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performance of their teaching practice in the form of DVD. Then, they have to watch the video and do self-reflection on their own performance.
When the students watch the recording version of their performance, they can see what they have done during their teaching process in the class, including
how they have spoken, how they have acted, how their eye contact has been, how they have dressed, how they have set induction and closure, what they have done
to encourage the students, and so on. Even, they can compare it with the result and comments in observation sheets the students received. The students are also able
to find out their strengths and weaknesses and analyze what they have to develop and improve and what they have to reduce in their teaching performance. By then,
they do self-reflection. Because of those reasons, the researcher was inspired to explore and dig out
students’ perception on the use of recorded performance to do self-reflection in microteaching class in specific domain, which is in the English Language Study
Program, Sanata Dharma University.
B. Problem Formulation
Based on the discussion above, there are two problems formulated for the study. The problems are:
1. What do the students evaluate by watching their performance?
2. What are the students’ perceptions on the use of Recorded Performance to
do Self-Reflection in Microteaching class?
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C. Problem Limitation
This research focuses on the way of Microteaching students of English Language Study Program, which is represented by 30 students, perceive the use of
recorded performance to do self-reflection in microteaching class. The research selects six Microteaching classes in academic year of 20102011. The research
focuses on exploring any information related to students’ perception on the use of recorded performance to do self-reflection and the components students evaluate
by watching their recorded teaching performance.
D. Research Objectives
In relation to the questions in problem formulation, there are two objectives presented in this study. Those objectives are to find out what components the
students evaluate by watching their performance and to dig out students’ perception on the use of recorded performance to do self-reflection in
microteaching class.
E. Research Benefits
This research is conducted to give beneficial contributions for: 1.
Lecturers This research gives beneficial contributions for the lecturers who teach
microteaching, especially in Sanata Dharma University. It provides information about students’ perception on the use of recorded performance. This research also
helps the lecturers to lead the students in a positive behavior through reflect and
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evaluate themselves by watching the video of their performance. Therefore, the researcher hopes that this study can inspire the lecturers to use recorded
performance as the way for the students to do self-reflection.
2. Microteaching Students
This research discusses some related information on the use of recorded performance in Microteaching class. This research also inspires the students to
improve their teaching practice. By watching their recorded performance they can evaluate themselves and reflect their teaching practice. They can reflect how they
dress, how they speak, their eye contact, their movement, how they set induction and closure, how they develop the reinforcement, class management, and so on.
3. Future researcher
Finally, this research is hoped to provide inspiration for the future research to conduct research related to the use of recorded performance to do self-
reflection. The researcher also hopes that this research can enrich the existing researcher with the same topic.
F. Definition of Terms
