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

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xiii 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’ teaching practice records together with them.

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xiv 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 menonton hasil rekaman tersebut bersama-sama.

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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

Mawarti Rahajeng 021214084

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINGING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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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!

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viii

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

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C. Setting ………..………..…….. 28

D. Research Instruments ………..…... 28

E. Data Gathering Procedures ………..………... 29

F. Data Analysis Procedures ………..…………... 30

CHAPTER IV: ANALYSIS RESULTS ………...……... 31

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

1. The Description of the Students’ Perceptions Based on the Questionnaires Distributed ………..………...……….. 31

2. The Description of the Students’ Perceptions Based on the Interview ….. 36

3. Discussion ………..………...………... 38

B. The Feedback that the Students Obtained from the Use of Video Camera in Microteaching Classes ………...………. 44

1. The Description of the Feedback the Students Received Based on the Analysis of the Questionnaires ………..………... 44

2. The Description of the Feedback the Students Received Based on the Analysis of the Interview ………..……... 48

3. Discussion ………..………..……... 49

C. Students’ Recommendations to Improve and to Maximize the Use of Video Camera ………... 51

1. The Students’ Recommendations Gathered from the Open-ended Questionnaire ………..……… 52

2. The Students’ Recommendations Gathered from the Interview…... 54

3. Discussion ………..………... 55

D. Other Findings ………..…..………... 56

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ………….……….. 58

A. Conclusions ………... 58

1. The students’ perceptions on the use of video camera in Microteaching class .……..……….. 58 2. The information or feedback that the students gathered from the use of

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video camera in Microteaching class ……….…... 59

3. Some possible recommendations or suggestions that the students offered based on their perception …………..………... 59

B. Suggestions ………..………..………. 60

1. For the lecturers who teach Microteaching classes, especially at Sanata Dharma University …………..………..……….. 61

2. For the students who join Microteaching classes ………..……….. 62

3. For future researchers ……….. 62

BIBLIOGRAPHY ………..…………..……….. 63

APPENDICES ………..……….. 65

APPENDIX 1 ……….. 65

APPENDIX 2 ……….. 67

APPENDIX 3 ... 68

APPENDIX 4A ………... 70

APPENDIX 4B ………..………... 77

APPENDIX 5 ………..……….... 93

APPENDIX 6 ………..……… 100

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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

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xii

LIST OF FIGURES

Figure 2.1. Microteaching principles ...………... 17 Figure 2.2. The perceptual process ………... 20

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xiii ABSTRACT

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xiv ABSTRAK

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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 way? Do they also consider it as an excellent tool? The way the students perceive on

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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 influences student’s behaviour, which then leads to the students’ achievement in

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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 the way how people select and group the stimuli so that they can interpret the stimuli

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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 semester students.

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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 Program where the video camera is used.

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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 comprehension and Speaking classes, which in fact, motivated the students to learn

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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 supported the students to do self correcting feedback.

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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 evaluation. This shows that the students could do their own self evaluation which

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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 to be teachers in a small simulated class and provides the students any facilities to

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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-pre-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 performance.

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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.

The way the student ‘teacher’ introduces teaching material plays a big role which helps arouse the students’ interest in the materials and motivation to join the teaching learning activities. Therefore, the set of induction to grab the students’ attention should be mastered. At the end of the teaching learning activities, to make students aware of and consider the importance of the materials taught, the student ‘teacher’ should review today’s materials and close the activities well.

b. Explaining skills

When the student teacher is teaching, he or she should master the material well. He or she should use appropriate methods so that the students understand the materials.

c. Questioning skills

In order to motivate the students to ask questions of what they do not understand is not such an easy thing. It needs skill. This skill is important to

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learn as this will encourage the students to comprehend the lesson. Nevertheless, it is possible that the teacher is not aware of this. Therefore, the student teacher should master how to clarify questions, to relate the questions to the teaching content, to distribute the questions, to probe and guide, and to vary the questioning technique.

d. Reinforcement of student participation skills.

The reinforcement of students’ participation is badly needed because this encourages the students to be more active during the lesson. The reinforcement skills that should be mastered are verbal and non verbal reinforcement, verbal probing reinforcement, and connecting the students’ answer.

e. Stimulus variation skills

Everyone has his or her own teaching style. The way he or she explains might be different from the others. It depends on the students’ characteristics and the student teacher’s belief on teaching. When the student ‘teacher’ is explaining he or she should consider the body movement and gesture, voice, interaction style, eye contact, material focusing, and switching sensory channel. Those help the students understand more about the materials.

Those teaching skills above would help the student teachers do the teaching practice successfully. Furthermore, teaching-learning activities will flow smoothly as intended if the student teachers master those teaching skills. However, in order to make the teaching learning activities flow smoothly, the student teachers should prepare their teaching practice well.

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There are three principles underlying teaching practice as stated by Gilarso and Suseno (p.12). Those principles are:

a. Planning

Every teaching should be planned to achieve the stated teaching goals, including the materials, the methods, the teaching goals/aims, the teaching-learning activities, the media, the behaviour, and the performances.

b. Performance

After planning, teaching-learning practice is conducted. Here the `teacher` will be observed by friends and supervised by teachers/ lectures.

c. Perception

Here, objective feedback, evaluation, and analysis on the teaching practice, including willingness to learn from experience and from mistakes are revealed.

Those three principles in microteaching can be drawn as follows:

PLANNING PERFORMANCE PERCEPTION Teacher intends

that pupil shall

learn X (Fact, concept or skill) through Y (Method)

Feedback Evaluation

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The planning before teaching supports the student teacher to organize the teaching learning activities so that they flow as intended. The well organized planning results in good performance. The performance considered successful or not depends on the perception of the evaluator. Evaluation and feedback are usually given by peers and supervisors with comments, check lists, and rating schedules. Evaluation and feedback are given to recognise the student teacher’s competent in teaching, to know the strengths and weaknesses. The concern of the evaluation and feedback is the five teaching skills, the verbal and non verbal aspects. The verbal aspect involves the voice clarity, audibility, tone and loudness, speed, pause or silence, speech mannerism, and vocabulary. While non verbal aspect involves body movements, gestures and facial expressions, eye-contact, interaction, switching sensory channel (Brown, 1978)

Nowadays, evaluation and feedback could be assisted by a video camera. In microteaching lab of Faculty of Teachers Training Education especially in English Education Study Program, Sanata Dharma University, video camera is currently used. Every student who does teaching practice is recorded. After being recorded, the student is supposed to watch and evaluate his or her own performance as stated in Panduan Akademik Program Studi Pendidikan Bahasa Inggris untuk Dosen dan Mahasiswa (2006) that the goal of microteaching is “the students understand the principles of teaching English and are able to apply them in a real classroom teaching situation and to evaluate their teaching performance”(p.100). The students of

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microteaching class still consider the video camera as a new technology in this university as this has just been used since 2005.

Concerning the use of video camera in education fields and the microteaching concept, the researcher will then review the process of perceiving stimuli in order to picture how someone perceives the stimulus which is relatively new for him or her. In addition, by reviewing the process of perception, people will understand more how and why someone pays attention to certain stimuli more than the other.

3. Perception and Perception Process

According to Altman, et.al. (1985: 85), perception is defined as the way how people select and group the stimuli so that they can interpret the stimuli 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.

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Perception is considered as the process in which the existence of the objects and phenomena is reflected in a person’s awareness and consciousness as stated by Leontiev (1981: 31). Sensory organs such as eyes, ears, tongue, nose, and skin help the process of perception. It means that a person consciously perceives objects, surroundings and occurrence around by the help of sensory organs.

Altman et.al (1985: 85) stated that in perceptual process, in order to be interpreted meaningfully, the stimuli perceived are selected and grouped. The diagram below shows how the perceptual process flows:

Behavioral responses Perception,

organization, and interpretation of stimuli

Sensors’ selection of stimuli

stimuli

figure 2.2. The perceptual process

The existence of perception begins from the stimuli. Stimuli are forms of physical energy, such as light, heat, sound, and movement that strikes sensory receptors. The sensory receptors are the sensory organs of body such as ears, eyes, nose, and skin whose duty is to convey message to the brain. The selected stimuli will result in the form of information. The brain will organize and interpret the information received. The interpretation of the information is called sensation, the translation of external energy. After interpreting the information, the brain translates the information into meanings. The result of the meaningful translation of the information is called perception. Then, behavioural responses towards the perception exist.

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From the perceptual process above, it is clearly seen that stimuli result in perception. The perception towards something is influenced by four factors (Altman et. al, 1985: 86), they are:

a. Selection of stimuli

Everyone selects certain stimuli and the stimuli can be different from one person to another. Altman et.al. also says that that people have different threshold level in selecting the stimuli. Some people can listen to the music or watch television while they are studying, whereas others cannot. More about selecting the stimuli, Warga (1983) offers six factors which influence someone to select the stimuli. Those factors are:

1) Size

Warga considers size as a factor influencing stimuli. This is because the size really grabs someone’s attention. For example, big bold letters in a paper will grab people’s attention to read more than small letters.

“One of our leading cues is size. We use it to judge importance. This is why the message the advertiser wants us to see is always large, bold letters that stand out. Details about the weight, size, and content of the package are usually in fine print.” (Warga, 1983: 208)

2) Change

Changes always grab our attention. Consider a restaurant which the owner changes or repaint its wall colour from soft yellow to bright pink.

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People who rarely have lunch in that restaurant will be surprised finding something different and suddenly notice that the wall has been repainted. 3) Repetition

By repeating the same stimulus, someone will be forced to pay attention. For example, there is a student who always talks to his or her friends while the teacher is explaining. In order to grab the student’ attention, the teacher will usually call his or her name once. However, if he or she does not pay attention yet, the teacher will call his or her name for several times until he or she pays attention to the teacher.

4) Intensity

Saying something with loud voice will make people pay more attention on it as it is more clearly heard as Warga explains:

“Up to a point, the louder you shout, the better you will be heard. The intensity of the stimulus-your voice- makes it stand out above other stimuli, so that listeners are forced to pay attention to you.” (Warga, 1983: 209)

Nevertheless, if people shout too loud every time, the listeners will ignore the voice as the voice is annoying. Therefore, it is better if people do not speak too loud but with tolerable volume, rhythm, articulation, and intonation (Purnomo, et.al., 2005).

5) Movement

Moving things are more interesting than unmoving things. People will notice a car moving in a small parking lot when the other cars do not move. This is clear that movement will suddenly attract our attention to

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the things which move. However, unnecessary movements should be avoided as they would bother the viewer (Purnomo, et.al., 2005). Moreover, people will tend to ignore the movements as those movements are considered not important.

6) Set

Warga defines set as an emotional disposition that influences perception. The set causes someone to interpret sensations into a meaning that is based on what he or she expects to perceive. For example, if you are invited to have dinner at your friend’s house whose father is a successful car businessman, then you expect that your friend’s house is big, beautiful, and stylish. Then you will dress as beautiful as possible in order to fit the dinner invitation.

b. Organization of stimuli

The selected stimuli should be organized in order to be meaningful. Altman et.al. (1985: 87) stated that the perceptual organization of information could help us categorize sensory inputs. The categorization makes the complexity of the information becomes simpler so that the person can interpret the stimuli as meaningful information.

c. The situation

Everyone has different expectation towards a situation happening around him or her. The expectation towards a situation affects the perception.

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Altman defines self-concept as the way someone perceives him or herself. The way the person feels and sees him or herself affects his or her perception towards environment surrounding, whether to like or dislike something.

The selection of stimuli, organization of stimuli, the situation, and self concept are the four factors as described above that influence someone in having perception towards some condition. It is clear that after getting the chosen stimuli which can be in the form of physical or mental stimuli, then people will perceive, organize, and interpret the stimuli meaningfully. As the response to the stimuli, people will react to the stimuli in the form of behavioural response or attitude.

After reviewing the nature of the use of video camera in educational contexts, microteaching concept, and the perception process, the research will elaborate the theoretical framework to picture the steps that the researcher will conduct in order to gather the data needed.

B. Theoretical Framework

Video camera has already been used widely to support teaching learning activities in educational contexts, especially in Microteaching class. In Sanata Dharma University, the video camera is a newly used tool in Microteaching lab of Faculty of Teachers Training and Education. It has just been used in 2005. The video camera is used to record the students’ performance when they are teaching. After being recorded, the students are then supposed to watch their recorded teaching practice performance and evaluate their performance. Several lecturers require their

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students to watch and evaluate the students’ performance. Then, the students are asked to make reflection and self evaluation about their performance.

The video camera really supports the teaching learning activities in Microteaching classes. It could provide faster, more objective, and more detailed feedback since the video camera features enables the students to review and to focus on certain teaching skills or parts of the students’ performances which still need improvement. It is obvious that video camera is an excellent tool to record students’ performance and to help the students to evaluate the students’ performance. Nevertheless, how about the students’ perception on the use of video camera? Do they perceive the use of video camera in positive or negative way? Do they also consider video camera as an excellent and useful tool? The way the students perceive on something, whether it is in positive or negative way, influences the students’ behavioural responses as Altman, et.al. (1985) have argued. The behavioural responses can also be positive or negative which depend on the students’ perception. 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.

Noticing the problem in Sanata Dharma University and being inspired by Benton’s finding about the Millikin University students’ perceptive towards the use of video camera in Microteaching class, the researcher is interested not only in

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finding out the students’ perceptions about the use of video camera in Microteaching class but also in digging out the feedback that the students obtain from the use of video camera and any recommendation or suggestions to improve and to maximize the use of video camera in Microteaching class. Therefore, in order to dig out the students’ perceptions, the feedback that the students obtain, and their suggestions towards the use of video camera, the researcher conducts a research. In order to conduct the research, the researcher distributes a questionnaire and conducts an interview. The research procedure and methodology that the researcher conducts will be discussed further in Chapter III.

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CHAPTER III METHODOLOGY

This chapter presents detailed discussion about the methodology employed in this research. This includes the description of the research methodology, the setting of the research, the research subjects, the research instrument, data gathering procedure, and data analysis procedure.

A. Method

The rationale for choosing one methodology over another is related to the nature of the subject studied and the theories underlying the research objectives. Since this research is going to explore the students’ perception on the use of video camera in Microteaching class, to gather any feedbacks from the use of video camera, and the possible recommendations based on the students’ perception to improve and to maximize the use of video, the methodology used in this study is a descriptive research. A descriptive research is a kind of research methods that explains, describes and interpret something is (Cohen, L., Manion, L., and Morrison, K., 2000). More about descriptive research, Best (1970, as stated in Cohen, et.al., 2000: 169) describes:

Descriptive research is concerned with conditions or relationships that exist; practices that prevail; beliefs, points of views, or attitudes that are held; processes that are going on; effects that are being felt; or trends that are developing. At times, descriptive research is concerned with how what is or what exists is related to some preceding event that has influenced or affected a present condition or event. (Best, 1970 as stated in Cohen, L. et.al, 2000).

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In this research, the researcher is going to dig out the students’ perceptions, which Best mentions it as points of views, and its affects towards the students’ behaviour related to the teaching learning activities. Therefore, in order to describe the phenomenon, the researcher conducts two methods; they are:

1. Distributing questionnaires

The questionnaires consisting of two parts (close and open ended questions) were distributed in April 2006 as it was already in the mid semester and the students were supposed to have watched their recorded performance. The questionnaires were used not only to find out the students’ perceptions on the use of video camera but also to dig out the feedback that the students get from using video camera and to offer the space for the students to give any recommendations to improve and to maximize the use of video camera in Microteaching class. The close-ended questions in the questionnaires were used to find out the students’ perceptions and the feedback that the students obtain while the open-ended questions are used to find both the students’ perceptions and the feedback gathered as well as to find any students’ recommendations to improve and to maximize the use of video camera in Microteaching classes.

2. Verifying Interview

Verifying interview was conducted after the students watched their own performance on the video and fill in the questionnaire. The researcher asked some open-ended questions which were designed to dig out the students’ reasons and to verify their answer related to the questionnaire. The open ended question form was used as there would not be any predetermined answers which limit the students’ responses.

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B. Research Participants

The respondents and sources of data of this research were the sixth semester students who were taking Microteaching class in the academic year of 2005/2006 at the English Education Study Program, Sanata Dharma University. There were five Microteaching classes in English Education Study Program. However, the researcher took four classes as the respondents. There were 100 respondents from Class A, Class B, Class C, and Class D. Actually, there was also Class E, but the researcher did not include the Class E students as this class was for eighth semester students or above. The researcher had purposive sampling that is there is judgement of typical or representative sample elements which are choosen from the population (Ary, D., Jacobs, L. C., and Razavieh, A., 2002). The researcher took the respondents as purposive sampling because the focus of this research was the sixth semester students because this is the first time for them to take Microteaching class as well as to be recorded using the video camera as the student teacher in front of the class.

C. Setting

This study was conducted in even semester Academic Year of 2005/2006. It took place in Microteaching classes of English Language Education Study Program, Sanata Dharma University, Yogyakarta.

D. Research Instruments

In order to gather the data needed from the students, the researcher employed two types of data gathering instruments, those were a questionnaire sheet and an interview sheet. The main instrument was a questionnaire which was in the form of

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close-ended and open-ended questions. The close-ended questions were supposed to find out the students’ perceptions on the use of video camera in Microteaching class (the first nine statements) and to dig out information about the feedback that the students obtained from watching their own performance (the other nine questions that is number 10 up to 18). The open-ended questions were supposed to not only find the students’ perceptions on the use of video camera and the feedback gathered from using it but also gather any suggestions or recommendations in order to maximize the use of video camera. The interview was conducted to verify the results of the main instrument. It is meant to ensure and to recheck the students’ answer in the questionnaire. The questionnaire and interview sheets can be seen in the appendix 1 and appendix 2.

E. Data Gathering Procedures

The data were first gathered from the questionnaires. The questionnaires were distributed on three different days (as the four classes had different schedule): Monday (24 April 2006), Tuesday (25 April 2006), and Wednesday (26 April 2006). The students were supposed to fill in the questionnaire at home because they would have more time to think. In addition, they would not be in a hurry as when they were filling in it in the class. The researcher also distributed the questionnaire for those who did not attend the class by entrusting it to their friends who attended the class. The students then submitted the questionnaire in the class in the following week. Then, the researcher conducted the interview on Friday, May 26, 2006. There were four interviewees. Those interviewees were interviewed in order to verify their answer in the questionnaire and to dig out more information.

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F. Data Analysis Procedures

Having gathered the questionnaires, the researcher analyzed them by putting the data in the table and discussed them based on the three categories in the blueprint (see appendix 3, 4a, and 4b). Those three categories were based on the three research questions that the researcher had. Afterwards, as the questionnaire data were all collected and processed, the researcher came to the second type of data, namely the interview results. Instead of using a tape recorder, the researcher also recorded the data in a table (see appendix 5) and finally triangulated them with the other data from the questionnaire results from both the close-ended and open-ended questionnaire results. Next, the researcher will present the data gathered and data analysis in Chapter IV.

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CHAPTER IV ANALYSIS RESULTS

This chapter is a part where data are presented and analyzed based on the justified methodology. From the data presentation, the researcher obtained the findings and discussed as well as addressed them explicitly to answer the research problems. In addition, making links between the findings and the aims of the research was essentially mentioned.

A. The Students’ Perceptions on the Use of Video Camera in Microteaching Class.

To find out the students’ perceptions on the use of video camera, the researcher distributed a questionnaire, in the form of close-ended and open-ended questions, and conducted an interview for verification. The questionnaire sheets distributed was 100 sheets. However, 67 out of 100 questionnaires were returned. Therefore, the total questionnaire sheets which could be analyzed were 67 sheets.

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

a. Close-ended questions

In close-ended questions, the researcher had nine statements which were supposed to show what the students’ perception was. The table below shows the distribution of those nine statements and the results:

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No Statements Strongly

Disagree Disagree Agree

Strongly Agree

1 Have experienced on being

recorded in a classroom before

10 (15%) 9 (13%) 24 (36%) 24 (36%) 2 You are interested in the use of

video camera 1 (1%) 2 (3%) 30 (45%) 34 (51%) 3 Motivated to teach better when

you are recorded

2 (3%) 12 (18%) 38 (57%) 15 (22%)

4 You are comfortable and relaxed

when you are recorded

0 (0%) 17 (25%) 42 (63%) 8 (12%) 5 You feel confident to teach when

you are recorded

0 (0%) 20 (30%) 34 (51%) 13 (19%) 6 It is necessary to record your

performance 1 (1%) 3 (4%) 28 (42%) 35 (53%)

7 You watch your recorded teaching

practice 2 (3%) 10 (15%) 34 (51%) 21 (31%) 8 You feel enthusiastic to watch

your recorded teaching

0 (0%) 23 (34%) 29 (44%) 15 (22%)

9 You are confident to watch your

recorded teaching practice

3 (4%) 29 (44%) 29 (43%) 6 (9%) Table 4.1.

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

Based on the questionnaire result above, most of the students have a positive perception on the use of video camera in microteaching class. Most of the students have been recorded before, so they were not too shocked finding the video camera in microteaching class. In addition, they have already known how to deal with being recorded. They felt relaxed and comfortable when they were recorded (75%). Furthermore, there is an interesting finding that almost all the students are interested in the use of video camera (96%) since the video camera is a relatively new tool in the lab and the use of it motivates the students to teach better (79%). Moreover, they are willing to use the video camera maximally as they consider that their performance needs to be recorded (95%) and as a result, most of the students watch their recorded teaching practice (82%).

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Nevertheless, there are also some students who have a negative perception on the use of video camera. There are 28% students who have not experienced on being recorded in a classroom before. As they are not accustomed to being recorded, 25% students admitted that they were not relaxed and comfortable when they were recorded. As the result, they were not confident to teach when they were recorded (30%) although they argued that recording their performance is considered necessary. It is surprising that there are 48% students who are not confident to watch their own recorded teaching practice and 18% students did not watch their performance. In order to dig out more information concerning the students’ perception towards the use of video camera, some questions are offered in the open-ended questionnaire which will be elaborated in the next section. b. Open-ended questions

The analysis result of the research participants’ responses in the open-ended questions supports the results in the closed ended questions. Most of the students have a positive perception. All of them argue that it is necessary and useful to have a video camera in microteaching class because it can be used as a tool to get more detailed, vivid and objective feedback about their teaching practice

performance. They consider the video camera as a tool to help them do self

evaluation. In addition, the use of video camera motivates the students to teach better. The students wrote:

“Wow, it’s great. By providing video tape recorder in microteaching [labs] the students will more motivate to do the performance. And also by recording our performance we can know our weaknesses.”

“It’s good. I like it even though it makes me nervous sometimes. It is useful for me to know about my teaching practice in class. It gives me

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feedback more than feedback from my friends and my lecturer because using video tape recorder I know the weaknesses and the strengths in my teaching practice directly.”

“I like it! It forces me to improve my confident, gives me a ‘real’ feedback, the sense of ‘technology’, motivates me more. It also gives us the ‘authentic’ evidence of our feedback.”

“Very good and very helpful because it’s like a documentation of our performance”

“I say the major reason about the use of video tape recorder is to help us to evaluate our teaching practice for the better improvement of teaching skills.”

“Very useful. If we can use video tape we can know our weaknesses and improve them and we can see our performances [lifely].”

“I agree with that because I can get feedback from my teaching recording. I can see the way and the strategy of my teaching. I can know my strength and weaknesses. I can have better teaching.”

“I think it is a good idea, even it is very good. By watching our own recorded teaching practice, we can see and analyze our performance, although we have had feedback from lecturers and friends, because self-correction is really important.”

“Definitely, using video tape recording in microteaching class is necessary in terms of that it facilitates students to evaluate their performances. Video tape recorder helps students to observe themselves from the perspective of audiences therefore they can have their self reflection on their performances.”

“I think it is helping me to evaluate my teaching practice. I can see our or identify my teaching strengths and weaknesses.”

“It is very useful since the recorded video can be seen again and again. I can evaluate myself more vividly. I can understand the strength/weaknesses of my teaching strategies though watching it.”

“I agree with that because I can get feedback from my teaching recording. I can see the way and the strategy of my teaching. I can know my strength and weaknesses. I can have better teaching.”

“It is very useful. Since through the recording we can see our performance and evaluate it. ; what are the strength and weaknesses of

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the teaching (it gives feedback Æ useful to improve our next performance).”

From the students’ responses above, it is clearly seen that the existence of video camera in Microteaching lab is considered very important and useful especially for evaluation. Nevertheless, although most of the students considered it in a positive way, there are also some students who consider video camera in a negative way. Those students agree with being recorded and with using the video camera as an evaluation tool. However, the existence of video camera hampers their performance when they are teaching. They wrote:

“I think it is useful, very useful, although I am not confident when my teaching practice is recorded, and not confident to watch my own recorded teaching practice.”

“It is very useful. I can see my teaching practice although I am very ashamed to see my own recording.”

“Good. It aims to give the students feedback of the performance. Unfortunately sometimes some students feel nervous when they know that their performances are being recorded.”

“It is good, but my microteaching class is placed in two places [they have two hours in Lab A and the next two hours after two hours break in Lab B] so it’s difficult/confused for us to take the recording DVD, if my group performances were recorded in two places [labs].”

Based on the students’ responses above, it can be noticed that the existence of video camera causes the students to feel nervous when they are teaching and feel unconfident to watch their recorded teaching practice performance. In addition, there is also a complaint of the use of different labs for the same class. This condition makes the students have such difficulties in gaining the records.

Concerning all the students’ responses above, the researcher tried to dig out more information about the reason why the students had such a positive or negative

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perception by conducting an interview. The following section describes the result of the analysis of the interview transcript.

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

In order to verify the students’ perceptions recorded in the questionnaire, the researcher conducted an interview. The researcher had four students as the interviewees. All interviewees admitted that they had been recorded before. They were recorded when they did teaching simulation in Language Teaching Methodology (LTM) classes in the previous semester. Therefore, finding video camera in Microteaching class to record the students’ teaching practice performance was not shocking.

The researcher found one interviewee who had a very positive perception on the use of video camera. He argued that video camera was such an excellent tool which helped him evaluate his teaching practice. He could compare the feedback about his teaching practice performance from the lecturer and peers. In addition, he could also evaluate the class circumstances and the ‘students’ that he taught which were not evaluated by the lecturer and the peers. This student admitted that the use of video camera helped him evaluate his teaching strengths and weaknesses as the video camera recorded and replayed his recorded teaching practice vividly and objectively. In contradiction, there was also one student who considered the video camera in a negative way. This student argued that whether being recorded or not being recorded was just the same for him. He did not watch his recorded teaching practice because his friends and his lecturer considered that his performance was already

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good. In addition, this student argued that there was no need to watch his performance as it did not influence his microteaching mark since the ones who gave the mark on his performance were the lecturer and peers. Therefore, what he had to consider most was the lecturer and the peers’ perception on his teaching practice performance.

The other two students had fairly positive perceptions on the use of video camera. At the first time, they considered that the existence of video camera made them nervous while they were teaching. It was considered very huge so that it was clearly recognized from in front of the class. As a result, they could not teach maximally. In addition, they admitted that although they had been recorded once in LTM class before, they felt unfamiliar with being recorded. However, after they watched their recorded teaching practice, they were surprised at noticing their own performance. They actually could evaluate their own performance just as the same as they could evaluate the other students’ performance. Furthermore, they could also evaluate not only the teaching skills but also the way they dressed, the classroom circumstances, and the ‘students’ behaviour. One of them said,

“I can see the way I teach. I see not only my teaching skills as mentioned in the observation sheet but also the way I wear my shirt. Before teaching, I thought that my shirt was not too tight, but after I watched my performance, I could see that my shirt was too tight. That was not good if you want to be a teacher. You should be able to wear proper dress, right? In addition, by watching my performance, I could notice that the students I taught in back row were so naughty. They talked to their friends while I was teaching. I did not realize that before. It seemed that I could not manage my classroom yet.” After presenting the data from the questionnaire and interview above, the researcher then will try to discuss the students’ perceptions in the light of the theories elaborated in Chapter II.

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c. When I realized that I was being recorded, I felt like an artist. So, I tried to perform as well as possible confidently although I was aware of making a lot of mistakes. Nevertheless, I acted as if I didn’t make any mistakes.

but mostly failed. Therefore, I felt very nervous. I couldn’t perform well. In brief, the existence of VTR bothered me as a result, I couldn’t teach well. I think, it would be better if it is hidden so that one of the factors, which made me nervous was less. (Another factors that made me nervous were the students, fear of making mistakes, fear of standing in front of the class)

6. Is it necessary to record your performance when you are doing teaching practice?

Why yes?

a. I want to see my own teaching practice to evaluate my strengths and weaknesses in teaching.

b. I want to check and prove (cross check) the evaluation from observation sheets given by my friends and lecturer.

Why not?

a. Being recorded or not being recorded was just the same for me.

7. Do you watch your own recorded teaching practice?

Why yes?

a. My lecturer asked me to do that. (Q1: if your lecturer didn’t ask you to watch your recorded teaching practice, would you watch yours? A: Maybe, but I thought I would not see it because I didn’t have the tool to play the DVD. If I want to watch it, I had to watch it together with my friends in the lab. I was ashamed. I was afraid of being laughed at and mocked by them. Q2: If the

Why not?

a. My friends and my lecturer told me that I was good enough in teaching. So, I didn’t watch my recorded teaching practice at all.

b. I did not watch my recorded performance together with my friends. I was shy.

c. I didn’t have any facility to watch my recorded teaching practice in the form of DVD. If I wanted to watch it, I had

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recording format is in VCD, will you watch your own recorded teaching practice? A: yes, because I have the facility at home to watch VCD)

b. I wanted to compare between my own observation performance with the lecturer’s and peer’s observation.

c. I was curious about my own teaching practice performance. I wanted to see whether I was good or not in teaching.

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.

8. Do you feel enthusiastic to watch your recorded performance?

Why yes?

a. I was curious about my own teaching practice performance. I wanted to see whether I was good or not in teaching.

Why not?

a. My friends told me that my performance was not good. So I felt not enthusiastic watching my recorded teaching practice. 9. Do you feel confident to

watch your recorded teaching practice?

Why yes?

a. Because what was recorded on the VTR was the real one. It recorded vividly my performance. I felt confident to watch it because I thought I was good enough when I was teaching.

Why not?

a.I felt that my performance was not good when I was recorded.

b.I didn’t feel confident to watch my performance since I had to watch it together with y friends in the lab.

No Questions positive negative

Feedbacks from the use of VTR

Does the use of VTR help you provide feedbacks about your teaching practice

performance?

If yes, how and what are the feedbacks you get?

I transferred and copied my recorded teaching practice in the VCD format. I watched it at home. I watched my recorded teaching

If not, why?

I didn’t watch my recorded performance. I did not watch my recorded performance together with my friends. I was shy.

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practice by comparing with my friends’ and lecturer observation sheet results. I searched my mistakes by focusing my intended part I want to focus as I could forward and rewind the action for many times until I found what I wanted to know.

The feedbacks I got was my strengths and weaknesses in teaching, the un-aware of students’ behaviors when I was teaching, the class circumstance when I was teaching.

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.

2. Does the use of VTR help you evaluate your teaching

practice?

If yes, how?

Its facilities helped me focus on the intended action I want to watch.

If not, why?

3. Does the use of VTR help you identify your teaching

strengths?

If yes, how?

Its facilities helped me focus on the intended action I want to watch.

If not, why?

4. Does, the use of VTR help you identify your teaching weaknesses?

If yes, how?

Its facilities helped me focus on the intended action I want to watch.

If not, why?

5. Does the use of VTR help you improve your teaching skills?

If yes, how?

Its facilities helped me focus on the intended action I want to watch.

If not, why?

6. Does the use of VTR help you set up a goal to have your next practice performance better?

If yes, why and how?

After watching my own performance, I could identify my strengths and weaknesses in teaching, enrich my knowledge about my own teaching capability based on peers’ and lecturer’s observation sheet. I tried to improve my teaching skill and restate the way how I

(4)

should teach by considering all the skills, the students, and the class circumstance.

No Questions positive negative

I mplication

1. Is the use of VTR suitable to be applied in PBI, especially in microteaching class?

Why yes?

Because, in microteaching, the students are supposed to be good teachers. Here, the students are observed by peers and lecturer. What observe are gestures, postures,

speaking, grammar, skills in giving and answering questions, etc. When the peers and the lecturer observe, it is possible that there would be some missing

points/actions/mistakes. So, when they students are recorded, they students could watch their own performance and that they could observe their own performance. They can focus on the action intended as the VTR has facility to pause, rewind, forward, etc. So, the feedback given would be more detail and vivid. There wouldn’t be any missing actions recorded (unless the VTR is out of order :p)

Why not?

2. Is the VTR available in microteaching class useful for the students?

Why yes?

Yes, it recorded the students’ performance and hopefully, the students watch their own performance to evaluate their own

performance.

Why not?

(5)

used to provide feedbacks about your teaching practice performance although you get feedbacks from your friends?

Yes, this enrich the feedbacks about my strengths and weaknesses in teaching. So I got not only feedbacks from my friends and lecturer but also from the VTR. Furthermore, I could prove whether what the observers told me about was true.

4. Is the VTR still needed to be used to provide feedbacks about your teaching practice performance although you get feedbacks from your lecturer?

Why yes?

Why not?

5. How should VTR be used so that it can be useful for the students in microteaching class?

It is hidden. The format is is in VCD, the students should be willing to watch their own performance and to evaluate their performance. So, in brief, the students should be autonomous.

6. How should VTR be used so that it can be used maximally?

It is hidden. The format is is in VCD, the students should be willing to watch their own performance and to evaluate their performance. So, in brief, the students should be autonomous.

Other suggestions:

The lecturers give more time to evaluate the recorded students performance together and discuss together. The video camera, if possible, change into a candid camera

(6)

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

Man’s mind,

once stretched by a new idea,

never regains its original dimensions.

(Oliver Wendel Holmes)

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

Man’s mind,

once stretched by a new idea,

never regains its original dimensions.

(Oliver Wendel Holmes)

TABLE OF CONTENTS

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Digital Video Camera NV-MD9000EN

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The microteaching students` perception on the use of video-recorded teaching practice to improve their teaching skills in English Language Education Study Program of Sanata Dharma University.

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English language education study program students` perceptions on play performance course in Sanata Dharma University of Yogyakarta.

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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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