroom circumstances, and the “students’ behaviour”. For those who did
not gain any feedback from the use of video camera, one of the students admitted that he or she did not watch his or her recorded teaching practice.
He or she wrote, “I haven’t seen my recording.” PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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In the following section, the researcher described the feedback the students received based on the analysis of the interview transcript.
2. The Description of the Feedback the Students Received Based on the Analysis of the Interview
