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watch it, he needed to see his schedule and watched his recorded teaching practice together with his friends. He considered it as ineffective way and it was time
consuming. He said, “My friends and my lecturer told me that I was good enough in teaching. So,
I did not watch my recorded teaching practice at all. In addition, I did not have any facility to watch my recorded teaching practice in the form of DVD.
If I wanted to watch it, I had to stand in line just to watch it in lab for hours. It was wasting my time. If it was in VCD format I thought I would watch my
recorded performance as I have the facility at home.”
The discussion section that follows tries to discuss the result of the analysis in the light of the theories described in Chapter II.
3. Discussion
In general, the students have a positive perception on the use of video camera in microteaching class. They consider video camera mostly as an evaluation tool
which enables the students to receive vivid, detailed, and objective feedback about the students’ teaching practice performance, the classroom atmosphere, and the
“students’ behaviour”.
a. Feedback about the Students’ Teaching Practice Performance.
Most of the students admit that being the teachers, they have to deal with teaching skills, teaching methodologies, teaching strategies, and self performance.
The use of video camera helps the students evaluate their teaching performance since it provides them with more vivid, detailed, and objective feedback. The students then
are able to identify their teaching strengths and weaknesses. Moreover, they can evaluate their gestures, their voice, the way they speak, the way they pronounce the
words, the way they write, the way they explain the material, and even the way they PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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dress. After watching the recorded performance, one of the students argued, “There [are] so many mistakes in my teaching performances. Our weaknesses in teaching
that should be improved for example pronunciation, gesture, and grammar presentation.” The other student added the feedback that he or she obtained, “My
way of teaching method; My class management; My gestures body movement.” Another student also admitted, “That my voice is not clear and I should be more
serious in teaching.” In addition, one of the students even admitted that the way he or she dressed when he or she was teaching was inappropriate.
Knowing that they made many mistakes while they were teaching and noticing their teaching strengths and weaknesses by the help of video camera, the students are
then able to set another goal in order to improve their teaching skill and to achieve better teaching practice in the next performance. This is supported by one of the
students who said, “Through the use of video tape recorder I can evaluate my teaching practice, I can identify my weaknesses and strengths so that I can improve
my teaching practice next turn.”
b. Feedback about the Classroom Atmosphere
Classroom atmosphere was not yet considered to be a part of the student teachers’ performance evaluation. However, by watching their recorded teaching
practice, the students found that evaluating classroom atmosphere was as important as evaluating the student teacher’s performance. By recognising the classroom
atmosphere, the students were able to evaluate their ability in managing classroom.
The way the teacher recognised the classroom was of course, by analysing the
students’ behaviour. The classroom atmosphere is good if the student “students” PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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behave and vice versa. One of the students wrote about the feedback that he or she obtained,” How to be a good teacher, of course [How to behave as a teacher, how to
manage classroom, how to motivate students more active, etc.]”
c. Feedback about the Students’ Behaviour
