36 The researcher conducted the observation by observing and checking the
observation checklist.
1. Observation in Teacher ET1
’s Class
On Thursday, August 6, 2015 and on Wednesday, 12 August, 2015, the researcher did observation in ET1‟s English class. At that time, the topic was
“How are you?” It was about greeting. On the first observation, on Thursday, August 6, 2015, the teaching and learning activities were from activity 3 up to
activity 6. It was the teacher ‟s policy to determine how many activities that would
be delivered to the students. Firstly, ET1 did the opening session such as greeting the students by using English to create English atmosphere and checking
the students‟ attendance. Then, ET1 continued the lesson. The first activity was activity 3. However, before going to the activity 3, ET1 asked the students about
other expressions to response the expression of “How are you?” ET1also asked
the students whether they had practiced greeting their family by using English or not. For activity 3, there were two points of procedure in delivering activity 3.
For the first point, students were asked to observe a text and practiced greeting with their seatmate. However, ET1 improved the procedure. She read
the dialogue and asked the students to repeat what she read, then she asked the students to read it again. ET1 did it more than twice. The procedure stated on the
teacher‟s guidebook did not ask the teacher to read it first then the students repeated it. However, ET1 did it first then asked the students to practice it by
themselves. ET1 wanted the students to pronounce the greeting correctly and that was the reason why she asked the students to repeat what she read then practiced
37 it by themselves. For the second point, teacher gave a chance to students to go
outside the classroom and practiced greeting people around school. However, ET1 did not do it. She did not ask the students to go outside the classroom to
greet people around school. Based on the researcher‟s perception, the second point
did not need to be done, because the students still needed to learn, so they only did the practice with their classmates.
Then ET1 continued to activity 5. ET1 skipped activity 4. The reason why ET1 skipped activity 4 would be explained in the subchapter B. For activity
5, there was only one point of the procedure. The students and their seatmates presented the simple dialogue using the expression given. Then ET1 did the
same thing as the previous activity, she read the dialogue on the activity 5 and then the students repeated it. Then, she explained the expression and the response
on the activity 5. After that, the students practiced rereading the dialogue on the activity 5 with their seatmate. The last, some of the students presented the
dialogue on the activity 5 in front of the class with their seatmate. ET1 wanted to know whether the students understood the dialogue and they could pronounce it
correctly or not. For activity 6, there were three points of the procedure in delivering
activity 6. ET1 did those three procedures, although she made an improvement on the implementation. ET1 read the dialogue on the activity 6 and the students
repeated it. She did it more than twice. By repeating the dialogue, ET1 hoped that the students would absorb the expression and the response, so that later, they
could implement the expression correctly. For the exercise, ET1 asked the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38 students to ask their friends‟ condition, then the students could go around asking
their friend s‟ condition. Afterwards, the students presented their result. Then, the
result was submitted to the teacher. For the instructionnote, it could be seen from the observation checklist on
Thursday, August 6, 2015 that ET1 did not really pay attention to it. She used her own language in giving instruction to the students. ET1 paraphrased the
language stated on the teacher‟s guidebook in giving instruction and used Bahasa
Indonesia mostly. However, for the note on the activity 6, such as stomachache = sakit perut, toothache = sakit gigi, backache = sakit punggung, flucold = flu, and
cough = batuk, ET1 gave those notes by writing them down on the blackboard. The teacher gave those vocabularies to the students as the references because the
activity 6 talked about people‟s condition. It could also give new information to the students about new vocabularies. Based on the researcher‟s observation,
almost all of the students had not known the meaning of those vocabularies and they wrote it down on their notebook. For the time allocation, ET1 did not
exactly implement the time allocat ion stated on the teacher‟s guidebook. It could
be seen from the observation checklist on Thursday, August 6, 2015 that the time allocation in teaching and learning activities was different from what stated on the
teacher‟s guidebook. ET1 divided the time allocation for each activity. Then the second observation was on Wednesday, August 12, 2015. Firstly,
ET1 did the opening session by greeting the students by using English to create English atmosphere and checking the
students‟ attendance. On that day, the lesson was from activity 9 up to activity 11. The activity 9 was about the expression of
39 leave taking. There were four points of procedure in delivering activity 9. Like
what ET1 did towards the dialogue, she read the dialogue first and then the students repeated it. She did it more than twice. Afterwards, ET1 asked the
students to read the dialogue each row loudly. By repeating and rereading the dialogue, the students were believed to be able to absorb the expressions so that
they could understand better towards the expressions and the responses. For the third point, ET1 did not ask the students to play a role play towards the dialogue.
ET1 just asked the students to read the dialogue each row loudly. Based on the researcher‟s perception that ET1 felt enough towards the activity 9 by repeating
and rereading the dialogue each row loudly. For activity 10, ET1 decided to make it as a homework for the students.
Firstly, ET1 explained what the students had to do towards the activity 10. She explained it in Bahasa Indonesia, although it had the same meaning with the
instruct ion stated on the teacher‟s guidebook. She used Bahasa Indonesia in order
to make all of the students understand what they had to do. The time allocation for explaining the material was about 10 minutes. Actually, the time allocation for the
activity 10 which stated on the teacher‟s guidebook was 20 minutes. However,
ET1 made the activity 10 as homework, so she only needed 10 minutes to explain it.
For activity 11, ET1 did the two points of the procedure, although she made the improvement on the implementation. ET1 did not only ask the students
to observe the pictures on the activity 11, but she also explained the situation of the pictures. Then ET1 asked the students to fill up the dialogue based on the
40 situation. Afterwards, some of the students presented their results in front of the
class by writing them down on the blackboard. It could be seen from the procedure of activity 11 that there was no procedure about presenting in front of
the class, but the teacher asked the students to present their results. It meant that the teacher made an improvement on the implementation.
However,for the instruction and time allocation, ET1 did not really pay attention to them. During the teaching and learning activity, mostly the teacher
used Bahasa Indonesia. She gave the instruction in Bahasa Indonesia, although the meaning was the same as the instruct
ion stated on the teacher‟s guidebook. Based on the observation about the
implementation of teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities in ET1
‟s English class, the researcher could conclude that the teacher did not exactly implement the
learning instruction stated on the teacher‟s guidebook. She made some
improvements on the implementation. For the activity itself, ET1checked the students‟ understanding. When the students had understood the material, then
ET1 continued to the next activity. However, for the activity that needed to do the exercise, it took longer time allocation than other activities. Based on the
researcher‟s observation, each student had different ability, so it also affected the time allocation for each activity.
2. Observation in Teacher ET2
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