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W Sanjaya ,S.Pd.f o rgivingmeusefulr eferencest ocompletemyt hesis .
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s s e l d n e e h t r o f ,s d n e ir f t s e s o l c y m , ). T i r a S a ti r P i f e t S d n a , . U . W a m s a r G a i V n u g g n A I . s t n e m e g a r u o c n e e v it i s o p d n a , g n i d n a t s r e d n u , g n ir a c , e v o l , s e c i v d a , p i h s d n e ir f .r e h t e g o t o d e w s g n i h t d n a , s r a e t ,s h g u a l ll a e t a i c e r p p a e r d d a o s l a s i e d u ti t a r g g i b y
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ii i x .
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v x .
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N O I S S U C S I D D N A S G N I D N I F H C R A E S E R : V I R E T P A H
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.. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
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h c r a e s e r , n o it a l u m r o f m e l b o r p , n o it a ti m il m e l b o r p , y d u t s e h t f o d n u o r g k c a b
o it c u d o rt n i e h t , e r o f e r e h T . s m r e t f o n o it i n if e d d n a , s ti f e n e b h c r a e s e r , s e v it c e j b
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A ResearchBackground
In Engilsh Language Educaiton Study Program ,Sanata Dharma Universtiy
o e d i v e s u s r e r u t c e l s s a l c g n i h c a e t o r c i M n i y ll a i c e p s
e -recorded t eaching pracitce a sa
.l o o t g n i n r a e
l In Microteaching clas swhen student stake those tests ,they should
e c it c a r
p teaching individually .The video here i sthe recording resul t fo students ’
p g n i h c a e
t erformanceint hemidt es tand ifnalt est .
T herecordingi saimedt ohelpt hestudent stoevaluatet herit eachingpracitce.
fl e s e h t m o r
F -evaluaiton, the student sare intended to be able to analyze thei r
, e c n a m r o f r e
p whether eth y teach w ,ell whethe rthey look con ifden twhen teaching ,
y e h t r e h t e h
w give clear i nsrtuciton t o t he students ,and so on. Beside ,s the students
e v i e c e
r the feedback o ftheri t eaching pracitce no tonly by watching t he video ,bu t
o s l
a b ylecturers’ andpeers’comment swhoobservewhent heypracitcet eaching. The
e v i g s r e e p d n a r e r u t c e
, y l e t a n u tr o f n
U someitmes t he feedback a re no tdetalie d and l es sobjecitve since t he
d e v r e s b o e r a o h w s t n e d u t
s canno twatch thei rown performance to prove whethe r
m r o f n i s r e v r e s b o e h t t a h
w aboutt hei rperformancea re rt ue.
o t g n i d r o c c
A Akcan (2010) t hevideo-recorded t eaching pracitce can provide
e r u t a e f a r e m a c o e d i v e h t e c n i s k c a b d e e f d e li a t e d e r o m d n a , e v it c e j b o e r o m , r e t s a
f s
e v r e s b o d n a w e i v e r o t s t n e d u t s d n a s r e r u t c e l e h t e l b a n
e students ’ teaching
. e c n a m r o f r e
p Thestudentt eache rcanf ocu sonce traint eachingskill swhichstli lneed
d e v o r p m i e b o
t .The video i salso eu d s in to improve students ’performance in
p m e K ( g n i n r a e
l ,1980) .Thus ,video-recorded teaching pracitce i sconsidered a san
g n i h c a e t e h t g n i v o r p m i n i s t n e d u t s g n i h c a e t o r c i M e h t t r o p p u s o t l o o t e t a ir p o r p p a
. e t a d i d n a c r e h c a e t s a s ll i k
s Fort he student swho are t eaching,t heyareca lled studen t
r e h c a e
t ,and fo rthe student swho play the role a sstudents ,they are called studen t
) 5 7 9 1 , n w o r B ( t n e d u t
s .The video cameras in t he classroom wli lbe operated by t he
. g n i h c a e t n e h w m e h t d r o c e r o t t n a t s i s s a y r o t a r o b a l
e h
T researche r expect s tha t the use o fvideo-recorded teaching pracitce
it c e lf e r r o f s e it i n u tr o p p o s e d i v o r
p n g and help teache rcandidate s evaluate theri
. y ll a c it ir c e r o m e c n a m r o f r e
p Toseewhethert hevideo-recordedt eachingpracitcecan
g n i v o r p m i e li h w e c n a m r o f r e p r i e h t e t a u l a v e o t s t n e d u t s e h t p l e
h theri t eaching skill ,
o e d i v f o e s u e h t n o n o it p e c r e p ’ s t n e d u t s e h t w o n k o t e k il d l u o w r e h c r a e s e r e h
t
-.f l e s ti e c it c a r p g n i h c a e t d e d r o c e r
o e d i v f o e s u e h t n o y ll a i c e p s e g n i h t e m o s n o e v i e c r e p s t n e d u t s e h t y a w e h
T
. t n e r e f fi d e b n a c e c it c a r p g n i h c a e t d e d r o c e
e h t s e c n e u lf n i d e v i e c r e p e v a h s t n e d u t s e h t t a h
w ri behavioral r esponses .According t o
s s e c o r p a s a d e n if e d e b n a c n o it p e c r e p ) 1 0 0 2 ( s n i b b o
R inwhichi ndividual sorganize
d r o n i s n o i s s e r p m i y r o s n e s r i e h t t e r p r e t n i d n
a ert ogivemeaningt ot hei renvrionment .
n o t o n , s i y ti l a e r t a h w f o n o it p e c r e p r i e h t n o d e s a b s i r o i v a h e b s ’ e l p o e p s n a e m t I . fl e s ti y ti l a e r y b d e ti c s a ) 3 8 9 1 ( n ö h c S o t g n i d r o c c
A Akcan (2010 ) the proces s o f
e d g n i h c a e t n w o s 'e n o g n i v o r p m i d n a g n i d n a t s r e d n
u pend son r elfecitononon 'e sown
s i e c n e ir e p x e n a h c i h w n i s s e c o r p r o y ti v it c a n a o t s r e f e r fl e s ti n o it c e lf e R . e c n e ir e p x e e s o p r u p r e d a o r b a o t n o it a l e r n i y ll a u s u , d e t a u l a v e d n a , d e r e d i s n o c , d e ll a c e r , s d r a h c i R
( 2000) .Re lfeciton i sthe response to pas tand decision-making and a sa
y b t e g s t n e d u t s e h t h c i h w n o it c e lf e r e h t m o r F . n o it c a d n a g n i n n a l p r o f e c r u o s , o e d i v e c n a m r o f r e p g n i h c a e t n w o r i e h t g n i h c t a
w they can know which par tof t hei r
e tt e b e b o t s n a l p e k a m d n a d e v o r p m i e b o t s d e e n h c i h w e c it c a r p g n i h c a e
t ri nt henex t
e h t g n ir b l li w t I . s n a l p r i e h t t c u d n o c d n a e c it c a r p g n i h c a e
t m to ber e lfecitve t eacher s
, s d r a h c i R ( h c a e t y e h t w o h f o s s e n e r a w a f o l e v e l r e h g i h a e v e i h c a n a c o h
w 2000 .)
u r m u
S Akcan (2010) ,an assistan tprofesso rin the Depa trmen to fForeign
n i h c r a e s e r a d e t c u d n o c y e k r u T , l u b n a t s I , y ti s r e v i n U i c i z a g o B t a n o it a c u d E e g a u g n a L h n i t n e m tr a p e D r e h c a e T e g a u g n a L h s il g n
E e runiverstiyabou tstudents ’opiniona tfe r
t o e d i v h g u o r h t s e v l e s m e h t g n i h c t a
w aped recording .Thi sresearch concerned abou t
s e t a d i d n a c r e h c a e t e h t w o h d e n i m a x e y d u t s e h T . m a r g o r p m u c it c a r p a n o n o it c e lf e r . m o o r s s a l c a n i t h g u a t n o s s e l l a e r a f o o e d i v a g n i h c t a w e li h w g n i h c a e t ri e h t t u o b a t l e f e t( s t n e d u t s e h t s a w s g n i d n if e h t f o e n
o e d i v f o e s u e h t t a h t d e r e d i s n o
c -recorded t eaching pracitce could play a signi ifcan t
. g n i h c a e t n i s e s s e n k a e w d n a h t g n e rt s r i e h t f o e r a w a s e t a d i d n a c r e h c a e t g n i k a m n i e l o r
h o s l a o e d i v e h
T elped t eache rcandidate snoticingstudents ’behavior sand r esponse s
e v it i s o p d e v i e c r e p s e t a d i d n a c r e h c a e t t a h t d e w o h s s g n i d n if e s o h T . n o s s e l e h t g n ir u d
o e d i v r i e h t g n i h c t a w m o r f s t n i o
p -recordedt eachingpracitce .Whatt heyperceivedl ed
e c n e ir e p x e g n i h c a e t ri e h t t c e lf e r o t m e h
t andb irngsuch i mprovemen tin achieving a
d r a h c i R ( e c n a m r o f r e p g n i h c a e t f o l e v e l r e h g i
h s ,2000) .Akcan’ s ifnding son t he use
o e d i v e h t f
o -recorded t eachingpracitce i nspriedt he r esearchert o conductt he f u trhe r
n i a t b o s t n e d u t s h c i h w k c a b d e e f e h t t u o b a h c r a e s e
r ed by watchingt he video t o make
o t o s l a s i h c r a e s e r s i h T . s ll i k s g n i h c a e t ri e h t n o t n e m e v o r p m i h c u
s dig ou tstudents ’
n o it p e c r e
p on t he use o fvideo-recorded t eaching pracitce i n Microteaching class i n
y ti s r e v i n U a m r a h D a t a n a
S .
e s t n e d u t s e h t r e tf
A xamine the useof t he video-recorded t eaching pracitce in
s s a l c g n i h c a e t o r c i
M ,wha tthe student sperceive in lfuence sthe students ’behaviora l
o e d i v f o e s u e h t e v i e c r e p s t n e d u t s e h t f I . s e s n o p s e
r -recorded teaching pracitce in
a r o i v a h e b ’ s t n e d u t s e h t , y a w e v it i s o
p lresponse swli lbe posi itve . tI wli lsuppo tr t he
e h t h c a e r o t s tr o f f
e coursegoal .On et h othe rhand ,fit hestudent sperceivet heuseo f
o e d i
v -recorded t eaching pracitce i n negaitveway, t he students ’behavioral r esponse s
o h t f o e s u a c e B . e v it a g e n e b l li
w se reason sand inspried by Akcan’ s ifndings ,the
T . h c r a e s e r s i h t t c u d n o c o t d e ri p s n i s a w r e h c r a e s e
r hrought hisr esearch, ther esearche r
e o t ) 1 ( e k il d l u o
w xamine the students ’percep iton on the use o fvideo-recorded
e c it c a r p g n i h c a e
e s o p x
e the feedback which t he student sobtained by watching t he video so t hat t he
w o n k n a c s t n e d u t
s the signi ifcance o fwatchingt hevideo-recorded t eaching pracitce
g n i v o r p m i n
i thei rteaching skills. The research i saimed to help the student sto be
k c a b d e e f e v i e c e r o t e l b
a by themselve sthrough the video since feedback from
. e v it c e j b o d n a d e li a t e d t o n e r a s e m it e m o s s r e e p d n a r e r u t c e l
.
B ProblemFormula iton
n o it a l u m r o f m e l b o r p e h
T oft hes tudybasedont hebackgroundoft her esearch
s
i presentedasf ollows:
.
1 W tha i sthe students ’ percep iton no the use o f video-recorded teaching
e c it c a r
p in i mproving theri t eaching skills in Microteaching class o fEngilsh
e g a u g n a
L EducaitonStudyProgram,SanataDharmaUniverstiy?
.
2 Wha ti sthe feedback the student sobtained from the use o fvideo-recorded
? e c it c a r p g n i h c a e t
.
3 Based on the students ’ percepiton , wha t are thei r recommendaiton s to
o e d i v f o e s u e h t e z i m i x a m o t d n a e v o r p m
i -recorded teaching pracitce in
? s s a l c g n i h c a e t o r c i M
.
C ProblemLimtia iton
e h T . s ll i k s g n i h c a e t ’ s t n e d u t s g n i v o r p m i t a d e m i a s i s s a l c g n i h c a e t o r c i M
h s il g n E f o s t n e d u t s e s u a c e b s s a l c g n i h c a e t o r c i M s e s o o h c r e h c r a e s e
r Language
o e d i v t u o b a y d u t s e h t e c n i S . s s a l c s i h t n i t o l a g n i h c a e
t -recorded t eachingpracitce i n
t , e d i w s i s s a l c g n i h c a e t o r c i
M heresearchermake ssome ilmtiaitons t o ilmtit hescope
y d u t s e h t f
o .Frist ,the video discussed by the researche ri sa video which i s taken
. s s a l c g n i h c a e t o r c i M n i g n i h c a e t e c it c a r p s r e h c a e t t n e d u t s e h t n e h
w In Microteaching
,s s a l
c thes tudent sarer ecordedt wicei nt hemidt es tand ifnalt es .tYe,tt hevideoused
s i h c r a e s e r s i h t n
i taken from the mid tes tonly .Using the mid tes tvideo, the
c a e t o r c i
M hing student s can evaluate thei r teaching performance especially the
. s ll i k s g n i h c a e
t Theycan i mprove t herit eaching skillsand t eachbetter int he second
t d i
m es t t(eaching the lowe r semeste rstudents )and in the ifna ltes t t(he second
. ) g n i d r o c e
r Second ,thi sresearch i s ilmtied to Microteaching student so fEngilsh
e g a u g n a
L Educaiton Study Program ,Sanata Dharma Universtiy .There i sno tany
. y ti s r e v i n U a m r a h D a t a n a S n i t e y r e tt a m t c e j b u s s i h t n o h c r a e s e
r Therefore ,the
’ s t n e d u t s g n i h c a e t o r c i M o t d e t a l e r n o it a m r o f n i y n a e r o l p x e d n a t u o g i d o t s i h c r a e s e r
n o it p e c r e
p on the use o fvideo-recorded teaching pracitce .I ti salso to gain the
o e d i v f o e s u e h t e v o r p m i o t s n o it a d n e m m o c e r e l b i s s o
p -recorded t eaching pracitce i n
.s ll i k s g n i h c a e t e h t e v o r p m i o t r e d r o n i s s a l c g n i h c a e t o r c i M
.
D ResearchObjec itves
n o it s e u q e h t r e w s n a o t d e d n e t n i s i h c r a e s e r s i h
T s stated in the problem
it a l u m r o
f on .Ther esearch objecitve sare,f rist ,t oo bserve t hestudents ’percepiton on
f o e s u e h
t video-recorded teaching pracitce to improve students ’teaching skill sin
d n o c e
S ,t hisr esearchaim sto ifndoutt hesuggesitonsf romt hestudent srelatedt o the
o e d i v f o e s
u -recordedt eachingpracitcei nMicroteachingclass
.
E ResearchBeneftis
: o t n o it u b ir t n o c e l b a u l a v e d i v o r p o t d e t c e p x e e r a h c r a e s e r s i h t f o s g n i d n if e h T
.
1 MicroteachingStudent sEspeciallyi nSanataDharmaUniverstiy
d e d r o c e r f o e s u e h t n o n o it a m r o f n i d e t a l e r y n a s e s s u c s i d h c r a e s e r s i h T
s s a l c g n i h c a e t o r c i M n i e c it c a r p g n i h c a e
t ,and the student scan ge tmany benefti s
t ,t s ri F . h c r a e s e r s i h t m o r
f h isresearchcanhelpt hestudent stouset hevideo-recorded
e r o f e b n a h t y l e t a ir p o r p p a e r o m e c it c a r p g n i h c a e
t .Second,t her esearche rexpectst hi s
h c r a e s e
r ph el the students to considert hat t heycani mprove t heri t eachingskills by
o r h t e c n a m r o f r e p n w o r i e h t g n i h c t a
w ught he video .Thrid,t hestudent scanevaluate
e c n a m r o f r e p r i e h
t .Fo trh,t heycan i dentfiy t herit eaching srtength sandweaknesses .
g n i h c a e t ri e h t e v o r p m i o t e l b a e b o t s t n e d u t s e h t p l e h o t d e d n e t n i e r a s ti f e n e b e s o h T
t t x e n e h t n i r e tt e b h c a e t d n a s ll i k
s eachingpracitce.
.
2 MicroteachingLecturer sEspeciallyi nSanataDharmaUniverstiy
f o e s u e h t n o n o it p e c r e p ’ s t n e d u t s t u o b a n o it a m r o f n i s n i a t n o c y d u t s s i h T
o e d i
v -recorded t eaching pracitce in Microteaching class .Thi sresearch can help t he
s a l c g n i h c a e t o r c i
M slecturer sto know students ’percepiton on the use o fvideo
-e c it c a r p g n i h c a e t d e d r o c e
r .Thel ecturers areablet o knowhowt oi mprovet he useo f
o e d i
v -recorded t eaching pracitce ,so t hat t hey can maximize t he posiitve percepiton
d n
s t n e d u t s p l e h y lt n a c if i n g i s n a c s r e r u t c e
l to improve thei rteaching ski ll ssince the
. e r u t u f e h t n i r e h c a e t a e b o t d e n i a rt e r a s t n e d u t s
.
3 Futurer esearchers
Thi sresearch i sexpected t o i nsprie t he future researchers in conducitng t he
o e d i v f o e s u e h t o t d e t a l e r h c r a e s e r t x e
n -recorded t eachingpracitcei n Microteaching
T . s s a l
c hefeedbacko fusingt hevideo-recordedt eachingpracitcei n lfuencess tudents ’
a e t r i e h t g n i v o r p m i r o f y ll a i c e p s e e c n a m r o f r e
p ching skills .The feedback tisefl si
d e t c e p x
e t he futurer esearcherst o ifnd andanalyzet he l ackoft hei mplementaitonso
s ll i k s g n i h c a e t ’ s t n e d u t s g n i v o r p m i n i l a i c if e n e b e b n a c o e d i v e h t t a h t
.
F De ifni itono fTerms
s i h t n i d e s u e b l li w s m r e t c if i c e p s e m o
S research . In orde r to avoid
l li w s m r e t g n i w o ll o f e h t , h c r a e s e r e h t g n ir u d a e d i e m a s e h t t e g d n a g n i d n a t s r e d n u s i m
: h c r a e s e r s i h t n i d e s u e r a h c i h w s m r e t f o n o it i n if e d e m o s t n e s e r p e r
1 Percepiton
o t g n i d r o c c
A GeorgeandJones(2005) percepitoni sde ifneda stheprocessi n
, n o i s i v ( s e s n e s r i e h t m o r f t u p n i e h t t e r p r e t n i d n a , e z i n a g r o , t c e l e s s l a u d i v i d n i h c i h w
g n i n a e m e v i g o t ) e t s a t d n a , ll e m s , h c u o t , g n ir a e
h to thei rsurrounding .s In othe r
. t n e m n o ri v n e r i e h t o t w e i v e l p o e p w o h y a w e h t s i n o it p e c r e p , s d r o
w T pwo eople can
e e s y e h t h g u o h t y lt n e r e f fi d g n i h t e m o s e v i e c r e
p the same object .A sa resutl, i twli l
i v f o e s u e h t t u o b a k n i h t d n a , l e e f , e v i e c r e p s t n e d u t s e h t w o h y a w e h
t d -eo recorded
g n i h c a e
t pracitcei nMicroteachingclas .s
2 Video-RecordedTeachingPracitce
o e d i v , y d u t s s i h t n
I -recorded teaching pracitce si audio-visua lrecording o f
. t c e j b u s g n i h c a e t o r c i M n i e c it c a r p g n i h c a e t o d o h w s t n e d u t s g n i h c a e t o r c i
M In the
5 1 t u o b a r o f g n i h c a e t e c it c a r p s t n e d u t s e h t , o e d i
v – 20 minutes .Focu sof t hi sstudy
e h t s i o e d i v e h t d e t a l e
r funciton of the video a s feedback .According to Blasco ,
, a s o ll o n n e
F e l t . a (2008) ,the video recording technique i sconsidered an impo trant
e t a rt s e v it c e f f e d n
a gy t o i mprovet he t eaching skill swhich are recorded .I tshow sto
e h
t student stheri own interacitons ,habtis ,and progres stoward effecitve teaching .
r o f s i s a b a e d i v o r p o s l a n a c g n i d r o c e r o e d i v r o o i d u a , g n i h c a e t f o s t c e p s a y n a m r o F
, s d r a h c i R ( n o it c e lf e
r 2000) .The student salso ge tbene if tfrom seeing themselve s
.t i m o r f k c a b d e e f e h t t e g n a c y e h t o s , g n i h c a e t n e h
w
3 Microteaching
, y d u t s s i h t n
I Microteaching i sa scaled-down ,simulated t eaching encounte r
f o g n i n i a rt e h t r o f d e n g i s e
d both pre-service and in-service teacher s(Dwigh tW .
n e ll
A and KevinRyan ,1969.) tIi saimedtoprovidetheteache rcandidate swtiht he
e li h w s ll i k s g n i h c a e t f o r e t s u l c d e g r a l n e n a f o e c it c a r p e f a s e h t r o f y ti n u tr o p p o
l b a d n a t s r e d n u p o l e v e d o t w o h g n i n r a e
l e lesson sin any teaching subject .In Sanata
h s il g n E n i y ll a i c e p s e , y ti s r e v i n U a m r a h
D Language Educaiton Study Program ,
t o r c i
M eaching clas si sonly fo rsixth o rseventh semeste rstudent .I ti sbecause
n i d e t c u d n o c s i h c i h w s s a l c m u c it c a r p s i g n i h c a e t o r c i
s r e t s e m e s s u o i v e r p e h t n i d e ll if l u f e b o t e v a h h c i h w s t c e j b u s r e h t o s d e e n t i s s a l c s i h t
(Buku Pedoman Pengajaran Mikro ,2008) .Since Microteaching i spracitcum class ,
l o o t g n i d r o c e r s i e r e h
t ilkevideo-taper ecorder( VTR )andaudio-taper ecorder( ATR) .
h t f o e s u e h
T ose t s ool i sto help the student sand the lecturers doing observaiton
. r e i s a
e The use o frecording tools i srelated to thi sstudy since thi sstudy concern s
o e d i v f o e s u e h t t u o b
a -recorded teaching pracitce which i sproduced by VTR .
s p l e h g n i h c a e t o r c i
M the teachercandidate s(1) t o improveboth conten tand method s
d n a g n i h c a e t f
o (2 )to develop basic teaching skills by using the video-recorded
e c it c a r p g n i h c a e
t .
4 TeachingSk ills
s ll i k s g n i h c a e t c i s a b s a d o o t s r e d n u s i s ll i k s g n i h c a e t f o m r e t e h t , y d u t s s i h t n I
n i e s o p o r p i d n a h o R . R d n a , i m o D . S , it a i m s i R . C . E , o m o n r u P . P t a h w s
a Buku
o r k i M n a r a j a g n e P n a m o d e
P (2008) .Accordingt oBukuPedomanPengajaranMikro
e v e s e r a e r e h t ,) 8 0 0 2
( ra lbasict eaching skill swhicha studentt eache rshouldmaster .
s u l u m it s d n a y r e v il e d , n o it c u d n i t e s e r a y e h T . s ll i k s g n i h c a e t c i s a b r u o f e r a e r e h
T
l li k s h c a E . e r u s o l c t e s d n a , s ll i k s t n e m e c r o f n i e r d n a g n i n o it s e u q , s ll i k s n o it a ir a v
b u s e m o s f o s t s i s n o
c - ks i ll .s
)
a Seti nduciton
s r e h c a e t , n o it c u d n i t e s n
I opent hel esson da n in rtoducet het eachingmate iral .
y e h
T rtyt ogivea“b irdge”betweenstudents ’p iro rknowledgeandt hemate ira lwhich
. d e n i a l p x e e b o t g n i o g s
. n o it p e c r e p p a d e ll a
c Set i nduciton skli lha sspeci ifcand i mpo tran tpurposes in every
. y ti v it c a g n i n r a e l
)
b Deilveryands itmulus-va iraitons kills
t r a p s i h t n i e s u a c e b y ti v it c a g n i h c a e t f o e r o c e h t s i t r a p s i h
T the teacher s
c a e t e h t r e v il e
d hingmate iralt ot hes tudents .Accordingt oBrown( 1975 ,)t hiss killi s
c e h
t ente racitvtiybecause t eachers’ crediblitiy i sbeing accounted especially when
r e v o e r o M . l a ir e t a m e h t r e v il e d y e h
t ,t here aremanyothe rthing swhichthe teacher s
e tt a y a p d l u o h
s niton ,ilket hevoice( cleare rand l ouder) ,movemen tandgesture ,eye
, d r a o b e h t s a h c u s a i d e m f o g n i s u e h t d n a , s t n e d u t s e h t o t e l y t s n o it c a r e t n i ,t c a t n o c
. n o o s d n a , D C L
)
c Quesitoningandr einforcements kills
,s s e c o r p g n i h c a e t n
I et h teacher sdono tonlyt eacht hes tudents ,buts omeitme s
y e h
t quesitons t o t he students i n order t o know t he students ’opinion o rclarfiy the
f o s e ti s i u q e r e r p e m o s o s l a e r a e r e h t , s n o it s e u q g n i v i g n I . g n i d n a t s r e d n u ’ s t n e d u t s
f o s e p y t ,s n o it s e u q f o y ti r a l c e h t e k il e s o h
t quesitons ,and dist irbuiton o fquesiton s
(Buku Pedoman Pengajaran Mikro ,2008) .The teacher sare expected to give lal
,t r a p s i h t n I . n o it r o p e m a s e h t s t n e d u t
s et h teacher sare alsoexpectedt ocomprehend
e k il l li k s t n e m e c r o f n i e r e h
t moitvaitng the students ; giving comp ilment sfo rthe
d a e t s n i tr o f f
e to tru irng mthe .
)
d Se tclosure
o t g n i d r o c c
A Buku Pedoman Pengajaran Mikro (2008) ,se tclosure refers t o
, e r e H . n o s s e l e h t f o g n i s o l c e h
t a h w l l a c e r o t s i tI . d n e e h t ll it g n i n n i g e b e h t m o r f d e n r a e l e v a
h the student shave
. n r a e l y e h t t a h w t o g r o f y d a e rl a e v a h s t n e d u t s e m o s s e m it e m o s e s u a c e b d e n r a e
l The
teacher sneed t o repea twhat t hey have t augh tb irelfy .In t hi sskill t eachers i nvolve
s t n e d u t s e h
t summa irze the lesson by asking ques iton srelated to the topic ,so the
l a ir e t a m e h t e z ir a m m u s n a c s t n e d u t
s byt hemselve .sI nt hiss kill, et h teacher smayse t
homework t opromote thef u trher learningand t ocheck whethe rlearning objecitve s
g n i n r a e l d n
3 1
I
I
R
E
T
P
A
H
C
F
O
W
E
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Thi schapteri si ntendedt or eviewsomet heo ire swhichwli lbeusedt oanswe r
e h
t researchquesitons .Ther esearche rdividest hi schapteri ntot wosecitons; thoseare
c it e r o e h t e h t n I . k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e d l a c it e r o e h
t a ldescirpiton, t he
s s u c s i d r e h c r a e s e
r e ssomer elevantt heo ires ,whereasi nt het heoreitcalf ramework,t he
e z ir a m m u s r e h c r a e s e
r s andsynthesizest het heo irest ohelpt her esearchert osolvet he
. s m e l b o r p
.
A Theore itca lDescrip iton
Int het heoreitca ldesc irpiton,t het heo ire swhicharerelevantt ot heresearchare
, n o it p e c r e p f o s e ir o e h t e r a s e ir o e h t e h T . d e t n e s e r
p video-recorded t eaching pracitce
. s ll i k s g n i h c a e t d n a , s s a l c g n i h c a e t o r c i M n i d e s u
1 Percep iton
George and Jones (2005) state: P“ ercepiton i s the proces s by which
, g n ir a e h , n o i s i v ( s e s n e s r i e h t m o r f t u p n i e h t t e r p r e t n i d n a , e z i n a g r o , t c e l e s s l a u d i v i d n i
m e h t d n u o r a d lr o w e h t o t r e d r o d n a g n i n a e m e v i g o t ) e t s a t d n a , ll e m s , h c u o
t ” .(p
) 5 0
1 .Thet arge to fpercepiton si whatevert heperceiveri srtyingt omakesenseo .f tI
r c f o s s e c o r p e h t g n ir u d k r o w y e h T . n o it p e c r e
p eaitng percepiton .Robbins (2001)
: s d d
a “Percepiton i sa proces sby which individual sorganize and interpre tthei r
s n a e m t I .) 1 2 1 . p ( ” t n e m n o ri v n e r i e h t o t g n i n a e m e v i g o t r e d r o n i s n o i s s e r p m i y r o s n e s
. d n u o r a s g n i h t f o n o i s s e r p m i e t a e r c o t s d n e t l a u d i v i d n i n a
In addiiton ,Gibson ,Ivancevich ,Donelly a nd Konopaske (2009 )explain :
. t n e m n o ri v n e e h t o t g n i n a e m s e v i g l a u d i v i d n i n a h c i h w y b s s e c o r p e h t s i n o it p e c r e P “
i i l u m it s s u o ir a v g n it e r p r e t n i d n a g n i z i n a g r o s e v l o v n i t
I nto a psychologica l
” e c n e ir e p x
e (p .98 .) I tmean sthe proces so fpercepiton begin swtih a sitmulus .
r o m r e h tr u
F e ,Atlman ,Valenzi ,and Hodge t(1985 )state :“Percepiton i sthe way
y ll u f g n i n a e m e b n a c y e h t t a h t o s n o s r e p a y b d e p u o r g d n a d e t c e l e s e r a i l u m it s
p e h T . ) 5 8 . p ( ” d e t e r p r e t n
i roces so fpercepiton enable sto understand and cope wtih
w h c i h w n i t n e m n o ri v n e e h
t e ilve .In othe rwords ,percepiton i sthe proces swhere
n o it p e c r e p n i s u o i c s n o c n i a tr e c s i l a u d i v i d n i n a d n a , d e tr o s r o d e t c e l e s s i n o it a m r o f n i
o r p g n it a e r
c cess . tIi ss uppotredbyGibson e ta.l( 1973)t ha tpercepitoni saprocessi n
l a u d i v i d n i e h t h c i h
w recognize sinformaiton o rdata ,a sresemble s ti ,and make s
d e d u l c n o c e b n a c t I . y r o m e m s ’ n o s r e p e h t n i d e r o t s y l s u o i v e r p a t a d h ti w s n o s ir a p m o c
s s e c o r p e h t n i s e g a t s e m o s e r a e r e h t t a h
t creaitngpercepiton.
.
a TheProces sCrea itngPercep iton
According to Atlman e tal .(1985 )in perceptua lprocess ,i ti snecessary to
t i , o S . y ll u f g n i n a e m m e h t t e r p r e t n i n a c s l a u d i v i d n i t a h t o s il u m it s e h t p u o r g d n a t c e l e s
t n e m n o ri v n e s i h g n i e e s l a u d i v i d n i n a f o w e i v f o t n i o p t u o b a s
e r u g i
F 2 .1
s s e c o r P l a u t p e c r e P e h
T (Atlmane ta.l ,1985 :83)
The percepiton beginsf rom t he sitmuil .Sitmul ia mre for s o fphysica lenergy
r u o o t t c e f f e e v i g i l u m it s e h t n e h W . ) 3 8 9 1 , a g r a W ( s r o t p e c e r y r o s n e s r u o e k ir t s t a h t y a w a h c u s n i m e h t e z i n a g r o o t , m e h t f o t u o e s n e s e k a m o t t p m e tt a e w , s s e n s u o i c s n o c e r a i l u m it S . n r e tt a p e l o h w e h t m o r f g n i n a e m e v ir e d n a c e w t a h
t form so fphysica l
h c i h w y g r e n
e ea r caugh tby sensoryr eceptors .The sensoryr eceptor saret he sensory
d n e s o t s i y t u d r i e h T . n i k s d n a e s o n , s r a e , s e y e s a h c u s y d o b r u o f o s n a g r o o t g n i o g e r a h c i h w i l u m it s e h t t c e l e s l li w s r o s n e s e s o h T . n i a r b e h t o t n o it a m r o f n
i be
r e tf A . d e v i e c e r n o it a m r o f n i e h t t e r p r e t n i d n a e z i n a g r o l li w n i a r b e h T . n i a r b e h t o t t n e s e h T . s g n i n a e m o t n i n o it a m r o f n i e h t s e t a l s n a rt n i a r b e h t , n o it a m r o f n i e h t g n it e r p r e t n i o i v a h e b e h t , n e h T . n o it p e c r e p d e ll a c s i n o it a m r o f n i g n it a l s n a rt e h t f o t l u s e
r ra l
. d e t a e r c e r a n o it p e c r e p e h t s d r a w o t s e s n o p s e r
Percepitoni sno talway saccurate.GeorgeandJ ones( 2005 :106 )explain:
d l e i y s y a w l a t o n s e o d , r e v e w o h , s s e c o r p l a u t p e c r e p e h T
“ accurate percep itons – n e v E . t e g r a t e h t f o e r u t a n e v it c e j b o r o e u rt e h t o t e l b i s s o p s a e s o l c e r a t a h t s n o it p e c r e p n a n o t c a d n a s n o i s i c e d r i e h t e s a b n e tf o ” e v it c e j b o “ e b o t g n i y rt e r a o h w e l p o e p e v it c e j b u s s i t a h t y ti l a e r f o s n o it a t e r p r e t n
i – tha tis ,one tha ti sbased on thei rown ” .s e c n e ir e p x e d n a , s g n il e e f ,s t h g u o h t il u m it
tl u s e r a s
A ,i nterpretaiton so frealtiy vary among i ndividuals .What i sseen depend s
g n i d n a t s r e d n u r o f n o it a c il p m i t n a c if i n g i s s a h n o it p e c r e P . g n i k o o l e h t g n i o d s i o h w n o
I .r o i v a h e b l a n o it a z i n a g r o g n i g a n a m d n
a talso i n lfuences the decision-making .Every
e t a r u c c a o s , r e k a m n o i s i c e d f o n o it p e c r e p e h t n o s d n e p e d e d a m s i h c i h w n o i s i c e d
n o it p e c r e
p si theprerequistief o rgooddecision .s
.
b Factors In lfuencingPercep iton
Percepitonmigh tcomeupf romseveralf actors .Accordingt oRobbins( 2001) ,
e h t d n a , t e g r a t e h t r o t c e j b o e h t ,r e v i e c r e p e h t e r a n o it p e c r e p g n i c n e u lf n i s r o t c a f e h t
. n o it a u ti s
)
1 ThePerceiver
The characte irsitc so fperceiv