15 prestigious than working in a small town. Stereotyping is a kind of judgment and
it helps the decision maker simplifies the situation.
2 Needs
Perception is also influenced by needs. It means that people will see or understand something if they want to really see it. People must have positive
perception if they need something. For example, there is a student who really wants to get a scholarship to study abroad. One of the requirements is having the
ability to speak English fluently. However, she is not into English. In order to fulfill the requirement, she has to practice her English everyday and try to like
English.
3 Emotion
Strong emotion may change perception. For example, when a student hates math, she or he will create negative perception toward math. She or he will
perceive that math is difficult so that she or he is not motivated to learn it.
2. Microteaching
Microteaching is one of the compulsory subjects in the Faculty of Teacher Training and Education which belongs to KPE 368. Microteaching belongs to
MKB which stands for Matakuliah Keahlian Berkarya.. This subject is conducted to prepare teacher candidates in order to be well prepared when they do their real
teaching in school. In Microteaching, they are set in a small amount of students in a particular place Microteaching lab so that the atmosphere is almost the same as
the real school Lesson Unit Plan of Micro teaching, 2009. In Microteaching
16 class, one student becomes the teacher practitioner while the others become the
students of the teacher practitioner. Microteaching class of English Language Education Study Program of Sanata Dharma University uses feedback in the
teaching learning activity in order to provide the students about their progress and also train them to evaluate their friends.
Another definition is proposed by Allen and Ryan 1969: 1. They state that
“Microteaching is a training concept that can be applied at various pre-service and in-service stages in the professional development of teachers
”. There are five essential propositions in Microteaching:
1. Microteaching is a real teaching.
In Microteaching, students experience a real teaching. It is real because they teach some amount of the students in a situation created as a real class and
they really do teacher’s works such as making lesson plans and doing evaluation. 2.
Microteaching lessens the complexities of normal classroom teaching. According to Allen and Ryan 1969, in Microteaching class students
teach a small group of students less than a normal class in a shortened time too. For example, they teach 15 students in 30 minutes and the material conveyed in
the teaching is lessened 3.
Microteaching focuses on training for accomplishment of specific tasks. In Microteaching, students are still learning to be real teachers so that in
this class they only focus on particular things. For example, in their first teaching practice, they are asked to focus on their teaching method. In addition, in their
17 second teaching, they are asked to focus on their mastery of certain curricular
materials. 4.
Microteaching allows the increased control of practice. It means that in Microteaching, we can manipulate or set the setting,
number of students, time, and people who are going to be involved in the observation. We can also manipulate some other factors related to Microteaching
so that the situation and the atmosphere are the same as a real class. Those manipulations could help student and supervisor to
control teacher practitioner’s performance.
5. Microteaching greatly expands the normal knowledge-of-results or feedback
dimension in teaching. After practicing their teaching, the students are given a chance to make
evaluation of their performances. It aims at making them recognize their strengths and weaknesses. They can make evaluation from the lecturers and peer feedback
given to them. They can also learn from their video during their teaching practice. From the evaluation, students are expected to improve their skills in their next
teaching practice. In addition, according to Borg, Kelly, Langer, and Gall 1970: 33, there
are four basic characteristics in Microteaching, namely: 1.
The teacher is presented with a behaviorally defined teaching skill, which student teacher is to perform.
