T1 112011096 Full text

Superiority of Video Recording in Facilitating
Self-Reflection

THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan

Pramusita Raring Widhi
112011096

ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2015

Superiority of Video Recording in Facilitating
Self-Reflection

THESIS

Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan

Pramusita Raring Widhi
112011096

ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2015

i

Superiority of Video Recording in Facilitating
Self-Reflection

THESIS
Submitted in Partial Fulfillment

of the Requirements for the Degree of
Sarjana Pendidikan

Pramusita Raring Widhi
112011096

Approved by:

Elisabet Titik Murtisari, M.TransStud., PhD

Rindang Widiningrum, M.Hum

Supervisor

Examiner
ii

COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in any course or

accepted for the fulfillment of any degree or diploma in any university. To the best my
knowledge and my belief, this contains no material previously published or written by any
other person expect where due references is made in the text.

Copyright@2015. Pramusita Raring Widhi and Elisabet Titik Murtisari

All right reserved. No part of this thesis may be produced by any means without permission
of at least one of the copyright owner or the English Department, Faculty of Language and
Literature, Satya Wacana Christian University, Salatiga

Pramusita Raring Widhi:

iii

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verify that:
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: Pramusita Raring Widhi

Student ID Number

: 112011096

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: Language and Literature

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: Undergraduate Thesis

In developing my knowledge, I agree to provide SWCU with non-exclusive royalty free right
for my intellectual property and the contents therein entitled:
Superiority of Video Recording in Facilitating Self-Reflection
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Made in: Salatiga
Date: April 30, 2015
Verified by signee,

Pramusita Raring Widhi
Approved by
Thesis Supervisor

Thesis Examiner

Elisabet Titik Murtisari, M.TransStud., PhD

Rindang Widiningrum, M. Hum

iv

TABLE OF CONTENTS

ABSTRACT .................................................................................................................................... 1
INTRODUCTION .......................................................................................................................... 1
LITERATURE REVIEW ............................................................................................................... 3
1. Pre-service teachers in microteaching ...................................................................................... 3
2. Reflective practice for pre-service teachers .............................................................................. 4
3. Video recording to facilitate reflections ................................................................................... 5
STUDY ........................................................................................................................................... 7
Context of the study ........................................................................................................................ 7
Participants ...................................................................................................................................... 7
DATA ............................................................................................................................................. 8
Instrument of data collection .......................................................................................................... 8
Procedure of data collection............................................................................................................ 8
Procedure of data analysis .............................................................................................................. 9
FINDING AND DISCUSSION ...................................................................................................... 9
1. Characteristics of video based and memory based reflection ................................................... 9
1.1. The types of segments (Specific Vs General).................................................................. 10
1.2. The emerging themes ....................................................................................................... 12
1.3. Types of reflection ........................................................................................................... 15
2. Video recording facilitates reflection better than memorization ........................................... 17

2.1. Reliable data to prevent false assumption ....................................................................... 18
3. The use of video based and memory based reflection ............................................................ 19
3.1. Students‟ behavior toward video recording ..................................................................... 20
3.2. Video recording as an effective and efficient tool ........................................................... 21
CONCLUSION ............................................................................................................................. 21
ACKNOWLEDGEMENT ............................................................................................................ 23
REFERENCES ............................................................................................................................. 24
APPENDIX ................................................................................................................................... 26
1. Interview questions ................................................................................................................. 26
1.1. Video based group ........................................................................................................... 26
1.2. Memory based group ....................................................................................................... 27

LIST OF FIGURES

Figure 1. The frequencies of how specific are both groups reflection.......................................... 10
Figure 2. The frequencies of each topic ........................................................................................ 14
Figure 3. The frequencies of descriptive and reflective ................................................................ 16

Superiority of Video Recording in Facilitating Self-Reflection
Pramusita Raring Widhi

Abstract
In this digital era, many pre-service teachers still depend on their memory to
reflect on their teaching process. Since self reflection is necessary to improve preservice teachers‟ professional identity, they need an effective and efficient tool to
support their reflection. This study investigates the use of video recording to
facilitate self-reflection that is commonly used in the development of digital era.
Specifically, it is aimed to analyze the superiority and the use of video recording that
can help students‟ reflect on their teaching because there are only few studies inthis
kind of research. Besides that, it is important to make video recording more
effectively used for reflection to help pre-service teachers develop their professional
identities and skills. This research used qualitative analysis method and two
microteaching classes in theFaculty of Language and Literature Satya Wacana
Christian University as the respondents. The students who had been assigned to
write journals of reflection in the course, were interviewed as the video-based group
and the memory-based group members.Based on the journal analysis and the
interview data, the findings show that video recording facilitates reflection better
than memorization. Furthermore, all interviewed respondents from both groups
prefer to use video recording to facilitate self reflection.

Keywords: pre-service teachers, microteaching, video-based reflection, memory-based
reflection

INTRODUCTION
Many pre-service teachers are facing difficulties in applying theories they have
learned (Choran, Smith & Zeichner, 2005) in their teacher education program and suffering
from “practice shock” (Stokking, Leenders, de Jong & van Tartwijk, 2003, p. 330). It means
that teacher education is not only about learning the theory but also practicing. This problem
then becomes the reasons for many education programs in opening microteaching course. To
be able to master teaching skills, pre-service teachers need to develop their teaching skills
through microteaching. Microteaching not only gives students the opportunity to sharpen
their teaching skills, but also to reflect on their own teaching practice. According to Wallace
(1991), reflection is important for pre-service teachers because professional identities can be

1

developed through reflecting on the action. Reflective practice also supports the professional
development because in reflective practice pre-service teacher will explore teaching practice
critically (Wallace 1998). To support students‟ reflection in microteaching, there are many
tools can be used. Richards and Lockhart (1996) list several media that can be used for self
reflection such as, writing journal responses or lesson reports, making questionnaires or
surveys, and reviewing from audio or video recording. Among these options, many
researchers find video recording as the most effective tool to help students‟ reflection.

However, there is relatively few studies which explain the way in using video recording that
can help pre-service teachers‟ reflection (Krammer & colleagues, 2006; van Es, 2009)
especially compared to that assisted only with memory. Some researchers generally only
reveal students‟ improvement after using video recording for reflection which will be briefly
discussed in the literature review.
The result of this study will be important for English Language Education Program
Which needs to use the best tools to facilitate students‟ reflection especially in microteaching
course. Moreover, in the teaching and learning practice, it is hoped that educators will apply
video recording as a self reflection facility that supports effective and critical reflection.
Hopefully, this study can be useful for other researchers who will conduct a research related
to the superiority and the use of video recording to facilitate self reflection.
This research ultimately attempts to answer the question about to what extent and how
the use of video recording in microteaching class facilitates pre-service teachers‟ reflection
better than memory-based reflection. It is because there is relatively little research on the use
of video recording to facilitate reflection compared to the effectiveness of video recording
(Krammer & colleagues, 2006; van Es, 2009). Some subsidiary issues adapted from Rosaen
et al (2008)were also examined in this research:

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1. What are the characteristics of video-based group reflection and memory-based
group reflection based on their reflective journal?
1.1 How specific or general are their reflections?
1.2 What topics are stated and how frequently are the topics stated in both
journals? (e.g., classroom management, instruction, classroom activities)
1.3 Are the reflections analytical, evaluative or descriptive towards the teaching
experience?
2. Does video recording facilitate reflection better than memory?
3. How does the use of video recording facilitate pre-service teachers‟ reflection?
LITERATURE REVIEW
1. Pre-service teachers in microteaching
A study shows that pre-service teachers usually applied their experiences and prior
knowledge of teaching and learning theory which can be difficult to be changed in their
teaching preparation and practice. In this case, much of reflective practices for pre-service
teachers give evidence of changes in teacher development and concern of practical
knowledge (van Driel, Beijaard & Verloop, 2001). Here, they need more space to apply their
teaching theory and develop their ability and skills through practicing, experiencing and
reflecting their experiences and prior knowledge in teaching. They should be able to adjust
their false experiences and knowledge that influence their teaching. Lee added that it was not
easy for pre-service teachers to associate the space between their assumption or prediction of
teaching and the real teaching (2007). Those studies prove that in order to be able to adapt
with the real teaching experiences, pre-service teachers need media or training that will
support them in gaining teaching skills.

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Yusuf (2006) explained microteaching as a training technique which gives pre-service
teachers chance to train their teaching skills before experiencing the real class situation.
Moreover, in microteaching class, they will practice their teaching abilities and get feedback
in a non-judgmental environment.They also will be encouraged to reflect their action and will
be given feedback after the mini-lesson. At the end of the course, they are expected to
understand the role of a good teacher and a good teaching.
2. Reflective practice for pre-service teachers
Many researchers agree that reflection is important in professional growth and
development (Cavanagh & Prescoot, 2010; Richards & Lockhart, 1996; Wallace, 1991).For
this purpose, Cavanagh and Prescott (2010) believe, it is crucial to focus on skill to reflect
critically on performances. It becomes the desirable goal for many teachers education
programs in the process of developing professional identity. Lately, standardization
established by NCATE, National Council for Accreditation of Teacher Education (2001)
proves that reflection has been highly encouraged in education environment.In reflection,
Duffy (2007) said that individual is challenged and enabled to deal with self-enquiry process
as the active process of examining oneself critically. The main point to reflect effectively is
by helping pre-service teachers reflect beyond the technical component of teaching such as,
the visual aids, the lesson plans, to examining their knowledge and assumptions (Van Manen,
1997; Gay & Kirland, 2003). As mentioned by Cowan (2006) in his book, analytical
reflection and evaluative reflection are types of self reflection strategies that are usually used
in writing journal reflection. He described analytical reflection as a kind of reflection which
involve the detail of experiences especially the reflection on how something is done in the
teaching practice. On the other hand, evaluative reflection is explained as a judgment towards
the teaching practice which involves the reflection on how well something is done.

4

3. Video recording to facilitate reflections
There is a lot literature which supports or against the view that video recording is an
effective tool in facilitating pre-service teachers‟ reflection. There are also some researchers
who are skeptical on the effect of video recording in microteaching. Linman (1980) believes
that the use of video recordings in microteaching may have superficial effect that is students
will behave unnaturally because they will think more on their appearance, such as their makeup, clothes and hair style than on their teaching performance or strategy. Based on my
assumption, this problem can be avoided by explaining to the students the aim of using video
recording in class. The instructor can instruct students to focus on their teaching performance
than their appearance because the important point is the teaching performance. The grading
criteria should be higher on the teaching performance than students‟ appearance to make
them focus more on how to teach effectively. In other research, Woolman (1969) and
Reynolds (1966) also found that there was no significant difference between the experimental
group and the control group. These studies, then support Dass‟, Singh‟s & Passi‟s (1976)
opinion that microteaching without video recording could be as effective as microteaching
which used video recording. His reason is that in the absence of video recording as a tool for
self reflection, there are many successful teachers who have been able in improving their
teaching skills.
In contrast with those researchers who doubt the effectiveness of using video
recording to facilitate students‟ reflection, many researchers prove that the use of video
recording is important and significant. Barron (1967) examined the effect of video recording
and microteaching technique on interpersonal openness through statistical analysis. From the
statistical analysis he concluded that the group which was equipped with video recording
showed a positive and significant gain in openness. Besides that, Olivero (1970) also found
that mastery teaching skills without video recording in micro teaching were ineffective
5

because the student teachers did not have the opportunity to see their errors. In a Nigerian
setting, Kpanja (2001) investigated two groups to see the effectiveness of using video
recording in microteaching. In his research, the group which used video recording had a more
significant improvement in mastering teaching skills than the other group, which did not use
video recording equipment. Besides that, he also found that the experimental group behaved
more confidently and positively toward the lesson. Davies and Fiona (2004) discovered the
use of video recording as a strategy to trigger students in using their self-insight cognitive
processes to direct their own improvement in specific interpersonal skill. The importance of
video recording is also supported by Sachratz (1992), who points out that it is video recording
as a powerful instrument which confront pre - service teachers with an objective point of
view on what is going on in class. He also added that keeping recordings for later use could
give valuable insight into individual growth.
There are many researchers who found that video recording is potentially used as a
reflective tool in the educational environment because of the benefits from its use (Krammer
& colleagues, 2006; Brophy, 2004). Video recording can document rich and complex data in
detail of teaching interactions, provide an essential context to observe, and opportunity to
gather information for analyzing and reflecting the teaching (Wang & Hartley, 2003;
McCurry, 2000). Furthermore, it will prevent students‟ false assumption in reflecting their
teaching process. Besides that, video recordings are flexible tools for reflection on teaching
because it allows repeated viewing, pausing, annotating, editing, and reorganizing (van Es &
Sherin, 2002; Wang & Hartley, 2003). Additionally Orlova (2009) added that video recording
is very valuable for non-native pre-service teachers because through the video, they can
evaluate their communication skills, which can be divided into language function, proficiency
of language and interaction. Furtherstudy found that video-based reflection is able to support
the participant of the research in reflecting their teaching practice more specific compare to
6

the reflection which is based on memorization. Video-based reflection also helps the
participants to give less attention on classroom management than instruction (Rosaen,
Lundeberg, Cooper, Fritzen & Terpstra, 2008).
THE STUDY
Context of the study
This research focused on examining the reflection journals of microteaching students
in English Language Education Program of Faculty of Language and Literature, Satya
Wacana Christian University. The journals are crucial for the pre-service teachersreflect on
their practice in order to be able to develop their professional identities and skills as English
teachers. (English Department, 2011). This study only used two microteaching classes as two
different groups, video based and memory based to save the time in collecting the data.
However, because of time limitation, this research will only analyze the characteristics of
both types of journals to reveal the superiority of video recording and the use of video
recording to facilitate reflection.
Participants
The participants in this research were 22 microteaching students from Language
Education Program in Faculty of Language and Literature Satya Wacana Christian
University. Most of them were students‟ of angkatan 2011 from two different classes that will
be chosen.The participants were chosen using convenient sampling for practical reasons since
time is limited. The researcher chose two different classes in which most of the students are
close with the researcher and willing to contribute as a participant in this research. It helped
the researcher in collecting their journal and also interviewing them.

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DATA
The data used in this study were primary data obtained from analyzing the reflective
journals and the transcriptions of respondents‟ interview. Furthermore, the types of the data
were both quantitative and qualitative data. In showing the comparison of the journals‟
characteristics, the data were presented quantitatively because it deals with number in the
form of percentage. On the other hand, in showing the use of video recording, the data were
presented qualitatively because it deals with description that cannot be measured.
Instrument of data collection
The data were collected through journals analysis and interview. 22 reflective journals
are chosen as one of the instrument because reflective journals are written self-evaluation that
can be used as a valid assessment tool to examine students‟ achievement (Wong at all, 1995
cited in Chirema 2003). The journals that were used in this research also capture fresh data
because students wrote down their description and evaluation after experiencing their mini
teaching. In addition, 3 students from each group were interviewed for 10 - 15 minutes long
to gain some information on what they have done in reflecting and how they did the
reflections. The participants interviewed were chosen based on their reflective journals which
need further explanation or clarification depend on the researcher analysis. The interview was
used to make the data more valid and reliable.
Procedure of data collection
The data were collected in the first semester of the academic session 2014/2015. 2
microteaching classes consist of 11students in each class were chosen to participate in this
research. The first class will bea videobased group and the second one a memorybased
group.Students from the videobased group were recorded when they were doing their mini

8

teaching while students from the memory based group did their mini teaching without video
recording. After that, teachers asked each group to make reflective journals which consist of
description and evaluation from their mini teaching. Students in the video-based group are
asked to make the journal based on the video. Students‟ of the other group are asked to make
reflective journals based on their memory. Then, one journal in which the students thought
that they had put their maximum effort to write the reflection, out of 3 journals from each
students in both groups were collected and were analyzed at the end of the course. After
analyzing and comparing the journals, some students were interviewed to gain more
information and clarification.
Procedure of data analysis
Both video-based and memory based reflective journals data were analyzed
quantitatively by subdividing it into segments and chunks. As explained by van Es (2008),
chunk is a section of prose that shares the same theme. Segment is a chunk that has been
divided into more detail and specific theme. Then, the chunks were divided by the total
segments in both the video-based and the memory-based to get the theme or coding
frequency. Letter, the coding frequency will be used to compare between the video based
journals‟ characteristics and the memory based ones. Besides that, the interview data were
transcribed and were analyzed qualitatively. When analyzing the data, common themes that
emerge among interviewees were examined. Finally, it was reviewed whether the interview
data match with the written journals.
FINDING AND DISCUSSION
1. Characteristics of video based and memory based reflection
Based on the data analysis, there are three fundamental differences betweenthe video
based journal reflections and the memory based journal ones. These three differences will be
9

presented through charts and percentages to make the differences clearer. The percentages
shown below are based on all cases occurrences to show the different ratios between the two
groups. Counting each case based on all cases occurrences is chosen to elucidate the contrast
among different aspects in terms of their frequencies.
1.1 The types of segments (Specific Vs General)
The video based journals contained more specific segments than the memory based
ones. For the purpose of analysis, all segments in both types of journals are divided into three
categories, which are “specific”, “general” and “vague”. Sentences explaining, representing
and containing further information of a general idea are categorized as specific segments.
Sometimes, they also refer to a certain moment or particular theory and action. For example,
it was written in video based journal 1 “The thing that I need to improve [is] my
pronunciation.” In contrast, general segments are sentences which contain broad ideas which
need further explanation or description such as in memory based journal 7, “Looking [at] my
first mini teaching, there are many weaknesses in it.” The last category, vague meaning that
the segment is unclear and unfocused like written in memory based journal 1, “I will start this
reflection by showing my gratitude that I can join this micro teaching class.” A vague
segment, on the other hand, refers to one which is unclear and unfocused directly relevant to
the mini teaching process. The following chart is the result of data analysis illustrating the
frequencies on how specific the reflection is in both groups.
50%

46%

40%
30%

Video based

22%

20%

Memory based

12%

9%

8%

10%

2%

0%
Spesific

General

Vague

Figure 1: The frequencies of how specific are both groups reflection
10

In other words, memory based reflection tend to be more general because it contains many
segments which do not represent the chunk – a section of prose that shares the same theme. It
means that some segments are still too general to specify or explain the main idea in a certain
section. The following example taken from memory based journal 1 shows general segments:
Furthermore, I cannot denied [sic] that I still have weaknesses in my first mini
teaching. I agree with [the] feedback from my group mates and Mrs. A. My
group mates […] all said several things that I should work on again.
Three sentences above belong to one chunk, but the second and the third segments do not
directly and specifically represent the chunk which is about weaknesses. When interviewed,
three respondents from the memory based class said that it was difficult for them to explain
and describe their mini lesson in a detailed or specific way because of limited memory. In
this context, students‟ ability in recalling past event has become one factor that has led
students to write more general than specific because they could not remember the detail of
their teaching practice.
In contrast with the memory based journals, the reflections in the video based ones
were more specific. One student from this latter group, for instance, wrote:
I also didn‟t fell [felt] so much nervous, just in the beginning I felt so nervous.
The recording also seem [seemed] well, loud and clear enough.
Here, the first and the second segment of the example are considered as specific segments
because in the first segment, she mentioned particular moment such “in the beginning”.
Besides that, in her second segment she gave further explanation about the recording which is
clearly and directly related with the mini teaching. In interviewing session, all 6 students that
have been interviewed said that using video as a medium for reflection gave them the detail
process of their mini teaching that could help them reflect specifically. Their opinion is in
line with Sachratz (1992) who believes that video recording is a tool which gives students a
real view on what is going on in the teaching process. On the other hand, all students who had
11

been interviewed said that when they only depend on their memory, it was difficult to reflect
their mini teaching specifically since sometimes they forgot the process and only remembered
some parts of their mini teaching.
Besides using many general segments, the memory based group written journal
reflection contains more vague segments than the other group. For example, it is written in
the memory based journal 7:
When I was in Junior High School, I had ever [never] thought to be a teacher
because my teacher always asked or told his/her students to do this and that. I
just thought that being a teacher was really easy because he/she only read the
books and then shared it to their students.
These two segments are not directly related with describing on reflecting the mini teaching
process, and are therefore vague rather than general or even specific. Here, the students‟
limited access to recall their memory also seem to have led them to write more vague
segments than those from the video based students.It happens with students writing memory
based journal 7 because she explains her experience in junior high school which is not
directly related with her experience in microteaching class. Based on the researcher‟s
assumption, in remembering process, sometimes memories that appear do not represent the
situations chronologically or even the worst is they remember nothing. These make students
write anything they remember related to any teaching experience and try to relate it with their
mini lesson, although it does not explain or specify their mini lesson.
1.2 The emerging themes
Topics that are arising in the video based group‟s journal reflections were more on
classroom management and classroom activity rather than personal feeling such as in the
memory based group‟s journal reflection. Respondent 2, for instance, wrote as follows:
So to [achieve] my teaching purpose I tried to develop some activities which I
thought [were] interesting for the students and appropriate with the teaching
12

aim. There were three main activities that I had which were predicting the
content of a story by using clues, matching the meaning of some word [words]
used in a story, and completing a written version of the story by listening to the
audio version of the story (memory based journal 2).
Here, the example shows that the student explains the activities that were used in class
and the strategies that were used to manage the activities. Besides classroom activities and
classroom management, from the journals analysis, there are a number of themes that
emerged:
a. The first theme is personal feeling that focuses on what pre-service teachers‟ feel
when they were doing the teaching process or their experiences related such as, “I
was nervous doing this mini teaching especially when the time seemed to run fast
(memory based journal 3).”
b. The second is self management that focuses on pre-service teachers‟ behavior in
organizing the teaching process. The example is, “The confidence helped me in
doing my role play so that I could act quite well (video based journal 2).”
c. Classroom Management focuses on how the pre-service teachers manage the
students and class situation such as, “My lesson was over time and it shows that
I‟m still bad in time management (video based journal 11).”
d. Classroom Activity is one theme that focuses on how the pre-service teachers set
and manage the exercises or games for students. The example is taken from video
based journal 10, “The first activity was brainstorming about bullying.”
e. Preparation focuses on pre-service teachers‟ preparation before class, for example,
“I also have to admit that I did not prepare well the day before because many other
assignments are waiting to do as well (memory based journal 1).”
f. Instruction focuses on how pre-service teachers‟ instruct or explain students to do
something such as, “Fourth, I asked them to guess again what information might

13

appear in the second paragraph from the title and the first paragraph that we have
discussed before (video based journal 3).”
g. The last theme, teaching support focuses on property used by pre-service teachers‟
such as video, power point, picture, etc. The example is taken from video based
journal 4, “Then I played the recording, and I was little bit surprised because the
recording was too fast which I did not recognize it earlier when I was at home.”
The following chart is the result of data analysis illustrating the frequencies of different topics
discussed in both types reflections. Moreover, the result is obtained by dividing the number
of chunks in each theme with the total number of chunks in both journals.
16%

15%

14%

15%

15%

13%

12%

11%
Video based

10%

Memory based

8%
8%

6%
6%

5%

5%

4%

3%
2%

2%

1%

1%
0%

0%
Personal
Feeling

Self
Classroom
Management Management

Classroom
Activity

Preparation

Instruction

Teaching
Support

Figure 2: The frequencies of each topic
The chart shows that the video based group mostly reflects on classroom management
and classroom activity which is 15%. Below these two topics is self management, which is
only 2% lower than classroom management and classroom activity. Then preparation and
teaching support are in the same position, 5% lower than self management. These topics are
followed by instruction with 3% and personal feeling with 2%.

14

Based on the study done by Rosaen et al (2008), video-based reflection will help
students to pay less attention to classroom management than instruction. But in this study, the
students within this group were mostly concernedto their classroom management (15%) than
instruction (3%). It might be because most of them did not find problems or weaknesses
when they gave instruction.There were only four students out of eleven who reflected on
instruction and the reason was mates in microteaching class did not understand their
instruction. It means that there was something wrong on their instruction that they could
reflect on. Furthermore, students in the video based group can see their mini teaching
performance through video recording as a medium for them to reflect on. It will help them to
reflect objectively and focus in reflecting on what they see rather than what they feel.
On the other hand, the memory based group mostly reflected on personal feeling
(15%), which has the same percentage with classroom management and classroom activity in
the video based group. This was followed by self management (11%), classroom
management (8%), teaching support (6%), classroom activity (1%) and preparation (1%).
While the video based group had video as a medium of reflection, in the memory based group
students did not have a tool that give them objective information about their mini teaching
performance. When interviewed, one student said that he could not remember his mini
teaching process from the beginning to the end (student 3).Others said that they only
remembered some parts that they thought were important and only remembered their feeling
at that time (student 1, 3, and 5). It shows that memory based group tended to reflect
subjectively than objectively because there was no tool besides their memorization which
facilitates students in the memory based group to reflect.
1.3 Types of reflection
The video based group students are more reflective in writing their journal while the
memory based group students are more descriptive. In this analysis, the term reflection will
15

be divided into two, which are analytical and evaluative. As mentioned by Cowan (2006),
analytical reflection is kind of systematic reflection whichinvolves the reflection on how
something is done in the teaching practice. For example it was mentioned in video based
journal 3 how the pre-service teacher did one of her activities:
Then, I divided [the] class into four groups. First I wrote the title of the article
and I asked them to find the information from the title.
On the other hand, Cowan defined evaluative reflection as a judgment towards the
teaching practice which involves the reflection of how well something is done in the teaching
practice. Such as written in video based journal 6,
I think the thing that worked well on my teaching this Tuesday was about my
activity. In the game, I could see that most of students enjoyed the game.
The first pie chart below illustrates the frequencies of the descriptive and reflective
segments from both groups while the second pie chart is the frequencies of the analytical and
evaluative reflection.

8%

20%
Mb Reflective

12%

27%
18%

Vb Reflective
Mb Descriptive

Vb Analytical
MB Analytical
Vb Evaluative

23%

Vb Descriptive

12%

Mb Evaluative

45%

Figure 3: The frequencies of descriptive and reflective (analytical reflection &
evaluative reflection)
From the journal analysis, the video based group is more analytical and evaluative in
reflecting their journal than the memory based group. Although both groups mostly reflected
analytically, the video based group was more analytical than memory based group. It
probably is because the video tool gives students in video based group the detail visualization
process on their mini teaching. It could help them to reflect on what they had done easily
from the beginning to the end of their mini teaching.In spite of this, both groups wrote more
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analytical than evaluative reflections. It means that the students in both of them reflected their
mini teaching more on how they had done their teaching practice and their experience in it
rather than their judgment toward their action. They did not pay much attention to how well
they had done their mini teaching.
According to Wallace (1998) reflective practice is important because through
reflecting critically, students will be able to develop their professional identity. By evaluating
their practice, students are expected to evaluate their teaching practice to be able to improve
their professional identity. This study shows that the video based group students were able to
reflect on their practice critically than the memory based group students.
At this point, the students not only reflected on what they had done, but also how well
they did it. The judgment towards their teaching practice can be considered as a critical
reflection because to be able to judge their performance, they need to compare their practice,
to find evidence and to clarify their assumption on what they have done with the fact.
2. Video recording facilitates reflection better than memorization
Significantly, this study demonstrates that video recording facilitated students with
rich and reliable information (visual and audio) to support their reflection process. All
students who were interviewed said that video recording gives rich and detailed data that
helped them to reflect more specifically than only depended on memorization. It is also
proved by the result of journals analysis which shows that the video based group (46%) is
more specific in writing their reflection than the memory based one (22%). This finding is in
line with Wang & Hartley (2003) and McCurry (2000), who said that video recording can
document rich and complex data and provide the essential context to reflect on. Besides that,
one student also said that using video recording can help her to avoid false perceptions in

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reflecting on the teaching process because sometimes what one remembers is different from
what has happened in the real situation (student 5).
2.1 Reliable data to prevent false assumption
Moreover, video recording also prevents biased assumptions in the reflection process.
For example, in her journal, student 5 wrote that her friends said that she spoke too fast, but
she was sure that she did not speak too fast. In the interview session, she explained that she
saw herself in her video recording and found that it was not the case. It means that video
recording can be a medium for students to confirm or clarify their own and others‟ views to
avoid false perception. This would be difficult if they only depend on their memorization
which is not reliable.
By using video recording, students will have reliable information in longer period of
time than using memory. It is because students tend to forget what they have done in their
mini teaching after some days due to the fact that human have different ability in recalling
their memory. In contrast, video recording can be kept for later use and will still contain
reliable information. Student 2 said that she compared her first mini teaching video and with
her second one at the same time to see her progress. It means that keeping video recording is
very useful to see the improvement that has been achieved by comparing the two videos of
mini teaching.
Besides providing rich and reliable data, similar to some of the previous studies such
as Wang & Hartley (2003) and van Es & Sherin (2002) this research also found that video
recording allowed students to do pausing and replaying the recording of their mini teaching.
In the interview session, students that had experienced using video recording as a medium for
self reflection said that they usually played the video first and paid attention to the interesting
part. After that, they would replay the video, especially on the interesting part to examine

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what they had done. In addition, student 2 added that the time indication which exists in
video recording is also important. It helped her to easily mark the interesting part by taking
note of the time indication so that they can go back again to that part without playing the
video from the beginning.
Lastly, this study also proves Orlova‟s view (2009) that is video recording is valuable
for non native pre-service teachers because by using video recording, teachers have a chance
to reflect their communication skills which include language function, proficiency of
language and interaction. It is written in video based journal 4,
Another thing is that the student did not seem to [be] enthusiastic with my
second activity, maybe it happened because my instructions were not really
clear…
Such reflection reflects the language function which is not really clear. In the same sentence,
the student also reflected the interaction which happened when she gave unclear instruction
to the students and it made the students seems to be unenthusiastic. Besides that, generally in
video based journals, most of the students wrote that they did a lot of grammatical mistakes
and wrong pronunciation. For instance, it is written specifically in video based journal 1 how
she pronounced the word answer incorrectly using the phonetic symbol,
…it must be [pronounced] as “ɑ:nt.sə r” but I [pronounced] it “ɑ: nswer” it was
quiet [quite] difficult for me to change to spell the word “answer” in a correct
way...
It represents the students‟ reflection on her proficiency of language.
3. The use of video based and memory based for reflection
As mentioned earlier, there are some researchers who are still concerned about the too
strong effect of using video recording as a reflection tool in microteaching class. However,
this research found that the theory which said that video recording might make students

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behave unnaturally and pay more attention to their appearance than on their teaching strategy
or performance is not true.
3.1 Students’ behavior toward video recording
In fact, it can be inferred from video based journals that students seem to have
behaved naturally as professional teachers. One thing that might make them behave
unnaturally is their nervousness. It is clearly stated in nine journals that some students felt
nervous when they did their mini teaching and only two journals did not indicate the
nervousness (Vb journal 7 and 10). Actually, there is no one in the video based group that
indicates his/her nervousness appears because the existence of video recording. Some
students said it was because of technical problem and others said it was because of lack of
preparation that make them nervous in teaching practice might consider as natural behavior.
Furthermore, in the memory based group there are eight from eleven journals which also
indicate the nervousness of the students. It means that although there is no video recording,
students still feel nervous during their mini teaching.
Surprisingly, it was written in video based journal 11,
After I watched the video, I found several weaknesses… Second, is my clothes.
I saw my costume [outfit] is so messy, I will [be] aware of my costume next
time.
Here is the statement that shows video recording did not make the student to pay attention on
their appearance. It indicates that even though video recording is used, still there is a student
who did not dress appropriately. On the contrary, it helped the student to realize that she did
not dress suitably. Actually, it should be noted that in micro teaching class students practice
to become a real teacher. Besides teaching strategy and performance, a teacher also needs to
concern on their appearance because it will help them to engage the students‟ attention and to
be a role model for the students in dressing.

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3.2 Video recording as an effective and efficient tool
This research definitely challenges studies such as Woolman (1969) and Reynolds
(1966) which showed no significant difference between video based group refection and
memory based group reflection. This study finds that there are significant differences when
video recording was used as a medium for self reflection. The data shows that video based
group was more reflective than memory based group. Moreover, video based group reflected
more specific than memory based group does and tend to reflect on practical things. Here, all
students who were interviewed said that they disagree with Dass‟, Singh‟s &Passi‟s (1976)
view that microteaching without video recording could be as effective that with one. All
students said that the use of video recording is more effective than it was only depend on
memorization because they have real and objective document in video recording. Besides
that, a lot of technologies enable them to record their own. This study‟s findings mostly prove
the superiority of using video recording in self reflection over students‟ memorization.
CONCLUSION
This study was aimed to analyze the superiority and the way in using video recording
that can help pre-service teachers reflect on their teaching practice to make video recording
more effectively used for reflection. In order to analyze the superiority in using video
recording, 22 video based and memory based journals were analyzed and toobtain more
details about the use of video recording infacilitating self reflection,3 students as
representatives of each group were interviewed were for.
There are three findings emerging from this research. First, video recording facilitated
students to be more specific, focused and evaluative in reflecting their teaching
practice.These characteristics show that student reflected on their mini teaching critically. As
mentioned by Wallace (1998),to reflect critically is important because students will be able to
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gain their professional identity. By doing in depth reflection through students‟ teaching
experience, they will have the opportunity to improve their professional identities.
Second, video recording facilitated reflection better than the memorization method
because it provides rich and reliable data, especially for non-native pre service teachers to
reflect on their communication skill and allows students to refer back to the recording. When
referring back to the recording, students were able to pause and replay the recording. These
supports Wang‟s and Hartley‟s (2003) and McCurry‟s (2000) claim that video recording is
able to provide rich data in detail of a teaching practice process, essential context to be
reflected, and opportunity to gather information for analyzing and reflecting. Because of
these reasons, all students interviewed chose video recording to facilitate their reflection.
Third, this research proved that the use of video recording for self reflection is
effective and efficient. Previous study believed that video recording would make students
behave unnaturally and nervous when recording. In contrast, this study found that students in
video based group behaved naturally like professional teacher. They still felt nervous when
they were practicing to teach because of the time limitation and the unpreparedness.
This research reveals the importance of having the effective and efficient media to
supp