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
Guidebook of 2013 Curriculum
The first English teacher was ET1. She em phasized 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
and learning activities. 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
73 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. T
he 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 t
hree 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 imp
act of the use of teacher‟s guidebook of 2013 Curriculum. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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‟ percept
ion 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 i
nstruction 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
