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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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 t he teachers‟
perception on the use of teacher‟s guidebook of 2013 Curriculum in the teaching
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
