The students` perceptions on the use of video camera in microteaching classess of english language education study program at Sanata Dharma University - USD Repository

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THE STUDENTS’ PERCEPTIONS ON THE USE OF VIDEO CAMERA IN

MICROTEACHING CLASSES OF ENGLISH LANGUAGE EDUCATION

STUDY PROGRAM AT SANATA DHARMA UNIVERSITY

A THESIS

  

Presented as Partial fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  

By

Mawarti Rahajeng

021214084

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

  

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINGING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2007

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  Man’s mind, once stretched by a new idea, never regains its original dimensions.

  (Oliver Wendel Holmes)

  I dedicate this thesis to my loving parents, my brother and my sisters, my sweetest fiancé, and every body who loves me.

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STATEMENT OF WORK’S ORIGINALITY

  I honestly declare that this thesis I wrote does not contain the works or part of the works of other people, except those cited in the quotations and bibliography, as a scientific paper should.

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ACKNOWLEDGEMENTS

  First of all, I would like to thank to my beloved Jesus for being my God and my best friend at the same time. I thank Him for giving me a wonderful life and salvation for me and all people whom I love. I thank Him for His Blessing.

  I would like to express my greatest gratitude to my sponsor, Ag. Hardi

  

Prasetyo, S.Pd., M.A. for his feedback, suggestion, correction, support, kindness,

  and time. I would also like to express my big gratitude to Drs. Pius Nurwidasa

  

Prihatin, M.Ed., Veronica Triprihatmini, S.Pd., M.Hum, and Caecillia

Tutyandari, S.Pd., M.Pd. for their willingness to help me distribute the

  questionnaire and return them to me. I really appreciate their help. I would also like to express my special gratitude to all Microteaching students of 2005/2006 Academic Year for being my respondents, giving me suggestion, and providing me information which I really needed.

  I dedicate this thesis for my parents, F.X. Sumber Raharja and Sri

  

Sudarwati, my elder brother, Mas Antok, and my younger sisters, Dik Galuh and

Dik Yeti. I would like to thank them for supporting and encouraging me to finish my

  thesis as soon as possible.

  I would also like to express my gratitude to Widyanto, my beloved boy friend, for supporting and encouraging me so that I can finish my thesis.

  I would also like to thank Rina, Ciplux, Shanti, Ayu, Gede , and Dani for their information, data, support, advice, and encouragement to finish my thesis. I also

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  thank all my friends in PBI 2002, especially my classmates for sharing me the spirit of joy, the spirit of competition, and the spirit of adventure.

  I would also like to express my big gratitude to all people who helped me in doing my study but I could not mention them one by one. Let’s make the world peaceful!

  Mawarti Rahajeng

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TABLE OF CONTENTS

  Page TITLE PAGE ….................................................................................................

  i APPROVAL PAGE ……….…………………………………………........….. ii BOARD OF EXAMINERS PAGE ……………………………………........... iii

  DEDICATIONAL PAGE …………………………………………..…………

  iv STATEMENTS OF WORK’S ORIGINALITY ………………………......... v ACKNOWLEDGEMENTS ……………..……………………..….................. vi

  

TABLE OF CONTENTS …………………………………………..……......... viii

LISTS OF TABLES …………………………………………….….…….........

  xi LISTS OF FIGURES …………………………………………….………....... xii ABSTRACT ………………………………………………………..…….......... xiii

  

ABSTRAK ……………………………………………………………………… xiv

CHAPTER I: INTRODUCTION ……………..……………………...............

  1 A. Background of the Study …………………………………..………...............

  1 B. Problem Limitation ………………………..……………………………........

  3 C. Problem Formulation ………………………..………………………….........

  4 D. Objectives of the Study …………………………………………..…….........

  4 E. Benefits of the Study ………………………………………………...............

  5 F. Definition of the Terms …………………………………………………........

  6 CHAPTER II: LITERATURE REVIEW ………………………………........

  9 A. Theoretical Description ……………………………………………...............

  9 1. The Use of Video Camera in Educational Contexts ……………..….........

  10 2. Microteaching Class in English Language Education Context ...……........

  13 3. Perception and Perception Process …………………..…………………...

  19 B. Theoretical Framework …………………………………………..…….........

  24 CHAPTER III: RESEARCH METHODOLOGY ……………………..........

  26 A. Method ………………………………………..………………......................

  26 B. Research Participants ……………………………………………..…………

  28

  C. Setting …………………………………………..……………………..……..

  48 3. Discussion …………………………………………..………..…….........

  2. The information or feedback that the students gathered from the use of

  58

  1. The students’ perceptions on the use of video camera in Microteaching class .……..………………………………………………………………..

  58

  58 A. Conclusions …………………………………………………….....................

  56 CHAPTER V: CONCLUSIONS AND SUGGESTIONS ………….………..

  55 D. Other Findings ……………………………..…..……………….....................

  54 3. Discussion ………………………………..……………….........................

  52 2. The Students’ Recommendations Gathered from the Interview…..............

  1. The Students’ Recommendations Gathered from the Open-ended Questionnaire ………………………………………………..……………

  51

  49 C. Students’ Recommendations to Improve and to Maximize the Use of Video Camera ……………………………………………………………………...

  2. The Description of the Feedback the Students Received Based on the Analysis of the Interview ………………………………………..……...

  28 D. Research Instruments ……………………………………………..…...........

  44

  1. The Description of the Feedback the Students Received Based on the Analysis of the Questionnaires ………………………..……………......

  44

  38 B. The Feedback that the Students Obtained from the Use of Video Camera in Microteaching Classes ……………………………...…………………….

  36 3. Discussion …………………..…………………...……………………...

  31 2. The Description of the Students’ Perceptions Based on the Interview …..

  1. The Description of the Students’ Perceptions Based on the Questionnaires Distributed ………………..………...…………………..

  31

  31 A. The Students’ Perceptions on the Use of Video Camera in Microteaching Classes ……………........................................................................................

  30 CHAPTER IV: ANALYSIS RESULTS …………………………...……........

  29 F. Data Analysis Procedures …………………………………..………….........

  28 E. Data Gathering Procedures ………………………………………..………...

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  video camera in Microteaching class ………………………….….............

  65 APPENDIX 1 …………………………………………………………………..

  93 APPENDIX 6 ………………………………………………..………………… 100

  77 APPENDIX 5 ……………………………………..…………………………....

  70 APPENDIX 4B …………………………………..……………….....................

  68 APPENDIX 4A ………………………………………………………………...

  67 APPENDIX 3 ......................................................................................................

  65 APPENDIX 2 …………………………………………………………………..

  63 APPENDICES ………………………………………………..………………..

  59

  62 BIBLIOGRAPHY ………………………………..…………..………………..

  62 3. For future researchers ……………………………………………………..

  61 2. For the students who join Microteaching classes ………..………………..

  1. For the lecturers who teach Microteaching classes, especially at Sanata Dharma University …………..……………………………..……………..

  60

  59 B. Suggestions ………………………………..………………………..……….

  3. Some possible recommendations or suggestions that the students offered based on their perception …………..…………………..............................

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  LIST OF TABLES

Table 4.1. Questionnaire Result of the students’ perception on the use of video camera (close-ended question) ……………………...............

  32 Table 4.2. Questionnaire Result of the feedback that the students obtained from using video camera (close-ended question) …………….........

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LIST OF FIGURES

Figure 2.1. Microteaching principles ...……………………………................

  17 Figure 2.2. The perceptual process …………………………………...............

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ABSTRACT

  Rahajeng, Mawarti. 2007. The Students’ Perceptions on the Use of Video Camera in

  

Microteaching Classes of English Language Education Study Program at Sanata

Dharma University . Yogyakarta: Sanata Dharma University.

  There are two main reasons why the researcher conducted this research. The first reason is that the use of video camera in Microteaching classes of English Education Study Program at Sanata Dharma University has possibility to affect the students in learning achievement. The students perception on the use of video camera can influence students’ behaviour, which then leads to the students’ achievement in learning. The second reason is that the researcher wants to improve and to maximize the use of video camera in Microteaching classes so that this tool is able to direct the students to be autonomous learners which is inspired by Benton-Kupper’s research about the microteaching perspective.

  This research attempted to answer three research questions. The research questions are (1) What are the students’ perceptions on the use of video camera in Microteaching classes? (2) What is the feedback the students obtained concerning their teaching practice from the use of video camera in Microteaching classes? (3) Based on the students’ perception, what are possible recommendations to improve and to maximize the use of video camera in Microteaching classes?

  To answer the research questions above, the researcher used qualitative method in the form of descriptive research. The researcher distributed questionnaires in the form of close-ended and open-ended questions. Having gathered the questionnaire, the researcher analyzed them by putting the data in the table and discussed them based on the three research questions that the researcher had. Afterwards, the researcher conducted an interview to verify the students’ answer in the questionnaire and to dig out more info rmation. Finally, the researcher triangulated the interview result with the other data from the questionnaire.

  Based on the data gathered, most of the students had positive perceptions on the use of video camera in Microteaching classes. They considered the video camera as a tool to help them do self evaluation. Moreover, they could not only identify their teaching strengths and weaknesses but also classroom atmosphere and the “students’ behaviour.” Nevertheless, there were some students who considered the use of video camera in negative way. The use of video camera made them nervous so that they could not perform their teaching practice maximally. Furthermore, the result of their recorded teaching practice was in DVD. They had to watch it in microteaching labs by taking turns. It was time consuming. Facing the problems above, they suggested that the result of their recorded teaching practice should not be in DVD but in VCD as most of them did not have DVD players. They also hoped that the lecturer would provide more time to evaluate the students’ performance by watching the students’

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ABSTRAK

  Rahajeng, Mawarti. 2007. The Students’ Perception on the Use of Video Camera in

  

Microteaching Classes of English Language Education Study Program at Sanata

Dharma University. Yogyakarta: Universitas Sanata Dharma.

  Ada dua alasan utama penelitian ini dilaksanakan. Alasan pertama adalah bahwa penggunaan kamera video di kelas Microteaching, PBI, Universitas Sanata Dharma, dpat mempengaruhi pencapain prestasi belajar siswa. Hal ini terkait dengan persepsi siswa atas penggunaan kamera video yang dapat mempengaruhi perilaku belajar siswa yang kemudian berpengaruh terhadap atas prestasi belajar. Alasan ke dua adalah peneliti ingin meningkatkan dan memaksimalkan penguunaan kamera video di kelas Microteaching sehingga alat tersebut dapat membantu siswa menjadi pelajar yang mandiri (autonomous learners). Alasan tersebut terinspirasi oleh penelitian Benton-Kupper tentang persepsi microteaching.

  Dalam skripsi ini ada tiga pertanyaan penelitian yang perlu dijawab, yaitu (1) Bagaimanakah persepsi siswa terhadap penggunaan kamera video di kelas

  

Microteaching ? (2) Umpan balik apa sajakah yang berkaitan dengan praktek

  mengajar yang diperoleh siswa di kelas Microteaching dengan menggunakan kamera video? (3) Berdasarkan persepsi siswa, saran-saran apa sajakah yang dapat meningkatkan dan memaksimalkan penggunaan kamera video di kelas

  Microteaching ?

  Guna menjawab pertanyaan tersebut di atas, peneliti menggunakan metode kualitatif berbentuk penelitian deskriptif. Peneliti membagikan kuesio ner yang terdiri atas close-ended questions dan open-ended questions. Peneliti menganalisa jawaban kuesioner tersebut dengan memasukkan data kuesioner ke dalam tabel dan membahasnya sesuai dengan ketiga pertanyaan penelitian di atas. Setelah itu, peneliti melakukan wawancara guna mendapatkan pembenaran dari jawaban kuesioner dan informasi lebih lanjut. Selanjutnya, peneliti melakukan triangulasi terhadap jawaban dari wawancara dan data dari kuesioner.

  Berdasarkan data yang diperoleh, secara umum siswa memiliki persepsi yang positif terhadap penggunaan kamera video di kelas Microteaching. Kamera tersebut membantu siswa dalam melakukan evaluasi diri. Selain itu, siswa tidak hanya menemukan kelebihan dan kekurangan mereka dalam mengajar tetapi juga informasi suasana kelas dan sikap “murid” di dalam kelas. Akan tetapi, ada beberapa siswa yang menganggap negatif adanya kamera video. Kamera video justru membuat mereka menjadi tegang sehingga mereka tidak bisa berlatih mengajar dengan maksimal. Selain itu, hasil rekaman teaching practice mereka berformat DVD. Mereka harus menonton rekaman tersebut di laboratorium microteaching secara bergiliran dan menghabiskan cukup banyak waktu. Para siswa menyarankan agar hasil rekaman diberikan dalam bentuk VCD. Mereka juga berharap para dosen meluangkan lebih banyak waktu untuk mengevaluasi performa para siswa dengan

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CHAPTER I INTRODUCTION This chapter provides background information related to the subject matter

  triggered to be explored and analysed, presents the motivation why the researchers intended to do the research on the subject matter, and the general aims of doing the research.

A. Background of the Study

  One of the technological breakthroughs for human life is a video tape recorder (VTR) or video camera. It opens to be used for various and creative ways and purposes. Previously, the video camera was only used for film or movie makings and historical records. It recorded the actors’ actions or objects and then replayed what was recorded on movie or television. Nowadays, the video camera has also been widely used for some educational contexts and settings. In language teaching classes, especially in microteaching classes, video camera has already been a familiar and standard tool for language teaching as stated by Rosenstein (2002). It has been used to support the teaching learning activities, to record experiment objects, to help the students do presentation, and to record the students’ performance in the class. In microteaching classes, video camera is mostly used to record the students’ performance when they are teaching.

  In Sanata Dharma University, especially in Faculty of Teachers Training and Education including English Education Study Program, a video camera is used

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  since 2005 to record the students’ teaching practice in microteaching classes. The purposes of facilitating video camera in microteaching class are, based on microteaching guiding book (Pedoman Pengajaran Micro, 2005), to record the student teacher’s teaching practice and to ease the lecturers and the students to do observation so that the students will get fast, objective, and accurate feedback. Previously, the feedback given was in the form of observation sheets either from peers or from lecturers. However, the feedback was not in detailed and sometimes was considered doubtful as the student who was being observed could not see his or her own performance to prove whether what the observers informed about his or her performance was true. Furthermore, the feedback from the lecturers that the students considered more reliable than that from peers were given two weeks or more after the students’ teaching practice. In this sense, the students had already forgotten their own performance. As a result, the feedback was less useful.

  Therefore, the video camera is used. It can provide faster, more objective, and more detailed feedback since the video camera features enables the lecturers and the students to review and to focus on certain teaching skills or students’ performance that still needs improvement. The video camera is then considered as an excellent tool to support the teaching learning activities in Microteaching classes.

  It is obvious then that video camera is an excellent tool to record the students’ performance and to help the lecturers and the students to evaluate the students’ performance. However, how about the students’ perception on the use of video camera? Do they perceive the use of video camera in a positive or negative

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  something, whether it is in positive or negative way, influences the students’ behavioural responses as Altman, Valenzi, and Hodgetts (1985) has remarked. The behavioural responses can also be positive or negative. 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.

  Benton-Kupper, the Assistant Professor of Education in Millikin University in Illinois, conducted a research on the student’ perspectives on microteaching experience. One of his findings was that the students in Millikin University mostly considered the video camera as an effective tool for providing feedbacks and reflection (Benton-Kupper, 2001). The use of video camera helped the students get feedback and reflect what they did when they were doing teaching practice. Here, they could maximize the use of video camera as they perceived it in a positive way. They obtained not only vivid and objective feedback on their performance but also chances to do reflection, which then led them to be autonomous learners. Benton- Kupper’s finding on the use of video camera inspired the researcher to explore and to dig out the students’ perception on the use of video camera in a different university, which is in Sanata Dharma University.

B. Problem Limitation

  Inspired by Benton-Kupper’s research and considering that perception

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  learning, the researcher is interested in conducting a research on the way the students of Sanata Dharma University, especially of English Education Study program, perceive the use of video camera in microteaching classes. There is not any research on this subject matter yet in Sanata Dharma University. Therefore, the researcher focuses on digging and exploring any information related to the students’ perception on the use of video camera in microteaching classes and the possible recommendations to improve and to maximize the use of video camera in microteaching classes.

  C. Problem Formulation

  Based on the background and problem limitation above, the problems were formulated as follows:

  1. What are the students’ perceptions on the use of video camera in Microteaching classes?

  2. What is the feedback the students obtained concerning their teaching practice from the use of video camera in Microteaching classes?

  3. Based on the students’ perceptions, what are some possible recommendations to improve and to maximize the use of video camera in Microteaching classes?

  D. Objectives of the Study

  In relation with the questions in the problem formulation, there are three objectives presented in this study. Those objectives are to dig out the students’ perceptions on the use of video camera, to explore the feedback gathered from the

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  use of video camera, and to find out any possible recommendations to improve or to maximize the use of video camera in microteaching classes based on the students’ perceptions.

E. Benefits of the Study

  This study is expected to provide valuable contributions to:

  1. Lecturers who teach Microteaching classes, especially at Sanata Dharma University

  This study provides information on how the students perceive the use of video camera in microteaching classes. Positive perception leads to positive behaviours which then lead to successful teaching learning goal achievement. Therefore, the researcher hopes this research inspires the lecturers to use the video camera and helps them minimize the students’ negative perceptions on the students and to achieve the course goal.

  2. Students who join Microteaching classes This research discusses any related information on the use of video camera in microteaching. This research is also hoped to inspire the students to improve their teaching skill in Microteaching classes by using video camera and to eliminate any anxiety or novelty feeling related to the use of video camera. They could evaluate their own performance by comparing the observation sheets from lecturers and peers with their own observation through watching their own recorded teaching practice.

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  Here, the students become autonomous learners and are able to direct their own learning to achieve their own goal to be better.

  3. English Language Education Field This research explored any information related to the students’ perception on the use of video camera to record the students’ performance when they were doing teaching practice in microteaching class. The video camera can be used in various and creative ways for every subject related to English Language education field. The use of video camera can improve English Language education quality as long as the students are willing to eliminate any anxiety or novelty feeling related to the use of video camera. As a result, the use of video camera can lead the students to be autonomous learners. Furthermore, the English material designs and techniques can be enriched by the use of video camera in order to support the teaching learning activity and to make the students more autonomous.

  4. Future researchers Finally, for the future researchers, the researcher hopes that this research could inspire them to conduct further research related to the use of video camera or to enrich the existing research. The research could be related to the effect of students’ next performance after they are watching their recorded teaching practice and the effect of watching the student’s recorded teaching practice.

F. Definition of Terms

  1. Perception In this study, according to Altman, et.al. (1985: 85), perception is defined as

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  meaningfully. In other words, perception is the way how people view their environment. Another definition, as defined by Warga (1983: 207), perception is a meaningful translation from physical energy that we feel or sense. Here, our senses feel the form of physical energy which is interpreted as a message in the brain as sensation. The combination of sensations are, then, translated into meaning.

  Based on both definitions, it can be concluded that everyone has his or her own view on something he or she experiences in an occasion or feels in the environment. The same object or event could be perceived differently by different person, which then leads to different behavioural responses or attitudes. Relating to this study, perception is the way how the students feel, think about, and consider something, in this case is the use of video camera in microteaching classes.

  2. Microteaching In this study, Microteaching is one of the compulsory courses offered in

  Faculty of Teachers Training and Education which trains the students the basic skills needed to be teachers. In Sanata Dharma University, especially in English Education Study Program, this subject is included in the curriculum as Kelompok Mata Kuliah

  

Keahlian Berkarya (KPE 360). In Microteaching class, the sudents are trained to be

  competent and well qualified teachers. They are trained to master essential teaching skills including set induction, set closure, questioning and stimulus variation skills, explaining and reinforcement skills (Pedoman Pengajaran Mikro, 2005). Here, the students learn how to do peer teaching in a simulated class and to teach lower

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  3. Video Camera Video Camera is a facility provided by Sanata Dharma University to record the students’ performance when they are teaching in microteaching class. This tool records objects or actions and replays what has been recorded vividly and objectively. The video camera used in Sanata Dharma University is Panasonic. It is a mini video digital. This camera has PCM audio dubbing and adjustable microphone level. Therefore, this camera can record moving objects and actions as well as the sound produced by the objects or the actors. This camera is manually controlled. An operator is needed to operate the video camera (see appendix 6).

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CHAPTER II LITERATURE REVIEW The main concern of this study is the students’ perceptions on the use of

  video camera and its influence on the students’ behaviour especially in microteaching classes. In order to conduct this research, the researcher will discuss some literature reviews which provide the background related to this research; hence, the researcher is going to first review the nature of using video camera in education field. Then, the researcher will review the nature of perceiving stimuli which affects human behavioural responses. In addition, the researcher will also discuss microteaching class in general, then microteaching practices in Faculty of Teachers Training Education especially in English Education Study Program where video camera is currently used. After reviewing the background theories, the researcher will then elaborate the theories to picture the steps that the researcher will conduct in order to gather the data needed.

A. Theoretical Description

  Here, the researcher will review the nature of the use of video camera in educational contexts and the perception theories in order to specify the area that the researcher is going to discuss. The researcher will also review the nature of microteaching class in general and microteaching class in English Education Study

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1. The Use of video camera in Educational Contexts

  A video camera has already been a familiar and standard tool to support teaching learning activities. Video camera has been used widely, such as to record the students’ performance in the microteaching class (Benton, 2001; Brown, 2003), to help the students do presentation (Liu, 1997), to record experiment objects (Erickson, 1979; Heath, 1984, as stated in Rosenstein, 2002), in the performance art class (Quigley and Nyquist, 1992, as stated in Rosenstein, 2002) or in physical education course (Mohnsen and Thompson, 1997, as stated in Rosenstein, 2002), and to observe classroom activities (Curtis and Cheng, 1998). Why is video camera widely used for educational contexts? There are a lot of features and benefits that the video camera offers which can support teaching learning activities. In the following paragraphs the researcher would like to discuss the features and the benefits of video camera.

  In choosing media, the teachers and lecturers should consider the media features that enable them to support teaching learning activities (Edling and Paulason, 1972 as stated in Gerlach and Ely, 1980). The media should be able to arouse the students’ motivation, to encourage the students’ responses, to offer new learning stimuli, to give speedy feedback, and to encourage appropriate practice as remarked by Gerlach (1980). Here, video camera is one of the media which can fulfil those selective requirements.

  Yung-Hua Liu (1997), an English lecturer in the Language Center at Soochow University, Taiwan, conducted a video presentation in her English listening

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  English. The video presentation here is that the students, consisting of four to six people in each group, select the topic they want to present, write any story script or explanation based on the topic they have chosen, act out the story, record their performance using a camcorder video camera by themselves, and then present their video in the class. The students, as Katchen remarked, could watch and evaluate their performance just the same as they could watch and evaluate other people’s performance on TV (Katchen, 1992 as stated in Liu, 1997). The video camera provides the features to support these activities as it enables the students to stop recording, to rehearse their performance one more time, to record again, to redisplay what has been recorded, and to focus on specific actions recorded. By conducting this video presentation, Liu got feedbacks from the students. They argued that they had fun, became more confident, and could practice speaking fluently without feeling embarrassed or afraid of standing in front of the class since they recorded their performance somewhere else. Liu found that the video camera could arouse the students’ motivation in learning English, lessen the fear, and encourage the students to practise speaking English fluently.

  In psychiatry treatment and training, Berger (1978, as stated in Rosenstein, 2002) applied the use of video camera to record the patients’ nonverbal behaviours and to help the psychiatric students evaluate their practice when they were treating their patients. Here, Berger claimed that the use of video camera

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  Decker (1993, as stated in Rosenstein, 2002) applied the video camera in job-training to teach proper behaviour in on-the-job-training of college students. The students watched a model’s performance and then practiced the performance as the model did. The students’ performances were recorded and after that they evaluated their performance by considering both verbal and nonverbal performance. Decker demonstrated that video camera features enabled the students to get speedy and vivid feedback that supported them to evaluate their performance.

  Quigley and Nyquist (1992, as stated in Rosenstein, 2002) used a video to help the students develop their art skill performance by combining video feedback and teacher’s evaluation. Here the video camera provided vivid feedback of the students’ performance and helped them cross check the feedback by comparing their own evaluation with the teacher’s. Similarly, Mohnsen and Thompson (1997, as stated in Rosenstein, 2002) used a video camera to document and to give a model performance as well as self analysis in learning process.

  In microteaching class, a class which trains students to be teachers in a small simulated class, the video camera has been used to record and to evaluate the student teacher’s performance (Benton, 2001; Brown, 2003). The students are supposed to do teaching practice in a simulated class and are recorded. After that, they are supposed to watch their performance and evaluate their teaching strengths and weaknesses. Benton argued that, based on his research, the students were really able to evaluate their teaching practice and identify their teaching strengths and weaknesses by comparing their own evaluation with the peers’ and lecturer’s

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  then could lead the students to be autonomous learners as supported by Nunan (2003). Autonomous learners are the students who are able to direct and to responsible their own learning. Nunan argued that the students’ autonomy in doing learning activities could not be taught, but be reinforced. Hence, the use of video camera to assist the students to do self-evaluation on their performance can be one of the autonomy reinforcement efforts (Nunan, 2003: 290).

  Thanasoulas (2000) also states that students’ autonomy can be fostered. The teacher can foster the students’ autonomy by assigning students’ self report, filling diaries and evaluation sheets, and communicating persuasively as a means of altering learner beliefs and attitudes. The video camera has features that play audiovisual information. Once it records something, the record can be replayed. The record could also be played forwards and backwards. Therefore, it is clear that video camera may provide information about the students’ performance vividly and objectively. Here, there is a possibility for students whose performance was recorded to see their own performance. They could evaluate their own performance so that further self observation and self-evaluation could be conducted.

  Video camera is commonly found and used in microteaching classes. Therefore, in the next part, the researcher discusses microteaching class in general, then microteaching practices in Faculty of Teachers Training Education especially in English Education Study Program of Sanata Dharma University where video camera is currently used.

2. Microteaching Class in English Language Education Context

  In this study, microteaching class is defined as a class which trains students

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  give them feedback on their teaching practice performance so that the students can evaluate and develop their teaching skill as stated by Allen and Ryan (1969:1): ‘Microteaching is a training concept that can be applied at various pre- service and in-service stages in the professional development of teachers that provides the teacher with a practice setting for institution in which the teacher receives a great deal of feedback on the teacher’s performance.” Further, based on Allen and Ryan’s statement, they argue that there are five important propositions of microteaching (p. 2-3): a. Microteaching is a real teaching in a simulated class where the student teacher and the “students” work together in creating teaching learning situation.

  b. Microteaching is the miniature of a real classroom. It reduces the class size, scope of content, student number, and time.

  c. In microteaching classes, the students are trained to master teaching skills, to master the topic of the subject which is going to be taught, to practice teaching techniques, or to demonstrate the teaching methods.

  d. In microteaching classes, the trainers or instructors can control or manipulate the elements of teaching-learning activities (such as setting, time, students, methods of feedback and supervision) which will enable the students to practice certain skills in a highly controlled setting (microteaching class).

  e. In microteaching class, after the student teacher practices a short teaching, the student teacher should obtain any feedback or evaluation on his or her

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  From the propositions above, it is clear that to support the student teachers practice teaching skills, the student teachers need to be taught and trained teaching skills in a simulated class which is facilitated with media and any evaluation tools. In addition, the student teachers’ performance becomes the focus of the teaching learning evaluation.

  Concerning the teaching skills, Gilarso and Suseno (1998:7) also stated that the microteaching students should be taught and trained the basic teaching skills.

  Those skills help the students be ‘desired’ or ‘good’ teacher who is able to teach the students well. Those five teaching skill components are: a. Set induction and set closure skills.