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
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
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
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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
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i s p e s r e p : i c n u k a t a
K , video rekaman praktek mengajar ,Microteaching ,kemampuan r
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
.
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
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... .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
.
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
.
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
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 ’Recommendaitonst o I mproveand t o Maximizet he Useo f
o e d i
V -RecordedTeachingPracitce ... 19
.
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
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
x i x
S E R U G I F F O T S I L
e r u g i
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2 Perceptua lProcess( Atlmane ta.l ,1985 :83) ... 51
2 .
x x
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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
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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
e s o p x
e the feedback which t he student sobtained by watching t he video so t hat t he
w o n k n a c s t n e d u t
s the signi ifcance o fwatchingt hevideo-recorded t eaching pracitce
g n i v o r p m i n
i thei rteaching skills. The research i saimed to help the student sto be
k c a b d e e f e v i e c e r o t e l b
a by themselve sthrough the video since feedback from
. e v it c e j b o d n a d e li a t e d t o n e r a s e m it e m o s s r e e p d n a r e r u t c e l
.
B ProblemFormula iton
n o it a l u m r o f m e l b o r p e h
T oft hes tudybasedont hebackgroundoft her esearch
s
i presentedasf ollows:
.
1 W tha i sthe students ’ percep iton no the use o f video-recorded teaching
e c it c a r
p in i mproving theri t eaching skills in Microteaching class o fEngilsh
e g a u g n a
L EducaitonStudyProgram,SanataDharmaUniverstiy?
.
2 Wha ti sthe feedback the student sobtained from the use o fvideo-recorded
? e c it c a r p g n i h c a e t
.
3 Based on the students ’ percepiton , wha t are thei r recommendaiton s to
o e d i v f o e s u e h t e z i m i x a m o t d n a e v o r p m
i -recorded teaching pracitce in
? s s a l c g n i h c a e t o r c i M
.
C ProblemLimtia iton
e h T . s ll i k s g n i h c a e t ’ s t n e d u t s g n i v o r p m i t a d e m i a s i s s a l c g n i h c a e t o r c i M
h s il g n E f o s t n e d u t s e s u a c e b s s a l c g n i h c a e t o r c i M s e s o o h c r e h c r a e s e
r Language
o e d i v t u o b a y d u t s e h t e c n i S . s s a l c s i h t n i t o l a g n i h c a e
t -recorded t eachingpracitce i n
t , e d i w s i s s a l c g n i h c a e t o r c i
M heresearchermake ssome ilmtiaitons t o ilmtit hescope
y d u t s e h t f
o .Frist ,the video discussed by the researche ri sa video which i s taken
. s s a l c g n i h c a e t o r c i M n i g n i h c a e t e c it c a r p s r e h c a e t t n e d u t s e h t n e h
w In Microteaching
,s s a l
c thes tudent sarer ecordedt wicei nt hemidt es tand ifnalt es .tYe,tt hevideoused
s i h c r a e s e r s i h t n
i taken from the mid tes tonly .Using the mid tes tvideo, the
c a e t o r c i
M hing student s can evaluate thei r teaching performance especially the
. s ll i k s g n i h c a e
t Theycan i mprove t herit eaching skillsand t eachbetter int he second
t d i
m es t t(eaching the lowe r semeste rstudents )and in the ifna ltes t t(he second
. ) g n i d r o c e
r Second ,thi sresearch i s ilmtied to Microteaching student so fEngilsh
e g a u g n a
L Educaiton Study Program ,Sanata Dharma Universtiy .There i sno tany
. y ti s r e v i n U a m r a h D a t a n a S n i t e y r e tt a m t c e j b u s s i h t n o h c r a e s e
r Therefore ,the
’ s t n e d u t s g n i h c a e t o r c i M o t d e t a l e r n o it a m r o f n i y n a e r o l p x e d n a t u o g i d o t s i h c r a e s e r
n o it p e c r e
p on the use o fvideo-recorded teaching pracitce .I ti salso to gain the
o e d i v f o e s u e h t e v o r p m i o t s n o it a d n e m m o c e r e l b i s s o
p -recorded t eaching pracitce i n
.s ll i k s g n i h c a e t e h t e v o r p m i o t r e d r o n i s s a l c g n i h c a e t o r c i M
.
D ResearchObjec itves
n o it s e u q e h t r e w s n a o t d e d n e t n i s i h c r a e s e r s i h
T s stated in the problem
it a l u m r o
f on .Ther esearch objecitve sare,f rist ,t oo bserve t hestudents ’percepiton on
f o e s u e h
t video-recorded teaching pracitce to improve students ’teaching skill sin
d n o c e
S ,t hisr esearchaim sto ifndoutt hesuggesitonsf romt hestudent srelatedt o the
o e d i v f o e s
u -recordedt eachingpracitcei nMicroteachingclass
.
E ResearchBeneftis
: o t n o it u b ir t n o c e l b a u l a v e d i v o r p o t d e t c e p x e e r a h c r a e s e r s i h t f o s g n i d n if e h T
.
1 MicroteachingStudent sEspeciallyi nSanataDharmaUniverstiy
d e d r o c e r f o e s u e h t n o n o it a m r o f n i d e t a l e r y n a s e s s u c s i d h c r a e s e r s i h T
s s a l c g n i h c a e t o r c i M n i e c it c a r p g n i h c a e
t ,and the student scan ge tmany benefti s
t ,t s ri F . h c r a e s e r s i h t m o r
f h isresearchcanhelpt hestudent stouset hevideo-recorded
e r o f e b n a h t y l e t a ir p o r p p a e r o m e c it c a r p g n i h c a e
t .Second,t her esearche rexpectst hi s
h c r a e s e
r ph el the students to considert hat t heycan i 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
i v f o e s u e h t t u o b a k n i h t d n a , l e e f , e v i e c r e p s t n e d u t s e h t w o h y a w e h
t d -eo recorded
g n i h c a e
t pracitcei nMicroteachingclas .s
2 Video-RecordedTeachingPracitce
o e d i v , y d u t s s i h t n
I -recorded teaching pracitce si audio-visua lrecording o f
. t c e j b u s g n i h c a e t o r c i M n i e c it c a r p g n i h c a e t o d o h w s t n e d u t s g n i h c a e t o r c i
M In the
5 1 t u o b a r o f g n i h c a e t e c it c a r p s t n e d u t s e h t , o e d i
v – 20 minutes .Focu sof t hi sstudy
e h t s i o e d i v e h t d e t a l e
r funciton of the video a s feedback .According to Blasco ,
, a s o ll o n n e
F e l t . a (2008) ,the video recording technique i sconsidered an impo trant
e t a rt s e v it c e f f e d n
a gy t o i mprovet he t eaching skill swhich are recorded .I tshow sto
e h
t student stheri own interacitons ,habtis ,and progres stoward effecitve teaching .
r o f s i s a b a e d i v o r p o s l a n a c g n i d r o c e r o e d i v r o o i d u a , g n i h c a e t f o s t c e p s a y n a m r o F
, s d r a h c i R ( n o it c e lf e
r 2000) .The student salso ge tbene if tfrom seeing themselve s
.t i m o r f k c a b d e e f e h t t e g n a c y e h t o s , g n i h c a e t n e h
w
3 Microteaching
, y d u t s s i h t n
I Microteaching i sa scaled-down ,simulated t eaching encounte r
f o g n i n i a rt e h t r o f d e n g i s e
d both pre-service and in-service teacher s(Dwigh tW .
n e ll
A and KevinRyan ,1969.) tIi saimedtoprovidetheteache rcandidate swtiht he
e li h w s ll i k s g n i h c a e t f o r e t s u l c d e g r a l n e n a f o e c it c a r p e f a s e h t r o f y ti n u tr o p p o
l b a d n a t s r e d n u p o l e v e d o t w o h g n i n r a e
l e lesson sin any teaching subject .In Sanata
h s il g n E n i y ll a i c e p s e , y ti s r e v i n U a m r a h
D Language Educaiton Study Program ,
t o r c i
M eaching clas si sonly fo rsixth o rseventh semeste rstudent .I ti sbecause
n i d e t c u d n o c s i h c i h w s s a l c m u c it c a r p s i g n i h c a e t o r c i
s r e t s e m e s s u o i v e r p e h t n i d e ll if l u f e b o t e v a h h c i h w s t c e j b u s r e h t o s d e e n t i s s a l c s i h t
(Buku Pedoman Pengajaran Mikro ,2008) .Since Microteaching i spracitcum class , l
o o t g n i d r o c e r s i e r e h
t ilkevideo-taper ecorder( VTR )andaudio-taper ecorder( ATR) .
h t f o e s u e h
T ose t s ool i sto help the student sand the lecturers doing observaiton
. r e i s a
e The use o frecording tools i srelated to thi sstudy since thi sstudy concern s
o e d i v f o e s u e h t t u o b
a -recorded teaching pracitce which i sproduced by VTR .
s p l e h g n i h c a e t o r c i
M the teachercandidate s(1) t o improveboth conten tand method s
d n a g n i h c a e t f
o (2 )to develop basic teaching skills by using the video-recorded
e c it c a r p g n i h c a e
t .
4 TeachingSk ills
s ll i k s g n i h c a e t c i s a b s a d o o t s r e d n u s i s ll i k s g n i h c a e t f o m r e t e h t , y d u t s s i h t n I
n i e s o p o r p i d n a h o R . R d n a , i m o D . S , it a i m s i R . C . E , o m o n r u P . P t a h w s
a Buku
o r k i M n a r a j a g n e P n a m o d e
P (2008) .Accordingt oBukuPedomanPengajaranMikro e
v e s e r a e r e h t ,) 8 0 0 2
( ra lbasict eaching skill swhicha studentt eache rshouldmaster .
s u l u m it s d n a y r e v il e d , n o it c u d n i t e s e r a y e h T . s ll i k s g n i h c a e t c i s a b r u o f e r a e r e h
T
l li k s h c a E . e r u s o l c t e s d n a , s ll i k s t n e m e c r o f n i e r d n a g n i n o it s e u q , s ll i k s n o it a ir a v
b u s e m o s f o s t s i s n o
c - ks i ll .s
)
a Seti nduciton
s r e h c a e t , n o it c u d n i t e s n
I opent hel esson da n in rtoducet het eachingmate iral .
y e h
T rtyt ogivea“b irdge”betweenstudents ’p iro rknowledgeandt hemate ira lwhich
. d e n i a l p x e e b o t g n i o g s
. n o it p e c r e p p a d e ll a
c Set i nduciton skli lha sspeci ifcand i mpo tran tpurposes in every
. y ti v it c a g n i n r a e l
)
b Deilveryands itmulus-va iraitons kills
t r a p s i h t n i e s u a c e b y ti v it c a g n i h c a e t f o e r o c e h t s i t r a p s i h
T the teacher s
c a e t e h t r e v il e
d hingmate iralt ot hes tudents .Accordingt oBrown( 1975 ,)t hiss killi s
c e h
t ente racitvtiybecause t eachers’ crediblitiy i sbeing accounted especially when
r e v o e r o M . l a ir e t a m e h t r e v il e d y e h
t ,t here aremanyothe rthing swhichthe teacher s
e tt a y a p d l u o h
s niton ,ilket hevoice( cleare rand l ouder) ,movemen tandgesture ,eye
, d r a o b e h t s a h c u s a i d e m f o g n i s u e h t d n a , s t n e d u t s e h t o t e l y t s n o it c a r e t n i ,t c a t n o c
. n o o s d n a , D C L
)
c Quesitoningandr einforcements kills
,s s e c o r p g n i h c a e t n
I et h teacher sdono tonlyt eacht hes tudents ,buts omeitme s
y e h
t quesitons t o t he students i n order t o know t he students ’opinion o rclarfiy the
f o s e ti s i u q e r e r p e m o s o s l a e r a e r e h t , s n o it s e u q g n i v i g n I . g n i d n a t s r e d n u ’ s t n e d u t s
f o s e p y t ,s n o it s e u q f o y ti r a l c e h t e k il e s o h
t quesitons ,and dist irbuiton o fquesiton s
(Buku Pedoman Pengajaran Mikro ,2008) .The teacher sare expected to give lal ,t
r a p s i h t n I . n o it r o p e m a s e h t s t n e d u t
s et h teacher sare also expectedt ocomprehend
e k il l li k s t n e m e c r o f n i e r e h
t moitvaitng the students ; giving comp ilment sfo rthe
d a e t s n i tr o f f
e to tru irng mthe .
)
d Se tclosure
o t g n i d r o c c
A Buku Pedoman Pengajaran Mikro (2008) ,se tclosure refers t o ,
e r e H . n o s s e l e h t f o g n i s o l c e h
t a h w l l a c e r o t s i tI . d n e e h t ll it g n i n n i g e b e h t m o r f d e n r a e l e v a
h the student shave
. n r a e l y e h t t a h w t o g r o f y d a e rl a e v a h s t n e d u t s e m o s s e m it e m o s e s u a c e b d e n r a e
l The
teacher sneed t o repea twhat t hey have t augh tb irelfy .In t hi sskill t eachers i nvolve
s t n e d u t s e h
t summa irze the lesson by asking ques iton srelated to the topic ,so the
l a ir e t a m e h t e z ir a m m u s n a c s t n e d u t
s byt hemselve .sI nt hiss kill, et h teacher smayse t
homeworkt opromote thef u trher learningand t ocheck whethe rlearning objecitve s
g n i n r a e l d n
3 1
I
I
R
E
T
P
A
H
C
F
O
W
E
I
V
E
R
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
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 fperceive rinlfuence the percepiton which he creates .
o t s t p m e tt a d n a t e g r a t a t a s k o o l l a u d i v i d n i n a n e h w t a h t s n i a l p x e ) 1 0 0 2 ( s n i b b o R
e h t a h w t e r p r e t n
i o r she sees , the interpretaiton i s in lfuenced by persona l
. s c it s ir e t c a r a h
c The persona lcharacte irsitc so fthe perceive rare considered a sthe
s r o t c a
f which in lfuence to wha the perceives .Those persona lcharacteirs itc sinclude
t s e r e t n i ,s e v it o m , s e d u ti tt
a s ,pas texpe irences ,and expectaitons .Unsaits ifed need so r
. n o it p e c r e p r i e h t n o e c n e u lf n i g n o rt s a t r e x e y a m d n a s l a u d i v i d n i e t a l u m it s s e v it o m
d g n i v a
H fiferenti nteres talsocanmakeani ndividua lnoitcesomethingdfifere ntfrom
. e v i e c r e p s r e h t o t a h
w Inaddiiton ,pas texpeirencealsot akesi mpo trantr olei ncreaitng
t c e j b o e s u a c e b n o it p e c r e
p s o revents tha thave neve rbeen expe irenced before are
e c it o n e r o
Atlman e l t . a (1985 )offe rthe factor sin lfuencing percepiton which suppor t
’ s n i b b o
R characte irsitc so fperceiver .Thef ou rmosti mpo trantf actor sareselecitono f
il u m it
s ,organizaitonofs itmuil ,stiuaiton ,andtheperson’ss el fconcep.t
.
a Selecitonofs itmul i
In seleciton o fsitmul iphase students selec tce train sitmul iand iftle rou t
. s r e h t
o tI i sbecauset hestudent scannotf ocust oal lsitmuilt heyreceived .Theyf ocu s
n
o only a smal lnumber .Atlman e ta.l ,(1985 )meniton :“Since t he process i scalled
n o it c e l e
s ,tii st her easonwhys tudent sperceivet hing sdfiferenltyt hought heyseet he
s t c e l e s t n e d u t s h c a E . ) 6 8 . p ( ” g n i h t e m a
s the speci ifc cue sand iftlers, o rscreen ou t
s e u c e h
t .Herbe tr ( 1976 )explain speople need t o iftle ro rscreen ou tmos to fcue sso
s e u c e h t t a h
t maydea lwtihi mpo tran torr elevan tones .
.
b Organizaitonofs itmuil .
Theselectedsitmul ishouldbeorganizedi nordert obemeaningful .Atlman te
5 8 9 1 ( l
a )s tate :“Thearrangemen tofs itmul iaffect sou rpercepiton”( p .88) .Themind
g n it t u p d n a s m e ti n i a tr e c g n it c e l e s y b a t a d y r o s n e s f o e g a s s e m r o r e d r o g n ir b o t s e ir t
n o d e s a b s i h c i h w y a w l u f g n i n a e m a n i r e h t e g o t m e h
t theexpeirence.Inothe rwords ,
z i n a g r o d n a d e t c e l e s e h t s e s u n i a r b e h
t ed sitmuil t o make i nterpretaiton o fwha tan
.s e v i e c r e p l a u d i v i d n
i cA cording to Atlman ,e ta.l ,(1985 )there are three p irnciple s
. n o it a it n e r e f fi d s i e l p i c n ir p e n O . il u m it s l a u s i v t e r p r e t n i n o s r e p a w o h e n i m r e t e d t a h t
f o n o it a it n e r e f fi d l a u s i v t s e l p m i s e h
T a ifgure i sfrom ti sbackground .The second
s m e ti p u o r g o t y ll a c it a m o t u a s d n e t d n i m e h T . g n i p u o r g d e ll a c s i e l p i c n ir p g n i z i n a g r o
. y ti r a li m i s d n a y ti m i x o r p o t g n i d r o c c
h c i h w e g a m i e h t e t e l p m o c d n i m e h t s n a e
m we see only par tso tha twha ti sseen
e c u d e r o t s i s s e c o r p n o it a z ir o g e t a c e h t f o n o it c n u f n i a m e h T . l u f g n i n a e m s e m o c e b
. s e ir o g e t a c r e l p m i s o t n i n o it a m r o f n i x e l p m o c
.
c Thes tiuaiton .
Atlmane tal,.( 1985 )state :“Perceivingastiuaitonaccuratelyi salsorelatedt o
n o it a u ti s o t r o i v a h e b r e h r o s i h s t s u j d a n o s r e p a l l e w w o
h ” (p .89) .The stiuaiton
u o b a n o it a t c e p x e , h ti w y ti r a il i m a f s ’ n o s r e p a s e d u l c n
i t ,and pas texpe irence .Atlman
e tal .alsogiveexamples relatedt o et h s tiuaitonf actor , afreshgraduatewhoha sneve r
e h t f o s e u l a v d n a s m r o n e h t d n a t s r e d n u o t t l u c if fi d t i d n if y a m e r o f e b d e k r o w
n i t n e m tr a p e d e h t f o s c i m a n y d l a n o s r e p r e t n i e h t s s e s s a o t r o e c a l p k r o
w which he o r
.s k r o w e h s
.
d S -efl concept
S -efl concep ti sthe way we feel ,see ,and perceive ourselve saffect sto ou r
. n o it p e c r e
p The way we see ourselve s affect s to ou r percepiton toward s the
fl e s e h T . s u d n u o r a t n e m n o ri v n
e -concept i s i mpo tran tbecause menta lpicture o fan
s e n i m r e t e d l a u d i v i d n
i o fwha theperceive sanddoes( Atlmane ta.l ,1985 .)
)
2 TheTarge t
Characte irsitc so fthe targe twhich i sbeing observed can affec twha ti s
s i d r a o b ll i b g i b n i t n e m e s it r e v d a e k il y r a n i d r o a rt x e r o l a u s u n u g n i h t e m o S . d e v i e c r e p
. r e p a p s w e n e h t n i t n e m e s it r e v d a l l a m s n a h t d e c it o n e b o t y l e k il e r o
m Robbins( 2001 )
, d n u o r g k c a b , e z i s , d n u o s , n o it o m e k il t e g r a t e h t f o s e t u b ir tt a e m o s s n i a l p x
e and
y ti m i x o r
)
3 T She tiua iton
Thecondiitonofs urroundingenvrionmentsi n lfuence spercepitonwhenthe
n o it p e c r e p g n it a e r c s s e c o r
p occurs .“Thecontexti nwhichwes eeobjec to reventsi s
: 1 0 0 2 , s n i b b o R ( ” t n a tr o p m
i p .124) .The itmea twhichanobjec to reventi ss eencan
e c n e u lf n
i atteniton,i talsoi ncludesl ocaiton ,ilght ,heat ,o ranynumbe rofs tiuaitona l
f o s e p y t g n i n i a l p x e s i r e h c a e t h s il g n E n a , n o o n r e tf a t o h a n i : e l p m a x e r o f ,r o t c a f
tl u c if fi d s i l a ir e t a m e h t e s u a c e b d e t s e r e t n i s s e l m e e s s t n e d u t s e h T . s e s n e
t .Theyfee l
d e ri
t a tfe rhavingmanyclasse sbefore ,andf ee lhungry .Thes tudent swli lperceive
t n e r e f fi
d ly fit hes tudent sattendthemorninggramma rclass .Thei rmindi ss itllf resh ,
. m r a w l li t s s i r e h t a e w e h t d n
a Perhap ,st hes tudent swli lbemorei nterestedi nt ha t
m a r
g ma rclass .Robbin ssummairzest hef actorsi n lfuencingpercepitoninFigure2.2
2 . 2 e r u g i F
P e c n e u lf n I t a h t s r o t c a
F ercep iton( Robbins ,2001 :124) r
e v i e c r e p e h t n i s r o t c a F
x Atttiudes
x Moitves
x Interests
x Expe irences
x Expectaiton s
n o it a u ti s e h t n i s r o t c a F
x Time
x Works etitng
x Socials etitng
N O I T P E C R E P
t e g r a t e h t n i s r o t c a F
x Novetly
x Moiton
x Sound
x S ize
x Background
, e v o b a e r u g if e h t m o r
F the factor sin lfuence the proces screaitng percepiton from
E . s e d i s y n a
m achf acto rconsist sofs omecomponents .Thecomponent sputi mpo tran t
n i l a u d i v i d n i n a g n i c n e u lf n i n i e l o
r creaitngpercepiton .
.
c Rela itonbetweenPercep iton ,Thinking ,andLearning
Percepiton is related to proces s in which an individua l organize the
o t g n i n a e m e v i g o t r e d r o n i t i t e r p r e t n i d n a e s n e s r i e h t m o r f a t a d r o n o it a m r o f n i
i d n u o r r u s r o t n e m n o ri v n e e h t d n a t s r e d n
u ng .Kretine rand Kinick i(2005) called thi s
a s a s s e c o r
p cogniitveprocess .Forgus( 1966 )relatest hepercepitonwtihl earningand
f o s s e c o r p s i t I . g n i n r a e l o t l a rt n e c s i g n i k n i h t , s u g r o F o t g n i d r o c c A . g n i k n i h t
s i g n i n r a e l e s u a c e b g n i n r a e l o t l a rt n e c e h t s e m o c e b g n i k n i h T . il u m it s e h t o t e s n o p s e r
e i v d lr o w s e if i d o m l a u d i v i d n i n a e r e h w s s e c o r p
a ws ,beilef , opinion ,atttiudes ,
. e g d e l w o n k d n a , g n i d n a t s r e d n u , ll i k s , s r o i v a h e
b Technically , learning modi ife s
’ s t n e d u t
s percepiton ontheril earningexpe irenceinMicroteachingclas .s
2 TheUseo fVideo-RecordedTeachingPrac itcei nMicroteachingCl ass
In thi sstudy ,the researche rwould ilke to discus svideo-recorded teaching
e c it c a r
p .Video-recorded teaching pracitce here means audio-visua lrecording o f
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 citce in Microteaching subject .The
b
o ject swhoarer ecordedareMicroteachings tudentst hemselve swhoaret eaching .
In recen t itme , teache r rtaining insttiuiton s have begun to employ
e l p m a x e r o f , g n i n i a rt r e h c a e t f o e s o p r u p e h t r o f s d i a l a c i g o l o n h c e
s r e r u t c e
l use video-recordedt eachingpracitce as t he mateira lo rprobably t o analyz e
s s e r g o r p ’ s t n e d u t
s whichha sbeenarleadydonei nMicroteachingclass .Accordingt o
t n e d u t s ( e e n i a rt a , s s a l c g n i h c a e t o r c i M n i ) 5 7 9 1 ( n w o r
B teacher) t eache sa group o f
s li p u
p (studen tstudent )fo rmore o rles s ifve to ten minutes .Teaching pracitce si
d e d r o c e r y ll a u s
u b ya bla oratoryassistant ,andi twli lbeobservedandanalyzedbyt he
t n e d u t
s wtiht hesuperviso r t(eacher) .Since t heMicroteaching classi sequipped wtih
r o a r e m a c o e d i
v video-taper ecorder( VTRunti )whichi st or ecordstudents’ teaching
, e c n a m r o f r e
p they can watch theri teaching performance :how he teaches , the
.s h t g n e rt s e h t d n a s s e n k a e
w Akcan( 2010 )explains tha tvideotapingcan beuseda sa
n i n o it c e lf e r r o f s e it i n u tr o p p o e s a e r c n i o t l o o
t teache reducaiton programs .V oide
-d e s a
b feedback si used t o provide oppo truniite sfo rpre-service l anguage t eachers t o
. h c a e t o t n r a e l y e h t s a t c a d n a k n i h t y e h t w o h f o s c i m a n y d e h t d n a t s r e d n u
.
a Video-RecordedTeachingPrac itceas Feedback
Watching theri teaching performance through video-recorded teaching
e c it c a r
p ,studen tteachers can analyze how he performs .According t o Akcan (2010 )
o e d i
v -recorded teaching pracitce can provide faster , more objecitve , and more
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 eature senablet hel ecturer sandstudentst o
e v r e s b o d n a w e i v e
r students ’teaching performance .He consider sthe video a san
e c n i s l o o t n o it a u l a v
e i tprovide soppo truniitest othestudentt eacher stoevaluatethei r
c n a m r o f r e p g n i h c a e
t e .Moreover ,watching the video provide soppo truntiy to use
o e d i
v -based fo rstuden tteachers to re lfec ton theri own teaching performance and
n i a t b
) 0 0 0 2
( meniton stha tthe recording teaching pracitce i sa sa video-based studen t
g n i h c a e t a t a h t s e t a t s e H . k c a b d e e
f video o fa rtainee recorded from dfiferen tangle s
n i a rt e h t p l e h l li
w ee to reailze t he drawback fo h is o rhe rown t eaching pracitce . In
o e d i v f o e s u e h t , s d r o w r e h t
o -recorded teaching pracitce is a sa re lfeciton too land
. ll e w s a k c a b d e e f f o e c r u o
s The student t eachers can ge toppotruntiy t o objecitvely
w e i v e
r theri own teaching and improve the teaching skills .In the end ,the video
t s e h t p l e h n a c g n i d r o c e
r uden tteachers to evaluate his teaching .According to
) 1 0 0 2 ( y e ll a T & y r r e P d n a ) 4 0 0 2 ( e r v e F e
L a sctied by Akcan (2009) add tha tthe
r e h c a e t t n e d u t s p l e h n a c o e d i
v s to see the dynamic so fclassroom interaciton and
w o ll
a them to replayevent swhich are no tnoitced on the fris tviewing .Dymond &
) 7 0 0 2 ( y e ll e K & n o s n i b o R d n a ) 6 0 0 2 ( z t n e
B a sctiedbyAkcan( 201 )0 thinkt ha tthe
o e d i
v taken du irng t eaching performance i s rtustwo trhy data fo rstudent t eachers to
n i e g a g n
e thefeedback which i sbasedon t he actual r ecords .Akcan (2010 )suppo tr s
d n o m y D f o a e d i e h
t &Bentzbymenitoning :
Watching onesel fteaching increased awarenes so fa teache rcandidat 'e sown e
c it c a r p g n i h c a e
t . Watching onesel f teaching ' gave teache r candidate s the n
a s a y ll a c it ir c e r o m s e v l e s m e h t e t a u l a v e o t e c n a h
c "outsider"(p .8 .)
g n i h c t a w e li h
W theri teaching performance ,the studen t teachers evaluate theri
e c n a m r o f r e p g n i h c a e
t .Theycan also obtainfeedback onothe rcharacte irsitcs r elated
o
t teaching skills ,such as appearance ,con ifdence ,clas smanagement ,and speaking
ll i k
s . Feedback throughwatching videocan createan envrionmenti n whichboth t he
n i n o s s e l e h t n o t c e lf e r d n a r e h t o h c a e o t n e t s il r o s i v r e p u s e h t d n a e t a d i d n a c r e h c a e t
l a n o i s s e f o r p s 'e t a d i d n a c e h t o t d d a d n a n o it c u rt s n i e v o r p m i o t r e d r
3 MicroteachingClassi nEngilshLanguageEduca itonContext
Int hi sstudy ,microteachingclassi sde ifneda saclas swhich rtain sstudentst o
r e h c a e t e
b b yconducitngasmal lsimulatedclass .Thepurposeo fmicroteachingclas s
s
i to learn how to teach .In helping the teaching candidates to learn how to teach ,
s s a l c g n i h c a e t o r c i
M provide sthe student sfaciilite sto give them feedback on thei r
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 e t a u l a v e n a c s t n e d u t s e h t t a h t o s e c it c a r p g n i h c a e
t s sa
.) 9 6 9 1 ( n a y R d n a n e ll A y b d e t a t s
A s a compulsory subject , microteaching clas s puts impo tran t role s in
g n ir a p e r
p thestudentst obeat eacheri nt hef uturei nt ermo fbasict eachingskills .To
e v e i h c
a the goa lof t he class ,Microteaching class i sfaclitiated wtih some faciil ite s
s a h c u
s video camera projector ,viewer ,screen ,and so on .The video camera can
o e d i v a e c u d o r
p -recorded teaching pracitce conducted by studen t teacher . The
. s s a l c d e t a l u m i s a s i e c it c a r p g n i h c a e t
Using video-recorded teaching pracitce in Microteaching clas s give sthe
: n i a l p x e ) 9 6 9 1 ( n a y R d n a n e ll A . s ti f e n e b r e h c a e t t n e d u t s
: s y a w o w t n i s s e c o r p g n i h c a e t o r c i m e h t s n e h t g n e rt s g n i p a t o e d i V
“ First ,i ti s
g n i h c a e t s u o ir a v e h t f o s l e d o m f o y a l p s i d d n a t n e m p o l e v e d h t o b r o f t n e ll e c x e
. s ll i k
s Second ,the video-tape recorde ri sa powerfu lfeedback source in the )
4 5 . p ( ” .s s e c o r p g n i h c a e t o r c i m
m o r
F thei rpoin to fview, video-recorded t eaching pracitce helps t he student t eacher
o
t evaluate sh i o rher performance and also a sa teaching too lfo rthe lecturers .
o e d i v , n o it c n u f d n o c e s e h t o t g n ir r e f e
t n e m u rt s n
i whichhelphimo rhe rt oevaluateh isperformanceandknowwhichpar to f
. e c it c a r p g n i h c a e t t x e n e h t n i d e v o r p m i e b o t s d e e n h c i h w l li k s g n i h c a e t ri e h t
Fu trher ,based on Allen and Ryan’ sstatemen,t t hey argue t hat t here are ifve
:) 9 6 9 1 ( g n i h c a e t o r c i m f o s n o it i s o p o r p t n a tr o p m i
.
a Microteaching i sa rea lteaching in a simulated clas sin which the learning
-.t n e d u t s d n a r e h c a e t e h t y b d e t a e r c s i n o it a u ti s g n i h c a e t
.
b Microteaching i sa miniature se to frea lclassroom .I treduce sthe clas ssize ,
. y ti v it c a g n i n r a e l g n i h c a e t f o t n e t n o c e h t d n a r e b m u n t n e d u t s , e m it
.
c In microteaching class ,the student sare rtained to pracitce teaching skills ,to
.s l a ir e t a m e h t r e t s a m o t d n a , s e u q i n h c e t d n a s d o h t e m g n i h c a e t e c it c a r p
.
d Inmicroteachingclas ,st hei nsrtucto rha sconrtolt omanipulatet heelement so f
g n i h c a e
t -learning acitviite s such a s itme allocaiton , students , method s o f
h g i h a e v a h l li w m a r g o r p g n i n i a rt e h t t a h t o s . c t e , n o i s i v r e p u s d n a k c a b d e e f
. g n i h c a e t g n i c it c a r p n i l o rt n o c f o e e r g e d
.
e In microteaching class ,the studen tteacher should obtain any feedback o r
n o n o it a u l a v
e h iso rhe rperformancea tfe rpracitcingas ho trt eaching.
Fromt hose ifveproposiiton so fmicroteaching above , ti i si mpo trantto suppor t
s e t a d i d n a c r e h c a e t e h
t improves the teaching skills since they are faclitiated wtih
o r c i M n i s l o o t n o it a u l a v e d n a a i d e
m teachingclassroom.
4 TeachingSk ills
Teaching i sone o fteacher’ sjobs ,tha ti sthe reason why every teache r
e t a d i d n a
e d u l c n o
c ,t herearesomeskillst ha tat eache rshouldachievei nseti nduciton,t heyare
, n o it p e c r e p p a g n i v i
g staitng the goa lo fthe meeitng ,and moitvaitng the student s
(BukuPedomanMikro ,2008 .)
.
b DeilveryandS itmulus-Varia itonSk ills
Thi spar ti sthe core o fteaching acitvtiy because in thi sstage et h teache r
r e v il e
d s the t eaching mate iral t o t he students .The purpose sof t hese skill sare (1 )to
s t n e d u t s e h t p l e
h tounderstandt het opicoft hel esson ,(2 )toachievet hecompetence
t e
s in the cur irculum ,(3 )to sitmulate the students ,(4 )to increase thei racitve
, y d u t s f o t ir i p s d n a m s a i s u h t n e , n o it a p i c it r a
p a swel la s(5 )to avoid boredom and
s e i h t a p
a .According t o Buku Pedoman Mikro (2008 )mate ira ldeilvery is t he cente r n
I . y ti v it c
a thi sstage ,teacher’ s credibli tiyi sbeing accounted in t erm so fbeing able
e h t e k a m o
t student scomprehend the mate ira.l Deilve irng sitmulu sva iraiton in
g n i h c a e
t -learning proces scan help the student sto comprehend the mateira land
s ’ g n it e e m e h t e v e i h c
a goal .There are some speci ifc skill swhich t eache rshould pay
n o it n e tt
a int hi spar,tt heyare:
.
1 Mate ira lorganizaiton
In mate ira lorganizaiton ,the fris tpoin ttha ta teache r should do before
i h c a e
t ng i smaste irng t he mate iral .Thi sskill si very crucia lsince t his i s t he cente r
y ti v it c
a of t eaching-learning process .The way t eache rorganizes t he mate iral can be
e t a r u c c a w o h n o d e s s e s s
a he o rshe explain sthe mate iral .In thi spa tr ,teache r
e t a d i d n a
c should also relate the mate ira lto othe rrelevan tknowledge ,deilve rthe
e t a l e r d n a , e n o d e t a c il p m o c e r o m e h t o t n i e n o e l p m i s e h t m o r f l a ir e t a m e h t g n i n i a l p x e
s t n e d u t s e h t f o e fi l y li a d e h t o t l a ir e t a m e h
t (Buku Pedoman Pengajaran Mikro , 8
0 0 2 .)
.
2 Voice
For t hevoice,t eache rcandidateshould explaint he mate ira lwtih avery clea r
g n i d r o c c A . y lr a e l c n e t s il n a c s t n e d u t s e h t ll a t a h t o s e c i o
v BukuPedomanPengajaran o
r k i
M (2008 ) the voice i s deailng wtih the volume , aritculaiton , rhythm , and a
c r e h c a e T . n o it a n o t n
i ndidateshouldpayattenitont orhythmandi ntonaitonva iraiton
g n i h c a e t g n ir u d n o it n e tt a ’ s t n e d u t s t e g o t r e d r o n
i -learningprocess .Thestudent swli l
n i n o it a n o t n i t a lf e h t h ti w l a ir e t a m e h t s n i a l p x e r e h c a e t e h t f i d e r o b t e
g the whole
g n i h c a e
t -learningproces .s
.
3 Pause
In thi sskill ,teache rcandidate should give enough itme to the student sto
r e h c a e T . e n o t l u c if fi d e h t s a d e r e d i s n o c l a ir e t a m e h t r o f y ll a i c e p s e l a ir e t a m e h t t s e g i d
e t a d i d n a
c s shouldknow whent heyshouldgivethepausedu irngt het eachingleaning
) L T
( process .Giving pausei salso neededwhen t he studentsl earn dfiferen tmate ira l
s s e c o r p L T g n ir u d s u o i v e r p e h t m o r
f (BukuPedomanPengajaranMikro ,2008 .) .
4 Movemen tandgesture
To give atteniton to al l student s in class , teache r candidate can make
e l o h w e h t g n ir u d t o p s e n o n i k c u t s t o n s i e t a d i d n a c r e h c a e t o s , e m it e m o s t n e m e v o m
s t o p s r e h t o o t e v o m n a c e t a d i d n a c r e h c a e T . s s e c o r p L
T someitme ,and ge tcloser t o
. s t n e d u t s e h
i ,r e v e w o
H twli lbebette rfit het eache rcandidate give sn - oot t -o excessivemovement .
y ll a i c e p s e e r u t s e g o s l a t u b , t n e m e v o m y d o b o t r e f e r y l n o t o n s e o d t n e m e v o m e h T
c r e h c a e t fi r e tt e b s i tI . s d n a
h andidategives themeaninggesturei nordert os rtengthen
n o it a n a l p x e l a ir e t a m e h t f o s t n i o p t n a tr o p m i e h
t (Buku Pedoman Pengajaran Mikro , .)
8 0 0 2
.
5 Eyecontact
According Buku Pedoman Pengajaran Mikro (2008 )eye contac tbetween e
d e e n s i s t n e d u t s d n a r e h c a e
t dt oconrtolt hei nteracitonbetweent eache rands tudents .
e d u t s l l a o t n e v i g s i t c a t n o c e y e e h
T nts ,and i tshould l ooksympatheitc andf irendly .
t c e p s e r r e h c a e t e h t t a h t w o h s n a c t c a t n o c e y e d o o g e h
T s thes tudent .s
.
6 Interacitons tyle
In thi sskill ,teache rcandidate i ssuggested to improve the mutl iinteraciton
e l y t
s s ,suchasi nteracitonbetweent eache rcandidatetostudent ,st eache rcandidateto
o t t n e d u t s ,s t n e d u t s f o p u o r
g students ,andstudentt ogroups tudent .s
.
7 Media
Accordingt o BukuPedomanPengajaranMikro(2008) ,mediacan bea good y
a
w fo ra teacher to give more moitvaiton t o t he students i n l earning and make the
l a ir e t a m y r e v il e
d proces seasier .The media are both convenitona land technology
e r a a i d e m g n i s u f o s r o t a c i d n i e h T . d e s a
b (1 )media can ‘steal ’students ’atteniton so
e h
t student scancatch t hemessage , )(2 theteache rcan uset he mediaeffecitvelyand
d n a , y lt n e i c if f
.
c Ques itoningandReinforcemen tSk ills
I en t h teaching process ,teache rdoe sno tonly teach the students ,bu talso
e h s e m it e m o
s o rshe ask squesiton sto the student sin orde rto know the students ’
r o n o i n i p
o to assess t he students ’understanding .The quesiton shave many purpose s
s e h t g n i w o n k d a e t s n
i tudents ’ comprehension . According to Buku Pedoman r
k i M n a r a j a g n e
P o (2008 )the purpose so fquesitoning skill sare )( 1 to increase the g
n i h c a e t ri e h t n i n o it a p i c it r a p ’ s t n e d u t
s -learningi nteraciton ,(2 )to raisethe students ’
, g n i n r a e l f o c i p o t e h t n i y ti s o ir u c r i e h t d n a t s e r e t n
i (3 )todevelopt hestudents ’acitve
, g n i n r a e l d n a g n i k n i h t f o y a
w (4 )to help the student sto concenrtate on the topic
d n a , n o i s s u c s i
d (5 )to guidet hestudents i nt heproces so f ifndinga goodand correc t
. r e w s n
a Beside ,st hereare some othe rpoint srelated t o givingquesiton sskill swhich
e t a d i d n a c r e h c a e
t s shouldcomprehend .Theyarerelevancy ,clartiyo fquesiton ,st ype s
s n o it s e u q f
o , speed and pauses ,and dist irbuiton o fquesitons .Teache rcandidates
o t d e t a l e r s i ti r e h t e h w s t n e d u t s e h t o t k s a y e h t h c i h w s n o it s e u q f o d n i k w o n k d l u o h s
. t o n r o e s o p r u p g n i n r a e l e h t
The purpose o freinforcemen tskli li sto help the teachers to show posiitve
s t n e d u t s e h t o t k c a b d e e
f and t o communicate theri approva/ldisapproval towards t he
e k a m n a c t n e m e c r o f n i e R . s t n e d u t
s thestudents’f eeilngr einforcedt oparitcipatemore
g n i h c a e t e h t n i y l e v it c
a -learning process .There are two type so freinforcement ,
n o n d n a l a b r e
v -verba lreinforcement .Fo rthe verba lreinforcement ,i ti sdeilvered
y ll a r
o throughword silke‘ Excellen’to rsentence ilke‘ You ransweri scorrec’t .There e
t a d i d n a c r e h c a e T . t n e m e c r o f n i e r g n i v i g n i n o it a ir a v e b d l u o h
f o e s n e s a e t a e r c o t ) 4 ( d n a , e c n e u q e s n o c g n i n r a e l a f o d n e e h t o t n o it n e tt a w a r d
i y r e t s a m d n a t n e m e v e i h c
a nt hepupli .s
.
B Theore itcal Framework
Thi s seciton desc irbe s the interrelated theo ire s which are reviewed and
o t d e d n e t n i s i s e ir o e h t e s o h t f o e s u e h T . n o it p ir c s e d l a c it e r o e h t e h t m o r f d e n i b m o c
. I r e t p a h C n i d e t a t s s a s n o it s e u q h c r a e s e r e h t r e w s n
a Ther esearchi si ntendedt oknow
’ s t n e d u t
s percepitonon t he useo fvideo-recorded t eachingpracitce i n microteaching
c i s a b r i e h t e v o r p m i o t r e d r o n i s s a l
c teachingskills .Therefore,i n t hisr esearch,t here
e ir o e h t y l e m a n , s e ir o e h t f o s tr a p r o j a m r u o f e r
a sabou tpercepiton ,video-recorded
o t d e s u e r a s e ir o e h t e s o h T . s ll i k s g n i h c a e t c i s a b d n a g n i h c a e t o r c i m , e c it c a r p g n i h c a e t
’ s t n e d u t s e h t e t a g it s e v n i o t s i s a b a e d i v o r
p percepiton on t he use o fvideo-recorded
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 e c it c a r p g n i h c a e
t inMicroteachingclas .s
Wha tthe student sperceive on the use o fvideo-recorded teaching pracitce
a l a o g s s a l c e h t e c n e u lf n
i chievement .According t oAtlman e ta.l( 1985 ,)t hewayt he
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 inlfuences thei rbehaviora lresponses .I tmean stha t
e h t n o d n e p e d e v it a g e n r o e v it i s o p e b n a c s e s n o p s e r l a r o i v a h e b e s o h
t students ’
n o it p e c r e
p .The posiitve percepiton may lead into posiitve behaviora lresponse s
r e h t o e h t n O . e s r u o c e h t f o l a o g e h t e v e i h c a n a c h c i h
w hand, t he negaitve response
i b i h n i ll i
w tt het eachingl earningacitviitesandt hecoursegoa lachievemen.t
Usingvideoi neducaitona lcontex tespeciallyi nMicroteachingclasst or ecord
e t a d i d n a c r e h c a e
o e d i
v can givet heobjecitve f eedback t ot hestudents .Moreover ,thestudentt eachers
0 2 ( n a c k A y b d e ti c s A . e n o d e v a h y e h t t a h w t c e lf e r n a
c 1 ) r0 e lfecitve t eaching help s
e g n a h c r o f s e i g e t a rt s p o l e v e d o t d n a k r o w r i e h t n o y ll a c it ir c t c e lf e r o t s r e h c a e t
. ) 7 0 0 2 , e e L ; 7 0 0 2 , ll e r r a F
( The f eedback whicht he student sobtain canhelp t hem t o
e c n i s s ll i k s g n i h c a e t ri e h t e v o r p m
i theyobtainthedetaliedf eedbackt hroughwatching
. o e d i v e h
t In addiiton,t he teaching skill shave been catego irzed speci ifcally such a s
n o it c u d n i t e
s skill , deilvery and sitmulus-va iraiton skill , quesitoning and
d n a , ll i k s t n e m e c r o f n i e
’ s t n e d u t s , e l a c s s i h
t percepiton on t he use o fvideo-recorded t eaching pracitce could
s a w h c i h w e r o c s l a t o t e h t m o r f d e r u s a e m e
b obtainedbyeachs tuden:t
.
1 Thes tudentshadgoodpercepiton fit het otals corewa sbetween90– 01 2
.
2 Thes tudent shadaveragepercepiton fit het otals corewa sbetween61– 98
.
3 Thes tudent shadpoo rpercepiton fit het otals corewa sbetween30– 6 0
c ir e m u n e h t g n i m m u s y b d n u o f s i e r o c s l a t o t e h
T response sgivent o eachstatement .
y r
A e ta.l( 2002 )explain :“Thet ota lscorer epresentst he i ndividua’l satttiude t oward
e e w e i v r e t n i e h t w o n k d l u o c r e h c r a e s e r e h t , e r o c s e h t h g u o r h T . ) 4 2 2 . p ( ” c i p o t e h t
s e t a d i d n a
c f orinterview seciton.The catego ire so fmaking t heseclassi ifcaiton swere
:t a h t n o it a r e d i s n o c e h t n o d e s a b
.
1 Themaximumt otals coreofs rtonglyagreewa s120( 4x30 tiems.)
.
2 Themaximumt otals coreo fagreewa s90( 3x30 tiems .)
.
3 Themaximumt otals coreo fdisagreewa s60( 2x30 tiems .)
.
4 Themaximumtotals coreofs rtonglydisagreewa s30( 1x30 tiems .)
t n ir p e u l b e ri a n n o it s e u q e h
T (Appendix 3)wa smade t o seet he vaildtiyof t he
e ri a n n o it s e u
q .The bluep irn tshows t he quesitonnarie wa sdivided i nto 2 main pa trs .
d n a n o it p e c r e p l a r e n e g e r e w y e h
T feedback .The genera lpercepiton i saimed t o dig
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 t u o b a n o it a m r o f n i e h t t u
o -recorded
e h t e t a g it s e v n i o t s i t r a p k c a b d e e f e 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
s t n e d u t s e h t h c i h w k c a b d e e
f obtained by watching the video .The feedback par ti s
o t n i d e d i v i
d t wo pa trs .The fris tpar ti sfeedback on othe rcharacte irsitc srelated to
g n i h c a e
