The microteaching students` perception on the use of video-recorded teaching practice to improve their teaching skills in English Language Education Study Program of Sanata Dharma University.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE MICROTEACHING STUDENTS’ PERCEPTION
ON THE USE OF VIDEO-RECORDED TEACHING PRACTICE
TO IMPROVE THEIR TEACHING SKILLS
IN ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
OF SANATA DHARMA UNIVERSITY
A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to obtain the Sarjana Pendidikan Degree
in English Language Education

By
Christine Permata Sari
Student Number: 071214114

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY

YOGYAKARTA
2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE MICROTEACHING STUDENTS’ PERCEPTION
ON THE USE OF VIDEO-RECORDED TEACHING PRACTICE
TO IMPROVE THEIR TEACHING SKILLS
IN ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
OF SANATA DHARMA UNIVERSITY
A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to obtain the Sarjana Pendidikan Degree
in English Language Education

By
Christine Permata Sari
Student Number: 071214114

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

iii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Ia membuat segala sesuatu indah
pada waktunya..

Pengkhotbah 3:11a

I dedicate this thesis to
my Lord, Jesus Christ,
my beloved family,
and my sweetest friends

iv

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

STATEMENT OF WORK’S ORIGINALITY

I honesty declare that this thesis, which I have written, does not contain the work or
parts of work of other people, except those cited in the quotations and the references,
as a scientific paper should.

Yogyakarta, January 13th, 2012

The writer,

Christine Permata Sari
071214114

v

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya Mahasiswa Universitas Sanata Dharma:
Nama

: Christine Permata Sari

Nomor Mahasiswa : 071214114
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE MICROTEACHING STUDENTS’ PERCEPTION

ON THE USE OF VIDEO-RECORDED TEACHING PRACTICE
TO IMPROVE THEIR TEACHING SKILLS
IN ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
OF SANATA DHARMA UNIVERSITY
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan
dalam

bentuk

media

lain,

mengelolanya

dalam

bentuk

pangkalan

data,

mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain
untuk kepentingan akademis tanpa perlu meminta ijim kepada saya atau memberikan
royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya,
Dibuat di Yogyakarta
Pada tanggal: 13 Januari 2012
Yang menyatakan

(Christine Permata Sari)

vi

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT
Sari, Christine Permata. (2010). Microteaching Students’ Perception on the Use of

Video-Recorded Teaching Practice to Improve their Teaching Skills in English
Language Education Study Program. Yogyakarta: Sanata Dharma University.
The use of video-recorded teaching practice in Microteaching class is
significant to improve students’ basic teaching skills. The students can evaluate their
teaching performance and identify teaching strengths and weaknesses through
watching the video. Besides, the students’ perception influences their behavioral
responses which then affect to the teaching skills improvement. Inspired by those
reasons and Ackan’s research at Bogazici University, Turkey (2010) on
Microteaching students’ reflection on their teaching practice by watching their videorecorded teaching practice, the researcher conducted this research.
There were three research questions in this research: 1) What is the students’
perception on the use of video-recorded teaching practice in improving their teaching
skills in Microteaching class of English Language Education Study Program, Sanata
Dharma University? 2) What is the feedback the students obtained from the use of
video-recorded teaching practice? 3) Based on the students’ perception, what are their
recommendations to improve and to maximize the use of video-recorded teaching
practice in Microteaching class?
To answer the problem formulation, the researcher used survey research. The
survey was conducted to Class A, B, C, and E students of Microteaching class. They
were from sixth semester in 2010/2011 academic year. The instruments that were
used in gathering data were questionnaire and interview.

The result of the research showed that most of the Microteaching students had
positive perception on the use of video-recorded teaching class. They considered the
video-recorded teaching practice a tool to help them to identify their teaching
strengths and weaknesses. Moreover, the students also obtained two-part feedback,
feedback on other characteristics related to teaching skills and feedback on basic
teaching skills.
The students gave some recommendations to improve and maximize the use
of video-recorded teaching practice in Microteaching class. The students also gave
beneficial suggestions for the Microteaching lecturers about the video distribution.
The recommendations are to help the students to evaluate their teaching performance
and improve their teaching skills as soon as possible in order to teach better in the
next teaching practice.
Keywords: perception, video-recorded teaching practice, Microteaching, teaching
skills
vii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK
Sari, Christine Permata. (2010). Microteaching Students’ Perception on the Use of

Video-Recorded Teaching Practice to Improve their Teaching Skills in English
Language Education Study Program. Yogyakarta: Universitas Sanata Dharma.
Penggunaan video rekaman praktek mengajar di kelas Microteaching penting
dalam meningkatkan kemampuan dasar mengajar siswa. Siswa dapat menilai
penampilan mengajar mereka dan menemukan kelebihan dan kekurangan dalam
mengajar melalui menonton video. Selain itu, persepsi siswa mempengaruhi perilaku
siswa yang kemudian berpengaruh pada peningkatan kemampuan mengajar.
Terinspirasi oleh hal tersebut dan penelitian Ackan di Universits Bogazici, Turki
(2010) tentang refleksi siswa Microteaching terhadap latihan mengajar dengan
menonton video rekaman praktek mengajar, peneliti melaksanakan penelitian ini.
Ada tiga rumusan masalah yang dikaji dalam penelitian ini: 1) Bagaimana
persepsi siswa terhadap penggunaan video rekaman praktek mengajar dalam
meningkatkan kemampuan mengajar mereka di kelas Microteahing, Studi Program
Pendidikan Bahasa Inggris, Universitas Sanata Dharma? 2) Umpan balik apa sajakah
yang murid dapatkan dari penggunaan video rekaman praktek mengajar? 3)
Berdasarkan persepsi siswa, saran-saran apa saja untuk meningkatkan dan
memaksimalkan penggunaan video rekaman praktek mengajar di kelas
Microteaching?
Untuk menjawab rumusan masalah, peneliti menggunakan penelitian survey.
Survey dilaksanakan kepada siswa Microteaching kelas A, B, C, dan E. Para siswa

berasal dari semester 6 di tahun ajaran 2010/2011. Pengumpulan data dalam
penelitian ini menggunakan kuesioner dan wawancara.
Hasil penelitian menunjukan bahwa sebagian besar siswa memiliki persepsi
positif terhadap penggunan video rekaman praktek mengajar. Para siswa menganggap
video tersebut sebagai alat untuk membantu mereka menemukan kelebihan dan
kekurangan dalam mengajar. Lebih dari itu, siswa juga mampu mendapatkan umpan
balik yang dibagi menjadi 2 bagian yaitu umpan balik terhadap karakteristik lain yang
berhubungan dengan kemampuan dasar mengajar dan umpan balik terhadap
kemampuan dasar mengajar.
Para siswa memberikan beberapa saran untuk meningkatkan dan
memaksimalkan penggunaan video rekaman praktek mengajar di kelas

viii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Microteaching. Siswa juga memberikan saran yang bermanfaat bagi dosen kelas
Microteaching tentang distribusi video. Saran tersebut membantu siswa untuk menilai
penampilan mengajar mereka dan meningkatkan kemampuan mengajar sesegera
mungkin supaya mampu mengajar lebih baik di praktek mengajar selanjutnya.

Kata kunci: persepsi, video rekaman praktek mengajar, Microteaching, kemampuan
mengajar

ix

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ACKNOWLEDGEMENTS
First of all, I would like to thank Almighty God, Jesus Christ, for His
blessings and loves so that I can finish my study in Sanata Dharma University.
Because of His guidance and care, I can keep trying and keep my head held high in
facing the barriers and challenges which hinder me to do my best.
I would like to give my greatest gratitude to my sponsor, Ag. Hardi Prasetyo,
S.Pd., M.A. for his feedback, willingness, suggestions, support, and kindness. I
appreciate his time and knowledge in my thesis accomplishment. I would also like to
sincerely thank C. Tutyandari , S.Pd., M.Pd., Carla Sih Prabandari, S.Pd., M.Hum.,
and Made Frida Yulia, S.Pd., M.Pd. as the Microteaching lecturers for the
opportunities given to me to conduct research in their classes. My biggest thanks I
dedicate to ELESP lecturers and secretariat staffs for their help and service. I am also
grateful to Class A, B, C, and E students of Microteaching class in 2010/2011
academic year for being my research participants and providing me information. I
would also like to convey my earnest thanks to Chrysogonus Siddha Malilang, S.Pd.,
M.Phil (cantab) and Lucyana Dorothya, S.Pd. for the willingness to be my proof
readers and the suggestions for improvement. Appreciation is also addressed to Ade
Wira Sanjaya, S.Pd. for giving me useful references to complete my thesis.
My special regards and overwhelming gratitude are presented to my beloved
family: Bapak Sudarno, Ibu Tri Sunindyowati, Mbak Christiana Novitawati, Mas

x

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Kristanto Tri Nugroho, Mas Christian Budi Atmojo, and Bulek Endang Hartati for
teaching me about life and giving me guidance, supports, prayers, and strengths to
reach my dreams.
I would also like to express my indescribable gratitude for all my workmates
in Lembaga Bahasa Universitas Sanata Dharma for giving me abundant
opportunities and experiences to train and improve myself. My deeply gratitude also
goes to my boarding house friend, Fransisca Krisna Adyanti Sanjaya, for inspiring
me to finish my study as soon as possible, to Gabey Faustena U. and Erni Damayanti
as my abal-abal partners for rocking my days, and to my PBI friends who have the
same struggle like me, namely Luche, Eyik, Vita, Uchik, Mei, Lita, and Debby. I will
never forget all the memories and laughs, especially the photo session.
Further, I would like to thank my teaching associates at Children Commission
of GKI Klaten. I appreciate the struggle to create a better Sunday school and to serve
our Lord. At last, I am deeply indebted to GANK COBRA (Noviana Dewi Wijayanti,
Anggun Via Grasma W.U., and Stefi Prita Sari T.), my closest friends, for the endless
friendship, advices, love, caring, understanding, and positive encouragements. I
appreciate all laughs, tears, and things we do together.
My big gratitude is also addressed to people whom I cannot mention their
names one by one for helping me to accomplish this thesis.
Christine Permata Sari

xi

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

TABLE OF CONTENTS
Page
TITLE PAGE .............................................................................................................. i
APPROVAL PAGES .................................................................................................. ii
DEDICATION PAGE................................................................................................. iv
STATEMENT OF WORK’S ORIGINALITY ........................................................... v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK
KEPENTINGAN AKADEMIS ..................................................................................... vi
ABSTRACT .............................................................................................................. vii
ABSTRAK .................................................................................................................. viii
ACKNOWLEDGEMENTS ........................................................................................ x
TABLE OF CONTENTS .......................................................................................... xii
LIST OF TABLES ................................................................................................. xviii
LIST OF FIGURES .................................................................................................. xix
LIST OF APPENDICES ............................................................................................. xx

CHAPTER I: INTRODUCTION ................................................................................ 1
A. Research Background...................................................................................... 1
B. Problem Formulation ..................................................................................... 5

x ii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

C. Problem Limitation ........................................................................................ 5
D. Research Objectives ....................................................................................... 6
E. Research Benefits ........................................................................................... 7
1. Microteaching Students Especially in Sanata Dharma University .......... 7
2. Microteaching Lecturers Especially in Sanata Dharma University ......... 7
3. Future Researchers ................................................................................... 8
F. Definition of Terms ........................................................................................ 8
1. Perception ................................................................................................. 8
2. Video-Recorded Teaching Practice .......................................................... 9
3. Microteaching .......................................................................................... 9
4. Teaching Skills ......................................................................................... 10
CHAPTER II: REVIEW OF RELATED LITERATURE.............................. .13
A. Theoretical Description ................................................................................... 13
1. Perception ................................................................................................. 13
a. The Process Creating Perception ....................................................... 14
b. Factors Influencing Perception .......................................................... 16
1) The Perceiver ............................................................................... 16
2) The Target .................................................................................... 18
3) The Situation ................................................................................ 19
c. Relation between Perception, Thinking, and Learning ...................... 20
2. The Use of Video-Recorded Teaching Practice in Microteaching Class .. 20
xiii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

a. Video-Recorded Teaching Practice as Feedback ............................... 21
3. Microteaching Class in English Language Education Context ................ 23
4. Teaching Skills ......................................................................................... 24
a. Set Induction ...................................................................................... 25
b. Delivery and Stimulus-Variation Skills ............................................. 26
c. Questioning and Reinforcement Skills .............................................. 29
d. Set Closure ......................................................................................... 30
B. Theoretical Framework .................................................................................. 31
CHAPTER III: METHODOLOGY ........................................................................... 33
A. Research Method ............................................................................................ 33
B. Research Participants ..................................................................................... 34
C. Research Instruments ..................................................................................... 34
1. Questionnaire ........................................................................................... 34
2. Interview Guide ........................................................................................ 37
D. Data Gathering Techniques ............................................................................ 37
E. Data Analysis Techniques .............................................................................. 38
1. Data from Questionnaire .......................................................................... 38
2. Data from Interview ................................................................................. 39
F. Research Procedure ........................................................................................ 39
1. Distributing the Questionnaire ................................................................. 39
2. Interviewing the Microteaching Students ................................................ 40
x iv

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

G. Analyzing and Interpreting the Data .............................................................. 41
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ............................... 42
A. The Students’ Perception on the Use of Video-Recorded Teaching Practice
......................................................................................................................... 42
1. The Description of the Students’ Perception Based on the Analysis of
Questionnaires Results ............................................................................. 43
a. Close-ended Questions ....................................................................... 43
b. Open-ended Questions ........................................................................ 44
2. The Description of the Students’ Perception Based on the Analysis of
Interview ................................................................................................... 47
3. Discussion ................................................................................................ 50
B. The Feedback the Students Obtained from the Use of Observation Sheet in
Microteaching Class ....................................................................................... 54
1. The Description of the Feedback the Students Obtained Based on the
Analysis of Questionnaires Results .......................................................... 55
a. Close-ended questions ........................................................................ 55
1) Feedback on Other Characteristics Related to Teaching Skills ... 55
2) Feedback on Basic Teaching Skills ............................................. 57
b. Open-ended Questions ....................................................................... 63
2. The Description of the Feedback the Students Obtained Based on the
Analysis of the Interview ......................................................................... 66
xv

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

3. Discussion ................................................................................................ 72
a. Feedback on Other Characteristics related to Teaching Skills ........... 72
b. Feedback on Basic Teaching Skills ................................................... 75
C. Students’ Recommendations to Improve and to Maximize the Use of VideoRecorded Teaching Practice in Microteaching class ...................................... 80
1. Students’

Recommendations

Gathered

from

the

Open-ended

Questionnaire ............................................................................................ 80
2. Students’ Recommendations Gathered from the Interview ...................... 83
3. Discussion ................................................................................................ 86
4. Other Recommendations .......................................................................... 87
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ......................................... 89
A. Conclusions .................................................................................................... 89
1. The Students’ Perception on the Use of Video-Recorded Teaching
Practice in Microteaching Class ............................................................... 89
2. The Feedback the Students Obtained from the Use of Video-Recorded
Teaching Practice in Microteaching Class Concerning Their Teaching
Skills Improvement .................................................................................. 90
3. The Students’ Recommendations to Improve and to Maximize the Use of
Video-Recorded Teaching Practice .......................................................... 91
B. Suggestions ..................................................................................................... 93

xvi

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

1. For the Lecturers who Teach Microteaching Classes, especially at Sanata
Dharma University ................................................................................... 93
2. For the Students who Join Microteaching Classes ................................... 94
3. For Future Researchers ............................................................................ 95

REFERENCES............................................................................................................ 96
APPENDICES ........................................................................................................... 98

xvii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF TABLES
Table

Page

3.1

Questionnaire Data Analysis .......................................................................... 39

3.2

The Research Schedule .................................................................................. 41

4.1

Questionnaire Result of Students’ General Perception on the Use of Videorecorded Teaching Practice (Close-ended Questions) ................................... 43

4.2

Questionnaire Result of the Feedback on Other Characteristics Related to
Teaching Skills that Students Obtained from Using Video-recorded Teaching
Practice (Close-ended Questions) .................................................................. 56

4.3

Questionnaire Result of the Feedback on the Set Induction that Students
Obtained from Using Video-recorded Teaching Practice (Close-ended
Questions) ....................................................................................................... 58

4.4

Questionnaire Result of the Feedback on the Delivery and Stimulus Variation
Skills that Students Obtained from Using Video-recorded Teaching Practice
(Close-ended Questions) ................................................................................ 59

4.5

Questionnaire Result of the Feedback on the Questioning and Reinforcement
Skills that Students Obtained from Using Video-recorded Teaching Practice
(Close-ended Questions) ................................................................................ 61

4.6

Questionnaire Result of the Feedback on the Set Closure that Students
Obtained from Using Video-recorded Teaching Practice (Close-ended
Questions) ...................................................................................................... 62
xviii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF FIGURES
Figure

Page

2.1

Perceptual Process (Altman et al., 1985: 83) ................................................... 15

2.2

Factors that Influence Perception (Robbins, 2001: 124) ................................. 19

xix

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF APPENDICES

Page
Appendix 1: Letter of Permission .............................................................................. 98
Appendix 2: The Questionnaire ................................................................................. 102
Appendix 3: The Questionnaire Blueprint ................................................................. 105
Appendix 4: Students’ Final Score of Close-ended Questionnaire ............................ 110
Appendix 5: The Percentage Results of Close-ended Statements ............................. 116
Appendix 6: Raw Data from Open-ended Questions ................................................. 121
Appendix 7: Interview Guide ...................................................................................... 135
Appendix 8: Interview Guide Blueprint ..................................................................... 136
Appendix 9: Interview Transcript .............................................................................. 137

xx

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER I
INTRODUCTION

In this chapter, the researcher elaborates six major underlying issues, namely
background of the study, problem limitation, problem formulation, research
objectives, research benefits, and definition of terms. Therefore, the introduction is
intended to build the rationale for conducting the research.

A. Research Background
In English Language Education Study Program, Sanata Dharma University
especially in Microteaching class lecturers use video-recorded teaching practice as a
learning tool. In Microteaching class when students take those tests, they should
practice teaching individually. The video here is the recording result of students’
teaching performance in the mid test and final test.
The recording is aimed to help the students to evaluate their teaching practice.
From the self-evaluation, the students are intended to be able to analyze their
performance, whether they teach well, whether they look confident when teaching,
whether they give clear instruction to the students, and so on. Besides, the students
receive the feedback of their teaching practice not only by watching the video, but
also by lecturers’ and peers’ comments who observe when they practice teaching. The
lecturer and peers give the evaluation of the students’ teaching practice.

1

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

2

Unfortunately, sometimes the feedback are not detailed and less objective since the
students who are observed cannot watch their own performance to prove whether
what the observers inform about their performance are true.
According to Akcan (2010) the video-recorded teaching practice can provide
faster, more objective, and more detailed feedback since the video camera features
enable the lecturers and students to review and observe students’ teaching
performance. The student teacher can focus on certain teaching skills which still need
to be improved. The video is also used in to improve students’ performance in
learning (Kemp, 1980). Thus, video-recorded teaching practice is considered as an
appropriate tool to support the Microteaching students in improving the teaching
skills as teacher candidate. For the students who are teaching, they are called student
teacher, and for the students who play the role as students, they are called student
student (Brown, 1975). The video cameras in the classroom will be operated by the
laboratory assistant to record them when teaching.
The researcher expects that the use of video-recorded teaching practice
provides opportunities for reflecting and help teacher candidates evaluate their
performance more critically. To see whether the video-recorded teaching practice can
help the students to evaluate their performance while improving their teaching skill,
the researcher would like to know the students’ perception on the use of videorecorded teaching practice itself.
The way the students perceive on something especially on the use of videorecorded teaching practice can be different. It can be positive or negative. However,

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

3

what the students have perceived influences their behavioral responses. According to
Robbins (2001) perception can be defined as a process in which individuals organize
and interpret their sensory impressions in order to give meaning to their environment.
It means people’s behavior is based on their perception of what reality is, not on
reality itself.
According to Schön (1983) as cited by Akcan (2010) the process of
understanding and improving one's own teaching depends on reflection on one's own
experience. Reflection itself refers to an activity or process in which an experience is
recalled, considered, and evaluated, usually in relation to a broader purpose
(Richards, 2000). Reflection is the response to past and decision-making and as a
source for planning and action. From the reflection which the students get by
watching their own teaching performance video, they can know which part of their
teaching practice which needs to be improved and make plans to be better in the next
teaching practice and conduct their plans. It will bring them to be reflective teachers
who can achieve a higher level of awareness of how they teach (Richards, 2000).
Sumru Akcan (2010), an assistant professor in the Department of Foreign
Language Education at Bogazici University, Istanbul, Turkey conducted a research in
English Language Teacher Department in her university about students’ opinion after
watching themselves through videotaped recording. This research concerned about
reflection on a practicum program. The study examined how the teacher candidates
felt about their teaching while watching a video of a real lesson taught in a classroom.
One of the findings was the students (teacher candidates) in Bogazici University

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

4

considered that the use of video-recorded teaching practice could play a significant
role in making teacher candidates aware of their strength and weaknesses in teaching.
The video also helped teacher candidates noticing students’ behaviors and responses
during the lesson. Those findings showed that teacher candidates perceived positive
points from watching their video-recorded teaching practice. What they perceived led
them to reflect their teaching experience and bring such improvement in achieving a
higher level of teaching performance (Richards, 2000). Akcan’s findings on the use
of the video-recorded teaching practice inspired the researcher to conduct the further
research about the feedback which students obtained by watching the video to make
such improvement on their teaching skills. This research is also to dig out students’
perception on the use of video-recorded teaching practice in Microteaching class in
Sanata Dharma University.
After the students examine the use of the video-recorded teaching practice in
Microteaching class, what the students perceive influences the students’ behavioral
responses. If the students perceive the use of video-recorded teaching practice in
positive way, the students’ behavioral responses will be positive. It will support the
efforts to reach the course goal. On the other hand, if the students perceive the use of
video-recorded teaching practice in negative way, the students’ behavioral responses
will be negative. Because of those reasons and inspired by Akcan’s findings, the
researcher was inspired to conduct this research. Through this research, the researcher
would like (1) to examine the students’ perception on the use of video-recorded
teaching practice and what makes the students perceive in such a way, and (2) to

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

5

expose the feedback which the students obtained by watching the video so that the
students can know the significance of watching the video-recorded teaching practice
in improving their teaching skills. The research is aimed to help the students to be
able to receive feedback by themselves through the video since feedback from
lecturer and peers sometimes are not detailed and objective.

B. Problem Formulation
The problem formulation of the study based on the background of the research
is presented as follows:
1. What is the students’ perception on the use of video-recorded teaching
practice in improving their teaching skills in Microteaching class of English
Language Education Study Program, Sanata Dharma University?
2. What is the feedback the students obtained from the use of video-recorded
teaching practice?
3. Based on the students’ perception, what are their recommendations to
improve and to maximize the use of video-recorded teaching practice in
Microteaching class?

C. Problem Limitation
Microteaching class is aimed at improving students’ teaching skills. The
researcher chooses Microteaching class because students of English Language
Education Study Program are trained to be teachers in the future and they practice

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

6

teaching a lot in this class. Since the study about video-recorded teaching practice in
Microteaching class is wide, the researcher makes some limitations to limit the scope
of the study. First, the video discussed by the researcher is a video which is taken
when the student teachers practice teaching in Microteaching class. In Microteaching
class, the students are recorded twice in the mid test and final test. Yet, the video used
in this research is taken from the mid test only. Using the mid test video, the
Microteaching students can evaluate their teaching performance especially the
teaching skills. They can improve their teaching skills and teach better in the second
mid test (teaching the lower semester students) and in the final test (the second
recording). Second, this research is limited to Microteaching students of English
Language Education Study Program, Sanata Dharma University. There is not any
research on this subject matter yet in Sanata Dharma University. Therefore, the
research is to dig out and explore any information related to Microteaching students’
perception on the use of video-recorded teaching practice. It is also to gain the
possible recommendations to improve the use of video-recorded teaching practice in
Microteaching class in order to improve the teaching skills.

D. Research Objectives
This research is intended to answer the questions stated in the problem
formulation. The research objectives are, first, to observe the students’ perception on
the use of video-recorded teaching practice to improve students’ teaching skills in
Microteaching class of English Education Study Program, Sanata Dharma University.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

7

Second, this research aims to find out the suggestions from the students related to the
use of video-recorded teaching practice in Microteaching class

E. Research Benefits
The findings of this research are expected to provide valuable contribution to:
1. Microteaching Students Especially in Sanata Dharma University
This research discusses any related information on the use of recorded
teaching practice in Microteaching class, and the students can get many benefits
from this research. First, this research can help the students to use the video-recorded
teaching practice more appropriately than before. Second, the researcher expects this
research help the students to consider that they can improve their teaching skills by
watching their own performance through the video. Third, the students can evaluate
their performance. Forth, they can identify their teaching strengths and weaknesses.
Those benefits are intended to help the students to be able to improve their teaching
skills and teach better in the next teaching practice.
2. Microteaching Lecturers Especially in Sanata Dharma University
This study contains information about students’ perception on the use of
video-recorded teaching practice in Microteaching class. This research can help the
Microteaching class lecturers to know students’ perception on the use of videorecorded teaching practice. The lecturers are able to know how to improve the use of
video-recorded teaching practice, so that they can maximize the positive perception
and minimize the negative one in order to achieve the class goal. Through this way,

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

8

lecturers can significantly help students to improve their teaching skills since the
students are trained to be a teacher in the future.
3. Future researchers
This research is expected to inspire the future researchers in conducting the
next research related to the use of video-recorded teaching practice in Microteaching
class. The feedback of using the video-recorded teaching practice influences students’
performance especially for improving their teaching skills. The feedback itself is
expected the future researchers to find and analyze the lack of the implementation so
that the video can be beneficial in improving students’ teaching skills

F. Definition of Terms
Some specific terms will be used in this research. In order to avoid
misunderstanding and get the same idea during the research, the following terms will
represent some definition of terms which are used in this research:
1

Perception
According to George and Jones (2005) perception is defined as the process in

which individuals select, organize, and interpret the input from their senses (vision,
hearing, touch, smell, and taste) to give meaning to their surroundings. In other
words, perception is the way how people view to their environment. Two people can
perceive something differently though they see the same object. As a result, it will
lead to different behavioral responses or attitudes. Relating to this study, perception is

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

9

the way how the students perceive, feel, and think about the use of video-recorded
teaching practice in Microteaching class.
2

Video-Recorded Teaching Practice
In this study, video-recorded teaching practice is audio-visual recording of

Microteaching students who do teaching practice in Microteaching subject. In the
video, the students practice teaching for about 15 – 20 minutes. Focus of this study
related the video is the function of the video as feedback. According to Blasco,
Fennollosa, et al. (2008), the video recording technique is considered an important
and effective strategy to improve the teaching skills which are recorded. It shows to
the students their own interactions, habits, and progress toward effective teaching.
For many aspects of teaching, audio or video recording can also provide a basis for
reflection (Richards, 2000). The students also get benefit from seeing themselves
when teaching, so they can get the feedback from it.
3

Microteaching
In this study, Microteaching is a scaled-down, simulated teaching encounter

designed for the training of both pre-service and in-service teachers (Dwight W.
Allen and Kevin Ryan, 1969). It is aimed to provide the teacher candidates with the
opportunity for the safe practice of an enlarged cluster of teaching skills while
learning how to develop understandable lessons in any teaching subject. In Sanata
Dharma University, especially in English Language Education Study Program,
Microteaching class is only for sixth or seventh semester student. It is because
Microteaching is practicum class which is conducted in laboratory and before taking

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

10

this class it needs other subjects which have to be fulfilled in the previous semesters
(Buku Pedoman Pengajaran Mikro, 2008). Since Microteaching is practicum class,
there is recording tool like video-tape recorder (VTR) and audio-tape recorder (ATR).
The use of those tools is to help the students and the lecturers doing observation
easier. The use of recording tools is related to this study since this study concerns
about the use of video-recorded teaching practice which is produced by VTR.
Microteaching helps the teacher candidates (1) to improve both content and methods
of teaching and (2) to develop basic teaching skills by using the video-recorded
teaching practice.
4

Teaching Skills
In this study, the term of teaching skills is understood as basic teaching skills

as what P. Purnomo, E. C. Rismiati, S. Domi, and R. Rohandi propose in Buku
Pedoman Pengajaran Mikro (2008). According to Buku Pedoman Pengajaran Mikro
(2008), there are several basic teaching skills which a student teacher should master.
There are four basic teaching skills. They are set induction, delivery and stimulusvariation skills, questioning and reinforcement skills, and set closure. Each skill
consists of some sub-skills.
a) Set induction
In set induction, teachers open the lesson and introduce the teaching material.
They try to give a “bridge” between students’ prior knowledge and the material which
is going to be explained. They try to stimulate students’ prior knowledge which is

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

11

called apperception. Set induction skill has specific and important purposes in every
learning activity.
b) Delivery and stimulus-variation skills
This part is the core of teaching activity because in this part the teachers
deliver the teaching material to the students. According to Brown (1975), this skill is
the center activity because teachers’ credibility is being accounted especially when
they deliver the material. Moreover, there are many other things which the teachers
should pay attention, like the voice (clearer and louder), movement and gesture, eye
contact, interaction style to the students, and the using of media such as the board,
LCD, and so on.
c) Questioning and reinforcement skills
In teaching process, the teachers do not only teach the students, but sometimes
they questions to the students in order to know the students’ opinion or clarify the
students’ understanding. In giving questions, there are also some prerequisites of
those like the clarity of questions, types of questions, and distribution of questions
(Buku Pedoman Pengajaran Mikro, 2008). The teachers are expected to give all
students the same portion. In this part, the teachers are also expected to comprehend
the reinforcement skill like motivating the students; giving compliments for the
effort instead torturing them.
d) Set closure
According to Buku Pedoman Pengajaran Mikro (2008), set closure refers to
the closing of the lesson. Here, the teachers and the students conclude what they

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

12

have learned from the beginning till the end. It is to recall what the students have
learned because sometimes some students have already forgot what they learn. The
teachers need to repeat what they have taught briefly. In this skill teachers involve
the students summarize the lesson by asking questions related to the topic, so the
students can summarize the material by themselves. In this skill, the teachers may set
homework to promote the further learning and to check whether learning objectives
and learning strategy are reasonable (Allen and Ryan, 1969).

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter is intended to review some theories which will be used to answer
the research questions. The researcher divides this chapter into two sections; those are
theoretical description and theoretical framework. In the theoretical description, the
researcher discusses some relevant theories, whereas in the theoretical framework, the
researcher summarizes and synthesizes the theories to help the researcher to solve the
problems.

A. Theoretical Description
In the theoretical description, the theories which are relevant to the research are
presented. The theories are theories of perception, video-recorded teaching practice
used in Microteaching class, and teaching skills.

1

Perception
George and Jones (2005) state: “Perception is the process by which

individuals select, organize, and interpret the input from their senses (vision, hearing,
touch, smell, and taste) to give meaning and order to the world around them” (p.
105). The target of perception is whatever the perceiver is trying to make sense of. It
means sensory organs such as eyes, ears, tongue, nose and skin help the process of

13

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

14

perception. They work during the process of creating perception. Robbins (2001)
adds: “Perception is a process by which individuals organize and interpret their
sensory impressions in order to give meaning to their environment” (p. 121). It means
an individual tends to create impression of things around.
In addition, Gibson, Ivancevich, Donelly and Konopaske (2009) explain:
“Perception is the process by which an individual gives meaning to the environment.
It involves organizing and interpreting various stimuli into a psychological
experience” (p. 98). It means the process of perception begins with a stimulus.
Furthermore, Altman, Valenzi, and Hodget (1985) state: “Perception is the way
stimuli are selected and grouped by a person so that they can be meaningfully
interpreted” (p. 85). The process of perception enables to understand and cope with
the environment in which we live. In other words, perception is the process where
information is selected or sorted, and an individual is certain conscious in perception
creating process. It is supported by Gibson et al. (1973) that perception is a process in
which the individual recognizes information or data, as resembles it, and makes
comparisons with data previously stored in the person’s memory. It can be concluded
that there are some stages in the process creating perception.

a. The Process Creating Perception
According to Altman et al. (1985) in perceptual process, it is necessary to
select and group the stimuli so that individuals can interpret them meaningfully. So, it
is about point of view of an individual seeing his environment.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Stimuli

Sensor’s
selection of
stimuli

Perception,
organization and
interpretation of
stimuli

15

Behavioral
responses

Figure 2.1
The Perceptual Process (Altman et al., 1985: 83)
The perception begins from the stimuli. Stimuli are forms of physical energy
that strike our sensory receptors (Warga, 1983). When the stimuli give effect to our
consciousness, we attempt to make sense out of them, to organize them in such a way
that we can derive meaning from the whole pattern. Stimuli are forms of physical
energy which are caught by sensory receptors. The sensory receptors are the sensory
organs of our body such as eyes, ears, nose and skin. Their duty is to send
information to the brain. Those sensors will select the stimuli which are going to be
sent to the brain. The brain will organize and interpret the information received. After
interpreting the information, the brain translates the information into meanings. The
result of the translating information is called perception. Then, the behavioral
responses towards the perception are created.
Perception is not always accurate. George and Jones (2005: 106) explain:
“The perceptual process, however, does not always yield accurate perceptions –
perceptions that are close as possible to the true or objective nature of the target. Even
people who are trying to be “objective” often base their decisions and act on an
interpretations of reality that is subjective – that is, one that is based on their own
thoughts, feelings, and experiences.”

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

16

As a result, interpretations of reality vary among individuals. What is seen depends
on who is doing the looking. Perception has significant implication for understanding
and managing organizational behavior. It also influences the decision-making. Every
decision which is made depends on the perception of decision maker, so accurate
perception is the prerequisite for good decisions.

b. Factors Influencing Perception
Perception might come up from several factors. According to Robbins (2001),
the factors influencing perception are the perceiver, the object or the target, and the
situation.
1) The Perceiver
The characteristics of perceiver influence the perception which he creates.
Robbins (2001) explains that when an individual looks at a target and attempts to
interpret what he or she sees, the interpretation is influenced by personal
characteristics. The personal characteristics of the perceiver are considered as the
factors which influence to what he perceives. Those personal characteristics include
attitudes, motives, interests, past experiences, and expectations. Unsatisfied needs or
motives stimulate individuals and may exert a strong influence on their perception.
Having different interest also can make an individual notice something different from
what others perceive. In addition, past experience also takes important role in creating
perception because objects or events that have never been experienced before are
more notice-able than those that have been experienced in the past (Robbins, 2001).

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

17

Altman et al. (1985) offer the factors influencing perception which support
Robbins’ characteristics of perceiver. The four most important factors are selection of
stimuli, organization of stimuli, situation, and the pers