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
Guidebook of 2013 Curriculum
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 te
acher‟s guidebook. ET1 also stated “Ya” on the close ended statements which wer
e 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 teaching and learning activities.
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.
69 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
instruksicatatan. 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 instructionnote. It helped the teachers to use the
student‟s textbook. O
n 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 t
hree 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 percept
ion 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 student‟s textbook.
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
i mplementation of the teacher‟s guidebook, ET1 did not exactly follow the
71 te
acher‟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
