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Nevertheless, there are also some students who have a negative perception on the use of video camera. There are 28 students who have not experienced on
being recorded in a classroom before. As they are not accustomed to being recorded, 25 students admitted that they were not relaxed and comfortable
when they were recorded. As the result, they were not confident to teach when they were recorded 30 although they argued that recording their performance
is considered necessary. It is surprising that there are 48 students who are not confident to watch their own recorded teaching practice and 18 students did not
watch their performance. In order to dig out more information concerning the students’ perception towards the use of video camera, some questions are offered
in the open-ended questionnaire which will be elaborated in the next section.
b. Open-ended questions
The analysis result of the research participants’ responses in the open-ended questions supports the results in the closed ended questions. Most of the students
have a positive perception. 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 about their teaching practice performance. They consider the video camera
as a tool to help them do self evaluation. In addition, the use of video camera motivates the students to teach
better. The students wrote: “Wow, it’s great. By providing video tape recorder in microteaching
[labs] the students will more motivate to do the performance. And also by recording our performance we can know our weaknesses.”
“It’s good. I like it even though it makes me nervous sometimes. It is useful for me to know about my teaching practice in class. It gives me
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feedback more than feedback from my friends and my lecturer because using video tape recorder I know the weaknesses and the strengths in my
teaching practice directly.” “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.”
“Very good and very helpful because it’s like a documentation of our performance”
“I say the major reason about the use of video tape recorder is to help us to evaluate our teaching practice for the better improvement of teaching
skills.” “Very useful. If we can use video tape we can know our weaknesses and
improve them and we can see our performances [lifely].” “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 think it is a good idea, even it is very good. By watching our own recorded teaching practice, we can see and analyze our performance,
although we have had feedback from lecturers and friends, because self- correction is really important.”
“Definitely, using video tape recording in microteaching class is necessary in terms of that it facilitates students to evaluate their
performances. Video tape recorder helps students to observe themselves from the perspective of audiences therefore they can have their self
reflection on their performances.” “I think it is helping me to evaluate my teaching practice. I can see our or
identify my teaching strengths and weaknesses.” “It is very useful since the recorded video can be seen again and again. I
can evaluate myself more vividly. I can understand the strengthweaknesses of my teaching strategies though watching it.”
“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.” “It is very useful. Since through the recording we can see our
performance and evaluate it. ; what are the strength and weaknesses of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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the teaching it gives feedback Æ useful to improve our next performance.”
From the students’ responses above, it is clearly seen that the existence of video camera in Microteaching lab is considered very important and useful
especially for evaluation. Nevertheless, although most of the students considered it in a positive way, there are also some students who consider video camera in a
negative way. Those students agree with being recorded and with using the video camera as an evaluation tool. However, the existence of video camera hampers
their performance when they are teaching. They wrote: “I think it is useful, very useful, although I am not confident when my
teaching practice is recorded, and not confident to watch my own recorded teaching practice.”
“It is very useful. I can see my teaching practice although I am very ashamed to see my own recording.”
“Good. It aims to give the students feedback of the performance. Unfortunately sometimes some students feel nervous when they know
that their performances are being recorded.” “It is good, but my microteaching class is placed in two places [they have
two hours in Lab A and the next two hours after two hours break in Lab B] so it’s difficultconfused for us to take the recording DVD, if my
group performances were recorded in two places [labs].”
Based on the students’ responses above, it can be noticed that the existence of video camera causes the students to feel nervous when they are teaching and
feel unconfident to watch their recorded teaching practice performance. In addition, there is also a complaint of the use of different labs for the same class.
This condition makes the students have such difficulties in gaining the records. Concerning all the students’ responses above, the researcher tried to dig out
more information about the reason why the students had such a positive or negative PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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perception by conducting an interview. The following section describes the result of the analysis of the interview transcript.
2. The Description of the Students’ Perceptions Based on the Interview
