Classroom Application of Microteaching : An Analysis of Students ’ Perspectives

Microteaching is a functional occasion which is extremely advantageous for candidate teachers to have real condition of teaching. The candidate teachers get once in a lifetime opportunities to execute their involvement in teaching. The students' perfectives are vital for advancing candidate teacher projects' results. This research intended for exploring the students' perspectives of one hundred thirty students from the English Language Education Program of FKIP-UIR. A mix of quantitative and qualitative procedures utilized as a part of gathering data. Questionnaire and focus group discussion were utilized as the instruments for data gathering. The findings that the whole sample of students has expressed that they were having their own points of view towards Microteaching and their opinion during Microteaching sessions give an extension to improve their showing abilities for real teaching sessions. These experience microteaching was helpful for students to have real teaching activities during Microteaching class.


INTRODUCTION
Completion of microteaching subject is a prerequisite for students in education faculty before having Field Experience Program (PPL).Not only a prerequisite, but through this microteaching, students are ready to get real experience in the practice of teaching.
The successful of microteaching will give a considerable measure benefits for students.
Microteaching is a beginning period in the foundation of preparing of essential basic training through teaching.
Fundamentally, microteaching is a learning strategy in light of the performance of the system which is done by preparing parts of teaching (teaching skills) in the learning process with the goal that students are extremely ready to control every components or a few an incorporated component in a teaching circumstances or reduced seen from the part of learning components, teaching materials, and time allocation.Ash and Clayton (2004), Ryan (2013), andRogers (2001) are eager proponents of teaching and assessing reflective learning on a whole-of-course approach.
Perspective of students is an important part because it is associated an assessment of the Microteaching subject.This evaluation is as a response of students' perspectives after attending Microteaching subject in implementing the competencies in teaching and learning process.Unit Field Experience Program (UPPL) FKIP-UIR (2016) Microteaching is generally aimed at preparing student teachers to face the job taught entirely in front of the class have the knowledge, skills, skills, and attitudes as teachers professional.Point of view of students is a critical part since it is related an appraisal of the Microteaching subject.This assessment is as a reaction of students' points of view in the wake of going to Microteaching subject in actualizing the abilities in educating and learning process.Unit Field Experience Program (UPPL) FKIP-UIR (2016) Microteaching is for the most part gone for planning students instructors to confront the activity educated totally before the class have the information, aptitudes, abilities, and states of mind as educators proficient.
Student success in running Field Experience Program (PPL) is influenced by many factors.These factors can be derived from self (internal) or from outside student self (external), for Field Experience Program (PPL) a blend of theoretical and practical abilities.
Students accomplishment in running Field Experience Program (PPL) is impacted by numerous components.These variables can be gotten from self (interior) or from outside students self (outer), for Field Experience Program (PPL) a mix of hypothetical and handy capacities.
Microteaching is a classroom application which one of the teachers' education technique in evaluating the students' competency combine with training and diagnostic tool in teachers' intern program at FKIP UIR especially in English study program.The technique allows candidate teachers define teaching skills and performance.The pedagogic skill for teaching can be acquired only through more structured and cheaper faculty The art of teaching does not merely involve a simple transfer of knowledge from one to other.Instead, it is a complex process that facilitates and influences the process of learning.Quality of a teacher is estimated on how much the students understand from his/her teaching.
The specialty of instructing does not just include a straightforward exchange of learning from one to other.Rather, it is an unpredictable procedure that encourages and impacts the way toward learning.Nature of an educator is evaluated on how much the students comprehend from his/her instructing.
The classrooms cannot be used as a learning platform for acquiring primary teaching skills.Moreover, many efforts and trainings have been done to undertake of Microteaching framework, there were some lacks and needs to improve the quality of English study program students at FKIP UIR to implement this subject in the classroom.

METHOD
The participant was the subject of where the information obtained.The participant of the research was all English study program students at semester 6 FKIP UIR who were taking Microteaching subject at the year 2016/2017.Then, the sample was only 32 students by using random sampling technique.

Interview
Interview was a dialogue which conducted by the researcher to obtain information from the In collecting the data by using interview, the researcher chose randomly for the sample, they were from 6A to 6F class in Microteaching subject.The activity in interview process, the researcher was helped by co researcher in doing the interview.
Each of students had 10 minutes to answer the questions which were arisen by the researcher, while co researcher recorded the process of interview.

Questionnaire
The questionnaire contained 20 questions which had been answered by students that contained the students' perspectives in Microteaching class.It was based on the adoption of EPOSTL which was a means of fostering professional growth was a document by which educational knowledge and skills for teaching languages were assessed, monitored, recorded and reflected.In these processes, feedback was provided for students' performances.
Since EPOSTL is a means of promoting professional growth through reflection and dialogue, it enhances autonomous learning.The purpose of the questionnaire was to investigate the perspective of student towards Microteaching applications.Data was generated via a Likert-type scale.20 items with 5 options strongly agree, agree, undecided, disagree, strongly disagree were included into the scale.
Following the reliability analysis, 2 items were excluded from the scale and 20 items evaluated in the scale.Some items used in the scale worded in a positive manner and some items reversed in meaning from the overall direction of the positive ones.The individual responses in positive items were assigned numbers 5-1 from strongly agree through strongly disagree.
The reversal ones were assigned numbers 1-5 from strongly agree through strongly disagree.The results of the scale were presented in three sections in the study.The sample was assigned to answer the questionnaire during break time.All sample got the same time in completing the answers for about 30 minutes.Co researcher distributed the questionnaire and collected all the answer sheets while the researcher explained the detailed steps in answering the questionnaire.
The blue print of the questionnaire was displayed in the following table:

Microteaching class
Data Analysis SPSS statistic version 24 was used in this research, alpha cronbach and data factors were used to find out the validity and reliability coefficient of the Likert-type scale of the items in the questionnaire.The researcher calculated the items into the program then analyzed the items based on the optional chosen by students.

The Constraints Faced by Students in Microteaching Class
The The interview result above is fixed with Benton-Kupper (2001) finding that they as of now saw Microteaching as a powerful learning device that empowered them to find and build up their language capacity, additionally, Ogeyik (2009) likewise found that the significance of Microteaching rehearses in creating students to utilize English effectively.Finally, the students were prepared their showing expertise as well as their utilization of English aptitudes.Furthermore, the examination finding proposed by (Fernandez and Robinson, 2007;Benton-Kupper, 2001)  though they were teaching their colleagues and were acting in a "fake" situation.

Students' Perspective
In order to find out about the students' perspectives on the Microteaching subject, the researcher conducted a questionnaire distribution.By obtaining the data from questionnaires, the researcher collected the data from the result of students' opinion and idea about their perspective idea in Microteaching.

SPSS statistics 24 version was used to analyze the data
There were four sections in the questionnaire with the detailed data namely; background of the respondent there were five items, the students' opinion about Microteaching consisted five items to be chosen, the factors and perspectives of students towards Microteaching, and the last was the students' application in applying their skill about Microteaching.
The questionnaire was distributed to six semester students at English study program, the total questionnaire was 32 and all returned to the researcher.The students were asked to choose five optional answers in the questionnaire.The questionnaire used a five-point Likert scale extending from five (strongly agree) to one (strongly disagree).Item 1, "Microteaching made me feel embarrassed when I was teaching in front of my colleagues" shows that the students disagreed with this option, they felt confidence and less embarrassed.This finding showed that students do not always feel embarrace when they are teaching, then it shows that the students enjoyed teaching in front of others.This finding is line with Beattie (2007) finding that through the Microteaching sessions, the student teachers engaged in dialogues with their peers as well as their lecturer, and found a way to create new scripts for their work.Besides, the impact of the Microteaching course was positive for the individual teaching practice and helped the student teachers in how to approach the course practically and deliver the information through collaboration with peers.
Item 2, "Microteaching forced me to do difficult task", the result shows that the students disagreed as amount as 50% students chose this option.Analysis to the answers of item 2 showed that student teachers held positive about the effect of Microteaching practices on their language and on their increasing enthusiasm towards handling difficult task.This result showed that Microteaching experience helped them improve their awareness of completing the assigned job.The result is supported by Guneyli & Aslan (2009) stated that prospective teachers posited to be happy to teach even under difficult conditions.Analysis of item 3, "Microteaching was carried in tensed situation which made me confused", showed that the students were relaxed during Microteaching class.The mean score of 59.38% showed that they were enjoying the activities.Positive point that the students were shown by optional chosen in disagree result.The result is line with Sadiq (2011) and Otsupius (2014) research finding that the students had a positive attitude towards micro teaching and indicated that they enjoyed the whole process and they appreciated teaching as a career.
The data of item 4 which shown the mean score as amount as 56.25% was displayed as disagree option chosen by students.It means that the students did not get any difficulty when they were having performance in front of the class.The findings agreed with the findings of Ogeyik ( 2009) and Sadiq (2011) who established that micro teaching has an impact on students' teaching competencies.
The analyzing data of item 5, "I focused about the result of my teaching performance rather than my content of teaching", showed that the students did not really care about their score achievement.They did not agree with the statement of focusing the score, they cared about their professional skill.This finding supported by Yeany (1978)  Part C in the questionnaire was factors affecting Microteaching consisted of five items which were chosen by the student.Each items divided into five options to be ticked from strongly agree to strongly disagree.Item 1," Microteaching is time consuming process", showed that 53.13% students agreed that they got more time consuming in preparing Microteaching.They had difficult process in finishing their time to accomplish their Microteaching.Student F in his interview stated that "Allocating time among other subjects during Microteaching class really spend much time".The item no.1 supported by the researcher's research finding and in lined with Sevim (2013) and Cakir (2000) research that the students have to spend more time and effort to apply Microteaching method.
Item 2,"Micro-teaching class is interesting and knowledgeable", students chose agree as amount as 53.13% that Microteaching gave them an enjoyable situation and gave them knowledge, while item 3, "Feedback improves the behaviour of my performance", chosen as amount as 50% by students showed that they strongly agreed feedback was valuable to give good impact to them.Feedback played an important role to them to reevaluate their achievement in performing their skill in teaching.This research was supported by Britton and Anderson (2010) showed that peer coaching practice was wellliked by students who altered their pedagogical practices as a result of being involved with other trainees in a cooperative teaching activity.
Another study by Amobi and Irwin (2009) also provided evidence that students in teacher training programs have some kind of knowledge about the art of teaching gained by different means, Observing teachers teaching them for many years allowed them to develop some conceptions about the art of teaching.Additionally, these experiences might help them start developing their identity as both students and teachers.Item 4, "Use of multimedia during micro teaching is helpful in understanding", showed the amount as 68.75% strongly agree was the option chosen by the students, it means that multimedia was as a tool helped students more enjoy and gave them more benefit in implementing Microteaching in the classroom and item 5, "Video recording is a useful technique for feedback" showed that the amount as 56.25% agree was chosen by students.Video recording as a feedback, they reviewed their performance by viewing each video as feedback to be remarked and reevaluated for better result.This finding was supported by studies in the literature (Erdem et al., 2012;Cotrell & Doty, 1971;Kuran, 2009;Cakır, 2010;Peker, 2009;Şahinkayası, 2009) also support these findings.Another research finding was Erdem et al. (2012) reported that with regard to the video recording, critiques and the artificial environment of the Microteaching exercise, most of the pre-service teachers said that the video recording and critiques were beneficial, while others said that the video recording and critiques caused them to become nervous and that the Microteaching exercise would be more beneficial if it were conducted at the schools where they did their internships.Another research support the researcher's finding was Tidwell (2013) viewed Microteaching as a session of practice teaching that is videotaped for the teacher to watch.Microteaching is suitable for potential, new and existing teachers to review their teaching techniques and receive feedback from fellow teachers and administrators.The feedback received is used for making corrections to their teaching style accordingly.As every human activity or behavior is geared towards achieving a purpose so also, Microteaching has aim, goals and objectives.The last part of the component was application of skills learnt in Microteaching class which consisted on five items together with five optional alternative answers to be chosen.From item 1 to item 5, positively showed that five optional answers were in range of positive effect.Strongly agree optional answer was in the items no 3, item no 4, and item no 5 with the amount as 50%, 53.14%, and 50% for each item no 3 to item no 5.The statements of using feedback, multimedia, and video had given the students positive point of result that they strongly agree with the options, therefore they got impressed about the usage of media in teaching was really helpful and made them enjoy in teaching.
The last two statements were item no 1 and item no 2 showed that the optional alternative answers were in good range.Students felt Microteaching gave them a lot of chance to practice like in real situation, thus the finding showed that they got opportunity to do teaching in the classroom with real object of people.Another statement in item no 2 displayed that the student obtained positive knowledge in practice teaching.The finding above was lined with Can (2009), the more effective the Microteaching the better the opportunities for student teachers to develop their teaching skills at their schools of practice.This is because Microteaching serves as training ground for teaching practice.Microteaching serves as a meeting point between the theory and the The statistical program SPSS 24 was used for analysis of the data in supporting the students' perspective in quantitative design.Investigation of the reliability and validity of the scale was purposed and the Crobach's Alpha reliability coefficient of the Likert-type scale was calculated as 0.69 (see table 5).The relations among the factors were analysed via factor analysis.The internal consistency of the total scale was found out to be between 0.43 and 0.83.Furthermore, the percentile values of the responses given to the items in the scale were calculated.The students' perspectives about classroom application of Microteaching shown the result of research findings that the students were positively agree that Microteaching gave them chances and real experience in teaching and provided them with more knowledge addition in case of the preparation of teaching by using many media and multimedia.The used of video recording was really helpful for them due to its feedback.The feedback gave them reevaluation and reexamined the performance and the feedback also shown their weaknesses and positive point of their skill.It is when student teachers acquire the necessary teaching skills through Microteaching that they are posted to the field for teaching practice.Microteaching which is a sub-set of educational technology is an indispensable innovation in teacher education and preparation of being future teachers.

Table 1 The Blueprint in the Questionnaire
J-SHMIC, Vol 5, No 1, February 2018 Classroom Application of Microteaching : An Analysis of Students' Perspectives

Table 2 PART B. Opinion about Microteaching
J-SHMIC, Vol 5, No 1, February 2018 Classroom Application of Microteaching : An Analysis of Students' Perspectives

Table 5 . Score Recapitulation of Alpha and Factor
J-SHMIC, Vol 5, No 1, February 2018 Classroom Application of Microteaching : An Analysis of Students' Perspectives