61
themselves who experienced being recorded by the camera. Such valuable information i.e. the students’ perception and suggestions should be put into
consideration by the lecturers who are teaching Microteachng subjects in English Education Study Program. Based on the students’ perceptions on the use of video
camera, the feedback that the students gathered, and the students’ suggestions, the researcher tries to offer some suggestions in order to maximize the use of video
camera to support teaching learning activities, especially in Microteaching laboratory. The following are the suggestions for the lecturers, the students, and
anyone interested to do further research on similar topic:
1. For the lecturers who teach Microteaching classes, especially at Sanata
Dharma University.
The first suggestion is that the lecturers should design the assessment that will require the students to watch their recorded teaching practice. Not only will this
help the students to be able to evaluate their own performance, but also to train them to be autonomous and independent learners who are able to always do self-evaluation
and reflection. Second, the lecturers should design teaching-learning activities in Microteaching classes that will enable the students to get the feedback as soon as
possible from the lecturers, the peers and from the recorded teaching practice as well. What usually happened, as it can be seen in the research results, the feedback,
especially from the recorded teaching practice were delayed because of technical difficulties.
62
2. For the students who join Microteaching classes.
Based on the students perception on the use of video camera in Microteaching classes, most of the students admitted that the video camera could help them evaluate
their own recorded teaching practice by themselves. They could evaluate their own performance by comparing the obervation sheets from lecturers and peers with their
own observation through watching their own recorded teaching practice. Here, the students become autonomous learners and are able to direct their own learning to
achieve their own goal to be better. Therefore, the researcher recommends the students to watch their recorded teaching practice because there are many
components such as students’ strengths, weaknesses, class atmosphere, students’s behaviour that can be evaluated. Furthermore, the video camera provides vivid,
objective, and detailed feedback. As a result, it is hoped that the students can have better teaching skills in the future.
3. For future researchers
Based on the research results, most of the students have positive perception on the use of video camera. Nevertheless, there are some students who perceived the use
of video camera in a negative way. Therefore, the researcher hopes that there will be another researchers who are willing to conduct further research related to the use of
video camera, to enrich the existing research, or to design any assessment to maximallize the use of video camera in Microteaching classes so that the students
feel comfortable when they are recording and become autonomous learners.
Bibliography
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Leontiev, A. A. 1981. Psychology and the language learning process. New York: Pergamon Press Ltd.
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Lewis, M. 2002. Giving feedback in language classes. Singapore: SEAMEO Regional Language Centre.
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Rosenstein, B. 2002. Video use in social science research and program evaluation. Retrieved on June 12, 2005 from
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Wong, M. ___. The effectiveness of using video-taped lesson as an alternative mode for teaching supervision
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Questionnaire
Name :
Class :
Student number: This questionnaire is aimed to fulfil the data of research about the use of video-tape recorder in microteaching class. Put a tick 3 in
the column which corresponds to the degree of agreement with the statement listed on the left 1= strongly disagree, 2= disagree, 3= agree, 4= strongly agree. Please do it honestly. Your answer will not affect your mark in this course.
No. Statements
1 2 3 4
1. You have experienced on being recorded using video-tape recorder in a classroom before.
2. You are interested in the use of video-tape recorder to record your teaching practice in
microteaching class. 3.
You are motivated to teach better when your teaching practice is recorded using video-tape recorder in microteaching class.
4. You are comfortable and relaxed to teach in microteaching class when your teaching
practice is recorded using video-tape recorder. 5.
You feel confident to teach when you are recorded using video-tape recorder in microteaching class.
6. It is necessary to record your performance when you are teaching in microteaching class.
7. You watch your own recorded teaching practice
8. You feel enthusiastic to watch your own teaching practice.
9. You are confident to watch your teaching practice.
10. The use of video camera helps you get feedbacks about your teaching practice vividly and
objectively. 11.
The use of video camera helps you evaluate your teaching practice. 12.
The use of video camera helps you improve your teaching skills 13.
After watching your recorded teaching practice, you are able to identify your teaching strengths.
14. After watching your recorded teaching practice, you are able to identify your teaching
Appendix 1
weaknesses. 15.
After watching your recorded teaching practice, you set up a goal to have your next teaching practice performance better.
16. Video-tape recorder is suitable to be applied in PBI, especially in microteaching class
17. The video camera is needed to be used to provide feedbacks about your teaching practice
performance although you have got feedbacks from your friends. 18.
The video camera is needed to be used to provide feedbacks about your teaching practice performance although you have got feedbacks from your lecturers.
1. What do you think about the use of video tape recorder in microteaching class? Explain your answer. …………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………
2. What feedbacksinformation do you get from watching your recorded teaching practice? …………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………
3. What are your suggestions toward the use of video tape recorder in microteaching class so that it can be more useful for the
students? ………………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………..
☺ thank you for your cooperation ☺ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
67
Appendix 2
Interview Lists
1. Ketika pertama kali melihat video camera di kelas microteaching, apa yang
terlintas dalam pikiran Anda? 2.
Ketika Anda mengajar di kelas microteaching, apakah Anda menyadari adanya video kamera yang merekam kegiatan mengajar Anda? Apakah hal ini
mempengaruhi performa Anda?
3. Apakah Anda menontontidak menonton hasil rekaman mengajar Anda? Apa
alasan Anda menontonnyatidak menontonnya? 4.
Berguna atau tidak bergunakah penggunaan video-tape recorder bagi Anda? Apa alasan Anda?
5. Adakah saran-saran yang ingin Anda sampaikan agar penggunaan video-tape
recorder di kelas microteaching dapat lebih bermanfaat? PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Item No.
SD D
A SA
SD D
A SA
1 10
9 24
24 15
13 36
36 Have experienced on being recorded in a classroom before
2 1
2 30
34 1
3 45
51 You are interested in the use of VTR
3 2
12 38
15 3
18 57
22 Motivated to teach better when you are recorded
4 17
42 8
25 63
12 You are comfortablerelaxed when you are recorded
5 20
34 13
30 51
19 You feel confident to teach when you are recorded
6 1
3 28
35 1
4 42
53 It is necessary to record your performance
7 2
10 34
21 3
15 51
31 You watch your recorded teaching practice
8 23
29 15
34 44
22 You feel enthusiastic to watch your recorded teaching
9 3
29 29
6 4
44 43
9 you are confident to watch your recorded teaching practice
10 1
4 19
43 1
6 28
65 the use of VTR help you get feedback on your teaching
practice 11
1 4
21 41
1 6
31 62
the use of VTR helps you evaluate your teaching pr. 12
1 4
31 31
1 6
47 46
the use of VTR helps you improve your teaching skills 13
1 5
33 28
1 7
50 42
after watching, you can identify your strengths 14
1 4
34 28
1 6
51 42
after watching, you can identify your weaknesses 15
4 41
22 6
61 33
after watching, you set up a goal for better performance
Questionnaire Results of the Use of Video Tape Recorder in Microteaching Class
Appendix 3
16 2
20 45
3 30
67 VTR is suitable to be especially in microteaching class
17 1
1 25
40 1
1 37
61
VTR is needed to provide feedback-you got from your lecturer.
18 1
1 28
37 1
1 42
56
VTR is needed to provide feedback-you got from your peer.
70
Questionnaire results of the use of video tape recorder in microteaching class: Appendix 4a
A. What do you think about the use of video tape recorder in microteaching
