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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
By
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)
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STATEMENT OF WORK’S ORIGINALITY
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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.
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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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TABLE OF CONTENTS
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
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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
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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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LIST OF FIGURES
Figure 2.1. Microteaching principles ...………... 17 Figure 2.2. The perceptual process ………... 20
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.
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.
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
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
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
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’
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
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
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
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
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
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
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
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
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
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
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
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
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)
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
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.
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
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
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
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
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.
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
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
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
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:
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’
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
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
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
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
No Statements Strongly
Disagree Disagree Agree
Strongly Agree
1 Have experienced on being recorded in a classroom before
10
3 Motivated to teach better when you are recorded
4 You are comfortable and relaxed when you are recorded
5 You feel confident to teach when you are recorded 7 You watch your recorded teaching
practice 8 You feel enthusiastic to watch
your recorded teaching
9 You are confident to watch your recorded teaching practice
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,
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.”
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.”
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
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
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
