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Altman defines self-concept as the way someone perceives him or herself. The way the person feels and sees him or herself affects his or her perception
towards environment surrounding, whether to like or dislike something. The selection of stimuli, organization of stimuli, the situation, and self
concept are the four factors as described above that influence someone in having perception towards some condition. It is clear that after getting the chosen stimuli
which can be in the form of physical or mental stimuli, then people will perceive, organize, and interpret the stimuli meaningfully. As the response to the stimuli,
people will react to the stimuli in the form of behavioural response or attitude. After reviewing the nature of the use of video camera in educational contexts,
microteaching concept, and the perception process, the research will elaborate the theoretical framework to picture the steps that the researcher will conduct in order to
gather the data needed.
B. Theoretical Framework
Video camera has already been used widely to support teaching learning activities in educational contexts, especially in Microteaching class. In Sanata
Dharma University, the video camera is a newly used tool in Microteaching lab of Faculty of Teachers Training and Education. It has just been used in 2005. The video
camera is used to record the students’ performance when they are teaching. After being recorded, the students are then supposed to watch their recorded teaching
practice performance and evaluate their performance. Several lecturers require their PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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students to watch and evaluate the students’ performance. Then, the students are asked to make reflection and self evaluation about their performance.
The video camera really supports the teaching learning activities in Microteaching classes. It could provide faster, more objective, and more detailed
feedback since the video camera features enables the students to review and to focus on certain teaching skills or parts of the students’ performances which still need
improvement. It is obvious that video camera is an excellent tool to record students’ performance and to help the students to evaluate the students’ performance.
Nevertheless, how about the students’ perception on the use of video camera? Do they perceive the use of video camera in positive or negative way? Do they also
consider video camera as an excellent and useful tool? The way the students perceive on something, whether it is in positive or negative way, influences the students’
behavioural responses as Altman, et.al. 1985 have argued. The behavioural responses can also be positive or negative which depend on the students’ perception.
If the students perceive the use of video camera in a positive way, the students’ behavioural responses will be positive too, which will in turn support the teaching
learning activities and the course goal achievement. However, if the students perceive the use of video camera in a negative way, the students’ behavioural
responses will also be negative, which will hamper the teaching learning activities and the course goal achievement.
Noticing the problem in Sanata Dharma University and being inspired by Benton’s finding about the Millikin University students’ perceptive towards the use
of video camera in Microteaching class, the researcher is interested not only in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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finding out the students’ perceptions about the use of video camera in Microteaching class but also in digging out the feedback that the students obtain from the use of
video camera and any recommendation or suggestions to improve and to maximize the use of video camera in Microteaching class. Therefore, in order to dig out the
students’ perceptions, the feedback that the students obtain, and their suggestions towards the use of video camera, the researcher conducts a research. In order to
conduct the research, the researcher distributes a questionnaire and conducts an interview. The research procedure and methodology that the researcher conducts will
be discussed further in Chapter III. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III METHODOLOGY
This chapter presents detailed discussion about the methodology employed in this research. This includes the description of the research methodology, the setting
of the research, the research subjects, the research instrument, data gathering procedure, and data analysis procedure.
A. Method
The rationale for choosing one methodology over another is related to the nature of the subject studied and the theories underlying the research objectives.
Since this research is going to explore the students’ perception on the use of video camera in Microteaching class, to gather any feedbacks from the use of video
camera, and the possible recommendations based on the students’ perception to improve and to maximize the use of video, the methodology used in this study is a
descriptive research. A descriptive research is a kind of research methods that explains, describes and interpret something is Cohen, L., Manion, L., and Morrison,
K., 2000. More about descriptive research, Best 1970, as stated in Cohen, et.al., 2000: 169 describes:
Descriptive research is concerned with conditions or relationships that exist; practices that prevail; beliefs, points of views, or attitudes that are held;
processes that are going on; effects that are being felt; or trends that are developing. At times, descriptive research is concerned with how what is or
what exists is related to some preceding event that has influenced or affected
a present condition or event. Best, 1970 as stated in Cohen, L. et.al, 2000. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
