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.

(1)

C I M E H

T ROTEACHINGSTUDENTS ’PERCEPTION O

E D I V F O E S U E H T N

O -RECORDEDTEACHINGPRACTICE E

H T E V O R P M I O

T I RTEACHINGSKILLS H

S I L G N E N

I LANGUAGEEDUCATIONSTUDYPROGRAM A

M R A H D A T A N A S F

O UNIVERSITY

A SARJANAPENDIDIKANTHESIS

s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P

e h t n i a t b o o

t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i

y B

ir a S a t a m r e P e n it s ir h C

4 1 1 4 1 2 1 7 0 : r e b m u N t n e d u t S

H S I L G N

E LANGUAGEEDUCATIONSTUDYPROGRAM N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D

N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F

Y T I S R E V I N U A M R A H D A T A N A S

A T R A K A Y G O Y

(2)

i

C I M E H

T ROTEACHINGSTUDENTS ’PERCEPTION O

E D I V F O E S U E H T N

O -RECORDEDTEACHINGPRACTICE E

H T E V O R P M I O

T I RTEACHINGSKILLS H

S I L G N E N

I LANGUAGEEDUCATIONSTUDYPROGRAM A

M R A H D A T A N A S F

O UNIVERSITY

A SARJANAPENDIDIKANTHESIS

s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P

e h t n i a t b o o

t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i

y B

4 1 1 4 1 2 1 7 0 : r e b m u N t n e d u t S

H S I L G N

E LANGUAGEEDUCATIONSTUDYPROGRAM N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D

N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F

Y T I S R E V I N U A M R A H D A T A N A S

A T R A K A Y G O Y

(3)

(4)

(5)

v i

h

a

d

n

i

u

t

a

u

s

e

s

a

l

a

g

e

s

t

a

u

b

m

e

m

a

I

..

a

y

n

u

t

k

a

w

a

d

a

p

1

:

3

h

a

b

t

o

h

k

g

n

e

P

a

o t s i s e h t s i h t e t a c i d e d I

, t s i r h C s u s e J , d r o L y m

, y l i m a f d e v o l e b y m

(6)

v

Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T S

t o n s e o d , n e tt ir w e v a h I h c i h w , s i s e h t s i h t t a h t e r a l c e d y t s e n o h

I contain t he work o r , s e c n e r e f e r e h t d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w f o s tr a p

. d l u o h s r e p a p c if it n e i c s a s a

, a tr a k a y g o

Y January13th ,2012

,r e ti r w e h T

4 1 1 4 1 2 1 7 0

v

I contain t hework o r , s e c n e r e f e r e h t d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w f o s tr a p

, a tr a k a y g o

Y January13th ,2012

,r e ti r w e h T

4 1 1 4 1 2 1 7 0

v

I contain t he work o r , s e c n e r e f e r e h t d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w f o s tr a p

, a tr a k a y g o

Y January13th ,2012

,r e ti r w e h T

(7)

i v N A U J U T E S R E P N A A T A Y N R E P R A B M E L S I M E D A K A N A G N I T N E P E K K U T N U H A I M L I A Y R A K I S A K I L B U P : a m r a h D a t a n a S s a ti s r e v i n U a w s i s a h a M a y a s ,i n i h a w a b i d n a g n a t a d n a tr e b g n a Y a m a

N :Ch irsitnePermataSa ir a w s i s a h a M r o m o

N :071214114

a d a p e k n a k ir e b m e m a y a s , n a u h a t e g n e p u m li n a g n a b m e g n e p i m e

D Perpustakaan

:l u d u jr e b g n a y a y a s h a i m li a y r a k a m r a h D a t a n a S s a ti s r e v i n U N O I T P E C R E P ’ S T N E D U T S G N I H C A E T O R C I M E H T O E D I V F O E S U E H T N

O -RECORDEDTEACHINGPRACTICE S L L I K S G N I H C A E T R I E H T E V O R P M I O T M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E N I A M R A H D A T A N A S F

O UNIVERSITY

t a k g n a r e p a tr e s e

b yang dipelrukan (b lia ada) .Dengan demikian saya membe irkan n a k h il a g n e m , n a p m i y n e m k u t n u k a h a m r a h D a t a n a S s a ti s r e v i n U n a a k a t s u p r e P a d a p e k , a t a d n a l a k g n a p k u t n e b m a l a d a y n a l o l e g n e m , n i a l a i d e m k u t n e b m a l a d a c e s n a k i s u b ir t s i d n e

m rat erbatas ,danmempubilkasikannyadii nterne tataumedial ain n a k ir e b m e m u a t a a y a s a d a p e k m ij i a t n i m e m u lr e p a p n a t s i m e d a k a n a g n it n e p e k k u t n u .s il u n e p i a g a b e s a y a s a m a n n a k m u t n a c n e m p a t e t a m a l e s a y a s a d a p e k y tl a y o r t a u b a y a s i n i n a a t a y n r e p n a i k i m e

D dengans ebenarnya, a tr a k a y g o Y i d t a u b i D : l a g g n a t a d a

P 31 Januar i2012 n a k a t a y n e m g n a Y )i r a S a t a m r e P e n it s ir h C ( i v N A U J U T E S R E P N A A T A Y N R E P R A B M E L S I M E D A K A N A G N I T N E P E K K U T N U H A I M L I A Y R A K I S A K I L B U P : a m r a h D a t a n a S s a ti s r e v i n U a w s i s a h a M a y a s ,i n i h a w a b i d n a g n a t a d n a tr e b g n a Y a m a

N :071214114

D Perpustakaan

O -RECORDEDTEACHINGPRACTICE S L L I K S G N I H C A E T R I E H T E V O R P M I O T M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E N I A M R A H D A T A N A S F

O UNIVERSITY

b yang dipe lrukan (blia ada) .Dengan demikian saya membe irkan n a k h il a g n e m , n a p m i y n e m k u t n u k a h a m r a h D a t a n a S s a ti s r e v i n U n a a k a t s u p r e P a d a p e k , a t a d n a l a k g n a p k u t n e b m a l a d a y n a l o l e g n e m , n i a l a i d e m k u t n e b m a l a d a c e s n a k i s u b ir t s i d n e

P 31 Januar i2012 n a k a t a y n e m g n a Y )i r a S a t a m r e P e n it s ir h C ( i v N A U J U T E S R E P N A A T A Y N R E P R A B M E L S I M E D A K A N A G N I T N E P E K K U T N U H A I M L I A Y R A K I S A K I L B U P : a m r a h D a t a n a S s a ti s r e v i n U a w s i s a h a M a y a s ,i n i h a w a b i d n a g n a t a d n a tr e b g n a Y a m a

N :071214114

D Perpustakaan

O -RECORDEDTEACHINGPRACTICE S L L I K S G N I H C A E T R I E H T E V O R P M I O T M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E N I A M R A H D A T A N A S F

O UNIVERSITY

b yang dipelrukan (blia ada) .Dengan demikian saya membe irkan n a k h il a g n e m , n a p m i y n e m k u t n u k a h a m r a h D a t a n a S s a ti s r e v i n U n a a k a t s u p r e P a d a p e k , a t a d n a l a k g n a p k u t n e b m a l a d a y n a l o l e g n e m , n i a l a i d e m k u t n e b m a l a d a c e s n a k i s u b ir t s i d n e

(8)

ii v T C A R T S B A , ir a

S Ch irsitne Permata .(2010) .Microteaching Students ’Percepiton on the Use o f o

e d i

V -Recorded Teaching Pracitce to Improve thei rTeaching Skill s in Engilsh . m a r g o r P y d u t S n o it a c u d E e g a u g n a

L Yogyaka tra :SanataDharmaUniverstiy. o e d i v f o e s u e h

T -recorded teaching pracitce in Microteaching clas s i s t n a c if i n g i

s to i mprovestudents ’basicteachingskills .Thestudent scanevaluate t hei r h g u o r h t s e s s e n k a e w d n a s h t g n e rt s g n i h c a e t y fi t n e d i d n a e c n a m r o f r e p g n i h c a e t e B . o e d i v e h t g n i h c t a

w sides ,the students ’percep iton in lfuences thei rbehaviora l . t n e m e v o r p m i s ll i k s g n i h c a e t e h t o t t c e f f a n e h t h c i h w s e s n o p s e

r Inspried by those

d n a s n o s a e

r Ackan’ s research a t Bogazic i Universtiy , Turkey (2010 ) on ’ s t n e d u t s g n i h c a e t o r c i

M re lfecitonont herit eachingpracitce yb watchingt hei rvideo -e c it c a r p g n i h c a e t d e d r o c e

r ,t her esearche rconductedt hisr esearch. h c r a e s e r e e r h t e r e w e r e h

T quesitonsi n t his r esearch :1 )Whati s the students ’ n o it p e c r e

p no theuseo fvideo-recordedt eaching pracitcei ni mprovingt herit eaching h s il g n E f o s s a l c g n i h c a e t o r c i M n i s ll i k

s Language EducaitonStudyProgram ,Sanata f e h t s i t a h W ) 2 ? y ti s r e v i n U a m r a h

D eedback the student sobtained from t he use o f o

e d i

v -recordedt eachingpracitce?3 )Basedont hes tudents ’percepiton ,wha taretheri 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 o t s n o it a d n e m m o c e

r -recorded teaching ? 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 r e w s n a o

T theproblem f ormulaiton,t her esearche rusedsurveyr esearch .The y e h T . s s a l c g n i h c a e t o r c i M f o s t n e d u t s E d n a , C , B , A s s a l C o t d e t c u d n o c s a w y e v r u s e r e w t a h t s t n e m u rt s n i e h T . r a e y c i m e d a c a 1 1 0 2 / 0 1 0 2 n i r e t s e m e s h t x i s m o r f e r e w e r e w a t a d g n ir e h t a g n i d e s

u quesitonnarieandi nterview.

d a h s t n e d u t s g n i h c a e t o r c i M e h t f o t s o m t a h t d e w o h s h c r a e s e r e h t f o t l u s e r e h T e v it i s o

p percepitonon t he useo fvideo-recorded t eachingclass .Theyconsidered the o

e d i

v -recorded teaching pracitce a too lto help them to identfiy thei rteaching a s t n e d u t s e h t , r e v o e r o M . s e s s e n k a e w d n a s h t g n e rt

s lso obtained two-par tfeedback , n o k c a b d e e

f othe rcharacte irsitc srelated to teaching skill sand feedback on basic . s ll i k s g n i h c a e t x a m d n a e v o r p m i o t s n o it a d n e m m o c e r e m o s e v a g s t n e d u t s e h

T imize t he use

o e d i v f

o -recorded teaching pracitce in Microteaching class .The student salso gave n o it s e g g u s l a i c if e n e

b s fo rthe Microteaching lecturer sabou tthe video dist irbuiton . s n o it a d n e m m o c e r e h

T a retohelpt hestudents t oevaluatet heri t eachingperformance ll i k s g n i h c a e t ri e h t e v o r p m i d n

a s a ssoon a spossible i n order t o t each better i n t he . e c it c a r p g n i h c a e t t x e n o e d i v , n o it p e c r e p : s d r o w y e

(9)

ii i v K A R T S B A , ir a

S Ch irsitne Permata .(2010) .Microteaching Students ’Percepiton on the Use o f o

e d i

V -Recorded Teaching Pracitce to Improve thei rTeaching Skill s in Engilsh . m a r g o r P y d u t S n o it a c u d E e g a u g n a

L Yogyaka tra :Universtia sSanataDharma. n a a n u g g n e

P videorekaman praktekmengaja rd ikela sMicroteaching penitng n a k t a k g n i n e m m a l a

d kemampuan dasar mengaja r siswa . Siswa dapa t menlia i m a l a d n a g n a r u k e k n a d n a h i b e l e k n a k u m e n e m n a d a k e r e m r a j a g n e m n a li p m a n e p e s r e p , u ti n i a l e S . o e d i v n o t n o n e m i u l a l e m r a j a g n e

m ps isiswamempengaruh iperliaku n a t a k g n i n e p a d a p h u r a g n e p r e b n a i d u m e k g n a y a w s i

s kemampuan mengajar . h e l o i s a ri p s n ir e

T ha ltersebu tdan peneilitan Ackan d iUnivers ti sBogazici ,Turk i )

0 1 0 2

( tentang re lfeks i siswa Microteaching terhadap laithan mengajar dengan r a j a g n e m k e t k a r p n a m a k e r o e d i v n o t n o n e

m ,penelti imelaksanakanpeneilitani n.i d g n a y h a l a s a m n a s u m u r a g it a d

A ikaj idalam peneilitan ini :1 )Bagaimana n a a n u g g n e p p a d a h r e t a w s i s i s p e s r e

p video rekaman praktek mengaja r dalam n a k t a k g n i n e

m kemampuan mengaja rmereka d ikela sMicroteahing ,Stud iProgram h a k a j a s a p a k il a b n a p m U ) 2 ? a m r a h D a t a n a S s a ti s r e v i n U , s ir g g n I a s a h a B n a k i d i d n e P o e d i v n a a n u g g n e p i r a d n a k t a p a d d ir u m g n a

y rekaman praktek mengajar? 3 ) n a r a s , a w s i s i s p e s r e p n a k r a s a d r e

B -saran apa saja untuk meningkatkan dan n a a n u g g n e p n a k l a m i s k a m e

m video rekaman praktek mengaja r d i kela s

g n i h c a e t o r c i M ? . y e v r u s n a it il e n e p n a k a n u g g n e m i ti l e n e p , h a l a s a m n a s u m u r b a w a j n e m k u t n U a w s i s a r a P . E n a d , C , B , A s a l e k g n i h c a e t o r c i M a w s i s a d a p e k n a k a n a s k a li d y e v r u S d l a s a r e

b ar i semeste r 6 d i tahun ajaran 2010/2011 . Pengumpulan data dalam . a r a c n a w a w n a d r e n o i s e u k n a k a n u g g n e m i n i n a it il e n e p i s p e s r e p i k il i m e m a w s i s r a s e b n a i g a b e s a w h a b n a k u j n u n e m n a it il e n e p l i s a H o e d i v n a n u g g n e p p a d a h r e t fi ti s o

p rekamanpraktekmengajar .Paras iswamenganggap n a d n a h i b e l e k n a k u m e n e m a k e r e m u t n a b m e m k u t n u t a l a i a g a b e s t u b e s r e t o e d i v n a p m u n a k t a p a d n e m u p m a m a g u j a w s i s , u ti i r a d h i b e L . r a j a g n e m m a l a d n a g n a r u k e k p a d a h r e t k il a b n a p m u u ti a y n a i g a b 2 i d a j n e m i g a b i d g n a y k il a

b karakteirsitkl ainyang r

e

b hubungan dengan kemampuan dasa r mengajar dan umpan bailk terhadap r a s a d n a u p m a m e

k mengaja .r

n a d n a k t a k g n i n e m k u t n u n a r a s a p a r e b e b n a k ir e b m e m a w s i s a r a P n a a n u g g n e p n a k l a m i s k a m e

(10)

x i

g n i h c a e t o r c i

M .Siswa juga membe irkan saran yang bermanfaa tbag idosen kela s

g n i h c a e t o r c i

M tentangdisrtibus ivideo .Sarant ersebu tmembantus iswauntukmenlia i n

a k t a k g n i n e m n a d a k e r e m r a j a g n e m n a li p m a n e

p kemampuan mengaja r sesegera e

s r a j a g n e m k e t k a r p i d k i a b h i b e l r a j a g n e m u p m a m a y a p u s n i k g n u

m lanjutnya.

i s p e s r e p : i c n u k a t a

K , video rekaman praktek mengajar ,Microteaching ,kemampuan r

(11)

x S T N E M E G D E L W O N K C A s i H r o f , t s ir h C s u s e J , d o G y t h g i m l A k n a h t o t e k il d l u o w I , ll a f o t s ri F . y ti s r e v i n U a m r a h D a t a n a S n i y d u t s y m h s i n if n a c I t a h t o s s e v o l d n a s g n i s s e l b n i h g i h d l e h d a e h y m p e e k d n a g n i y rt p e e k n a c I , e r a c d n a e c n a d i u g s i H f o e s u a c e B d n a s r e ir r a b e h t g n i c a

f challenge swhichhinde rmet odomybes.t

, o y t e s a r P i d r a H . g A , r o s n o p s y m o t e d u ti t a r g t s e t a e r g y m e v i g o t e k il d l u o w I I . s s e n d n i k d n a , tr o p p u s , s n o it s e g g u s , s s e n g n il li w , k c a b d e e f s i h r o f . A . M , . d P . S l p m o c c a s i s e h t y m n i e g d e l w o n k d n a e m it s i h e t a i c e r p p

a ishment . Iwouldalso ilket o

, . m u H . M , . d P . S , ir a d n a b a r P h i S a lr a C , . d P . M , . d P . S , i r a d n a y t u T . C k n a h t y l e r e c n i s e h t r o f s r e r u t c e l g n i h c a e t o r c i M e h t s a . d P . M , . d P . S , a il u Y a d ir F e d a M d n a i b y M . s e s s a l c r i e h t n i h c r a e s e r t c u d n o c o t e m o t n e v i g s e it i n u tr o p p

o ggest t hank s I

o s l a m a I . e c i v r e s d n a p l e h r i e h t r o f s f f a t s t a ir a t e r c e s d n a s r e r u t c e l P S E L E o t e t a c i d e d 1 1 0 2 / 0 1 0 2 n i s s a l c g n i h c a e t o r c i M f o s t n e d u t s E d n a , C , B , A s s a l C o t l u f e t a r g t a m r o f n i e m g n i d i v o r p d n a s t n a p i c it r a p h c r a e s e r y m g n i e b r o f r a e y c i m e d a c

a ion . I

, . d P . S , g n a li l a M a h d d i S s u n o g o s y r h C o t s k n a h t t s e n r a e y m y e v n o c o t e k il o s l a d l u o w f o o r p y m e b o t s s e n g n il li w e h t r o f . d P . S , a y h t o r o D a n a y c u L d n a ) b a t n a c ( l i h P . M e d A o t d e s s e r d d a o s l a s i n o it a i c e r p p A . t n e m e v o r p m i r o f s n o it s e g g u s e h t d n a s r e d a e r a ri

W Sanjaya ,S.Pd.f o rgivingmeusefulr eferencest ocompletemyt hesis .

d e v o l e b y m o t d e t n e s e r p e r a e d u ti t a r g g n i m l e h w r e v o d n a s d r a g e r l a i c e p s y M : y li m a

(12)

i x , o h o r g u N i r T o t n a t s ir

K Ma sCh irstian Bud iAtmojo ,and Bulek Endang Ha trat ifo r

o t s h t g n e rt s d n a , s r e y a r p , s tr o p p u s , e c n a d i u g e m g n i v i g d n a e fi l t u o b a e m g n i h c a e t .s m a e r d y m h c a e r s e t a m k r o w y m l l a r o f e d u ti t a r g e l b a b ir c s e d n i y m s s e r p x e o t e k il o s l a d l u o w I n

i Lembaga Bahasa Universtia s Sanata Dharma fo r giving me abundan t

. fl e s y m e v o r p m i d n a n i a rt o t s e c n e ir e p x e d n a s e it i n u tr o p p

o My deeply grattiudealso

o t s e o

g my boarding house firend, Fransisca K irsna Adyant iSanjaya ,fo rinspi irng

y e b a G o t , e l b i s s o p s a n o o s s a y d u t s y m h s i n if o t e

m FaustenaU .andErn iDamayant i

y m s

a a -bal abal pa trner sfo rrocking my days ,and t o myPB If irend swho have t he

l li w I . y b b e D d n a , a ti L , i e M , k i h c U , a ti V , k i y E , e h c u L y l e m a n , e m e k il e l g g u rt s e m a s h p e h t y ll a i c e p s e , s h g u a l d n a s e ir o m e m e h t ll a t e g r o f r e v e

n otos ession .

n o i s s i m m o C n e r d li h C t a s e t a i c o s s a g n i h c a e t y m k n a h t o t e k il d l u o w I , r e h tr u F e v r e s o t d n a l o o h c s y a d n u S r e tt e b a e t a e r c o t e l g g u rt s e h t e t a i c e r p p a I . n e t a l K I K G f o o t d e t b e d n i y l p e e d m a I , t s a l t A . d r o L r u

o GANKCOBRA(NovianaDew iWjiayanit ,

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

M ssed to people whom Icanno tmeniton thei r

g n i p l e h r o f e n o y b e n o s e m a

n metoaccompilsht hist hesi .s

(13)

ii x

S T N E T N O C F O E L B A T

e g a P

E G A P E L T I

T ... i

S E G A P L A V O R P P

A ... ii

E G A P N O I T A C I D E

D ... vi

Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T

S ... v

R A B M E

L PERNYATAANPERSETUJUANPUBLIKASIKARYAI LMIAHUNTUK S

I M E D A K A N A G N I T N E P E

K ..................................................................................... iv

T C A R T S B

A ... iiv

K A R T S B

A .................................................................................................................. iiv i

S T N E M E G D E L W O N K C

A ... x

S T N E T N O C F O E L B A

T ... iix

S E L B A T F O T S I

L ... iix i v

S E R U G I F F O T S I

L ... xx i

S E C I D N E P P A F O T S I

L ... xx

N O I T C U D O R T N I :I R E T P A H

C ... 1

.

A ResearchBackground... 1

.

(14)

ii i x .

C ProblemLimtiaiton ... 5

.

D ResearchObjecitves ... 6

.

E ResearchBeneftis ... 7

.

1 MicroteachingStudent sEspeciallyi nSanataDharmaUniverstiy ... 7

.

2 MicroteachingLecturer sEspeciallyi nSanataDharmaUniverstiy ... 7

.

3 FutureResearchers ... 8

.

F De ifniitono fTerms ... 8

.

1 Percepiton ... 8

.

2 Video-RecordedTeachingPracitce ... 9

.

3 Microteaching ... 9

.

4 TeachingSkills ... 01

R : II R E T P A H

C

E

V

I

E

W

O

F

R

E

L

A

T

E

D

L

I

T

E

R

A

T

U

R

E

... .

1

3

.

A Theoreitca lDesc irpiton ... 31

.

1 Percepiton ... 31

.

a TheProces sCreaitngPercepiton ... 41

.

b Factor sIn lfuencingPercepiton ... 61

)

1 ThePerceiver ... 61

)

2 TheTarget ... 81

)

3 TheStiuaiton ... 91

.

c RelaitonbetweenPercepiton ,Thinking ,andLearning ... 02

.

(15)

v i x .

a Video-RecordedTeachingPracitcea sFeedback ... 12

.

3 MicroteachingClassi nEngilshLanguageEducaitonContext ... 32

.

4 TeachingSkills ... 42

.

a SetI nduciton ... 52

.

b DeilveryandSitmulus-Va iraitonSkills ... 62

.

c QuesitoningandReinforcemen tSkills ... 92

.

d Se tClosure ... 03

.

B Theoreitca lFramework ... 13

Y G O L O D O H T E M : I II R E T P A H

C ... 33

.

A ResearchMethod ... 33

.

B ResearchParitcipants ... 43

.

C ResearchI nsrtuments ... 43

.

1 Quesitonnarie ... 43

.

2 InterviewGuide ... 73

.

D DataGathe irngTechniques ... 73

.

E DataAnalysi sTechniques ... 83

.

1 Dataf romQuesitonnarie ... 83

.

2 Dataf romI nterview ... 93

.

F ResearchProcedure ... 93

.

1 Dist irbuitngt heQuesitonnarie ... 93

.

(16)

v x .

G AnalyzingandI nterpreitngt heData ... 14

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

C ... 24

.

A TheStudents ’Percepitonont heUseo fVideo-RecordedTeachingPracitce

.. .. .. .. .. .. .. .. .. .. .. .. .. .. ..

.. ... 24

.

1 TheDesc irpitonoft heStudents ’PercepitonBasedont heAnalysi so f

s tl u s e R s e ri a n n o it s e u

Q ... 34

.

a Close-endedQuesitons ... 34

.

b Open-endedQuesitons ... 44

.

2 TheDesc irpitonoft heStudents ’PercepitonBasedont heAnalysi so f

w e i v r e t n

I ... 7..4

.

3 Discussion ... 05

.

B The Feedback the Student sObtained from the Use o fObservaiton Shee tin

s s a l C g n i h c a e t o r c i

M ... 45

.

1 The Desc irpiton o fthe Feedback the Student sObtained Based on the

s tl u s e R s e ri a n n o it s e u Q f o s i s y l a n

A ... 55

.

a Close-endedquesitons ... 55

)

1 FeedbackonOthe rCharacteirsitc sRelatedt oTeaching Sk ..ills . 55

)

2 FeedbackonBasicTeachingSkills ... 75

.

b Open-endedQuesitons ... 36

.

2 The Desc irpiton o fthe Feedback the Student sObtained Based on the

w e i v r e t n I e h t f o s i s y l a n

(17)

i v x .

3 Discussion ... 27

.

a FeedbackonOthe rCharacteirsitcsr elatedt oTeachingSk ills... 27

.

b FeedbackonBasicTeachingSkills ... 57

.

C Students ’Recommendaitons t o Improve and t o Maximize t he Use o fVideo

-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 d e d r o c e

R ... 0....8

.

1 Students ’ Recommendaiton s Gathered from the Open-ended

e ri a n n o it s e u

Q ... 08

.

2 Students ’Recommendaiton sGatheredf romt heI ntervi ew ... 38

.

3 Discussion ... 68

.

4 Othe rRecommendaitons ... 78

S N O I T S E G G U S D N A S N O I S U L C N O C : V R E T P A H

C ... 98

.

A Conclusions ... 9..8

.

1 The Students ’ Percepiton on the Use o f Video-Recorded Teaching

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 ... 98

.

2 The Feedback the Student sObtained from the Use of Video-Recorded

g n i h c a e T r i e h T g n i n r e c n o C 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

t n e m e v o r p m I s ll i k

S ... 09

.

3 The Students ’Recommendaitons t o I mprove and t o Maximizet he Useo f

o e d i

V -RecordedTeachingPracitce ... 19

.

(18)

ii v x .

1 For t he Lecturer swhoTeach Microteaching Classes ,especiallya tSanata

y ti s r e v i n U a m r a h

D ... 39

.

2 Fort heStudent swhoJ oinMicroteachingClasses ... 4..9

.

3 Fo rFutureResearchers ... 59

S E C N E R E F E

R ... 69

S E C I D N E P P

(19)

ii i v x

S E L B A T F O T S I L

e l b a

T Page

1 .

3 QuesitonnarieDataAnalysis ... 93

2 .

3 TheResearchSchedule ... 14

1 .

4 Quesitonnarie Resul to fStudents ’Genera lPercepiton on the Use o fVideo

-P g n i h c a e T d e d r o c e

r racitce( Close-endedQuesitons) ... 3..4

2 .

4 Quesitonnarie Resul to fthe Feedback on Othe rCharacteirsitc sRelated to

TeachingSkill stha tStudent sObtained f romUsingVideo-recorded Teaching

e s o l C ( e c it c a r

P -endedQuesitons) ... 65

3 .

4 Quesitonnarie Resul to fthe Feedback on the Se tInduciton tha tStudent s

m o r f d e n i a t b

O Using Video-recorded Teaching Pracitce (Close-ended

Quesitons) ... 85

4 .

4 QuesitonnarieResul toft he Feedback ont heDeilveryand Sitmulu sVa iraiton

o e d i V g n i s U m o r f d e n i a t b O s t n e d u t S t a h t s ll i k

S -recorded Teaching Pracitce

e s o l C

( -endedQuesitons) ... 95

5 .

4 QuesitonnarieResul tof t he Feedback ont he Quesitoning and Reinforcemen t

o e d i V g n i s U m o r f d e n i a t b O s t n e d u t S t a h t s ll i k

S -recorded Teaching Pracitce

e s o l C

( -endedQuesitons) ... 16

6 .

4 Quesitonnarie Resul t o fthe Feedback on the Se t Closure tha t Student s

Obtained from Using Vid -eo recorded Teaching Pracitce (Close-ended

(20)

x i x

S E R U G I F F O T S I L

e r u g i

F Page

1 .

2 Perceptua lProcess( Atlmane ta.l ,1985 :83) ... 51

2 .

(21)

x x

S E C I D N E P P A F O T S I L

e g a P

1 x i d n e p p

A :Lette ro fPermission ... 89 2

x i d n e p p

A :TheQuesitonnarie ... 21 0 x

i d n e p p

A 3: TheQuesitonnarieBluep irn t ... 51 0 4

x i d n e p p

A :Students ’Fina lScoreo fClose-endedQuesitonnarie ... 01 1 5

x i d n e p p

A :ThePercentageResutl so fClose-endedStatements ... 61 1 6

x i d n e p p

A :RawDataf romOpen-endedQuesitons ... 11 2 7

x i d n e p p

A :I nterviewGuide... 51 3 :

8 x i d n e p p

A InterviewGuideBluep irnt ... 3....1 6 :

9 x i d n e p p

(22)

1

I

R

E

T

P

A

H

C

N

O

I

T

C

U

D

O

R

T

N

I

y l e m a n , s e u s s i g n i y lr e d n u r o j a m x i s s e t a r o b a l e r e h c r a e s e r e h t ,r e t p a h c s i h t n I

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

o n i s

e h t d li u b o t d e d n e t n

i raitonalef o rconducitngt her esearch.

.

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

(23)

, 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

(24)

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

(25)

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

(26)

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

(27)

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

(28)

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

(29)

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

(30)

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

(31)

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

(32)

. 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

(33)

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

(34)

3 1

I

R

E

T

P

A

H

C

F

O

W

E

I

V

E

R

E

L

A

T

E

D

L

I

T

E

R

A

T

U

R

E

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

(35)

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

(36)

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

(37)

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