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 t
hree 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 app
lying 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
66 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 te
acher‟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 s
tudents 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.
67 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 wasET2
‟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
tex tbook, 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
