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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
frightening.
As the teachers stood in front of the class, the video camera was clearly seen because it was considered very huge and it moved following the student
teachers’ movements. The video camera size and its movements caused the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
teachers to feel nervous, not relaxed, and uncomfortable 25. There are 30 students admitted that they did not feel confident to teach when they
were recorded. The students could not ignore the existence of video camera and it became the selected stimulus because of its size and its movements.
Size and movements are two of six factors affecting stimulus selection as mentioned by Warga 1983. Warga says that the bigger the stimulus, the
more clearly seen the stimulus is. In addition, Warga also states that moving thing will make it clear and easy to be noticed and attract someone’s
attention. More to this, Altman et.al. 1985 says that everyone has his or her own threshold level in selecting the stimuli. Some people can listen to the
music or watch television while they are studying, whereas others cannot. Therefore, it is clear that some students can ignore the existence of video
camera and its movements, whereas the others cannot.
c. The students’ recorded teaching practice can only be obtained in the
DVD format.
The result of the students’ teaching practice performance was given in the DVD format. Unfortunately, not all the students had their own DVD
player. As a result, the students were supposed to watch their performance result together with their friends in the lab. There was a schedule arranged to
organize the students turn in watching their recorded teaching practice performance. This was an ineffective way since they had to arrange their
schedule in order to be able to watch their performance in the evening. As the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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consequences, this condition made the students feel not confident 48 and feel not enthusiastic to watch their recorded performance 34 and even,
there are 18 students who did not watch their performance at all. One student said, “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.”
Next, the researcher would like to discuss the feedback the students received from the use of the video camera based on the analysis of the questionnaire and
interview.
B. The Feedback that the Students Obtained from the Use of Video Camera in Microteaching Classes
To dig any feedback that the students obtained, the researcher had the other questions in the close-ended questions of the questionnaire, in the open-ended
questions, and in the interview to verify the answer. The following are the descriptions of the feedbacks that the students received.
1. The Description of the Feedback the Students Received Based on the Analysis of the Questionnaires
a. Close-ended questions
The researcher had other nine questions Number 10 up to 18 in the close ended questions in order to find out the feedback that the students
gathered from using the video camera in their microteaching classes. The table below shows the distribution of those nine statements about the
