40
There are 82 students who watched their recorded teaching practice. They admitted watching their performance not only because the lecturer asked
them to do but also because they were curious and enthusiastic to watch their teaching practice performance 66 students. They were also confident to
watch their performance. Here, as the recorded teaching practice was saved in DVD format, they had to watch it together with their friends in
microteaching lab. They argued that watching together with their friends helped them get more feedback as their friends sometimes directly gave any
comment about their teaching practice performance.
c. The students consider that to record their teaching practice is necessary.
The feedback that the students obtained from the lecturer whose feedback they considered most was usually given after some days. Without
any doubt, the students had already forgotten their teaching practice. The feedback given by peers was sometimes doubtful. The existence of video
camera solves these problems. The video camera enables the students to watch their recorded teaching practice so that they recalled what they did
when they were teaching. Furthermore, the students could cross check the feedback they received from the lecturer and peers. This helped the students
do reflection so that they could evaluate their own performance. One of the students even said, ”Wow, it’s great. By providing video tape recorder in
41
microteaching the students will [be] more motivate[d] to do the performance. And also by recording our performance we can know our weaknesses.” In
addition, one student said, “I agree to use video tape recorder in micro teaching class. I can watch my performance through the recording, and I can
evaluate my performance.” This activity leads the students to be autonomous learners as stated by Nunan 2003 that the students’ autonomy in doing
learning activities could not be taught, but reinforced. This means that the use of video camera to assist the students to do self-evaluation on their
performance can be one of the autonomy reinforcement efforts. Although some students have positive perception on the use of video
camera, some students have negative perception. The students obtain such negative perception because of some reasons, those are:
a. They are not yet accustomed to being recorded as teachers before.
Although the students had been recorded in Language Testing Methodology LTM class before, the students argued that they were only
recorded once as the ‘students’ who just sat and followed the lesson given by their friend who became the teacher. Therefore, they argued that they were
not accustomed to being recorded, especially as the teachers. The feeling that they had when they were recorded as students or teachers was quite different.
When they were recorded as ‘students’, they did not feel nervous and even more relaxed and comfortable as the video camera was behind them and they
could not see the video camera. In addition, as the ‘students’, they thought that they did not play such a big and important role in LTM teaching project.
42
Unlike being recorded as the students, being recorded as the teachers was more complicated. In microteaching class, the students were trained to
be teachers. As a result, the focus of the recording is the ‘teachers’, as stated in microteaching guiding book Pedoman Pengajaran Micro, 2005, one of
the purposes of facilitating video camera in microteaching class is to record the student teacher’s teaching practice. In other words, the ‘teacher’ is the
‘artist’. Therefore, when the students were teaching, they became the focus of the recording and evaluation.
According to Altman et.al. 1985 the way people perceive, interpret something, and then how to deal with it is influenced by their past
experience. Altman gives an example about a fresh graduate student who does not have any working experience. He or she will face problems and
have such difficulties in understanding the norms and values of the workplace or of assessing the interpersonal relationship of the place in which
he or she works. This is related to the condition of the Microteaching class students. Although the students had been recorded in LTM class before, they
were recorded as ‘students’, not as ‘teachers’. Therefore, they had such difficulties in dealing with being recorded using the video camera.
b. The video camera size is considered too big and its movements are
