44 For the instructionnote 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 instructionnote. Meanwhile,
for the time allocation, ET2 did not pay attention to it. She allocated the time herself based on the a
ctivity 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 instruct
ion 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.
3. Observation in Teacher ET3
’s Class
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‟ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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 rem
ind 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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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 instructionnote and the time allocation, ET3 did not pay attention
to them. She did not exactly implement the instructionnote 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 i
nstruction 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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48 For the instructionnote and time allocation, ET3 did not pay attention to
them. She did not exactly implement the instructionnote 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 sta
ted on the teacher‟s guidebook. She made an improvement in implementing the learning instruction. Based on th
e 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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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 instruct ion 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
