Using Video as an Instructional Media for Microteaching Class (A Study of The Sixth Semester Students of English Department of UIN Mahmud Yunus Batusangkar)
MUHAMMAD ARIFA, Reg. No. 2030104041, entitled "Using Video as an Instructional Media for Microteaching Class" (A Study of the Sixth Semester Students of the English Department of UIN Mahmud Yunus Batusangkar). English Teaching Department Faculty of Tarbiyah and Teacher Training State Islamic University of Mahmud Yunus Batusangkar. The problem in this study is that the use of video as a learning medium in microteaching practice by students has not been utilized optimally and systematically, especially in the implementation of the Genre Based Approach (GBA) stages. Therefore, this study aims to determine students' considerations in choosing video as a learning medium and how the video is integrated at each stage of the Genre Based Approach in the microteaching practice of sixth-semester students of the English Department of UIN Mahmud Yunus Batusangkar registered in 2025/2026 Academic Year. This research is a qualitative research with a case study design. The research informants were sixth-semester students of the English Department who had taken the Microteaching course and used video as an instructional medium. Informants were selected using a purposive sampling technique. The researcher acted as the primary instrument with an interview guide as a supporting instrument. Data collection techniques were carried out through in-depth interviews and documentation. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions. Data validity was tested using data triangulation techniques. The results of the study showed that there were two findings regarding the use of video as a learning medium for microteaching classes. These findings were that students considered several aspects in using video as a learning medium, namely the suitability of the video to the material, short video duration, clear audio quality, and ease of use. In addition, the findings of video integration in the Genre Based Approach stage were most dominantly used in the Building Knowledge of the Field (BKOF) and Modeling of the Text (MOT) stages to build initial knowledge and provide text examples. Meanwhile, in the Joint Construction of the Text (JCOT) and Independent Construction of the Text (ICOT) stages, video was not used because the focus of learning was directed at group discussions and independent student practice.