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THE TEACHERS’ PERCEPTION ON THE USE OF

2013 CURRICULUM-BASED TEACHER’S GUIDEBOOK

IN TEACHING ENGLISH AT SMP NEGERI 1 BANTUL

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Rosa Anindya Puspitasari

Student Number: 111214045

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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DEDICATION PAGE

I dedicate this thesis to:

My beloved father, Paschalis Pardiyanta, and my beloved

mother, Fransiska Suharsini, for always giving me support,

love, and prayers


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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, March 10, 2016

The Writer


111214045


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PERNYATAAN PERSETUJUAN PUBLIKASI

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Rosa Anindya Puspitasari

Nomor Mahasiswa : 111214045

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE TEACHERS’ PERCEPTION ON THE USE OF

2013 CURRICULUM-BASED TEACHER’S GUIDEBOOK

IN TEACHING ENGLISH AT SMP NEGERI 1 BANTUL

beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan

kepada Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam

bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan

secara terbatas, dan mempublikasikannya di internet atau media lain untuk

kepentingan akademis tanpa perlu minta ijin dari saya maupun memberikan

royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 10 Maret 2016

Yang menyatakan



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ABSTRACT

Puspitasari, Rosa Anindya. (2016). The Teachers’ Perception on the Use of

2013 Curriculum-Based Teacher’s Guidebook in Teaching English at SMP

Negeri 1 Bantul. Yogyakarta: Sanata Dharma University.

Teacher‟s guidebook was a guiding book in the teaching and learning

activities and it was expected to help teachers in the teaching and learning

activities. In this study, the researcher wanted to find out the English teacher‟s

perception on the use of teacher‟s guidebook of 2013 Curriculum in the teaching

and learning activities by the English teachers at SMP Negeri 1 Bantul.

The research question of this study was “What is the English teachers‟

perception on the use of teacher‟s guidebook of 2013 Curriculum in teaching and

learning activities at SMP Negeri 1 Bantul?”

This research was a qualitative study. The researcher used observation,

questionnaire, and interview as the data gathering technique. The researcher used

observation checklist in observations. The observation was conducted twice for

every teacher and the researcher conducted in three classes. In conclusion, the

researcher conducted the observation six times. Then, the researcher distributed

the questionnaire to the English teachers. Afterwards, the last data gathering

technique was interview. The interview was conducted in purposing to clarify the

results of the observation and the questionnaire.

The findings of this study showed that the teachers did an improvement in

using the learning instructions stated on the teacher‟s guidebook of 2013

Curriculum. For instance: one of the English teachers used a video as the media in

the teaching and learning activities, although it was not mentioned in the teacher‟s

guidebook of 2013. The English teachers had a positive perception on the use of

teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities.

The teacher‟s guidebook of 2013 Curriculum helped the English teachers in the

teaching and learning activities. Nevertheless, the English teachers were flexible

towards the learning instructions stated on the teacher‟s guidebook of 2013

Curriculum.

There were suggestions for the English teachers, for future researchers,

and for the government. For the English teachers, they could develop strategies

for the implementation of teacher‟s guidebook of 2013 Curriculum in the teaching

and learning activities. For future researchers, they could conduct other researches

related to the implementation of the teacher‟s guidebook of 2013 Curriculum. For

the government, they could conduct a review to the teacher‟s guidebook of 2013

Curriculum in order to make it better.

Keywords: perception, implementation, teacher‟s guidebook


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ABSTRAK

Puspitasari, Rosa Anindya. (2016). The Teachers’ Perception on the Use of

2013 Curriculum-Based Teacher’s Guidebook in Teaching English at SMP

Negeri 1 Bantul. Yogyakarta: Sanata Dharma University.

Buku guru Bahasa Inggris Kurikulum 2013 merupakan panduan guru

dalam kegiatan belajar mengajar dan diharapkan mampu membantu guru dalam

kegiatan belajar mengajar. Dalam penelitian ini, peneliti ingin mengetahui

persepsi guru-guru Bahasa Inggris SMP Negeri 1 Bantul mengenai penggunaan

buku guru Bahasa Inggris Kurikulum 2013 dalam kegiatan belajar mengajar.

Rumusan masalah dalam penelitian ini adalah apa persepsi guru-guru

Bahasa Inggris di SMP Negeri 1 Bantul dalam penggunaan buku guru Bahasa

Inggris Kurikulum 2013 dalam kegiatan belajar mengajar?

Penelitian ini adalah penelitian kualitatif. Peneliti menggunakan teknik

pengumpulan data berupa observasi, kuisioner, dan wawancara. Obsevasi

dilakukan dengan menggunakan daftar observasi. Observasi dilakukan dua kali

untuk setiap guru. Keseluruhan, peneliti melakukan penelitian enam kali.

Kemudian peneliti menyebarkan kuisioner. Setelah itu, teknik pengumpulan data

yang terakhir adalah wawancara. Wawancara dilakukan dengan tujuan untuk

mengklarifikasi hasil dari observasi dan kuisioner.

Temuan dalam penelitian ini menunjukkan bahwa guru-guru melakukan

pengembangan dalam menggunakan langkah-langkah pembelajaran yang

terdapat dalam buku guru Bahasa Inggris Kurikulum 2013. Contohnya: Seorang

guru menggunakan media video dalam kegiatan belajar mengajar, meskipun itu

tidak disebutkan dalam buku guru Bahasa Inggris Kurikulum 2013. Guru-guru

memiliki persepsi positif terhadap penggunaan buku guru Bahasa Inggris

Kurikulum 2013 dalam kegiatan belajar mengajar. Buku guru Bahasa Inggris

Kurikulum 2013, membantu dan mempermudah guru-guru dalam kegiatan

belajar mengajar. Namun demikian, guru-guru bersikap fleksibel terhadap

langkah-langkah pembelajaran yang terdapat dalam buku guru Bahasa Inggris

Kurikulum 2013.

Terdapat juga saran untuk guru-guru Bahasa Inggris, peneliti selanjutnya,

dan pemerintah. Bagi guru-guru Bahasa Inggris, dapat mengembangkan strategi

dalam mengimplementasikan buku guru Bahasa Inggris Kurikulum 2013 dalam

kegiatan belajar mengajar. Bagi peneliti selanjutnya, bisa melakukan penelitian

yang lain yang berhubungan dengan penerapan buku guru Bahasa Inggris

Kurikulum 2013. Bagi pemerintah, melakukan peninjauan ulang terhadap buku

guru Bahasa Inggris Kurikulum 2013 agar menjadi lebih baik lagi.

Kata kunci: perception, implementation, teacher‟s guidebook


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ACKNOWLEDGEMENTS

First of all, I would like to thank Jesus Christ for His blessings, love,

strength, inspiration, and guidance for me during the process of finishing my

thesis. I would also thank Mother Mary for Her grace in my life.

I would like to express my gratitude to my beloved advisor, Christina

Lhaksmita Anandari, S.Pd., Ed.M., for her guidance, suggestion, support, and

patience along the finishing of this thesis writing. I also thank to her for her time

to read and give beneficial feedback for my thesis. I also thank all the lecturers

of English Language Education Study Program for teaching and guiding me

during my study from the first semester until the last semester in Sanata Dharma

University.

I address my gratitude to the headmaster of SMP Negeri 1 Bantul, Drs. H.

Yazmuri, M.Pdi., who has permitted me to conduct the research in the school. I

would give thanks to Ibu Ernawati, S.Pd., Ibu Nurhayati Dwiningsih, S.Pd.,

and Ibu Sri Rohmah Hidayatun, S.Pd., the seventh grade of English teachers at

SMP Negeri 1 Bantul for their willingness that I could conduct the research with

them. My gratitude is also addressed to Bapak Zamzani, S.Pd., for his

meaningful help in conducting this research.

I would like to address my deep gratitude to my father, Paschalis

Pardiyanta, and my mother, Fransiska Suharsini, for their love, support,

prayers, and patience during my study. I would also thank my brothers,

Anselmus Aditya Setiawan and Atanasius Andika Listyandaru, for their


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support. I also thank them for their effort to entertain me during this thesis

writing.

My gratitude also goes to my friends, who make my life so colorful: Ch.

Sella S., Merry Trisna Murti, Fransiska Stefanny Olive, Br. Titus Angga

Restuaji, Sr. Leo, Veronika Vania Puspita, Irene Dian Pratiwi, Bijak

Ampuni. I thank them for the support, love, laughter, and sharing. I also thank

Tiara, Theo, Ana, Mbak Gaby, and Om John for their willingness to help me in

proofreading this thesis. I would like to thank Tata, Erni, Sari, and Dita for the

friendship since elementary school. I also thank OMK Paroki St. Theresia

Sedayu for the support, laughter, and togetherness. My special gratitude goes to

Vincentius Gilang Putra Pradana, who always gives me love, care, advice,

support, and motivation.

Finally, I would like to thank the people whose names cannot be

mentioned one by one, for the prayers, support, and help during the process of

finishing my thesis.



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TABLE OF CONTENTS

Page

TITLE PAGE ...................................................................................................... i

APPROVAL PAGE ............................................................................................ ii

DEDICATION PAGE ......................................................................................... iv

STATEMENT OF WORK‟S ORIGINALITY ................................................... v

PERNYATAAN PERSETUJUAN PUBLIKASI .................................................... vi

ABSTRACT ........................................................................................................ vii

ABSTRAK ............................................................................................................ viii

ACKNOWLEDGMENTS .................................................................................. ix

TABLE OF CONTENTS .................................................................................... xi

LIST OF TABLES .............................................................................................. xiii

LIST OF FIGURE ............................................................................................... xiv

LIST OF APPENDICES ..................................................................................... xv

CHAPTER I. INTRODUCTION ........................................................................ 1

A. Research Background.............................................................................. 1

B. Research Question ................................................................................... 6

C. Problem Limitation ................................................................................. 6

D. Research Objective.................................................................................. 7

E. Research Benefits .................................................................................... 7

F. Definition of Terms ................................................................................. 8

CHAPTER II. REVIEW OF RELATED LITERATURE .................................. 11

A. Theoretical Description ........................................................................... 11

1. Perception .......................................................................................... 11

2. Guidebook ......................................................................................... 14

3. The 2013 Curriculum ........................................................................ 19

4. Drilling Technique ........................................................................... 20

B. Theoretical Framework ........................................................................... 22

CHAPTER III. RESEARCH METHODOLOGY .............................................. 24

A. Research Method ..................................................................................... 24

B. Research Setting and Participants ...................................................................... 25

C. Research Instruments .............................................................................. 27

D. Data Gathering Technique ...................................................................... 30

E. Data Analysis Technique ........................................................................ 31

F. Research Procedure ................................................................................. 33


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CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS ........................ 35

A. The Implementation of Teacher‟s Guidebook of 2013 Curriculum by the

English Teachers ..................................................................................... 35

1. Observation in Teacher #ET1‟s Class ............................................... 36



B. Teachers‟ Perception on the Use of Teacher‟s Guidebook of

2013 Curriculum .................................................................................... 50

1. Teachers‟ Perception on the Implementation of

Teacher‟s Guidebook of 2013 Curriculum ....................................... 51

2. Teachers‟ Perception on the Problem Encountered of


3. Teachers‟ Perception on the Strength and the Weakness of


4. Teachers‟ Perception on the Impact of the Use of


CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ..................... 74

A. Conclusions ............................................................................................. 74

B. Recommendations .................................................................................. 77

REFERENCES .................................................................................................... 79

APPENDICES .................................................................................................... 82


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LIST OF TABLES

Table Page

2.1 The Example of Learning Instruction on the Teacher‟s Guidebook ............. 17

4.1 Teachers‟ Perception on the Implementation of Teacher‟s Guidebook of

2013 Curriculum ........................................................................................... 51


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LIST OF FIGURE

Figure Page

2.1 General Instruction‟s Table of Content ......................................................... 16


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LIST OF APPENDICIES

Appendix Page

Appendix A. Permission Letter ........................................................................... 82

Appendix B. Sample of the Observation Checklist Result ................................. 84

Appendix C. Sample of the Questionnaire Result ............................................. 91

Appendix D. Questions Guideline ...................................................................... 95

Appendix E. Sample of the Interview Result ...................................................... 97

Appendix F. School Achievement ...................................................................... 118


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CHAPTER I

INTRODUCTION

This chapter provides the background information dealing with the

research topic. In this research, the researcher is going to discuss the research

background, the research question, the problem limitation, the research objective,

the research benefits, and the definition of terms.

A. Research Background

Curriculum is one of the government‟s concerns to improve the quality of

education in Indonesia. One of the ways to improve the education system is by

developing the curriculum from time to time. The development of the curriculum

is needed along with the development of science, technology, cultural arts, and the

changes of society. Braslavsky (2005) states that the term „curriculum‟ was

originally related to the concept of a course of studies followed by a pupil in a

teaching institution. In fact, the term „curriculum‟ refers to the existing contract

between society, the state, and educational professionals with regard to the

educational experiences that learners should undergo during a certain phase of

their lives. It means that curriculum is an important part in the educational field

and it is the educational foundation in teaching and learning process in

institutions. Today, the world is also facing the globalization era and it is showed

by the development of science and technology. People can get the information


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easily through the evolving technologies. Having a good education can become

the foundation to select and verify reliable information.

Curriculum is a fundamental substance in the education system. It drives

how education would look like and it controls the whole unit of education. Hence,

by implementing curriculum, the teaching and learning activities will be

structured and systemized in order to achieve the learning objectives. Curriculum

becomes the guideline for the teachers and school‟s institution in standardizing the

education system in Indonesia. However, Indonesia has experienced several

changes of curriculum. The changes of curriculum are done to improve the quality

of education in Indonesia, where the science and technology are developing year

by year. By implementing a good curriculum, the government and the educational

institutions expect that it will create a good education for Indonesia. A good

education will also bear human resources with the skills and attitude required in

the globalization era. Here, teachers play an important part to drive the education

and find the human resources qualities. Chatib (2012) illustrates that having

teachers of exceptional qualities will make it possible to create Indonesia with

exceptional quality education for its citizens (as cited in Salirawati, 2014, p. 11).

2013 Curriculum was launched in 2013. In the first year, 2013 Curriculum

was implementing in the piloting schools which were appointed by the

government. The 2013 Curriculum is actually developed from 2006 Curriculum

and Competence Based Curriculum. The implementation of 2013 Curriculum is

step by step. In the first year of its application, it was implemented in the piloting

schools and the target class was grade VII. In the second year (2014), it has been


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implemented in all of the schools around Indonesia and the target grade is grade

VII and grade VIII, while grade IX still implements 2006 Curriculum. The

characteristic of 2013 Curriculum emphasizes four Core Competencies. They are

spiritual, social, cognitive, and skill. In the academic year of 2014/2015, all

schools should implement the 2013 Curriculum. To prepare the teachers towards

the implementation of 2013 Curriculum, the government organizes a teacher

training on the implementation of 2013 Curriculum. The teacher participants also

do the teaching simulation.

Today, Indonesia is implementing two curriculums. They are 2013

Curriculum and 2006 Curriculum. The Minister of Primary and Secondary

Education, Anies Baswedan, said, “The bottom line is that we still want to

develop the curriculum, but we do not want to include all schools in Indonesia in

the pilot project” (Jakarta Globe, December 5, 2014). Schools that have already

implemented the 2013 Curriculum since 2013 are encouraged to continue it, while

those who are still new are allowed to revert back to the previous curriculum. Like

what Anies Baswedan said, “To abruptly change the routine of the 6,326 schools

that have followed the 2013 curriculum since its conception would only be

disruptive to their students‟ studies” (Jakarta Globe, December 5, 2014). Such a

case, continuation of the 2013 Curriculum, happens in SMP Negeri 1 Bantul.

Until now, SMP Negeri 1 Bantul still implements the 2013 Curriculum because

that school has implemented the 2013 Curriculum since its conception. SMP

Negeri 1 Bantul is one of the piloting schools for the implementation of 2013

Curriculum in Bantul and now the grade IX has already implemented the 2013


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Curriculum. In this research, SMP Negeri 1 Bantul is the target school to gain the

data.

One of the elements that make the 2013 Curriculum different from other

curricula is that the 2013 Curriculum provides a guidebook for teacher, besides

providing a textbook for student. Salirawati (June 21, 2014) says that one of the

reasons expressed by teachers is the teaching load. The teaching load is too heavy.

It makes the teachers do not have time for self-development (p. 13). Hence, the

government tries to make an adjustment by providing a teacher‟s guidebook. The

teacher‟s guidebook is expected to help teachers in the teaching and learning

activities. However, it raises criticisms towards the guidebook, including the

teacher‟s guidebook.

Besides the distribution of the guidebook that does not work well, the

government also revises the guidebook which has been distributed and used by

teachers. Therefore, the guidebook that is used by teachers has been revised by the

government today. The student‟s textbook is a guidebook for the students to learn

English while the teacher‟s guidebook is a guidebook for the teachers in using the

student‟s textbook in the teaching and learning activities. Those books are living

documents, which means that those books are constantly updated according to the

needs. In this research, the researcher is going to focus on the implementation of

the teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities

at SMP Negeri 1 Bantul. The teacher‟s guidebook contains information about the

methods and techniques of the teaching and learning process. The teacher‟s

guidebook aims to help teachers in the teaching and learning activities.


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The researcher did Program Pengalaman Lapangan (PPL) in one of the

private junior high schools in Yogyakarta. The researcher did an observation in

the classroom and the researcher found that the teacher modified the learning

steps on the teacher‟s guidebook. The teacher showed a video related to the

material, even though it was not mentioned in the learning steps about the use of a

video. When the teacher showed the video, the students looked more enthusiastic

in the learning process. The researcher was assigned to teach the seventh grade

and eighth grade. When doing the teaching, the researcher also showed videos as

one of the teaching techniques to teach the students. The use of videos by the

researcher was aimed to make the students understand better and be more

enthusiastic in the learning process. As a result, the students became more

enthusiastic and they enjoyed the teaching and learning activities.

Besides, in another class, the researcher taught grammar related to the

material that was being learned, even though it was not mentioned in the learning

instruction of the teacher‟s guidebook to teach grammar. Some students wrote “I

can football” instead of “I can play football”. The researcher saw that the students

needed to know the grammar related to the material that was being learned in

order to make the correct sentences. The researcher did the learning steps on the

teacher‟s guidebook, but also added some additional steps. However, since the

private school where the researcher conducted the research reverted back to

previous curriculum, the researcher goes to SMP Negeri 1 Bantul, which has

implemented the 2013 Curriculum since 2013.


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In this research, the researcher wants to find the English teachers‟


and learning activities.

B. Research Question

In this research, the researcher intends to find out the answer to the

problem below:

1. What is the English teachers‟ perception on the use of teacher‟s guidebook

of 2013 Curriculum in teaching and learning activities at SMP Negeri 1

Bantul?

C. Problem Limitation

In this research, the researcher focused on the English teachers‟ perception

on the use of teacher‟s guidebook of 2013 Curriculum in the teaching and learning

activities. However, the researcher also elaborated the implementation of teacher‟s

guidebook of 2013 Curriculum in the teaching and learning activities by the

English teachers. In this research, the researcher also wanted to know how the

English teachers implement the teacher‟s guidebook of 2013 Curriculum. This

would help the researcher in discussing the English teachers‟ perception on the

use of teacher‟s guidebook of 2013 Curriculum in the teaching and learning

activities. There were three seventh grade English teachers of SMP Negeri 1

Bantul who became the participants.


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D. Research Objective

The research objective of this research is to find out the English teachers‟


learning activities by the English teachers at SMP Negeri 1 Bantul.

E. Research Benefits

The researcher expects that this research will be beneficial to English

teachers, junior high school students, ELESP students, and future researchers.

1. For English Teachers

The finding of this research will become a reflection and evaluation for the

English teachers towards the implementation of teacher‟s guidebook of 2013

Curriculum in the teaching and learning activities in the classroom. Then, it can

help the English teachers to improve their performance in using teacher‟s

guidebook of 2013 Curriculum in the teaching and learning activities.

2. For Junior High School Students

The students will reflect how their teachers implement the teacher‟s

guidebook of 2013 Curriculum in the teaching and learning activities.

3. For English Language Education Study Program (ELESP) Students

The result of this research can give new information for the ELESP, since

the topic of this research is new. Hopefully, the ELESP students can enrich their

knowledge towards the teacher‟s guidebook of 2013 Curriculum and the

implementation in reality.


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4. For Future Researchers

The finding of this research can inspire and motivate the next researchers

who will conduct the research on the same topic. It can also give more

information about the implementation of teacher‟s guidebook of 2013 Curriculum

in the teaching and learning activities. This research can be one of their sources.

F. Definition of Terms

The researcher provides the definition of terms as follows:

1. Perception

According to Gibson, Ivancevich and Donnelly (1985), “Perception

involves receiving stimuli, organizing the stimuli, and translating or interpreting

the organized stimuli so as to influence behavior and form attitudes” (p. 61). In

this research, perception means the interpretation of the English teachers towards

the implementation of teacher‟s guidebook of 2013 Curriculum in the teaching


2. Guidebook

According to Finney (2001), the goal of the activities in the handbook is to

strengthen teaching and increase opportunities for students learning. Handbook

here refers to teacher‟s guidebook. The teacher‟s guidebook is expected to help

teachers and students in the teaching and learning activities. In this research, the

guidebook refers to the teacher‟s guidebook given by the government that is the

teacher‟s guidebook of 2013 Curriculum. The teacher‟s guidebook consists of

learning instructions about what the teachers should do with the material.


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3. Curriculum

According to Arifin (2011), curriculum is the entire school programs and

all of the people involved in it. Based on the definition, a curriculum means a set

of teaching program and instruction which is designed to develop the education

system in a country and practiced by the entire school programs and all of the

parties involved in it. Curriculum is a set of planning and setting of the objectives,

contents, and the material of the teaching and learning process that is used as a

guideline in realization of the teaching to achieve the goal of the certain education

(UU No. 20 Th. 2003 Tentang Sistem Pendidikan Nasional). In this research, the

curriculum refers to the 2013 Curriculum which is the new curriculum in

Indonesia.

4. The English Teachers

In this research, there were three English teachers at SMP Negeri 1

Bantulwho become the participants. The teachers are the seventh grade English

teachers. There are four English teachers who teach seventh grade. However the

researcher only takes three of the four English teachers as the participants. It is

because one of the four English teachers becomes the teacher advisor for PPL

students there and she is so busy to guide the PPL students.

5. SMP Negeri 1 Bantul

The researcher takes SMP Negeri 1 Bantul as the target school to gain the

data. This school is located on Jl. Ra. Kartini No.44, Kec. Bantul, Kab. Bantul,

Daerah Istimewa Yogyakarta 55714, Indonesia. The researcher conducts the

research in the seventh grade. SMP Negeri 1 Bantul is a pilot project school for


10

the implementation 2013 Curriculum in Bantul. Today, SMP Negeri 1 Bantul still

implements the 2013 Curriculum, as a consequence of its status of pilot project‟s

school for the implementation of 2013 Curriculum. SMP Negeri 1 Bantul has

implemented the 2013 Curriculum since 2013. It is since the first year of the

implementation of 2013 Curriculum.

The students of SMP Negeri 1 Bantul have collected a lot of achievements,

from the level of national up to international. Naturally, these achievements give

positive impacts on the existence of SMP Negeri1 Bantul .Here, the researcher

provides the list of students‟ achievements during the last two years

(see appendix F).


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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher discusses some theories related to the

research questions. This chapter is divided into two parts: they are theoretical

description and theoretical framework. The first part talks about theories related to

this research. The second part talks about the contribution of the theories and

reviews in solving the problems of the research.

A. Theoretical Description

1. Perception

There are some definitions of perception from the experts. According to

Altman, Valenzi and Hodgetts (1985), “Perception is the way stimuli are selected

and grouped by a person so that they can be meaningfully interpreted”(p. 85).

Furthermore, according to McShane and Glinow (2005), “Perception is the

process of receiving information and making sense of the world around us”(p. 76).

Gibson, Ivancevich and Donnely (1985) state that perception is the process by

which an individual gives meaning to the environment. It means that perception is

someone‟s point of view towards something. Each person will give different

views in the same things. Two or more people can look at the same object and

perceive it differently. In 1985, Gibson, Ivancevich and Donnelly also state

“Perception involves receiving stimuli, organizing the stimuli, and translating or


12

interpreting the organized stimuli so as to influence behavior and form attitudes”

(p. 61).

In short, perception is the process of interpreting on what happens in a

certain surrounding area which is seen from someone‟s point of view. It is a

person‟s view of reality. Different individuals will see the same thing in different

ways and it depends on someone‟s point of view. As stated by Mouly (1973) that

two persons looking at the same phenomenon may see very different things. In

this research, the perception refers to the response of the implementation of

teacher‟s guidebook of 2013 Curriculum by English teachers at SMP Negeri 1

Bantul. The English teachers will give a response about the implementation of

teacher‟s guidebook if they experience to implement it. As stated by Wick and

Pick (1978) that there is a connection between perception and experience.

According to Gibson, Ivancevich and Donnely (1985), there are some factors that

influence someone‟s perception:

a. Stereotype

Gibson et al. (1985) state that stereotype is someone‟s view in a particular

member in a group but generalizes to all members in that group. It means a

judgment on a certain object or people based on limited information and without

knowing all of the parts. For instance, there were many articles about the

weaknesses of the 2013 Curriculum. Then, because of those articles, people may

judge that the 2013 Curriculum is not good. It will also give a bad impact on the


13

existence of the teacher‟s guidebook of 2013 Curriculum if people think that the

2013 Curriculum is not good.

b. Selectivity

People may select something which they like or not. Therefore, the

perception is based on the people who like or dislike the implementation of


Gibson et al. (1985) explain that the people tend to ignore the information or cues

that might make them feel discomfort. People have various interests, so that they

may select what is important to fulfill their needs.

c. Self-concept

Altman et al. (1985) state that self-concept is the way how an individual

sees and feels about themselves. The way we see and feel about ourselves will

affect our perception on something. It is important because our mental picture of

ourselves determine much of what we perceive and what we do. Gibson et al.

(1985) suggest that (1) knowing oneself makes it easier to see others accurately,

(2) one‟s own characteristics affect the characteristics which are identified in

other, and (3) persons who accept themselves are more likely to see favorable

aspects of other people. It indicates that people usually make themselves as a

measurement or benchmark in perceiving others.

d. Situation

Situation affects someone‟s perception, since it influences their feeling and

habit in their daily life. The situation of the environment or someone will

influence perceptual accuracy. Related to this research, the English teachers


14

improve the learning instruction because they see the situation of the students

themselves.

e. Need

Perceptions are significantly influenced by needs and desires (Gibson et

al., 1985). Someone‟s needs of something influence his/her perception. In this

research, the need is the teacher‟s guidebook of 2013 Curriculum. It is expected to

help the English teachers in the teaching and learning activities. The teacher‟s

guidebook cannot be separated from the student‟s textbook. When the teachers

use the student‟s textbook for the teaching and learning activities, at that time, the

teachers need the teacher‟s guidebook as the guidance in using the student‟s

textbook.

f. Emotions

Gibson et al. (1985) say that strong emotions often warp perception. The

English teachers who use the teacher‟s guidebook of 2013 Curriculum in the

teaching and learning activities may have positive perception if they feel happy

because the teacher‟s guidebook helps them in teaching and learning activities.

Therefore, people‟s emotions determine their perception on something.

2. Guidebook

One of the elements that make the 2013 Curriculum different from other

curricula is that the 2013 Curriculum provides a teacher‟s guidebook, besides a

student‟s textbook. There must be a reason why the government provides a

teacher‟s guidebook. According to Salirawati (June 21, 2014), one of the reasons


15

expressed by teachers is the teaching load. The teaching load is too heavy. It

makes the teachers do not have time for self-development (p. 13). Hence, the

government tries to make an adjustment by providing a teacher‟s guidebook. The

teacher‟s guidebook is expected to help the teachers in the teaching and learning

activities.

The government definitely has a purpose in providing the teacher‟s

guidebook for the teaching and learning activities. According to Finney (2001),

the ultimate goal of the activities in the handbook is to strengthen teaching and

increase opportunities for students learning. The handbook here refers to the

teacher‟s guidebook. Hence, the teacher‟s guidebook cannot be separated from the

student‟s textbook. Whenever teachers used the student‟s textbook for teaching

and learning activities, at that time, teachers neededthe teacher‟s guidebook to

guide them in using the student‟s textbook.

The teacher‟s guidebook consists of two parts. They are general instruction

(petunjuk umum) and specific instruction (petunjuk khusus). For the general

instruction, the contents consist of as follows:


16

Figure 2.1 General Instruction’s Table of Content

(Taken From Teacher’s Guidebook Class VII)

While for the specific instruction, it consists of lesson plan of each chapter.

Hence, it consists of core competence, basic competence, learning objective,

learning instruction, and answer key for each chapter. There are eleven chapters of

English learning material grade VII. Those English learning materials will be

learned in two semesters.


17

Table 2.1 The Example of Learning Instruction on the Teacher’s Guidebook

(Taken From Teacher’s Guidebook Class VII)


18

Those two parts are expected to help the teachers in the teaching and learning

activities. It also can be the guidebook for teachers in making the lesson plan. In

this research, the researcher focuses on the use of teacher‟s guidebook of 2013

Curriculum, especially on the implementation of learning instruction.

According to Kementerian Pendidikan dan Kebudayaan (2013), there are

three functions of teacher‟s guidebook:

a. As a guidance in using the student‟s textbook

When teachers want to use the student‟s textbook in the teaching and

learning activities, then the teachers have to learn from the teacher‟s guidebook

first. It has been stated, how each activity will be delivered to the students in the

teaching and learning activities.

b. As a reference in teaching and learning activities in the classroom

This serves an explaination on the learning steps that should be done in the

learning process. Besides, the teacher‟s guidebook can help teachers in making

lesson plans and teachers can do the teaching and learning activities

systematically by following the learning instructions stated on the teacher‟s

guidebook.

c. As the explanation of teaching and learning techniques used in the learning

process

Teacher‟s guidebook provides information about the model and the

learning strategy which are used as a reference in the learning process.


19

3. The 2013 Curriculum

Curriculum is one of the tools that guide teachers to teach the students.

The government has designed a curriculum to help the teachers. Curriculum is a

guideline for the teachers to do the execution of learning and teaching activities in

the classroom. According to Olivia (2009), “The track — the curriculum—has

become one of the key concerns of today‟s school and its meaning has expanded

from a tangible racecourse to an abstract concepts”(p.1). According to Hidayat

(2013), the term of curriculum appears for the first time and is used in sports field.

Then in 1855, the term of curriculum is applied in the education field. Saylor and

Alexander (1956) say, “Curriculum is the total effort of the school to going about

desired outcomes in school and out-of school situations” (as cited in Hidayat,

2003, p. 21). Beauchamp (1986) states, “A curriculum is a written document

which may contain many ingredients, but basically it is a plan for the education of

pupils during their enrollment in given school” (as cited in Hidayat, 2003, p.21).

Olivia (2009), “Curriculum is everything that goes on within the school, including

extra-class activities, guidance, and interpersonal relationships” (p. 3). From those

definitions, curriculum is important for the education. It contains many

ingredients towards the education. The purpose of education in Indonesia is to

produce good human resources. In order to produce good human resources who

are compatible with the globalization era, the government keeps on developing the

curriculum.

Curriculum in education has an important function for the school,

including teachers. Hidayat (2003) states that the function of curriculum for the


20

teachers is used as a tool for the teachers in implementing the learning programs

in order to achieve education goals or school goals where the teachers teach

(p.26). Therefore, teachers should master the curriculum. Teachers are always

expected to develop their ability in accordance with the curriculum development,

science and technology development, and society development. Indonesia has

experienced several changes of curriculum.

Today, Indonesia is implementing two curriculums. They are 2013

Curriculum and 2006 Curriculum. The Minister of Primary and Secondary

Education, Anies Baswedan, said, “The bottom line is that we still want to

develop the curriculum, but we do not want to include all schools in Indonesia in

the pilot project” (as cited in Jakarta Globe). Schools that have implemented the

2013 Curriculum since 2013 are encouraged to continue it, while those which are

still new are allowed to revert back to the previous curriculum. According to

Hidayat (2003), “Orientation of 2013 Curriculum is the increase and the balance

among attitude, skill and knowledge” (p.113). In the end, the students are

expected not only good at their intellectual, but also good at their emotion, social,

and spiritual.

4. Drilling Technique

Drilling is a technique that was introduced based on Audio-lingual

Method. This drill emphasizes on repetition practices of language. Brown (2001)

states that audio-lingual method is a method which has a great deal with oral

activity pronunciation and pattern drills and conversation practice with virtually


21

none of grammar and translation found (pp. 22-23). The teachers teach grammar

through their spelling and pronunciation to practice the students to be accustomed

to pronouncing English by drilling technique.

According to Harmer (2000), drilling technique is a technique in repeating

structural pattern through oral practice. In this research, the students should repeat

the structural pattern that is given by the teacher. Nunan (1999) states that

dialogues are used for repetition and memorization. The correct pronunciation and

stress are emphasized. This technique is usually used for helping students of

second language or foreign language in the class. This drill also helps the students

to learn new vocabulary by repeating phrases, words, sentences, or even tenses

forms.

According to Paultson and Bruder (1976), there are three classes of

drilling technique in learning. They are mechanical drill, meaningful drill, and

communication drill (p. 4). The researcher only focuses on the mechanical drill,

especially repetition drill. Mechanical drill is a drill which there is a complete

response from the students. In this situation, the students will have drill

completely in pronouncing the English sentence, such as repeating from the

teacher. Two kinds of mechanical drills are repetition drill and substitution drill.

a. Repetition Drill

Repetition drill is known as listen and repeat. The teacher says a word or a

sentence loudly and the students repeat it with correct pronunciation, stress, and

intonation. According to Russell (2008), it is a good method because the students


22

are given an excellent model of pronunciation immediately before they are asked

to respond. So, the teacher, as the model of pronunciation, gives some examples

to the students and then the students have to repeat them. Repetition drill is also

commonly used by the teacher for introducing new vocabulary and meaning.

b. Substitution Drill

Russell (2008) states that substitution drill is when the teacher gives an

example of a sentence, then the teacher asks the students to change one or more

words in it. With this method, the students can check their sentences with each

other. Below is the examples of substitution drill given by Baruah (1991):

T : (showing a picture of cat) This is a cat.

S : That is a cat.

T : (showing a picture of dog)

S : That is a dog.

B. Theoretical Framework

This framework focused on the English teachers‟ perception on the use of

teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities at

SMP Negeri 1 Bantul. The theories that had been explained in the theoretical

description were the basic in explaining the result.

After displaying the data into paragraphs, the researcher analyzed how the

English teachers at SMP Negeri 1 Bantul implemented the teacher‟s guidebook of

2013 Curriculum in the teaching and learning activities. Then, the researcher used

the theory of drilling technique to strengthen the researcher‟s analysis.


23

Afterwards, in order to answer the research question, the researcher used

the theory of perception. After the participants gave their opinions on the use of

teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities,

the researcher analyzed the participants‟ perception on the use of teacher‟s

guidebook of 2013 Curriculum in the teaching and learning activities. Then, the

researcher used the theory of perception to strengthen the researcher‟s analysis.

Besides, the theory of guidebook was used as the guidance in discussing

the teacher‟s guidebook and the implementation of teacher‟s guidebook of 2013

Curriculum in the teaching and learning activities by the English teachers. The

next one was the explanation of 2013 Curriculum. The explanation of 2013

Curriculum was also given to provide clearer information about the limitation of

the research and the teacher‟s guidebook was a product of 2013 Curriculum.


24

CHAPTER III

METHODOLOGY

This chapter presents the methodology used in the research. It is divided

into six parts. They are research method, research setting and participants,

research instruments, data gathering technique, data analysis technique, and

research procedure.

A. Research Method

The research objective of this research was to find out the teachers‟


and learning activities. To achieve the goal of the research, the researcher used

qualitative research. According to Krathwohl (1993), qualitative research is a

research that describes phenomena in words instead of numbers of measures

(p.740) (as cited in Wiersma, 1995, p. 12). It meant that the data would be

presented in the form of description. The primary aimed of qualitative research

was to provide a complete, detailed description of the research topic. As stated by

Merriam (2009), the product of a qualitative inquiry is richly descriptive. The

researcher used qualitative research since it dealt with those descriptive data that

were gathered from the observation, the questionnaire, and the interview.

This research belonged to case study. Yin (2009, p. 18) states that case

study is an empirical inquiry that investigates a contemporary phenomenon in

depth and within its real-life context, especially when the boundaries between


25

phenomenon and context are not clearly evident. The cases which could be

studied using case study as the research method were decisions, individuals,

organizations, processes, programs, neighborhoods, institutions, and events (Yin,

2009). The case in this research was a kind of real-life phenomenon on the use of


While according to Ary, Jacobs, and Sorensen (2010), “A case study

focuses on a single unit to produce an in-depth description that is rich and

holistic…As indicated, case studies provide an in-depth description of a single

unit. The “unit” can be an individual, a group, a site, a class, a policy, a program,

a process, an institution, or a community (p. 454). In this research, the unit was

the three of the seventh grade English teachers at SMP Negeri 1 Bantul. In this

research, the researcher described, in-depth, the particular of the teachers‟

perception on the implementation of teacher‟s guidebook of 2013 Curriculum.

B. Research Setting and Participants

This research was conducted in the seventh grade English class of SMP

Negeri 1 Bantul, which is located on Jl. Ra. Kartini No. 44, Kec. Bantul, Kab.

Bantul, Daerah Istimewa Yogyakarta 55714, Indonesia. It was conducted during

August-September 2015, the first semester of academic year 2015-2016. The

participants of this research were three of four seventh grade English teachers at

SMP Negeri 1 Bantul. There were four English teachers who taught seventh

grade. However, the researchers chose three of the four English teachers as the

participants, because one of the four English teachers was so busy to guide the


26

PPL students. In this research, the researcher used #ET1, #ET2, and #ET3 to name

the participants. The researcher also provided the background of the participants

in order to strengthen the finding.

The first participant was #ET1. Now, she is 41 years old. She graduated

from one of the private universities in Yogyakarta. After she graduated from the

university, in 2001 she became an English teacher in one of the private junior high

schools in Yogyakarta. She taught seventh grade and eighth grade. Then, in 2005

she took a test and she became an English teacher assistant at SMP Negeri 1

Bantul. At the first time, she became a teacher assistant for one semester for non

English teachers. In the second semester, she began to teach in the classroom. She

taught seventh grade and eighth grade. However, for the eighth grade, she only

taught for a few times. In 2010, she became a civil servant and she was deployed

at SMP Negeri 1 Bantul. Until now, she is an English teacher at SMP Negeri 1

Bantul and she teaches the seventh grade. She has been certified since 2012.

The second participant was #ET2. Now, she is 45 years old. She graduated

from one of the public universities in Yogyakarta. After she graduated from the

university, in 1999 she became an English teacher in two junior high schools in

Bantul. At that time, she taught seventh grade and eighth grade. In 2003, she

became a teacher assistant in one of the public junior high schools in Bantul.

Then, in 2006 she became a civil servant and she was deployed at SMP Negeri 1

Bantul. Until now, she is an English teacher at SMP Negeri 1 Bantul and she

teaches the seventh grade. She has been certified since 2013. Now, besides

teaching at SMP Negeri 1 Bantul, she also teaches in one of the private junior high


27

schools in Bantul. It is done as the requirement of certification to meet the

teaching hours.

The third participant was #ET3. Now, she is 40 years old. She graduated

from one of the public universities in Yogyakarta. After she graduated from the

university, in 2002 she became an English teacher in one of the private high

schools in Yogyakarta. She taught there during 2002-2003. Then during 2003-

2004, she was an English tutor in one of the vocational high schools in

Yogyakarta. In 2005, she took a test and she became an English teacher at SMP

Negeri 1 Bantul. At the first time, she became a teacher assistant for one semester

for non English teachers. In the second semester, she began to teach in the

classroom. She had experienced in teaching seventh, eighth, and ninth grade. In

2010, she became a civil servant and she was deployed at SMP Negeri 1 Bantul.

Until now, she is an English teacher at SMP Negeri 1 Bantul and she teaches

seventh grade. She has been certified since 2012. Now, besides teaching at SMP

Negeri 1 Bantul, she also teaches in one of the vocational schools in Bantul. It is

done as the requirement of certification to meet the teaching hours.

C. Research Instruments

In this research, in order to collect the data, the researcher used

observation, questionnaire, and interview as the data collection methods.

1. Observation

The first instrument was observation. According to Ary, Jacobs, and

Sorensen (2010), observation is a basic method for obtaining data in qualitative


28

research and is more than just “hanging out” (p. 431). Here, the researcher

conducted the research by using the observation checklist. As stated by Wallace

(1998), observation checklist is one of some form of observation in the learning

process (p. 146). The observation checklist contained elements that would be

observed towards the implementation of teacher‟s guidebook of 2013 Curriculum

in the teaching and learning activities by the English teachers. The observation

checklist was made based on the learning instruction stated on the teacher‟s

guidebook. The researcher observed whether the teachers followed the learning

instructions stated on the teacher‟s guidebook or not.

In this research, the researcher chose three of the seventh grade English

teachers as the participants. The researcher attended the English class twice in

each participant‟s class. In total, the researcher attended the English class for six

meetings, two meetings in each participant‟s class. The researcher attended the

English class and followed the teaching and learning activities. The researcher

also did the observation by checking the observation checklist.

2. Questionnaire

The second instrument was questionnaire. Johnson and Christensen (2012)

state that researchers use a questionnaire so that they can obtain information about

the thoughts, feelings, attitudes, beliefs, values, perceptions, personality, and

behavioral intentions of researcher participants (p. 162). In this research, the

questionnaire aimed to gather the information about the English teachers‟

perception on the use of teacher‟s guidebook of 2013 Curriculum.


29

The researcher used a mixed questionnaire. As stated by Johnson and

Christensen (2012), mixed questionnaire is a questionnaire that includes a mixture

of open-ended and closed-ended items (p. 170). On the closed-ended questions,

there were eight questions and the teachers were asked to pick the answer “YA”

or “TIDAK”. There were four questions in the open-ended questions. The open-

ended questions could provide rich information because the participants

responded by writing their answer with their own words.

3. Interview

The third instrument was interview. According to Ary, Jacobs, and

Sorensen (2010),

Interview is also one of the most widely used and basic methods for

obtaining qualitative data. Interviews are used to gather data from people

about opinions, belief, and feelings about situation in their own words.

Interview may provide information that cannot be obtained through

observation, or they can be used to verify observations (p. 438).

The researcher used the interview in order to gather data about the teachers‟

opinion, belief, and feeling towards the implementation of teacher‟s guidebook of

2013 Curriculum in the teaching and learning activities. The researcher developed

the questions based on the observation checklist and the questionnaire. The

researcher used the interview to obtain information that could not be obtained

through the observation and the questionnaire. Through the interview, the

researcher verified the answers from the observation checklist and the

questionnaire. Through this, the researcher would get the deepest information

from the participants.


30

In this research, the researcher became the interviewer and the seventh

grade English teachers were the interviewees. The researcher used a semi-

structured interview. A stated by Ary, Jacobs, and Sorensen (2010), semi-

structured interview, in which the area of interest is chosen and questions are

formulated but the interviewer may modify the format or questions during the

interview process. The interviewer had prepared the questions beforehand, but the

interviewer also asked questions based on the participants‟ responses towards the

previous question during the interview process. The interviewer used an audio

recorder to collect the data. It was much easier than taking notes.

D. Data Gathering Technique

The researcher conducted several steps in gathering the data for the

research. First, the researcher gave the permission letter to the headmaster of SMP

Negeri 1 Bantul. Second, the researcher talked to the participants and arranged the

schedule when the researcher could attend the English class.

Third, the researcher attended the English class in which the English

teachers were teaching the seventh grade. The researcher attended the English

class twice in each participant‟s class. On August 6th

, 2015 and on August 12th

,

2015, the researcher attended teacher #ET1‟s class. On August 8th

, 2015 and on

August 18th

, 2013, the researcher attended teacher #ET2‟s class. On August 18th

,

2015 and on August 22nd

, 2013, the researcher attended teacher #ET3‟s class. The

researcher followed the teaching and learning activities while checking the

observation checklist. The researcher also took notes if there were others elements


31

that were outside the observation checklist. The observations were used to see

how the teachers implemented the teacher‟s guidebook of 2013 Curriculum in the

teaching and learning activities. In other work, it served to confirm whether the

teachers followed all the learning steps from the teacher‟s guidebook without

modified it or the teachers modified it.

Fourth, the researcher distributed the questionnaireto the teachers after the

observations were done. The teachers finished filling up the questionnaires on

August 25th

, 2015. The questionnaire was used to find out how the teachers

implemented the teacher‟s guidebook, the teachers‟ opinion towards the teachers‟

guidebook, strengths and weaknesses, problem encountered, and the impact on the

use of teacher‟s guidebook.

Fifth, the researcher did the interview. The interview was conducted after

gathering the data from the questionnaires. On September 8th

, 2015, the researcher

interviewed teacher #ET3. On September 12th

, 2015, the researcher interviewed

teacher #ET2. On September 15th

, 2015, the researcher interviewed teacher #ET1.

The interview was used to find out the deepest information from the observation

and the questionnaires.

E. Data Analysis Technique

Data analysis was the process in which the data that had been got were

analyzed using several techniques. The researcher gathered data from the

observation checklist, the questionnaire, and the interview. The interview was


32

used to verify and find out the deepest information from the observation and the

questionnaire.

The first was observation checklist. The researcher used the learning

instruction on the teacher‟s guidebook as a guide of observation checklist. The

data from the observations checklist were analyzed to find the information on how

the English teachers implement the teacher‟s guidebook of 2013 Curriculum in the


The second was questionnaire. The researcher distributed the questionnaire

to the three seventh grade English teachers at SMP Negeri 1 Bantul. It was

distributed in order to get the information about the English teachers‟ perception

on the use of teacher‟s guidebook of 2013 Curriculum in the teaching and learning

activities. The researcher calculated the result of the questionnaire and got the

data.

The third was interview. The first step in analyzing the data was data

reduction for example, writing summarize, coding, and teasing out themes (Miles

and Huberman, 1994, p. 10). In this step, the researcher analyzed all the

transcribed data. Firstly, the researcher transcribed the interview from audio

recorder into written text. Secondly, the researcher omitted the irrelevant data into

relevant data to answer the research question. The data from the interview

transcript were selected by the researcher and the data which had no relation to the

topic were deleted. Miles and Huberman (1994, p. 11) add further that qualitative

data can be reduced and transformed in many ways, such as, through selection,

through summary or paraphrase. In this research, the researcher used paraphrase


33

to reduce and transform data. Afterwards, the researcher categorized the interview

transcript based on the question that the researcher asked. Next, the researcher

discussed the result and presented the data in the descriptive form. The last, the

researcher concluded the finding of the discussion.

F. Research Procedure

The research question in this research was “What is the English teachers‟


learning activities at SMP Negeri 1 Bantul?” The research was conducted at SMP

Negeri 1 Bantul and three of the seventh grade English teachers were the

participants. First, the researcher asked for the school‟s consent. The researcher

asked the permission from the school to conduct the research at SMP Negeri 1

Bantul. The researcher explained to the school about the goal of the research.

Then, the researcher asked for permission from the teachers, as the participants of

the research, to attend their English class to do the observations.

Second, the researcher collected the data. The data collection methods that

the researcher used were observation, questionnaire, and interview. Firstly, the

researcher did observations in the participants‟ English class. The researcher

attended the English class in which the English teachers taught the seventh grade

students of SMP Negeri 1 Bantul. After the researcher got the data from the

observation session, the researcher distributed the questionnaires. After gaining

the data from the questionnaire, the researcher did the interview session. The

researcher used an audio recorder when interviewing the participants.


34

Third, the researcher did a library study. The data obtained from the

research participants would be analyzed to find out the teachers‟ perception on the

implementation of teacher‟s guidebook 2013 Curriculum in the teaching and

learning activities.


35

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the findings of this research. There are two parts in

this chapter. The first part is about the implementation of teacher‟s guidebook of

2013 Curriculum by the English teachers at SMP Negeri 1 Bantul in the teaching

and learning activities. The second part is aboutthe teachers‟ perception on the use

of teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities

at SMP Negeri 1 Bantul.

In this research, the researcher also describes the implementation of

teacher‟s guidebook of 2013 Curriculum by the English teachers at SMP Negeri 1

Bantul in the teaching and learning activities before discussing the teachers‟

perception on the use of teacher‟s guidebook of 2013 Curriculum as the basic of

their teaching and learning activities.

A. The Implementation of Teacher’s Guidebook of 2013 Curriculum by

the English Teachers

In order to get the deepest information about the teachers‟ perception on

the use of teacher‟s guidebook of 2013 Curriculum in the teaching and learning

activities, the researcher also described how the teachers implemented the


The researcher observed the seventh grade English teachers in the English class.


36

The researcher conducted the observation by observing and checking the

observation checklist.

1. Observation in Teacher #ET1’s Class

On Thursday, August 6, 2015 and on Wednesday, 12 August, 2015, the

researcher did observation in #ET1‟s English class. At that time, the topic was

“How are you?” It was about greeting. On the first observation, on Thursday,

August 6, 2015, the teaching and learning activities were from activity 3 up to

activity 6. It was the teacher‟s policy to determine how many activities that would

be delivered to the students. Firstly, #ET1 did the opening session such as

greeting the students by using English to create English atmosphere and checking

the students‟ attendance. Then, #ET1 continued the lesson. The first activity was

activity 3. However, before going to the activity 3, #ET1 asked the students about

other expressions to response the expression of “How are you?” #ET1also asked

the students whether they had practiced greeting their family by using English or

not. For activity 3, there were two points of procedure in delivering activity 3.

For the first point, students were asked to observe a text and practiced

greeting with their seatmate. However, #ET1 improved the procedure. She read

the dialogue and asked the students to repeat what she read, then she asked the

students to read it again. #ET1 did it more than twice. The procedure stated on the

teacher‟s guidebook did not ask the teacher to read it first then the students

repeated it. However, #ET1 did it first then asked the students to practice it by

themselves. #ET1 wanted the students to pronounce the greeting correctly and that

was the reason why she asked the students to repeat what she read then practiced


37

it by themselves. For the second point, teacher gave a chance to students to go

outside the classroom and practiced greeting people around school. However,

#ET1 did not do it. She did not ask the students to go outside the classroom to

greet people around school. Based on the researcher‟s perception, the second point

did not need to be done, because the students still needed to learn, so they only did

the practice with their classmates.

Then #ET1 continued to activity 5. #ET1 skipped activity 4. The reason

why #ET1 skipped activity 4 would be explained in the subchapter B. For activity

5, there was only one point of the procedure. The students and their seatmates

presented the simple dialogue using the expression given. Then #ET1 did the

same thing as the previous activity, she read the dialogue on the activity 5 and

then the students repeated it. Then, she explained the expression and the response

on the activity 5. After that, the students practiced rereading the dialogue on the

activity 5 with their seatmate. The last, some of the students presented the

dialogue on the activity 5 in front of the class with their seatmate. #ET1 wanted

to know whether the students understood the dialogue and they could pronounce it

correctly or not.

For activity 6, there were three points of the procedure in delivering

activity 6. #ET1 did those three procedures, although she made an improvement

on the implementation. #ET1 read the dialogue on the activity 6 and the students

repeated it. She did it more than twice. By repeating the dialogue, #ET1 hoped

that the students would absorb the expression and the response, so that later, they

could implement the expression correctly. For the exercise, #ET1 asked the


38

students to ask their friends‟ condition, then the students could go around asking

their friends‟ condition. Afterwards, the students presented their result. Then, the

result was submitted to the teacher.

For the instruction/note, it could be seen from the observation checklist on

Thursday, August 6, 2015 that #ET1 did not really pay attention to it. She used

her own language in giving instruction to the students. #ET1 paraphrased the

language stated on the teacher‟s guidebook in giving instruction and used Bahasa

Indonesia mostly. However, for the note on the activity 6, such as stomachache =

sakit perut, toothache = sakit gigi, backache = sakit punggung, flu/cold = flu, and

cough = batuk, #ET1 gave those notes by writing them down on the blackboard.

The teacher gave those vocabularies to the students as the references because the

activity 6 talked about people‟s condition. It could also give new information to

the students about new vocabularies. Based on the researcher‟s observation,

almost all of the students had not known the meaning of those vocabularies and

they wrote it down on their notebook. For the time allocation, #ET1 did not

exactly implement the time allocation stated on the teacher‟s guidebook. It could

be seen from the observation checklist on Thursday, August 6, 2015 that the time

allocation in teaching and learning activities was different from what stated on the

teacher‟s guidebook. #ET1 divided the time allocation for each activity.

Then the second observation was on Wednesday, August 12, 2015. Firstly,

#ET1 did the opening session by greeting the students by using English to create

English atmosphere and checking the students‟ attendance. On that day, the lesson

was from activity 9 up to activity 11. The activity 9 was about the expression of


39

leave taking. There were four points of procedure in delivering activity 9. Like

what #ET1 did towards the dialogue, she read the dialogue first and then the

students repeated it. She did it more than twice. Afterwards, #ET1 asked the

students to read the dialogue each row loudly. By repeating and rereading the

dialogue, the students were believed to be able to absorb the expressions so that

they could understand better towards the expressions and the responses. For the

third point, #ET1 did not ask the students to play a role play towards the dialogue.

#ET1 just asked the students to read the dialogue each row loudly. Based on the

researcher‟s perception that #ET1 felt enough towards the activity 9 by repeating

and rereading the dialogue each row loudly.

For activity 10, #ET1 decided to make it as a homework for the students.

Firstly, #ET1 explained what the students had to do towards the activity 10. She

explained it in Bahasa Indonesia, although it had the same meaning with the

instruction stated on the teacher‟s guidebook. She used Bahasa Indonesia in order

to make all of the students understand what they had to do. The time allocation for

explaining the material was about 10 minutes. Actually, the time allocation for the

activity 10 which stated on the teacher‟s guidebook was 20 minutes. However,

#ET1 made the activity 10 as homework, so she only needed 10 minutes to

explain it.

For activity 11, #ET1 did the two points of the procedure, although she

made the improvement on the implementation. #ET1 did not only ask the students

to observe the pictures on the activity 11, but she also explained the situation of

the pictures. Then #ET1 asked the students to fill up the dialogue based on the


40

situation. Afterwards, some of the students presented their results in front of the

class by writing them down on the blackboard. It could be seen from the

procedure of activity 11 that there was no procedure about presenting in front of

the class, but the teacher asked the students to present their results. It meant that

the teacher made an improvement on the implementation.

However,for the instruction and time allocation, #ET1 did not really pay

attention to them. During the teaching and learning activity, mostly the teacher

used Bahasa Indonesia. She gave the instruction in Bahasa Indonesia, although the

meaning was the same as the instruction stated on the teacher‟s guidebook.

Based on the observation about the implementation of teacher‟s guidebook

of 2013 Curriculum in the teaching and learning activities in #ET1‟s English

class, the researcher could conclude that the teacher did not exactly implement the

learning instruction stated on the teacher‟s guidebook. She made some

improvements on the implementation. For the activity itself, #ET1checked the

students‟ understanding. When the students had understood the material, then

#ET1 continued to the next activity. However, for the activity that needed to do

the exercise, it took longer time allocation than other activities. Based on the

researcher‟s observation, each student had different ability, so it also affected the

time allocation for each activity.


The second English teacher was #ET2. The researcher did the observations

on Saturday, August 8, 2015 and on Tuesday, August 18, 2015. The first day of

observation, the activity was activity 5 up to activity 8. The topic was about


41

greeting. Firstly the teacher did the opening session by greeting the students using

English to create English atmosphere and checking students‟ attendance. Then the

teacher went to activity 5. On the activity 5, the students were asked to present the

dialogue on the activity 5 with their seatmates. However, #ET2 only asked the

students to read it with their seatmates without presented it. Before that, #ET2

read the dialogue on the activity 5 and then the students repeated it. The time

allocation for activity 5 was more than what was stated on the teacher‟s

guidebook. The time allocation was stated 40 minutes on the teacher‟s guidebook.

In reality, it took 42 minutes.

For activity 6, there were three points of the procedure. However, #ET2

did not implement all of those procedures. #ET2 just asked the students to observe

the dialogue on the activity 6, then #ET2 read the dialogue and the students

repeated it. It was done more than twice. Based on the researcher‟s perception,

#ET2 felt enough towards that activity so that she continued it to the next activity

without doing other two points of procedure on the activity 6.

For activity 7, #ET2 skipped it and the deeper explanation why #ET2

skipped it would be explained on the subchapter B. The last activity for that day

was activity 8. There were two points of procedure in delivering the activity 8.

They asked the students to observe the pictures on the student‟s textbook and

describe each picture using correct expressions. Here, #ET2 asked the students to

ask their classmates about their feeling and wrote the result down on the table. It

was not mentioned in the procedure about what the teachers should do towards the

table. If we saw on the student‟s textbook, we could see that on the activity 8 was


42

not only about picture and dialogue but also table. Here, #ET2 did not discuss the

pictures, she only asked the students to complete the table about asking the

classmates‟ feeling.

For the instruction/note and the time allocation, #ET2 did not really pay

attention to them. She did not exactly implement the procedure stated on the

teacher‟s guidebook. Mostly, she used Bahasa Indonesia in giving instruction to

the students. It was to make the instruction more understandable to the students.

However, she also spoke English although Bahasa Indonesia held a large portion.

The second observation was on Tuesday, August 18, 2015. The topics

were about expression and response of thanks and apology. The activity was from

activity 14 up to activity 18. As usual, #ET2 opened the class by greeting the

student in English and checking the students‟ attendance. #ET2 also asked the

students about what they had learnt in the previous meeting. By asking the

materials of the previous meeting, the students were expected to recall the

previous material. Then #ET2 continued the activity to study the activity 14. #ET2

did what stated on the procedure. She asked the students to make a dialogue based

on the pictures on the activity 14 using expression of thanks. Then, #ET2 asked

four students to write the result down on the blackboard and the others students

read it. #ET2 also gave explanation about the expression and response of thanks,

although it was not mentioned in the procedure. It took 25 minutes to do the

activity 14.

For activity 15, there were four points of procedure in delivering activity

15. We could see from the observation checklist that the third and the fourth point


43

of the procedure were not done by #ET2. However, #ET2 changed the procedure.

It was stated that the students worked in pairs in making dialogues and then read it

in front of the class. In reality, #ET2 asked the students to make dialogues

individually and asked four students to write the result down on the blackboard.

Before #ET2 asked the students to make the dialogues, she read the example of

dialogues and asked the students to repeat it.

For activity 16, #ET2 skipped it and directly went to activity 17. It would

be explained on the subchapter B why the teacher skipped it. In activity 17, there

were three points of procedure in delivering activity 17. The last procedure was

not done. Based on the researcher‟s perception, it did not need to be done. Then to

cover it, #ET2 gave notes about the expressions and responses of apology and she

explained it. #ET2 felt that the students needed to know another expressions and

responses of apology which were stated on the activity 17.

Then, the last activity for that day was activity 18. There were five points

of procedure in delivering activity 18. As seen from the observation checklist, for

the first and second points, #ET2 tried to make an improvement on the

implementation. #ET2 tried to change the expression to another expression of

apology while she read the dialogue, although it was not mentioned in the

procedure of activity 18. Meanwhile, the third point of theprocedure was not done

at all. Based on the researcher‟s perception, it did not need to be done.The bell

rang 10 minutes before the time, so all of the activities on the activity 18 could not

be covered.


44

For the instruction/note and time allocation, like in the first observation,

mostly #ET2 used Bahasa Indonesia. She used her own language in giving

instruction, but had the same meaning stated on the instruction/note. Meanwhile,

for the time allocation, #ET2 did not pay attention to it. She allocated the time

herself based on the activity and the students‟ understanding.

Based on the observations about the implementation of teacher‟s

guidebook of 2013 Curriculum in the teaching and learning activities in #ET2‟s

English class, the researcher could conclude that the teacher did not exactly

implement the learning instruction stated on the teacher‟s guidebook. Sometimes,

#ET2 made an improvement in the implementation. #ET2 also made complement

by adding the material, such as giving information towards another expressions

and responses which were stated on the student‟s textbook. The researcher also

found that #ET2 used a video as a media in the teaching and learning activity. The

video was about greeting. After the students watched the video, #ET2 asked the

students to follow what the video said. The students repeated the greeting‟s

sentence from the video. It was in the form of music, so the students looked

enthusiastic in following the video. Here, the teacher made an improvement by

playing a video, although it was not mentioned in the procedure.


The third English teacher was #ET3. The researcher did the observations

on #ET3‟s English class and the observations were conducted twice, on Tuesday,

August 18, 2015 and on Saturday, August 22, 2015. Firstly, #ET3 greeted their

students in English to create English environment and checked the students‟


45

attendance. Then, she went to the activities. On the first day of the observation,

the activities were from activity 18 up to the beginning of the chapter 2. For the

activity 18, it had been discussed in the previous meeting, then that day #ET3 only

discussed the homework given in the previous meeting. Some of the students

consulted their homework to #ET3, then the students presented it in front of the

class with their seatmates. Afterwards, #ET3 gave feedback to the students about

the pronunciation. It took 35 minutes to discuss the homework.

Then, the last activity for the chapter 1 called reflection. For the first point,

#ET3 did it by asking “What have you learned in the previous meeting?” and

“Have you practiced it at home?” #ET3 also reviewed the material on the chapter

1 shortly. It was done in order to remind the students‟ memories towards the

materials. Based on the researcher‟s perception, the second point of the procedure

did not need to be done, so #ET3 did not do it. It took 5 minutes to sum up the

chapter 1.

The next activity was activity 1. There were four points of procedure in

delivering activity 1. Those points of the procedure were done, but they only took

10 minutes because there were only five students who read the text. However,

after those five students read the text, #ET3 asked the whole class to read it

altogether and then #ET3 gave feedback towards the students‟ pronunciation.

#ET3 wanted their students could introduce themselves well, then she gave the

feedback to their students

The last activity for that day was activity 2. There were two points of the

procedure here and those points were done by #ET3. She also made an


46

improvement in the implementation by asking the students to consult the result of

their work to her. Actually, the procedure on the teacher‟s guidebook did not ask

the students to consult their result.

For the instruction/note and the time allocation, #ET3 did not pay attention

to them. She did not exactly implement the instruction/note and time allocation

stated on the teacher‟s guidebook. She made her own decision based on the

students‟ understanding. #ET3 also used her own language in giving instruction to

the students without following exactly the instruction on the teacher‟s guidebook.

Then, the second observation was on Saturday, August 22, 2015. The

activities were activity 2 up to activity 8. Firstly, #ET3 greeted the students in

English to create English atmosphere and checked the students‟ attendance. Then,

it went to activity 2. Actually, the activity 2 was already discussed in the previous

meeting, but because the class session was over, then it became a homework for

the next meeting. Then, that day #ET3 discussed the homework. #ET3 went

around the class to check the homework given on the last meeting. Then #ET3

asked the students one by one about their identities, such as: “How old are you?”

“Where do you come from?” etc. Based on the researcher‟s perception, #ET3

asked those questions to check the students‟ understanding in answering the

questions related to their identities. It took 20 minutes to discuss the homework.

For activity 3, there were four points of procedure in delivering activity 3.

Here, #ET3 explained the function of the expression stated on the pictures from

the activity 3. Then, #ET3 also gave an example how to introduce others. #ET3

did those things although it was not mentioned on the procedure. It could be said


47

that #ET3 improved the learning instruction here. Based on the researcher‟s

perception, #ET3 felt that the students needed to know about that in order to

implement the expression correctly. For the last point, it was not done because it

had been discussed in the previous activity, then based on the researcher‟s

perception, #ET3 thought that it did not need to be done.

For activity 4, #ET3 skipped it. Based on the researcher‟s perception, it

was skipped because the activity was same as what had been done in the activity

3. Then, #ET3 skipped it and continued to the next activity. Afterwards, in

activity 5 #ET3 improved the procedure. #ET3 asked the students to introduce

their seatmate and #ET3 gave feedback later. For activity 6, #ET3 skipped it

again. Based on the researcher‟s perception, it was because the activity in the

activity 6 was the same as the activity 5, then #ET3 skipped it.

For activity 7, the students were asked to fill up a library card. The

students could go to the library and asked to the librarian. However, #ET3

modified the procedure. She did not ask the students to go to the library, but she

asked the students to write their students number instead of student library card.

Consequently, the students did not need to go to library to ask about their student

library card.

For activity 8, it could be seen that #ET3 did not implement the first point

of procedure. Based on the researcher‟s perception, it would also spend a lot of

time to go to library because the distance between the classroom and the library

was quite far. However, for the second and the third points of procedure, they

were done.


48

For the instruction/note and time allocation, #ET3 did not pay attention to

them. She did not exactly implement the instruction/note and time allocation

stated on the teacher‟s guidebook. She made her own decision on it.

Based on the observations about the implementation of teacher‟s

guidebook of 2013 Curriculum in the teaching and learning activities in #ET3‟s

English class, the researcher concluded that the teacher did not exactly implement

the learning instruction stated on the teacher‟s guidebook. She made an

improvement in implementing the learning instruction. Based on the researcher‟s

observation, the teacher‟s decision during the implementation of the learning

instruction was based on the students‟ understanding. When the teacher felt that

the material was easy for the students and students had understood, then #ET3

continued to the next activity. Here, there were some activities that almost similar

to the previous activity, therefore #ET3 skipped it. Based on the researcher‟s

observation, the ability of #ET3‟s students was better than #ET1‟ students and

#ET2‟s students. Therefore, #ET3 was faster in delivering each activity.

From the observations during the learning process, the English teachers

read the dialogue first and then asked the students to repeat it. Setiyadi (2006)

states that repetition drill is the simplest drill used at the very beginning of

language class. Language learners merely repeat what the teacher says or the tape

recorder procedures. This may be used for the presentation of new vocabulary and

will be useful for pronunciation class (p. 63). By doing this repetition drill, the

researcher also found that the students would ask the English teachers about new

vocabulary, besides the students would also know how to pronounce them


49

correctly. It also helped the students to be familiar with the expression on the

dialogue.

Sometimes, the English teachers also taught grammar, although it was not

mentioned in the procedure. The English teacher found out that the students had to

know the correct grammar in order to make correct English especially when they

introduce themselves. As stated by Setiyadi (2006), teaching by explaining some

grammatical concepts and meanings that should be avoided for children classes

can be introduced in a class of teenagers. The teenager may demand to know the

rules and the meanings in their language (p.182). Not all of the students got

English material since they were in elementary school, then the English teachers

also tried to teach grammar gradually. Sooner, it would also increase their

language competence. In line with Setiyadi (2006), language competence or the

skills of language should become the goals of learning the target language. Hence

grammar mastery should be considered as the basis for the language skills, either

listening, speaking, reading, or writing (p. 182).

According to Kementerian Pendidikan dan Kebudayaan (2013), itis

possible for teachers to enrich the learning instructions that have been offered on

the teacher‟s guidebook. It is because the teacher‟s guidebook is the minimum

standard that can be developed if the teachers need to develop it. Hence, the

English teachers improved the learning instructions in implementing the teacher‟s

guidebook of 2013 Curriculum in teaching and learning activities. By adding

video and other materials to complete the main material, The English teachers

meant to make an improvement in implementing the learning instructions also.


50

Based on the observations about those implementations on the use of

teacher‟s guidebook of 2013 Curriculum in teaching and learning activities, the

researcher could conclude that the English teachers did not exactly implement the

learning instruction stated on the teacher‟s guidebook. They made an

improvement in the learning instructions in implementing the teacher‟s guidebook

of 2013 Curriculum in the teaching and learning activities. For giving instructions

to the students, the English teachers used their own language, without following

which was stated on the teacher‟s guidebook. The purpose was to make the

instructions become more understandable for the students. Meanwhile for the time

allocation, the English teachers made an adjustment in consideration to the

student‟s ability. In line with Kementerian Pendidikan dan Kebudayaan Republik

Indonesia (2014), for the time allocation, the teacher could adjust the time

allocation based on the students‟ ability. The researcher found that the teaching

and learning activities ran well. The students understood the materials given by

the teachers. It seemed that the students were also able to do the exercises well.

B. Teachers’ Perception on the Use of Teacher’s Guidebook of 2013

Curriculum in Teaching and Learning Activities

This section would answer the research question stated in the Chapter I.

The researcher divided this section into four parts: (1) teachers‟ perception on the

implementation of teacher‟s guidebook of 2013 Curriculum, (2) teachers‟

perception on the problem encountered of teacher‟s guidebook of 2013

Curriculum, (3) teachers‟ perception on the strength and weakness of teacher‟s


51

guidebook of 2013 Curriculum, and (4) teachers‟ perception on the impact of the

use of teacher‟s guidebook of 2013 Curriculum. In obtaining the data, the

researcher used a questionnaire which consisted of eight close-ended statements

and four open-ended questions. Besides, the researcher also conducted an

interview to the three English teachers of SMP Negeri 1 Bantul.

1. Teachers’ Perception on the Implementation of Teacher’s Guidebook

of 2013 Curriculum

In this section, the researcher presents the teachers‟ perception on the

implementation of teacher‟s guidebook of 2013 Curriculum. The data was

presented in Table 4.1.

Table 4.1 Teachers’ Perception on the Implementation of

Teacher’s Guidebook of 2013 Curriculum

DESKRIPSI YA TIDAK

1.

Saya menggunakan Buku Guru Bahasa Inggris When English

Rings a Bell Kurikulum 2013 sebagai pedoman utama dalam

melaksanakan pembelajaran Bahasa Inggris bagi peserta didik

kelas VII.

3

2.

Saya menggunakan Buku Guru lain, selain Buku Guru Bahasa

Inggris When English Rings a Bell dalam melaksanakan

pembelajaran Bahasa Inggris bagi peserta didik kelas VII.

1 2

3.

Saya mengikuti langkah-langkah pembelajaran sesuai dengan

yang tertulis dalam Buku Guru Bahasa Inggris When English

Rings a Bell Kurikulum 2013 tanpa mengubah sedikitpun, baik

prosedur, instruksi/catatan, ataupun alokasi waktu.

3

4.

Saya bersikap fleksibel terhadap langkah-langkah

pembelajaran dalam Buku Guru Bahasa Inggris When English

Rings a Bell Kurikulum 2013.

3


52

DESKRIPSI YA TIDAK

(Fleksibel = mengubah sesuai dengan kebutuhan dan

kemampuan siswa).

5.

Dengan adanya Buku Guru Bahasa Inggris When English

Rings a Bell Kurikulum 2013, saya tidak perlu lagi membuat

Rencana Pelaksanaan Pembelajaran (RPP) untuk kegiatan

pembelajaran Bahasa Inggris bagi peserta didik kelas VII.

3

6.

Saya merasa Buku Guru Bahasa Inggris When English Rings a

Bell Kurikulum 2013 sangat membantu saya dalam


kelas VII.

3

7.

Dengan adanya Buku Guru Bahasa Inggris When English

Rings a Bell Kurikulum 2013, memudahkan saya dalam


kelas VII.

3

8.

Buku Guru Bahasa Inggris When English Rings a Bell

Kurikulum 2013 memberikan saya pengetahuan baru mengenai

metode mengajar yang belum pernah saya jumpai atau saya

terapkan sebelumnya.

2 1

The first two statements, numbers 1 and 2 were about the teacher‟s

guidebook itself. In statement 1, all the English teachers stated “Ya” towards the

statement. It meant that all of the English teachers used the teacher‟s guidebook

“When English Rings a Bell” as their main guidebook in the teaching and learning

activities. The teacher‟s guidebook itself had been prepared by the government in

order to help the English teachers in the teaching and learning activities. It was

also seen that the program of the government about the teacher‟s guidebook as a

main guidebook in the teaching and learning activity was successful.


53

In statement 2, one of the three English teachers stated “Ya” towards the

statement. The teacher who stated “Ya” was #ET2. However, actually she only

used the teacher‟s guidebook “When English Rings a Bell” in the teaching and

learning activities. It was proved from the interview session. When the researcher

asked to #ET2 about the teacher‟s guidebook and #ET2 answered that this was the

only one teacher‟s guidebook.

(Iya mbak hanya ini buku gurunya) -#ET2

Yes, this was the only teacher‟s guidebook.

Based on the interview, the researcher could conclude that all of the English

teachers did not use other teacher‟s guidebooks for the teaching and learning

activities. The English teachers only used the teacher‟s guidebook “When English

Rings a Bell” from the government in the teaching and learning activities.

Gibson et al (1985) state that perceptions are significantly influenced by

needs and desire. The teacher‟s guidebook was the need of English teachers in the

teaching and learning activities. It was expected to help the English teachers in the

teaching and learning activities. The teacher‟s guidebook could not be separated

from the student‟s textbook. When the teachers used the student‟s textbook for the

teaching and learning activities, then at that time the teachers needed the teacher‟s

guidebook as the guidance in using the student‟s textbook.

The researcher also conducted an interview related to the statements 1 and

2. The English teachers stated that they only used teacher‟s guidebook “When

English Rings a Bell” as the main guidebook in the teaching and learning

activities. However, for the student‟ textbook, the English teachers used others

textbooks and LKS (Lembar Kerja Siswa). It aimed to improve the material, so


54

that the students could understand more towards the material and knew varied

exercises.

#ET1 used other textbooks. However, the textbooks were kept by her and

the students did not have those textbooks. #ET1 thought that the exercises in the

student‟s textbook from the government were too simple. Hence, #ET1 used other

textbooks in order to make the exercises more variedly and improved the material.

(Pakai (buku ajar lain),tapi khusus buat saya. Nanti saya tambah-

tambahkan buku ajar lain. Kadang kan disini (buku siswa) latihannya

terlalu seperti latiahan di SD, gampang banget e. Disini tidak ada

grammarnya kan? Trus contoh-contoh dialog juga tidak ada to? Trus saya

tambahi dari buku English in Focus trus kadang English on Sky, tapi anak

tidak punya.) -#ET1

I used other textbooks, but it was only me who had them. Then I would

complete the material and added the exercises from those textbooks.

Sometimes, the exercises from the student‟s textbook were like exercises

in elementary school, it was too easy. There was no grammar here

(student‟s textbook), right? There were no examples of dialogues here

(student‟s textbook), right? Then, I added it from English in Focus and

English on Sky, but the students did not have those books.

Besides, #ET1 also used LKS. LKS provided a lot of exercises. It could also be an

alternative in giving exercises to the students. However, the name of publisher

was not mentioned on the LKS and the students already bought the LKS. It

became the weakness because it was not mentioned the name of publisher.

(LKS juga banyak membantu mbak. LKS Itu banyak latiannya… Bu #ET3

juga memakai LKS ini, semua guru juga pakai.) -#ET1

LKS (Lembar Kerja Siswa) also helped a lot. There were a lot of exercises

in LKS…#ET3 also used this LKS, all of the English teachers also used

LKS in the teaching and learning activity.

#ET2 also used other textbooks, such as Erlangga, Bright, English in Focus and

Bupena.

(Iya, buku-buku pendukung lain saya pakai, dari Erlangga, Bright,

kemudian English in Fokus saya pakai. Kalau untuk buku-buku latian

kadang saya pakai Bupena...)-#ET2


55

Yes, I used other textbooks, such as Erlangga, Bright, then English in

Focus. For the exercises I used Bupena…

#ET2 also used LKS. However, #ET2 found the weakness for the LKS, but she

could handle it.

(Iya saya juga pakai LKS, tetapi ada beberapa hal yang tidak sesuai,

contohnya tiba-tiba ada soal latihan padahal soal itu mengacu pada

bacaan dan bacaannya itu tidak ada. Kemudian saya lewati, yang sesuai

saja yang saya pakai...) -#ET2

Yes, I used LKS (Lembar Kerja Siswa).There were some parts which were

unsuitable. For instance: there were exercises which referred to a reading

passage, but there was no reading passage. Then I skipped it. I just used

the exercises that were suitable…

Besides using LKS, #ET3 also used other textbooks such as BSE and English in

Focus.

(Iya, saya pakai LKS… Selain itu BSE dan English in Focus, saya pakai

untuk acuan.) -#ET3

Yes, I used LKS (Lembar Kerja Siswa)… Furthermore, I also used BSE

and English in Focus to guide me in the teaching and learning activities.

#ET3 thought that the exercises in the student‟s textbook from the government

were too simple. Therefore, she tried to improve from other sources.

(Untuk mencari latihan yang lain, juga untuk tambahan materi karena

yang ada di buku siswa itu kan hanya simple-simple aja kan, misalnya

untuk ungkapan dan respon leave taking itu apa saja gitu kan.) -#ET3

To find out other exercises and to complete the material because the

material in the student‟s textbook was too simple. For instance: other

expressions and responses for leave taking.

The statements 3 and 4 were about flexibility on the use of teacher‟s

guidebook. In statement 3, all of the English teachers stated “Tidak”, which meant

that the English teachers were flexible towards the learning instructions on the

teacher‟s guidebook. The English teachers did not exactly implement the learning

instructions stated on the teacher‟s guidebook. It was also proved in the statement


56

4 that all of the English teachers stated “Ya” that they were flexible towards the

learning activity on the teacher‟s guidebook. In line with Gibson et al. (1985) that

people tend to ignore information cues that might them feel discomfort. Here, the

English teachers selected the learning instruction that they would deliver to the

students. The English teachers made an improvement on the implementation of

learning instructions stated on the teacher‟s guidebook. Sometimes, they also

modified the learning instructions.

The researcher also conducted an interview related to the statements 3 and

4. The researcher wanted to find out why the English teachers selected the

learning instructions that they would deliver to the students. Like what the

researcher said before, the learning instructions on the teacher‟s guidebook

consisted of three parts. They were procedure, instruction/note, and time

allocation. The procedure itself consisted of several points about the learning step

in each activity.

For the procedure, #ET1 stated that it would spend a lot of time. The main

point was the students could implement what they had studied.

(Nanti ndak terlalu lama, siswa menyapa teman sebangku satu per satu,

memakan waktu yang lama. Jadi yang penting anak sudah bisa kalau

menyapa temannya, saya sudah mengajarinya. Jadi tidak usah satu satu

menyapa.) -#ET1

It would spend a lot of time when the students greeted their seatmates one

by one. So, the important things were that the students were able to greet

their friends. I had taught the students, so they could practice the greeting.

So, they did not need to greet their friends one by one.

Besides, there was also an activity that was skipped. #ET1 thought that the

students would get bored because of the similarity between the previous activity

and the next activity.


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(Kadang saya lewati. Nanti kalau aktivitasnya sama dengan yang

depannya, kadang anak-anak bosan, jadi kadang memang dilewati.) -

#ET1

Sometimes, I skipped the activity. When the activity was similar to the

previous activity and the next activity, sometimes the students would get

bored, so I skipped it.

#ET1 also selected the exercise from each activity, when the exercise‟s

instruction from the each activity was not clear enough, #ET1 would skip it and

went to the next exercise of the activity.

(Iya, trus saya kira-kira siswa itu dong apa tidak. Kalau tidak ada

keterangan disuruh ngapain, kemudian saya lewati.) -#ET1

Yes, then I made prediction whether the students understand or not. If

there was no instruction, then I skipped it.

(Iya disesuaikan. Anak-anak itu akan merasa enak kalau sudah ada

keterangan-keterangannya. Soalnya, anak kelas 1 itu belum bisa membuat

kalimat, ini kegiatannya suruh ngapain, menyapanya bagaimana. Kan

kegiatannya hampir sama dengan yang didepannya, yasudah tidak saya

suruh mengerjakan.) -#ET1

Yes, it was adjusted. The students would feel comfortable if there was

instruction. It was because the students of grade VII had not been able to

make a sentence, do the activity, and how to greet. The activity was almost

similar to the next activity, so I did not ask the students to do it.

For the instruction/note, #ET1 stated that it was helpful, but she did not

exactly implement the instruction/note. #ET1 selected what instruction/note

would be used in teaching and learning activities.

(Ya bermanfaat mbak. Ada beberapa yang bermanfaat dan ada beberapa

yang tidak. Saya akan delete yang tidak bermanfaat. Saya pakai yang kira-

kira anak gampang menerimanya.) .-#ET1

It was helpful. There were some of instructions/notes which were helpful

and were not helpful. I would deleted those which were not helpful. I

would use the instruction which the students found them easy to

understand.

The instruction/note stated on the teacher‟s guidebook was in English language

and it helped teachers in giving instruction to the students. However, #ET1 mostly


58

used Bahasa Indonesia in the teaching and learning activities. Naturally, #ET1 had

a reason why she used Bahasa Indonesia mostly.

(Biasanya kalau awal-awal memang memakai Bahasa Indonesia, tapi

kadang juga saya campur. Tapi kadang kalau dicampur itu anak ga dong,

jadi trus saya Indonesiakan. Saya terus terang ga bisa kalau Inggris terus,

anak juga belum bisa menangkap, jadi memang saya campur. Tapi kadang

memang banyak Indonesianya...)-#ET1

At the beginning, I used Bahasa Indonesia, but sometimes I also mixed it.

However, when I mixed it, the students would get confused, then I used

Bahasa Indonesia. Honestly, I could not use English all day long. The

students would also get confused, so I mixed it. However, mostly I used

Bahasa Indonesia…

For the time allocation, #ET1 also did not exactly implement it. She made

her own decision on the time allocation.

(Kalau alokasi waktu saya memang tidak melihat. Saya ngarang sendiri.

Yang saya lihat cuman prosedur poin-poin dalam langkah-langkah

pembelajaran. Tapi kalau waktu ga pernah saya lihat e mbak terus terang

(ketawa kecil).) -#ET1

For the time allocation, I did not pay attention to it. I divided it by myself

for a two hour-lesson. I just paid attention to the procedure of the learning

activity. Honestly, I did not pay attention to the time allocation.

#ET1 adjusted the time allocation. She stated that she would get difficulty if she

exactly implemented it. It would disturb her because she needed to look at the

clock frequently. She also paid attention to the students‟ understanding in the


(Saya sesuaikan dengan waktu 2 jam pelajaran. Kalau tidak selesai untuk

hari ini, saya lanjutkan besok. Kalau harus ngeplek itu malah susah,

kepikiran setelah ini harus begini dan seterusnya. Yang lama kan nanti

intinya. Terkadang menerangkan 1 (materi) aja ga dong-dong, ngarap

satu (latihan) aja sui banget, kan ga bisa ini (latihannya) harus selesai

dalam waktu 15 menit, nanti malah pada tidak mengerjakan. Ya kalau

yang pinter bisa, kan kemampuan siswa berbeda-beda, tidak bisa

disamakan. Kalau ada yang selesai duluan saya teliti, namun jika belum

saya suruh kerjakan dulu, jadi ya fleksibel aja.) -#ET1

I made some adjustments and adapted it with the two-hour lesson. If it

failed to be discussed completely today, I would continue it on the next

day. If it should be followed exactly, it would be difficult because I had to


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think “after this I had to do this” and soon. Explaining the core of the

lesson took a long time. Sometimes, I just explained one material, but the

students did not understand. Students spent a lot of time to work only on

one exercise. The students could not be asked to do the exercise in 15

minutes, Being forced to to that in 15 minutes, the students would not do

it. If all of the students were smart, they could do it, but the students‟

abilities were differentand unequal. If some students finished their task

earlier, I would see it first. However, if they had not finished, then I would

ask them to finish it. So, I employed flexibility.

From #ET1‟s explanation, the researcher could conclude that she was flexible

towards the learning activity. The teacher selected the learning instruction that

would be delivered to the students. It was also proved from her statement.

(Jadi ga harus ngeplek dengan poin-poin. Saya memang ga ngeplek

dengan yang ada di sini (buku guru), malah suka bingung e. Jadi ya saya

fleksibel. Buku ini memang membantu, tapi ga harus ngeplek. Mungkin

dengan cara saya sendiri atau cari sumber lain.) -#ET1

So, it should not follow the points blindly. I did not exactly follow the

learning activity stated on the teacher‟s guidebook. I would got confused

then. I was flexible towards the learning activity on the teacher‟s

guidebook. This book was helpful, but I should not follow the learning

activity exactly. Maybe, I would do it my own way or by finding other

sources.

For the procedure, #ET2 tried to emphasize on the points that the students

had to know. For the others points, she also discussed it but it was not so long.

(Ya, pertama mungkin karena saya melihat ada beberapa poin yang

membutuhkan waktu yang lama, sehingga kalau itu saya laksanakan, nanti

ada ada beberapa aktivitas yang tidak terkejar. Ya sudah kemudian saya

ambil poin-poin yang harus diketahui anak.) -#ET2

Yes, first maybe because I saw that there were some points that took a

long time. So, if I did it, there would be some activities that were not

overtaken. Then, I took the points that should be known by the students.

#ET2 also saw the condition which activity would run. At that time the activity

was to fill up library card and the students could go to the library to ask the

librarian about the student‟s ID number. However, the distance between the

classroom and the library was quite time consuming and it would spend a lot of


60

time. Then, #ET2 modified the instruction towards library ID number into student

number. The students did not need to go to the library, they just filled up with

their student number. It seemed that #ET2 selected which activity that the students

would do and would not.

(Seperti diawal itu ya, ada yang harus mengetahui tempat-tempat, harus

berjalan ke ruang TU, ke ruang kepala sekolah, itu nanti kan kelamaan.

Yasudah saya persingkat saja, contohnya no kartu perpus diganti dengan

no presensi (jadi siswa tidak harus ke perpustakaan)-#ET2

It was like at the beginning, there were activities that had to know some

places. For instance: going to administration room, going to headmaster

room,. However, it would spend a lot of times. Then, I changed the

instruction of library ID number to student number, so that the students

should not go to the library.

For the procedure, #ET3 also did not exactly implement it. #ET3 still

selected which activity that would be delivered to the students. #ET3 also did

what #ET2 did, she saw the condition first. #ET3 went to the library first and

asked the librarian about the activity that the teacher wanted to do, but the

librarian had to go somewhere.

(Sebelum pembelajaran, saya pergi ke petugas perpus. Kebetulan, petugas

perpus ada acara keluar, jadi daripada ditunda-tunda, saya membuat

inisiatif seperti itu (mengganti no ID perpus dengan no presensi siswa) -

#ET3

Before the teaching and learning activities, I went to the library to meet the

librarian. At that time, the librarian had to go somewhere, so rather than I

delayed the activity, I made an initiative to change the instruction of

library ID number to student number.

For the instruction/note, #ET3 stated that it was helpful. It helped #ET3 to

deliver the exercises‟ instruction to the students and gave additional information

for the students.

(Ya bermanfaat mbak, jadi saya ada panduan seperti ini. Kan untuk

memudahkan kita juga kan untuk menyampaikannya ke anak, bahwa

latian ini harus seperti apa.) -#ET3


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Yes, it was helpful. So, I had guidance on what I had to do. It also eased us

in giving instruction to the students towards the exercises.

#ET3 did not always use English in giving instruction to the students. Sometimes,

the students still got confused when #ET3 used English, then #ET3 would switch

it. However, she always tried to use English.

(Kalau saya memang berusaha menggunakan Bahasa Inggris, kalau kira-

kira anak ga tau, kemudian saya menggunakan Bahasa Indonesia. Jadi

saya berusaha untuk menggunakan Bahasa Inggris dulu. Karena kalau

Bahasa Inggris ga di kelas ya dimana lagi kan?) -#ET3

In case I tried to use English, but the students showed some signs of

confusion, then I would switch into Bahasa Indonesia. So, I tried to use

English first. Where would the students practice English if it were not used

in the class?

For the time allocation, #ET3 did not pay attention to it. #ET3 did not

understand well the time allocation stated on the teacher‟s guidebook. So far,

#ET3 divided the time allocation each activity based on the students‟

understanding.

(Karena saya tidak memperhatikan (alokasi waktu) mbak, jadinya saya

tidak begitu paham.)-#ET3

Because I did not pay attention to the time allocation, so I did not

understand.

(Saya kira kalau difixkan dengan yang ada di buku akan sulit juga mbak.

Karakteristik anak kan beda-beda mbak. Antara kelas D dan E itu pun

berbeda (contohnya)…)-#ET3

I thought if time allocation were made similar to what was on the book, I

would find it difficult. The students‟ characteristics were different from

each other. For instance, between class D and class E…

From the interviews conducted to #ET1, #ET2, and #ET3, it seemed that

the English teachers selected the instruction in teacher‟s guidebook. The English

teachers would select the activity that made them discomfort (Gibson et al.,1985).

Besides, Gibson, Ivanovich, and Donelly (1985) and Altman, Valenzi, and

Hodgetts (1985) state that situation affects someone‟s perception, since it


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influences their feeling, expectation, and habit in their daily life. In terms of

situation, the English teachers also took into consideration why they did not

exactly implement the learning instructions. However, the teacher‟s guidebook

was still the guidance in teaching and learning activities.

The statement 5 was about the lesson plan. As stated in the Kementerian

Pendidikan dan Kebudayaan (2013), teacher‟s guidebook describes the learning

steps that should be done in the teaching and learning activities in order to help

teacher in making the lesson plan. Teacher will be able to carry out the learning

process systematically by following those learning steps. For the statement 5, all

of the English teachers stated “Tidak”. It meant that the English teachers still

made a lesson plan for the teaching and learning activities, although there was a

teacher‟s guidebook. According to Burden and Byrd (1999), lesson plan is daily

planning involves preparing notes about objectives, materials, activities,

evaluation, and other information for a lesson for a particular day, but it is more

detail than in the weekly plan. However, the teacher‟s guidebook had not been

divided into a particular day. Hence, the English teachers still made a lesson plan

for their teaching and learning activities. Lesson plan referred to a daily lesson

plan which was planned carefully with all the information related to the objective

and the purpose of the teaching and learning activities.

Further, the researcher also did an interview related to the statement 5. All

of the English teachers stated that in making the lesson plan, they used the

teacher‟s guidebook as their guidance. However, the teacher also made some


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adjustments to their lesson plan, for instance: giving the material about grammar

although it was not mentioned in the teacher‟s guidebook.

Then, statements 6 and 7 discussed the emotion as one of the factors that

influence perception on the use of teacher‟s guidebook of 2013 Curriculum in

teaching and learning activities. Gibson et. al (1985) state that strong emotions

often warp perceptions. In the statements 6 and 7, all of the English teachers said

“Ya” towards the statements. It meant that the English teachers felt that by

implementing teacher‟s guidebook of 2013 Curriculum, it helped the English

teachers in the teaching and learning activities. Since all of the English teachers

said “Ya” towards the statements, it could be said that the English teachers had a

positive perception on the teacher‟s guidebook of 2013 Curriculum. The emotion

factor could make the English teachers have a positive perception because the

teacher‟s guidebook of 2013 Curriculum helped the English teachers in the

teaching and learning activities. Like what Putrianti (2014) states that when

someone feels she/he gets benefits from something, she/he tends to form positive

perception. The benefits of teacher‟s guidebook were proved from the interview

conducted by the researcher.

From the interview conducted by the researcher related to the statements,

the English teachers stated that by implementing a teacher‟s guidebook of 2013

Curriculum, the teaching and learning activities were more focused, as a

guidebook for teachers in using student‟s textbook, the learning activities were

provided in the form of table and it was easier to understand.


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(…Sebagai pedoman dalam mengajar dan pembelajaran lebih terarah.

Jadi aktivitas ini itu harus begini begini, kemudian setelah ini harus

begini, jadi ada keterangannya.)-#ET1

…as a guidance in the teaching activities and the learning activities

become more focused. So the activity should run this way and that way

afterwards, then must be like this. So, there were descriptions for those

activities.

(Mungkin kalau kita tanpa ada buku guru itu, kita hanya peraktiviti

dalam mengajar. Tetapi ketika ada buku guru, guru jadi lebih tahu ini

harus begini, ini (aktivitas) perlu jeda, ini (aktivitas) perlu penekanan

disini. Jadi mengarahkan dalam mengajar dan pembelajaran jadi lebih

terarah.) -#ET2

Maybe, if we did not have the teacher‟s guidebook, we only taught per

activity in the teaching and learning activity. However, when there existed

a teacher‟s guidebook, the teachers knew what they should do. This

activity needed a break, this activity needed emphasis. So, the teacher‟s

guidebook drove the teaching and learning activities, as a consequence,

become more focused.

(Ada contoh-contoh format penilaian, bisa dipakai untuk acuan ketika

kita melakukan penilaian. Kegiatan pembelajarannyapun dibuat dalam

bentuk tabel-tabel, jadi lebih mudah dibaca dan lebih mudah bagi kita

untuk mencari, misalnya aktivitas 12 prosedurnya seperti ini, instruksinya

seperti ini. Jadi lebih memudahkan dan juga sebagai panduan dalam

menggunakan buku siswa.) -#ET3

There were examples of assessment form. They could be used when we

did assessment. The learning step was in the form of table, so it was easy

to read and easy to look for. For instance: in the activity 12, the procedure

was like this way and the instruction also. So, it made easier and it was as

a guidance to use student‟s textbook.

Next, statement 8 was about whether or not the teacher‟s guidebook of

2013 Curriculum gave new knowledge about teaching methods which had not

been met or implemented by the English teachers. Two English teachers said „Ya”

towards the statement and one English teacher said “Tidak” towards the

statement. The researcher also did an interview related to the statement 8. The

researcher wanted to know what kind of new knowledge about teaching methods

that the English teachers got. From the interview towards the two English teachers

who said “Ya” towards the statement 8, the researcher did not get a clear answer


65

towards what kind of new knowledge about teaching methods that the two English

teachers got. The two English teachers just said that it made the implementation

clear. Like what is stated in the Kementerian Pendidikan dan Kebudayaan (2013),

that one of the three functions of teacher‟s guidebook is explanation of teaching

methods and learning techniques used in the learning process. Hence, the English

teachers knew what they had to do towards each activity.

(Kalau Kurikulum 2006 itu kan metodenya mungkin video sudah ada, film

sudah ada. Cuman mungkin di Kurikulum 2013 itu penerapannya lebih

jelas.) -#ET2

In the 2006 Curriculum, the use of video and film as well, as a medium of

teaching and learning activities had been available. However, maybe in the

2013 Curriculum, the implementation was clearer (provided better learning

instructions).

Metode mengajar, ada materi seperti ini trus disini ada contoh instruksi

seperti ini, prosedurnya seperti ini, yang itu baru menurut saya

(penerapannya) -#ET3

In this teaching method, there were materials, examples of instruction, and

procedures like that way, that were new for me. (Implementation to the

teaching and learning activities that was new for the teacher).

2. Teachers’ Perception on the Problem Encountered of Teacher’s

Guidebook of 2013 Curriculum

On this first open ended question, the researcher wanted to know whether

or not there was a problem in applying the teacher‟s guidebook of 2013

Curriculum. Two of the English teachers stated that there was no problem.

However, one of the English teachers stated that there was a problem.

(Mungkin secara materi terlalu dangkal untuk anak-anak SMP yang sudah

mendapat materi Bahasa Inggris ketika di Sekolah Dasar. Mereka sudah

mendapat materi tersebut sejak kelas IV.) -#ET2


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Maybe for the material was too simple for junior high school students who

had got English class since they were in elementary school. They had got

the material since class VI.

#ET2 felt that the material was too simple for the junior high school students.

However, this problem referred to the student‟s textbook, not the teacher‟s

guidebook. It looked from the statement of #ET2 who described the English

material that was so simple, whereas the teacher‟s guidebook was as a guidebook

for teacher in using the student‟s textbook. The teacher‟s guidebook did not

contain English materials, but it contained the key answer of the exercises in the

student‟s textbook.

Further, the researcher also did an interview related to #ET2‟s statement.

#ET2 described that the material could be categorized as too simple because the

students had got the materials since they were in elementary school. It was also

like what was revealed on the open-ended questionnaire.

(Materi itu sebenarnya sudah mereka dapatkan di SD, jadi memang perlu

istilahnya pengulangan kembali. Tapi kemudian kalau misalnya saya

hanya fokus pada apa yang ada di buku kan, anak-anak nantinya kurang

juga karena pada akhirnya nanti ketika mereka UTS kemudian ujian

kenaikan, soal-soal kan juga sudah complicated..) -#ET2

Actually, these materials were already taught to those students since they

were in elementary school, but repetition was required. However, when I

focused towards materials on the book only, the students would get less

because at the end when they faced midterm test and the final test,the

questions would be too complicated for the students to solve …

Further, the researcher also asked a question about the English‟s material which is

suitable for junior high school students. From the answer, the researcher could

conclude that #ET2 compared the English material between the 2006 Curriculum

and the 2013 Curriculum, hence #ET2 could say that the English material was so

simple.


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(Kalau dilihat dari buku siswanya, kurikulum 2013 memang materinya

sederhana, tapi kalau dibandingkan dengan kurikulum 2006 itu juga

terlalu berat. Saya melihatnya mungkin karena kurikulum 2006 itu tidak

ada panduan step-step mengajarnya, jadi guru itu loncat sana loncat sini

dalam mengajar. Kebetulan saya mengajar di dua tempat dan yang satu

menggunakan kurikulum 2006. Dulu semua menggunakan 2013, itu saya

merasa materinya terlalu sederhana. Ketika kembali ke kurikulum 2006

dan kemudian melihat soal-soal itu kalau buat anak-anak SMP itu juga

terlalu berat. Jadi kadang kalau saya pakai yang kurikulum 2006 (di

sekolah yang satunya), kadang saya pilih-pilih, kalau terlalu berat saya

rendahkan. Tetapi ketika yang kurikulum 2013, saya tambah materinya.) -

#ET2

If it was seen from the student‟s textbook, the material of the 2013

Curriculum was simpler than the 2006 Curriculum. Maybe, it was because

in the 2006 Curriculum there was no learning step guidance, so when the

teachers taught, they jumped to other activities at will. I taught in two

schools and one of the schools used the 2006 Curriculum. Several times

ago, all the schools used the 2013 Curriculum and I felt the material was

so simple. When it was back to the 2006 Curriculum and saw the

exercises, it was so heavy for the junior high school students. Thus, when I

taught in school which used the 2006 Curriculum, I would select the

material, when it was too heavy I would adjust it. However, when I taught

in school which used the 2013 Curriculum, I would increase the material.

Because #ET2 thought that the material was so simple, then she looked for the

material from other textbooks and made the exercises vary.

(…Jika saya hanya mengandalkan (materi) yang ada di buku siswa, siswa

akan ini juga (merasa kurang). Jadi ketika sore hari ada pelajaran

tambahan, biasanya saya memperkaya materi yang ada di buku siswa

dengan buku lain yang bentuknya sudah soal, kemudian saya perdalam.) -

#ET2

…if I just relied on the material on the student‟s textbook, the students

would get less. So, in the afternoon‟s additional lesson, I would enrich the

material on the student‟s textbook with other textbooks.

That was#ET2‟s way to improve the students‟ English ability in order to

prepare the students towards the challenging exercises, such as in midterm or final

test. However, once again, the problem encountered here referred to the student‟s

textbook, not to the teacher‟s guidebook. Based on the researcher‟s perception, it


68

could be said that so far the English teachers did not have problem in

implementing the teacher‟s guidebook of 2013 Curriculum.

3. Teachers’ Perception on the Strength and the Weakness of Teacher’s


On the second open-ended question, #ET1 stated that teacher‟s guidebook

helped the teachers in the teaching and learning activities. It proved that

#ET1gotbenefit from the teacher‟s guidebook. #ET1 also stated “Ya” on the close

ended statements which were stated that the teacher‟s guidebook of 2013

Curriculum helped the English teachers in the teaching and learning activities. It

meant that #ET1 truly got benefit from the teacher‟s guidebook.

(Memudahkan guru dalam melaksanakan pembelajaran di kelas.) -#ET1

It helped the teachers in the teaching and learning activity.

#ET2 stated that the teaching scope would still be on the right track

because it already provided by the teacher‟s guidebook as guidance in the


(Lingkup mengajar guru tidak akan kelain topik karena sudah ada

panduan materi-materi yang harus diajarkan. Guru mungkin sedikit

menambah materi (dari buku lain) untuk melengkapi supaya lebih

bervariasi.) -#ET2

The scope of the teaching would still be on the right track because there

was already a guidance for material to be taught. Teachers may increase

the material from other textbooks in order to be more varied.

On the last statement, #ET2 made such a note, #ET2 stated that maybe the English

teachers could increase the material from others textbooks, so it could be more

varied. However, since it discussed the materials, it meant that it referred to the

student‟s textbook, not the teacher‟s guidebook.


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For the third English teacher, the researcher could conclude that the

teacher‟s guidebook helped the teaching and learning activities. It could be seen

from the excerpt below.

(Ada petunjuk umum, petunjuk khusus, dan silabus. Petunjuk khusus ditulis

dalam tabel jadi lebih mudah dipahami. Ada prosedur dan

instruksi/catatan. Lebih mudah bagi guru untuk memandu siswa dalam

menggunakan buku siswa.) -#ET3

There were general instruction, specific instruction, and syllabus. Specific

instruction was written in form of table and it was easy to understand.

There were procedure and instruction/note. It helped the teachers to use the


On the teacher‟s guidebook, there were the general instruction and the specific

instruction, both helped the English teachers in the teaching and learning

activities. From the interview session, #ET3 also compared the teacher‟s

guidebook of class VII and the teacher‟s guidebook of class VIII. #ET3 stated that

the specific guideline on the teacher‟s guidebook of class VIII was not provided in

the form of table, but in the form of paragraph, while the specific guideline on the

teacher‟s guidebook of class VII was provided in form of table. Thus, #ET3 felt

that it was easier to understand if it was in the form of table. #ET3 also

emphasized that teacher‟s guidebook was a guidebook in using student‟s textbook

From those English teachers‟ excerpts, the researcher could conclude that

teacher‟s guidebook helped the English teachers in the teaching and learning

activities. There are three functions of teacher‟s guidebook: a) as guidance in

using student‟s textbook, b) as a reference in teaching and learning activities in

the classroom, and c) explanation of teaching methods and learning techniques

used in the learning process (Kementerian Pendidikan dan Kebudayaan, 2013). It

seemed that the functions of teacher‟s guidebook worked well.


70

Wick and Pick (1978) also state that there is a connection between

perception and experience. In this case, #ET3 compared her experience when she

used teacher‟s guidebook of class VIII to teacher‟s guidebook of class VII. She

found out that the teacher‟s guidebook of class VII was easier to understand

because the learning instruction was in the form of table. It affected #ET3 on

having a good perception on the use of teacher‟s guidebook, especially the

teacher‟s guidebook of class VII.

For the weakness of the implementation of teacher‟s guidebook in the

teaching and learning instruction, #ET1 stated that there was a procedure on the

learning instruction of the teacher‟s guidebook which did not match to the


(Dalam kegiatan pembelajaran yang ada dalam buku guru pada kolom

procedure kadang ada yang tidak sesuai dengan activity yang ada dalam

buku siswa.) -#ET1

Sometimes, there was a procedure on the learning instruction on the

teacher‟s guidebook which did not match with the activity on the student‟s

textbook.

However, #ET1 could handle this weakness. #ET1 decided to skip the exercise

and make the new exercise which was similar to the exercise on the student‟s

textbook.

(Kalau tidak dilompati, pertemuan berikutnya saya kasih latihan yang

hampir sama dengan yang ada di buku, jadi ngarang sendiri begitu.)-

#ET1

If it was not skipped, then in the next meeting, I would give an exercise

which was similar to the one on the book, So it was made up by me with

my own way.

Like what the researcher had mentioned in the teachers‟ perception on the

implementation of the teacher‟s guidebook, #ET1 did not exactly follow the


71

teacher‟s guidebook. She was flexible towards the implementation of teacher‟s

guidebook.

The second English teacher was #ET2. She stated that the material was too

simple and it was better if the teachers found other sources from other textbooks.

(Materi terlalu sederhana sehingga mereka (siswa-siswi) mugkin sedikit

meremehkan. Kalau guru tidak mencari sumber lain maka materi yang

terserap kepada peserta didik akan sedikit.) -#ET2

The material was too simple, so the students might be a bit underestimate.

If the teachers did not look for other sources, then the students would

absorb the material less.

This statement was almost similar to #ET2 towards the problem she encountered.

#ET2 emphasized that the English material was too simple. That was why #ET2

also used other textbooks in order to improve materials and made the exercises

more varied also. However, #ET2‟s weakness referred to the student‟s textbook,

not the teacher‟s guidebook.

The third English teacher was #ET3. She stated that it did not mentioned

the five steps in the teaching and learning process (observing, questioning,

exploring, associating, and communication) on the teacher‟s guidebook.

Sometimes, #ET3got difficulty in categorizing which one belonged to observing,

which one belonged to questioning, and etc.

(Belum disebutkannya tahapan-tahapan mengamati, menanya,

mengumpulkan informasi mengasosiasi, dan mengkomunikasinkan.

Kadang agak bingung, mengkategorikan akticitas-aktivitas kedalam

tahapan tersebut.)-#ET3

It does not mentioned the steps of observing, questioning, exploring,

associating, and communication. Sometimes, it was a bit confused in

categorizing the procedure into those steps.


72

However, #ET3 could handle this weakness. The researcher asked #ET3 about

how to handle this weakness. #ET3 said that she predicted it by herself based on

the procedure.

(Dikira-kira saja mbak, kalau listen to me berarti anak-anak disuruh

untuk mengamati, contoh-contoh juga masuk yang mengamati, nanti yang

latian masuk yang mencari informasi. Nanti kalau ada yang disuruh

presentasi masuk mengkomunikasikan. Tetapi memang lebih enak kalau

sudah ada. . .)-#ET3

I predicted it. For instance: if it was “listen to me”, it meant that the

students were asked to observe. The examples were also about to observe.

The exercises were about to explore. Should it asked for a presentation, it

belonged to communication. However it would be more helpful if those

activities were already classified beforehand ...

4. Teachers’ Perception on the Impact of the Use of Teacher’s


The first English teacher was #ET1. She emphasized that the teacher‟s

guidebook helped the English teachers in using the student‟s textbook. On the

other hand, the teacher‟s guidebook was a guiding book for teachers in using the

student‟s textbook. Besides, the teacher‟s guidebook also made the teaching and

learning activities became more focused.

Memudahkan penggunaan buku siswa dan membuat proses pembelajaran

lebih terarah. -#ET1

It helped us to use students‟ textbook and made the teaching and learning

activities became more focused.

Next, the second English teacher was #ET2. She also stated that there was

a benchmark in the teaching and learning activities, so it helped in the teaching


(Karena sudah ada patokan yang harus kita ajarkan, maka dalam

mengajar menjadi lebih mudah. Siswa juga lebih aktif dalam berbicara,

mendengar, membaca, dan menulis.) -#ET2


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Because, there was a benchmark towards what would be taught to the

students, so the teaching and learning activities became easier. The

students were also more active in speaking, listening, reading, and writing.

Then, the third English teacher was #ET3. She stated like what #ET1

stated. The teacher‟s guidebook helped her in using student‟s textbook, in other

words, the teacher‟s guidebook was a guiding book in using the student‟s

textbook. The teacher‟s guidebook also made the teaching and learning activity

became more focused.

(Mempermudah penggunaan buku siswa dan proses pembelajaran lebih

terarah.)-#ET3

It helped us to use students‟ textbook and made the teaching and learning

activities became more focused.

From those English teachers‟ excerpts, the researcher could conclude that

the teacher‟s guidebook helped the English teachers in the teaching and learning

activities. Like what is stated in Kementerian Pendidikan dan Kebudayaan

(2013), that the two of three functions of teacher‟s guidebook had worked well in

teaching and learning activities. Hence, the learning process became more

focused. It was clearly seen that the English teachers had positive perception on

the impact of the use of teacher‟s guidebook of 2013 Curriculum.


74

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions and recommendations. The first part

is about the conclusions of the research result and the second part is about the

recommendations.

A. Conclusions

There was one research question formulated in this research. It is “What is

the English teachers‟ perception on the use of teacher‟s guidebook of 2013

Curriculum in the teaching and learning activities at SMP Negeri 1 Bantul?” The

teacher‟s guidebook was expected to help the teachers in the teaching and learning

activities.

There were four categories in investigating the English teachers‟

perception on the use of teacher‟s guidebook of 2013 Curriculum at SMP Negeri 1

Bantul. The first category was the teachers‟ perception on the implementation of

teacher‟s guidebook of 2013 Curriculum. There were eight statements on the

questionnaire. Based on the result, the English teachers were flexible towards the

learning instruction on the teacher‟s guidebook in the teaching and learning

activities. Here, flexible meant that the English teachers did not exactly implement

the learning instructions stated on the teacher‟s guidebook. The English teachers

also used others English textbook as references in the teaching and learning


75

activities, so the learning instructions were not exactly the same like the

instructions on the teacher‟s guidebook. Nevertheless, the teacher‟s guidebook

“When English Rings a Bell” was the main guidebook in the teaching and

learning activities. Then, the English teachers had a positive perception on the

implementation of teacher‟s guidebook. It helped the English teachers in the


Next, the second category was about the teachers‟ perception on the

problem encountered of teacher‟s guidebook of 2013 Curriculum. Based on the

questionnaire and the interview, the researcher concluded that the English teachers

did not have problem in implementing the teacher‟s guidebook of 2013

Curriculum yet. Actually, there was one teacher who stated that she had a

problem, but the problem referred to the student‟s textbook, not the teacher‟s

guidebook.

Then, the third category was about teachers‟ perception on the strength and

weakness of teacher‟s guidebook of 2013 Curriculum. For the strength, the

English teachers felt that teacher‟s guidebook helped them in the teaching and

learning activities. It showed that the English teachers had a positive perception

on the use of teacher‟s guidebook of 2013 Curriculum. For the weakness, it

seemed that it did not really affect towards the teaching and learning activities.

The English teachers could handle it by themselves. Besides, the English teachers

improved their learning instructions to make the teaching and learning activities

better.


76

The last category was about teacher‟s perception on the impact of the use

of teacher‟s guidebook of 2013 Curriculum. Based on the questionnaire, it showed

that the English teachers had a positive perception on the impact of the use of

teacher‟s guidebook of 2013 Curriculum. The English teachers found out that the

teacher‟s guidebook helped them in the teaching and learning activities.

From this research, especially from the observation, the researcher found

that by using drilling in the teaching and learning activities in the seventh grade of

SMP Negeri 1 Bantul was effective. Therefore, the teacher said a word or a

sentence loudly and students repeated it with correct pronunciation, stress, and

intonation. When the students were just asked to observe the dialogue by

themselves, most of them would not do that. Then, the teacher did drilling to catch

the students‟ attention. Here, the students were given an excellent model of

pronunciation immediately before they were asked to respond. Hence, they knew

how to pronounce it and then some of students asked about the new vocabularies.

It was different when they were just asked to observe the dialogue by themselves.

Besides, teachers are not technicians. They have their own autonomy to

create better teaching and learning activities by improving and adapting their

teaching technique. Teachers could improve the learning instructions which have

been stated on the teacher‟s guidebook. They could make innovation in using the

teacher‟s guidebook of 2013 Curriculum. The participants of this research have

experienced several years in teaching junior high school. They were resourceful in

using teacher‟s guidebook as their guidance in teaching their students. They


77

develop their teaching and learning activities by modifying the learning

instruction. It is done in order to make the teaching and learning activities more

understandable for the students. It is in accordance with Kementerian Pendidikan

dan Kebudayaan (2013), that it is possible for teachers to enrich the learning step

that have been offered on the teacher‟s guidebook. It is because the teacher‟s

guidebook is the minimum standard that can be developed if the teachers need to

develop it. It is also done to make the teaching and learning activities, where the

students‟ background are different from each other, better.

B. Recommendations

In this part, the researcher would like to give recommendations to English

teachers, future researchers, and the government. The recommendations are

presented as follows:

1. The English Teachers

For the English teachers, this research could be used to reflect and give

inspirations on how to deal with the implementation of teacher‟s guidebook of

2013 Curriculum. The English teachers can develop strategy on the

implementation of teacher‟s guidebook of 2013 Curriculum in teaching and

learning activities. The English teachers can improve the activities which are

stated on the teacher‟s guidebook of 2013 Curriculum. Besides, the English

teachers can use other textbooks to make the teaching and learning activities more

varied.


78

2. The Future Researchers

For future researchers, this research could be used as a reference to

conduct other researchers related to the implementation of the teacher‟s

guidebook of 2013 Curriculum. Then the future researchers are also expected to

be able to see from the different point of view about the implementation of

teacher‟s guidebook of 2013 Curriculum. It is better for the future researchers to

have enough time to conduct this research.

3. The Government

The government still needs to improve the preparation on the

implementation of 2013 Curriculum, including the teacher‟s guidebook and

student‟s textbook. Those two books cannot be separated in teaching and learning

activities, because those books complete each other. The English teachers find

some weaknesses for the teacher‟s guidebook and the material itself. Then, the

researcher hopes that the government will review those books in order to make

them better. Besides, the government should make sure that every teacher has

already got the training from the government.


79

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APPENDICES


82

APPENDIX A

PERMISSION LETTER


83


84

APPENDIX B

SAMPLE OF THE OBSERVATION CHECKLIST RESULT


85


86


87


88


89


90


91

APPENDIX C

SAMPLE OF THE QUESTIONNAIRE RESULT


92


93


94


95

APPENDIX D

QUESTIONS GUIDELINE


96

1. Dalam Buku Guru Bahasa Inggris Kurikulum 2013, dalam kegiatan

pembelajaran, kan sudah ada prosedur dan dalam prosedur tersebut sudah

ada poin-poin dalam melaksanakan pembelajaran. Saya melihat kalau ada

beberapa poin yang tidak dilaksanakan atau ada yang seharusnya begini

jadi begitu, itu alasannya kenapa?

2. Kalau menurut ibu, instruksi/catatan yang ada dalam Buku Guru

Kurikulum 2013 itu membantu/bermanfaat tidak?

3. Dalam hal alokasi waktu, juga tidak sesuai dengan yang tertulis dalam

Buku Guru Bahasa Inggris Kurikulum 2013, kenapa?

4. Apakah dalam mengajar ibu juga pernah menggunakan media video, game

atau yang lainnya?

5. Apakah ibu juga menggunakan buku lain selain dari pemerintah? Misalnya

LKS atau buku ajar lain?

6. Sejauh mana Buku Guru Bahasa Inggris Kurikulum 2013 membantu ibu

dalam melaksanakan pembelajaran Bahasa Inggris?

7. Dalam kuisioner ibu juga menyatakan bahwa Buku Guru Bahasa Inggris

Kurikulum 2013 memudahkan dalam melaksanakan pembelajaran ,

memudahkan bagaimana?

8. Apakah dalam membuat RPP, ibu melihat dari Buku Guru Bahasa Inggris

Kurikulum 2013 juga?

9. Apa pendapat ibu mengenai adanya Buku Guru Bahasa Inggris When

English Rings a BellKurikulum 2013?


97

APPENDIX E

SAMPLE OF THE INTERVIEW RESULT


98

E : Bukunya yang mana mbak?

R : Yang ini bu (sambil memperlihatkan buku guru Bahasa Inggris When

English Rings a Bell), buku guru.

E : Kemarin saya diamati bab berapa ya mbak? Bab 1 ya?

R : Iya bab 1 bu. Dalam buku guru Bahasa Inggris When English Rings a

Bell, dalam kegiatan pembelajaran kan sudah ada prosedur dan dalam

prosedur itu sudah ada poin-poin dalam melaksanakan pembelajaran. Saya

melihat ada beberapa poin yang tidak dilaksanakan, itu alasannya kenapa

ya bu?

E : Nanti ndak terlalu lama, siswa menyapa teman sebangku satu per satu,


menyapa temannya, saya sudah mengajarinya. Jadi tidak usah satu per satu

menyapa.(The reason why the teacher did not implement some points

stated on the teacher‟s guidebook Flexsible)

R : Yang seperti ini bu(memperlihatkan poin yang tidak dilaksanakan), trus

ada activity yang diskip juga bu. Yang ini bu (memperlihatkan bagian

yang diskip) activity 4 ini bu. Apa mungkin karena hampir sama dengan

activity yang sebelumnya?

E : Kadang saya lewati. Nanti kalau aktivitasnya sama dengan yang

sebelumnya, kadang anak-anak merasa bosan. Jadi kadang memang

dilewati.(The reason why the teacher skipped the activity Flexible)

R : Mungkin kadang juga ada activitynya tu yang sama gitu.

E : Iya, trus saya kira-kira apakah siswa itu dong apa tidak. Kalau tidak ada

keterangan disuruh ngapain, kemudian saya lewati.(The reason why the

teacher skipped the activity flexible)

R : Berarti disesuaikan begitu ya?


99

E : Iya disesuaikan. Anak-anak itu akan merasa enak kalau sudah ada


kalimat, ini kegiatannya suruh ngapain, menyapa bagaimana. Kan

kegiatannya hampir sama dengan yang sebelumnya, yasudah tidak saya

suruh mengerjakan.(The reason why the teacher skipped the activity

flexible)

R : Dalam kekurangan ibu juga menyebutkan bahwa pada kolom prosedur

kadang ada yang tidak sesuai dengan activity yang ada dalam buku siswa,

bagaimana ibu meyikapinya?

E : Latiannya beda to?

R : Iya bu

E : Kalau tidak dilompati, nanti pertemuan berikutnya saya kasih latian yang

hampir sama dengan yang ada dibuku, jadi ngarang sendiri begitu.(The

solution for the weakness)

R : Memutuskan sendiri begitu ya?

E : Jadi ga harus ngeplek dengan poin-poin yang ada di buku guru. Saya

memang tidak ngeplek dengan yang ada di buku guru, malah suka

bingung. Jadi saya ya fleksibel. Buku ini memang membantu, tapi ga harus

ngeplek. Mungkin dengan cara saya sendiri atau cari sumber yang

lain.(The statement of flexibility in using the teacher‟s guidebook)

R : Kalau instruksi atau cacatan ini membantu atau bermanfaat tidak bu?

E : Ya bermanfaat mbak. Ada beberapa yang bermanfaat ya ada beberapa

yang tidak. Saya akan delete yang tidak bermanfaat. Saya pakai yang kira-

kira anak gampang menerimanya.(The teacher got benefits from the

instructions/notes stated on the teacher‟s guidebook)

R : Kemarin saya juga melihat, ibu banyak menggunakan Bahasa Indonesia

dalam memberikan instruksi


100

E : Biasanya kalau awal-awal memang memakai Bahasa Indonesia, tapi




memang banyak Indonesiannya.(The reason why the teacher mostly used

Bahasa Indonesia) Kalau sudah kelas 2 sudah banyak Inggrisnya, tapi kan

saya mengajar kelas 1 terus. Kadang siswa bertanya apa artinya ini, jadi

saya pakai Bahasa Indonesia saja. Soalnya ada anak yang kelas 6nya

belum mendapat Bahasa Inggris.

R :Trus dalam hal alokasi waktu bu, saya melihat dalam hal alokasi waktu,

ibu juga tidak sesuai dengan yang tertera dalam buku guru, bagaimana itu

bu?

E : Kalau alokasi waktu saya memang tidak melihat. Saya ngarang sendiri.



(ketawa kecil)(The reason why the teacher did not implement the time

allocation stated on the teacher‟s guidebook)

R : Kalau mengajar harus pas banget sama ini juga gimana gitu ya bu

E : Saya sesuaikan dengan waktu 2 jam pelajaran. Kalau tidak selesai untuk

2 hari ini, saya lanjutkan besok. Kalau harus ngeplek itu malah susah,


intinya. Terkadang menerangkan 1 materi aja ga dong-dong, nggarap 1

latihan aja sui banget, kan ga bisa ini latihannya harus selesai dalam waktu

15 menit, nanti malah pada tidak mengerjakan. Ya kalau yang pinter bisa,

kan kemampuan siswa berbeda-beda, tidak bisa disamakan. Kalau ada

yang selesai duluan saya teliti, namun jika belum saya suruh kerjakan

dulu. Jadi ya fleksibel aja.(The reason why the teacher did not implement

the time allocation stated on the teacher‟s guidebook)


101

R : Apakah dalam mengajar ibu pernah menggunakan media video, game,

atau yang lainnya?

E : Selama ini belum mbak(The teacher did not use a media in the teaching

ana learning activities), nek dulu pas sebelum kurikulum 2013 saya malah

pakai, pakai power point mbak, tapi sekarang kudune pakai ya, tapi malah

saya belum pernah pakai, bingung lek arep ngganggo ki pie, nek dulu tu

pakai power point trus saya jelaskan, nek ini malah belum pernah pakai,

lha ini kan sudah ada cuman ikut ini saja, misal kalau ada kan harusnya

mengamati ditampilkan apa gitu ya, ya belum sempat membuatnya, paling

le mengamati misalnya ya diamati aja gambar-gambarnya ekspresi-

ekspresiny trus dijelaksan, ini mengamati ungkapan kan ya, Cuman tak

suruh mengamati dilihat nanti terakhir itu tentang apa, sudah dong belum

trus dijelaskan lagi. Untuk kurikulum baru memang saya belum pernah

menggunakan media e, jane ya pengen, kemarin kan mau ngajar yang edisi

b yang lagu tu tapi download ga bisa-bisa trus akhirnya anak-anak tak

suruh nyanyi, anak-anak sudah bisa, anak-anak yang nyanyi langsung,

yang edisi gitu.

R : Siswa antusias begitu ya bu?

E : Ya ga begitu sih mbak, ya mudah bosen, kalau sekarang nyanyi udah to,

kayaknya udah tak delok ya udah cukup le nyanyi, besok lagi, enggak trus

seneng…itu biasa, mungkin kalau permainan, saya tu bingung e kalau dulu

tu kalau anak sudah bosen itu..bu mbok permainan! Duh permainan apa?

Kan saya biasanya permainannya cuman spidol itu tak nyanyi trus spidol

muter nanti kalo lagunya stop, tak kasih pertanyaan apa, yag sesuai materi

itu. Nek sekarang belum pernah, wong saya belum pernah nawarin maen

game, tadi juga nama-nama hari tak suruh membaca trus ini harus hafal

lho ya diluar kepala, kalau diulang-ulang otaknya jenuh e mbak, anak itu

ga seneng e kalau diulang-ulang, tapi sakjane sih ya belum paham tapi lek

diulang-ulang karepe ya emoh, pada bosen, tapi sebenere yang belum


102

paham seperti itu anak e. kemarin ngajar to be is am are itu, tak ulang-

ulang, anak e bosen, kalau structure itu kan membosankan, yaudah trus

nanti dipelajari dirumah lagi, yang itu memang cuman sampingan to, tapi

ya memang harus dipelajari, kalau enggak kan nanti my name is itu kan ga

bisa, trus itu tak masukkan.

R : Berarti disela-sela itu juga menambahkan grammar juga ya bu?

E : Iya, yang pas bab 2 kan memperkenalkan diri sendiri to sama orang lain

kan, saya mulai masukan ya baru to be is am are, nanti kan ada my name is

gitu kan, what is your name? itu kan harus tau to be gitu to.(The teacher

also taught grammar although it was not mentioned on the teacher‟s

guidebook) Ini adalah, this is…., kan harus to be nya apa, nanti ndak ga

bisa, ya saya kasih contoh aja, ga tak suruh latihan, cuman saya kasih

contoh. Latihan cuman langsung yang introduction itu, trus tak selipi

mbak, ini yang pronounce malah belum tak ajari.

R : Kalau materi ini bisa dimasukkan, ya dimasukkan.

E :Iya memang dimasukkan, kan grammarnya memang gitu mbak, caranya

ga fokus hari ini kita ngajar grammar. Kalau kurikulum sekarang ga kayak

jaman saya dulu, sekarang present tense ya present tense, sekarang

ngajarnya to be going to, nek sekarang disisipi, ya memang harus

diajarkan, tapi ga pokok fokus hari ini belajar to be is am are , present

tense atau apa, tapi kalau disisipkan kalau ga ada latiannya ya podo wae,

ya kadang saya kasih latian tersendiri, soal e ngarang sendiri, kalau gitu

bisa dong kalau she itu to be nya apa, itu nanti lupa lagi kok mbak, itu baru

kata kerjanya lho, belum kata kerjanya, kan itu beda lagi to.

R : Kalau buku ajar yang lain, ibu memakai tidak?

E : Pakai, tapi khusus buat saya. Nanti saya tambah-tambahkan buku ajar

lain. Kadang kan dibuku siswa, latihannya terlalu seperti latihan di SD,

gampang banget. Disini tidak ada grammarnya kan? Trus contoh-contoh


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dialog juga tidak ada to? Trus saya tambahi dari buku English in Focus,

trus kadang English on Sky, tapi anak tidak punya.(The teacher used other

textbooks in the teaching and learning activities)

R : Jadi cuman buat ibu sendiri?

E : Iya cuman buat saya sendiri, nanti saya tambah-tambahkan. Siswa bisa

bosan kalau kegiatannya ngene-ngene wae, kayak SD. SD kelas 6 aja tidak

seperti ini, materinya sudah susah, SMP kok seperi ini. Jadi saya tambah-

tambahkan. Tapi terkadang kalau siswa perlu, ya dipinjami English in

Focus. Itu banyak di perpus. Kemarin kan ABCD ga ada lafalnya, kadang

kan ada anak yang tidak tau pengucapannya seperti apa. Dibuku ini kan

ada cara pengucapannya bagaimana, jadi anak tau.

R : Kalau LKS itu?

E : LKS juga banyak membantu mbak, LKS itu banyak latiannya. Tapi LKS

yang ini bermasalah karena tidak dicantumkan nama penerbitnya dan

nama pengarangnya, tetapi anak sudah terlanjur beli, kemarin pas saya

sakit ya saya suruh mengerjakan LKS Kemarin ya abis dirapatkan tapi

saya ga ikut rapat, tapi anak sudah beli semua, soalnya paket, ya tak pakai.

Bu #R juga dipakai, semua juga pakai.(The teacher used student‟s

worksheet in the teaching and learning activities)

R : Materinya sudah lumayan ini ya bu?

E : Nek materinya ya sudah lumayan. Mungkin yang sekarang lupa atau

bagaimana, kalau yang dulu ada. Nanti kalau ada apa-apa kan siapa yang

bertanggung jawab. Tapi tetep saya pakai untuk latihan.

R : Jadi ga melulu menggunakan buku siswa begitu ya bu?

E : Yang LKS ini baru untuk sementara, kemarin kan karena saya sakit trus

tugasnya tak suruh mengerjakan dari LKS itu, tapi ini tadi belum saya

bahas karena apa karena belum saya terangkan yang bab 3. Jadi besok aja


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le bahas kalau bab 3 sudah saya terangkan, jadi dilompati dulu aja.

Sebenernya saya janjikan ulangan, kan bab 2 sudah selesai, tapi karena

saya sakit trus saya kasih tugas dari LKS. Kalau di buku siswa tu latiannya

apa to?

R : Membuat dialog-dialog seperti itu bu.

E : Iya dialog-dialog, trus praktek-praktek harus bergiliran satu-satu terus

kan ya bosan, satu-satu maju kan kayak cah cilik, wes ra kayak cah SD,

wes gede.

R : Berarti ibu merasa bahwa latian-latian dalam buku siswa ini….

E : Terlalu mudah. Terlalu simpel banget kan mbak, harusnya ditambah.(The

teacher thought that the materials were too simple) Kayaknya bukune

belum siap mbak.

R : Iya Bu #N juga bilang terlalu simple.

E : Belum siap untuk SMP. Ini mungkin kalau yang SD nya ga ada Bahasa

Inggris blas bisa mbak, tapi nek SD ne sudah ada kan gampang.

R : Kan dulu kurikulum 2013, SD ga ada Bahasa Inggris.

E :Iya, tapi masih ada yang ada Bahasa Inggrisnya, cuman beberapa yang ga

ada. Masih banyak yang ada kan mbak?

R : Iya. Kalau misalnya ga ada kan, ada ekstrakurikuler gitu.

E : Iya, ga tau. Terlalu cepet apa pie to penerapanne kurikulum 2013 ini?

R : Ya itu, trus malah kembali ke kurikulum sebelumnya

E : Iya, tapi disini tetep mbak. Saya itu yang kesusahan itu penilaiannya,

penilaiannya banyak kan. Kalau KTSP kan penilaiannya biasa, lebih enak.

Kalau ini cuman penilaiannya yang kesulitan.

R : Iya kalau mendengar itu pada mengeluh karena penilaiannya yang detail.


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E : Iya, kalau untuk guru yang kreatif ini bagus, yang kreatif download.

Kalau ini kan memang diwajibkan pakai media atau pakai game atau

video. Kalau saya belum pakai, harusnya di buku guru ini memang pakai

tapi saya belum.

R : Di bukunya tidak disediakan video atau apa?

E : Kayaknya tidak. Kalau LKS itu sok ada, kan LKS ada listening kan, ada

kasetnya. Tapi yang LKS kemarin juga tidak ada.

R :Trus kalau menurut ibu level SMP itu materinya seperti apa? Tadi kan

menurut ibu ini terlalu mudah latihannya.

E : Ya ini kan bisa di masukan tapi harus ada contoh dialog yang lebih

lengkap, ada subjek,predikatnya, ya ada grammarnya gitu disentuh seperti

buku yang KTSP kan itu, ada contoh-contoh seperti itu, lengkap. Nek ini

kan enggak ada,ya memang sederhana contohnya, tapi ya anak itu kan tau,

panduannya seperti ini, ini kan ga ada, hmmm ga tak bawa bukunya e

mbak,

R : Yang buku siswa?

E : Yang English in Focus, siswa sama guru itu sama bukunya, ga ada buku

buat siswa atau buat guru.

R : Kalau yang kurikulum 2013 kan ada buku siswa ada buku guru.

E : Iya, ada buku guru dan ada buku siswa, kalau yang kemarin kan ga ada.

Ini kan ada buku guru, tujuannya untuk memudahkan guru dalam

mengajar.

R : Iya bu.

E : Wong dulu waktu awal kurikulum, saya bingung le mulang. Trus Tanya-

tanya sama temen-temen yang senior, trus disuruh lihat buku guru, nanti


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sesuai itu mulangnya. Kalau awalan mungkin ya harus pakai mbak, tapi

lama-lama nek ngeplek kayak gitu kok gimana.

R : Iya ya bu. Mengembangkan begitu ya bu?

E : Iya, mengembangkan sedikit-sedikit. Iya, ini terlalu simple. KTSP itu ya

bagus, ada contoh-contoh kalimatnya. Mungkin ini lebih cenderung ke SD

kalu leh ku ngarani.

R : Kalau menurut ibu, sejauh mana buku guru ini membantu ibu?

E : Membantu kalau seperti ini itu guru harus bagaimana. Sebagai pedoman.

Misalnya ini kan mengamati, peserta didik mengamati gambar dan dialog

sederhana. Ya Cuma mengamati saja to mbak, trus nanti disebutkan

ungkapan berbicara apa saja. Sebagai pedoman dalam mengajar dan

pembelajaran lebih terarah. Jadi aktivitas ini itu harus begini begini,

kemudian setelah itu harus begini, jadi ada keterangannya.(How far the

teacher‟s guidebook helps the teacher in the teaching and learning

activities)

R : Lebih terarah gitu ya bu?

E : Iya, nanti setelah itu anak harus bisa mengucapkannya, tapi di sini tidak

di sebutkan tapi tak suruh mengucapkan, bermain peran, jadi kan anak itu

harus tau kan. Selain itu pelafalannya harus benar, nah penggunaannya itu

pas kapan, pas mau berpisah.Ya membantulah, tapi saya juga menambah.

R : Berarti memudahkan begitu ya bu?

E: Ya memudahkan, ya cuma kurang lengkap saja, mungkin nanti di revisi.

R : Padahal ini sudah direvisi ya bu?

E : Tapi yo tetep podo seng wingi, mung podo ro seng pertama iki modele.

R : Kalau ibu membuat RPP itu juga melihat buku guru ini?


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E :Ya harusnya, tapi RPP saya itu buat bareng-bareng sama temen, waktu

saya penataran kurikulum baru. Jadi saya masih pakai itu, kan hampir

sama kan mbak, meng diowahi sithik-sithik.(Teacher‟s guidebook was a

guidning book in making lesson plans and she made an adjustment in

making the lesson plans) Yang penting kan ada mengamati , 5 langkah ini

harus tercover semua, ya pas buat dulu lihat di sini, kan dulu pas

penataran di kasih buku guru sama buku siswa.

R : Berarti selain membantu dalam memakai buku siswa, juga membantu

membuat adminitrasi sekolah ya bu?

E : Iya mbak,nanti penilaiannya juga di tetapkan to mbak, trus ini jg

membantu pas mau ulangan juga. Misalnya ulangan bab 3, KD ini kan

membantu, daripada buka silabus kan lebih enak buka ini.

R : Iya, udah di bagi ya bu.

R : Kalau silabusnya sendiri ibu juga dari buku ini atau dari seminar?

E : Silabusnya saya pas penataran, trus di revisi, minta sama teman. Tapi kan

bisa pada ngopy mbak. Tapi nak silabus ki meh podo sih mbak,

perubahane ra okeh, pengawas juga cuman menanyai silabusnya ada apa

tidak .Kadang ga di teliti, yang di teliti itu RPPnya.Tapi kalau RPP sudah

ada 5Mnya sama sudah ada penilaian sikap itu sudah di anggap mendekati

lah, penilaiannya kan beda dengan KTSP kan penilaiannya sekarang harus

ada spiritualnya, sikapnya mana itu harus ada, kalau belum ada belum

kurikulum baru.

R : Iya bu, spiritual, pengetahuan.

E : Iya, harus tercover semua di RPP. Tapi pada prekteknya mulang yo gak

harus semua mbak, misalnya hari ini khusus mengamati, trus besuk

pertemuan kedua, misalnya menanya atau apa, 5M sehari itu kayaknya ga

bisa. Kalo cuman 2 jam 5M semua itu ga bisa, ya buat RPP tapi lek kon

ngeplek ya ra iso, lali abis ini apa abis ini apa. Pengawasnya juga bilang,


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5M itu ga harus tercover semua dalam sehari. Yo ra cukup 2 jam mbak,

hari ini mengamati, nanti pertemuan ke dua nilainya dst. Hurung nek

ngeleke nek rame atau siswanya kenapa.

R : Ya bu, ya dulu pun saya pas PPL kalau harus tercover semua dalam 2

jam pertemuan itu, kayak buru-buru gitu. Ini siswanya belum selesai

padahal saya harus mengejarnya.

E : Mungkin dulu sebelum kurikulum baru masih bisa, saya awal-awal guru

di sini kan masih KTSP, kan di tunggu pengawas. Nganu mbak, koyo

ngapalke RPP le mulang. Tapi yo meng apalan. Tapi kan bisa tercover

semua , tapi kan sebelum kurikulum baru, ga ada model mengamati,

cuman kegiatan awal, berdoa, absen trus udah intinya langsung kasih PR

jadi tercover semua kalau dulu. Kalau sekarang ga bisa kalau tercover

semua, luweh dowo RPPnya. Dulu kan cuma pengetahuan, sekarang ada

sikap juga. Kalau sikap kan kita tiap hari menilai kan, anak itu bagaimana,

nek di wulang piye, nek ono PR garap ora. Diawal itu diomongke kalau

sikap itu dinilai. Iya, observasi guru. Yo nek saya ga tiap hari tak cateti

mbak, ya kalau saya tak lihat sing paling nakal, seng paling pinter.

Yaistilahnya atas sama bawah, kalau lainnya kan rata-rata, tp juga susah e

mbak, kadang kan siswa beda-beda.

R :Pendapat ibu sendiri mengenai buku guru ini bagaimana?

E : Ya membantu mbak, membantu dalam proses mengajar, yang membantu

di pakai yang tidak ya tidak usah, buku pedomannya to?

R : Iya, buku pedoman.

E : Ya membantu mbak, bagus, memudahkan guru.(Teacher‟s guidebook

helped the teacher in the teaching and learning activities)

R : Meskipun masih mengembangkan lagi?


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E : Iya, tapi sedikit banyak membantu guru dalam mengajar mbak, kalau

kurikulum baru belum semua guru mengerti kan mbak.

R : Kalau ini masih perlu di perbaiki atau sudah baik?

E : Ya kalau bisa di perbaiki lagi mbak, perbaiki lagi biar tidak begitu

sederhana, tambah-tambai apa, contoh dialog yang lengkap atau gimana,

tidak cuma gambar-gambar sama ini kan kabeh meng speaking to mbak,

dialog-dialog tok, kalau kayak gini kan ga ana materine, kan anak ya

bingung lho mbak, kalau di kasih ngeneki, iya to? Ini cuma contoh , yo

njuk langsung kon gawe rak yo kangelan. Ini kan membuat kalimat minta

tolong, ini kan mengajarkan tentang respon terimakasih to mbak, tapi kan

ga mungkin nek ngajari langsung terimakasih responnya ini. Kemarin juga

tak tuliskan contoh yang lain, jadi yo kadang bingung bocah ki nek di

rumah ga ada yang bisa di tanyai. Di sekolah kan bisa Tanya gurunya.

Ditambahi dengan ungkapan lain, trus ada seperti ringkasan

materi.Ditambahi biar bervariasi ungkapannya.

R : Jadi perlu buku pendamping lain ya bu?

E : Iya, masih perlu. Kalau cuma ini saja masih kurang sip.

A : iya, jadi bisa di katakan tidak 100% menbantu sekali ya bu.

E : Belum, masih perlu pendamping.

R : Kalau buku ajar 2013 itu masih jarang ya bu?

E : Saya belum pernah beli mbak, cuma di kasih sekolah. Ya mungkin kalau

yang sudah kurikulum 2013, sudah disediakan oleh sekolah. Saya kemarin

ke SMP 3 Kasian itu sudah pakai kurikulum baru, tapi bukunya belum

datang, tobat gurune. Lha saya kan di sini udah dapat. Kalau disini kan

piloting project. Tapi kemudian disana kembali ke KTSP.

R : oowww


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E : Karena dia ga bilang to, yang penting di pertahankan, jadi sekarang sana

masih KTSP

R :Iya

E : Do bingung, iki le mulang piye, do sambat-sambat.

R : Padahal dulu udah diberlaku kurikulum 2013.

E : Iya, nek sini yang harus tetep ini, padahal yo nek dikon KTSP aku yo

gelem. Tapi yo ndak bisa sini, disini sudah piloting project. SMP 1

Kasihan itu , SMP 3 Bantul kan yang pertama diklat di kaliurang bareng

SMP 1 Bantul, SMP 1 Kasihan, SMP 3 Bantul sama dari sleman.

R : Jadi ditunjuk pemerintah ya bu?

E : Iya, kemarin pas diklat juga kondisi saya pas drop.

R : Ini itu ada seminar-seminar selanjutnya ga bu?

E : Kan ini yang kelas 3 baru kurikulum 2013 sekarang, ya baru 1 kali

pelatihan, pas puasa itu pelatihan kurikulum baru untuk guru-guru kelas 3.

Mungkin harusnya biar guru lebih mantap dan lebih pinter dalam

menggunakan kurikulum baru, harus ada kegiatan pelatihan seperti itu,

memperdalam to? Pelatihan-pelatihan kurikulum baru itu, biar lebih

menguasahi, tapi nek aku kon milih, yo trimo rasah, wes seng liyane wae

sing sehat-sehat.

R : Oh begitu.

E : Saya baru sekali, yang di kaliurang itu tok.

R : Itu udah lama ya bu?

E : Tahun 2013, itu langsung diterapkan kok. Di tetapkan ke kurikulum baru,

Juli ketoke pelatihane. Yang lain kan bingung to, trus saya tanya senior.

Ya itu aja bu, pakai buku guru itu ada cara mengajarnya, lihat hasilnya, ga


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papa di tiru-tiru awalnya ,yo tak tiru tapi suwe2 yo tak tambahi dewe-

dewe. Ya lek ngeplek bocah bosen, yo piye carane ben bocah kuwi ora

bosen, asal sesuai materi wae, ora mlenceng adoh, pinter-pinter gurune.

R : Sebagai pedoman begitu ya bu?

E : Iya begitu, tapi yang bab 3 itu kayaknya banyak lho mbak, bab 3 itu

tentang waktu, jam-jam gitu lho, trus penulisan tahun, tanggal, hari,yang

bingung itu karena banyak versi itu.

R : Kalau itu di buku siswanya itu di sediakan rangkuman ga ya bu?

E : Saya sok nyupliki daribuku-buku LKS atau buku paket yang lain yang

KTSP itu kan juga ada.

R : Kalau dibuku siswanya sendiri bu?

E : Buku siswanya kan paling mung sitik banget mbak, ga begitu lengkap.

Ga tercover semua, jadi kita harus menambahkan untuk versinya, jadi guru

bisa mengajarkan menuliskan tanggal atau bulannya dulu. Tapi yo sok

bingung, pakai on atau ....

R : Iya, ada on , in, at, gitu kan bu,

E : Nanti kalau hari pakai on, bulan in, ora di kon latihan yo lali bocahe.

Apalagi jam, jam itu do bingug lho. Jam kadang gampang yg Amerika to,

tapi saya pakai yang Inggris. Penekanannya yang Inggris saja, tapi yo ada

yang di LKS itu yang dikeluarkan malah yang Amerika, tapi yo tetep di

ajarke kabeh, tapi pas latihan pakai yang Inggris. Kan lebih sulit to mbak,

nek Amerika kan misale jam 10 yo meng 10.30, neng inggris pakai half

past gitu kan angel.

R : Iya, kadang sok bingung sendiri.

E : Saya baru nyusun jadwal, dulu saya bab 3 di sana yang ngisi PPL. Kan

pas di Kasihan saya jadi pembimbing PPL, aku suruh ngisi yang bab, tapi


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nanti trus tak tambahi, kadang sok rung dong bocahe. Tapi sakjane malah

bagus PPL, latihane ki malah mungkin kalau ada media, dia pakai media,

karena di SMP sana kan ga ada media, ga seperti di SMP 1 Bantul. Kalau

ada mungkin dia pakai, kemarin mediane ya cuman ngawe apa gitu, tapi

malah kreatif dari pada gurune. Yo iseh enom-enom cah mahasiswa yo

luwih kreatif.

R : Ya kalau guru kan masih ngurusi ini itu juga ya bu.

E : Ha itu lho, administrasinya aja udah kayak gitu. Kalau kesehatannya oke

gpp ya mbak, saya sok ga sehat.

R : Iya bu. Bu, saya rasa seperti itu bu.Mungkin kalau ada yg kurang saya

tanya ibu lagi.

E : Iyaa, tapi sms dulu ya.


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1. Dalam Buku Guru Bahasa Inggris Kurikulum 2013, dalam kegiatan

pembelajaran, kan sudah ada prosedur dan dalam prosedur tersebut sudah

ada poin-poin dalam melaksanakan pembelajaran. Saya melihat kalau ada

beberapa poin yang tidak dilaksanakan atau ada yang seharusnya begini

jadi begitu, itu alasannya kenapa?

Nanti ndak terlalu lama, siswa menyapa teman sebangku satu per satu,


menyapa temannya, saya sudah mengajarinya. Jadi tidak usah satu per satu

menyapa.

It would spend a lot of time.

a. Ada juga activity yang diskip atau dilewati. Kenapa?

Kadang saya lewati. Nanti kalau aktivitasnya sama dengan yang

sebelumnya, kadang anak-anak merasa bosan. Jadi kadang memang

dilewati.

Iya, trus saya kira-kira apakah siswa itu dong apa tidak. Kalau tidak ada

keterangan disuruh ngapain, kemudian saya lewati.

Iya disesuaikan. Anak-anak itu akan merasa enak kalau sudah ada


kalimat, ini kegiatannya suruh ngapain, menyapa bagaimana. Kan

kegiatannya hampir sama dengan yang sebelumnya, yasudah tidak saya

suruh mengerjakan.

Because the activity was the same with the previous activity and it

would make the students get bored.

If there was no clear instruction towards the activity clearly, then

the teacher would skip it.

b. Dalam kekurangan ibu juga menyebutkan bahwa pada kolom prosedur

kadang ada yang tidak sesuai dengan activity yang ada dalam buku siswa,

bagaimana ibu meyikapinya?

Kalau tidak dilompati, nanti pertemuan berikutnya saya kasih latian yang

hampir sama dengan yang ada dibuku, jadi ngarang sendiri begitu.


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The teacher went to the next activity or the teacher would give the

same activity and the teacher made the exercises by herself.

Jadi ga harus ngeplek dengan poin-poin yang ada di buku guru. Saya memang

tidak ngeplek dengan yang ada di buku guru, malah suka bingung. Jadi saya ya

fleksibel. Buku ini memang membantu, tapi ga harus ngeplek. Mungkin dengan

cara saya sendiri atau cari sumber yang lain.

The teacher was flexible towards the teacher‟s guidebook of 2013

Curriculum in the teaching and learning activities.

2. Kalau menurut ibu, instruksi/catatan yang ada dalam Buku Guru

Kurikulum 2013 itu membantu/bermanfaat tidak?

Ya bermanfaat mbak. Ada beberapa yang bermanfaat ya ada beberapa yang

tidak. Saya akan delete yang tidak bermanfaat. Saya pakai yang kira-kira

anak gampang menerimanya.

It was helpful, but the teacher also filtered it.

a. Saya melihat bahwa dalam kegiatan belajar mengajar, ibu banyak

menggunakan Bahasa Indonesia dalam memberikan instruksi. Mengapa?

Biasanya kalau awal-awal memang memakai Bahasa Indonesia, tapi




memang banyak Indonesiannya.

The teacher looked at the students‟ understanding. The students got

confused if the teacher used English.

3. Dalam hal alokasi waktu, juga tidak sesuai dengan yang tertulis dalam

Buku Guru Bahasa Inggris Kurikulum 2013, kenapa?

Kalau alokasi waktu saya memang tidak melihat. Saya ngarang sendiri.



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(ketawa kecil).

Saya sesuaikan dengan waktu 2 jam pelajaran. Kalau tidak selesai untuk 2

hari ini, saya lanjutkan besok. Kalau harus ngeplek itu malah susah,


intinya. Terkadang menerangkan 1 materi aja ga dong-dong, nggarap 1

latihan aja sui banget, kan ga bisa ini latihannya harus selesai dalam waktu

15 menit, nanti malah pada tidak mengerjakan. Ya kalau yang pinter bisa,

kan kemampuan siswa berbeda-beda, tidak bisa disamakan. Kalau ada yang

selesai duluan saya teliti, namun jika belum saya suruh kerjakan dulu. Jadi

ya fleksibel aja.

The teacher did not really pay attention to the time allocation stated

on the teacher‟s guidebook of 2013 Curriculum.

The teacher made an adjustment based on the lesson hours.

4. Apakah dalam mengajar ibu juga pernah menggunakan media video, game

atau yang lainnya?

Selama ini belum mbak.

The teacher did not used teaching media, such as video, games, and

etc.

5. Apakah ibu juga menggunakan buku lain selain dari pemerintah? Misalnya

LKS atau buku ajar lain?

Pakai, tapi khusus buat saya. Nanti saya tambah-tambahkan buku ajar lain.

Kadang kan dibuku siswa, latihannya terlalu seperti latihan di SD, gampang

banget. Disini tidak ada grammarnya kan? Trus contoh-contoh dialog juga

tidak ada to? Trus saya tambahi dari buku English in Focus, trus kadang

English on Sky, tapi anak tidak punya.

LKS juga banyak membantu mbak, LKS itu banyak latiannya. Tapi LKS

yang ini bermasalah karena tidak dicantumkan nama penerbitnya dan nama

pengarangnya, tetapi anak sudah terlanjur beli, kemarin pas saya sakit ya


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saya suruh mengerjakan LKS Kemarin ya abis dirapatkan tapi saya ga ikut

rapat, tapi anak sudah beli semua, soalnya paket, ya tak pakai. Bu #R juga

dipakai, semua juga pakai.

The teacher used other textbooks, beside the student‟s textbook of

the 2013 Curriculum. The teacher used such as English in Focus,

English on Sky, and student‟s worksheet. The teacher thought that

the material from student‟s textbook of the 2013 Curriculum was so

simple then she used other textbooks.

6. Sejauh mana Buku Guru Bahasa Inggris Kurikulum 2013 membantu ibu

dalam melaksanakan pembelajaran Bahasa Inggris?

Sebagai pedoman dalam mengajar dan pembelajaran lebih terarah. Jadi

aktivitas ini itu harus begini begini, kemudian setelah itu harus begini, jadi

ada keterangannya.

As a guidebook in teaching and learning activities and it made the

teaching and learning activities become more focused.

7. Apakah dalam membuat RPP, ibu melihat dari Buku Guru Bahasa Inggris

Kurikulum 2013 juga?

Ya harusnya, tapi RPP saya itu buat bareng-bareng sama temen, waktu saya

penataran kurikulum baru. Jadi saya masih pakai itu, kan hampir sama kan

mbak, meng diowahi sithik-sithik.

The teacher made the lesson plan together with other teachers since

she got training.

8. Apa pendapat ibu mengenai adanya Buku Guru Bahasa Inggris When

English Rings a BellKurikulum 2013?

Ya membantu mbak, bagus, memudahkan guru.

The teacher‟s guidebook helped and eased the teacher in the



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9. Additional information

Iya, yang pas bab 2 kan memperkenalkan diri sendiri to sama orang lain

kan, saya mulai masukan ya baru to be is am are, nanti kan ada my name is

gitu kan, what is your name? itu kan harus tau to be gitu to.

Terlalu mudah. Terlalu simpel banget kan mbak, harusnya ditambah.

The teacher also taught grammar also there was no instruction to

teach grammar. It showed that the teacher improved the learning

instructions in order to make it better. Besides, the students also

needed to learn grammar in order to have better English.

The teacher thought that the material was so simple, then she used

other textbooks to complete the material.


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APPENDIX F

SCHOOL ACHIEVEMENT


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