Teachers’ Perception on the Implementation of Teacher’s Guidebook

51 guidebook of 2013 Curriculum, and 4 teachers‟ perception on the impact of the use of teacher‟s guidebook of 2013 Curriculum. In obtaining the data, the researcher used a questionnaire which consisted of eight close-ended statements and four open-ended questions. Besides, the researcher also conducted an interview to the three English teachers of SMP Negeri 1 Bantul.

1. Teachers’ Perception on the Implementation of Teacher’s Guidebook

of 2013 Curriculum In this section, the researcher presents the teachers‟ perception on the implementation of teacher‟s guidebook of 2013 Curriculum. The data was presented in Table 4.1. Table 4.1 Teachers’ Perception on the Implementation of Teacher’s Guidebook of 2013 Curriculum DESKRIPSI YA TIDAK 1. Saya menggunakan Buku Guru Bahasa Inggris When English Rings a Bell Kurikulum 2013 sebagai pedoman utama dalam melaksanakan pembelajaran Bahasa Inggris bagi peserta didik kelas VII. 3 2. Saya menggunakan Buku Guru lain, selain Buku Guru Bahasa Inggris When English Rings a Bell dalam melaksanakan pembelajaran Bahasa Inggris bagi peserta didik kelas VII. 1 2 3. Saya mengikuti langkah-langkah pembelajaran sesuai dengan yang tertulis dalam Buku Guru Bahasa Inggris When English Rings a Bell Kurikulum 2013 tanpa mengubah sedikitpun, baik prosedur, instruksicatatan, ataupun alokasi waktu. 3 4. Saya bersikap fleksibel terhadap langkah-langkah pembelajaran dalam Buku Guru Bahasa Inggris When English Rings a Bell Kurikulum 2013. 3 52 DESKRIPSI YA TIDAK Fleksibel = mengubah sesuai dengan kebutuhan dan kemampuan siswa. 5. Dengan adanya Buku Guru Bahasa Inggris When English Rings a Bell Kurikulum 2013, saya tidak perlu lagi membuat Rencana Pelaksanaan Pembelajaran RPP untuk kegiatan pembelajaran Bahasa Inggris bagi peserta didik kelas VII. 3 6. Saya merasa Buku Guru Bahasa Inggris When English Rings a Bell Kurikulum 2013 sangat membantu saya dalam melaksanakan pembelajaran Bahasa Inggris bagi peserta didik kelas VII. 3 7. Dengan adanya Buku Guru Bahasa Inggris When English Rings a Bell Kurikulum 2013, memudahkan saya dalam melaksanakan pembelajaran Bahasa Inggris bagi peserta didik kelas VII. 3 8. Buku Guru Bahasa Inggris When English Rings a Bell Kurikulum 2013 memberikan saya pengetahuan baru mengenai metode mengajar yang belum pernah saya jumpai atau saya terapkan sebelumnya. 2 1 The first two statements, numbers 1 and 2 were about the teacher‟s guidebook itself. In statement 1, all the Engl ish teachers stated “Ya” towards the statement. It meant that all of the English teachers us ed the teacher‟s guidebook “When English Rings a Bell” as their main guidebook in the teaching and learning activities. The teacher‟s guidebook itself had been prepared by the government in order to help the English teachers in the teaching and learning activities. It was also seen that the program of the gov ernment about the teacher‟s guidebook as a main guidebook in the teaching and learning activity was successful. 53 In statement 2, one of the three Engl ish teachers stated “Ya” towards the statement. The teacher who stated “Ya” was ET2. However, actually she only used the teacher‟s guidebook “When English Rings a Bell” in the teaching and learning activities. It was proved from the interview session. When the researcher asked to ET2 abou t the teacher‟s guidebook and ET2 answered that this was the only one teacher‟s guidebook. Iya mbak hanya ini buku gurunya -ET2 Yes, this was the only teacher‟s guidebook. Based on the interview, the researcher could conclude that all of the English teachers did not use other teacher‟s guidebooks for the teaching and learning activities. The English teach ers only used the teacher‟s guidebook “When English Rings a Bell” from the government in the teaching and learning activities. Gibson et al 1985 state that perceptions are significantly influenced by need s and desire. The teacher‟s guidebook was the need of English teachers in the teaching and learning activities. It was expected to help the English teachers in the teaching and learnin g activities. The teacher‟s guidebook could not be separated from the student‟s textbook. When the teachers used the student‟s textbook for the teaching and learning activities, then at that time the teachers needed the te acher‟s guidebook as the guidance in using the student‟s textbook. The researcher also conducted an interview related to the statements 1 and 2. The English teachers stated that they only used teacher‟s guidebook “When English Ri ngs a Bell” as the main guidebook in the teaching and learning activities. However, for the student‟ textbook, the English teachers used others textbooks and LKS Lembar Kerja Siswa. It aimed to improve the material, so PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 54 that the students could understand more towards the material and knew varied exercises. ET1 used other textbooks. However, the textbooks were kept by her and the students did not have those textbooks. ET1 thought that the exercises in the student‟s textbook from the government were too simple. Hence, ET1 used other textbooks in order to make the exercises more variedly and improved the material. Pakai buku ajar lain,tapi khusus buat saya. Nanti saya tambah- tambahkan buku ajar lain. Kadang kan disini buku siswa latihannya terlalu seperti latiahan di SD, gampang banget e. Disini tidak ada grammarnya kan? Trus contoh-contoh dialog juga tidak ada to? Trus saya tambahi dari buku English in Focus trus kadang English on Sky, tapi anak tidak punya. -ET1 I used other textbooks, but it was only me who had them. Then I would complete the material and added the exercises from those textbooks. Sometimes, the exercises from the student‟s textbook were like exercises in elementary school, it was too easy. There was no grammar here student‟s textbook, right? There were no examples of dialogues here student‟s textbook, right? Then, I added it from English in Focus and English on Sky, but the students did not have those books. Besides, ET1 also used LKS. LKS provided a lot of exercises. It could also be an alternative in giving exercises to the students. However, the name of publisher was not mentioned on the LKS and the students already bought the LKS. It became the weakness because it was not mentioned the name of publisher. LKS juga banyak membantu mbak. LKS Itu banyak latiannya … Bu ET3 juga memakai LKS ini, semua guru juga pakai. -ET1 LKS Lembar Kerja Siswa also helped a lot. There were a lot of exercises in LKS…ET3 also used this LKS, all of the English teachers also used LKS in the teaching and learning activity. ET2 also used other textbooks, such as Erlangga, Bright, English in Focus and Bupena. Iya, buku-buku pendukung lain saya pakai, dari Erlangga, Bright, kemudian English in Fokus saya pakai. Kalau untuk buku-buku latian kadang saya pakai Bupena...-ET2 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 55 Yes, I used other textbooks, such as Erlangga, Bright, then English in Focus. For the exercises I used Bupena… ET2 also used LKS. However, ET2 found the weakness for the LKS, but she could handle it. Iya saya juga pakai LKS, tetapi ada beberapa hal yang tidak sesuai, contohnya tiba-tiba ada soal latihan padahal soal itu mengacu pada bacaan dan bacaannya itu tidak ada. Kemudian saya lewati, yang sesuai saja yang saya pakai... -ET2 Yes, I used LKS Lembar Kerja Siswa.There were some parts which were unsuitable. For instance: there were exercises which referred to a reading passage, but there was no reading passage. Then I skipped it. I just used the exercises that were suitable… Besides using LKS, ET3 also used other textbooks such as BSE and English in Focus. Iya, saya pakai LKS… Selain itu BSE dan English in Focus, saya pakai untuk acuan. -ET3 Yes, I used LKS Lembar Kerja Siswa … Furthermore, I also used BSE and English in Focus to guide me in the teaching and learning activities. ET3 thought that the exercises in the student‟s textbook from the government were too simple. Therefore, she tried to improve from other sources. Untuk mencari latihan yang lain, juga untuk tambahan materi karena yang ada di buku siswa itu kan hanya simple-simple aja kan, misalnya untuk ungkapan dan respon leave taking itu apa saja gitu kan. -ET3 To find out other exercises and to complete the material because the material in the st udent‟s textbook was too simple. For instance: other expressions and responses for leave taking. The statements 3 and 4 were about flexibil ity on the use of teacher‟s guidebook. In statement 3, all of the English teachers stated “Tidak”, which meant that the English teachers were flexible towards the learning instructions on the teacher‟s guidebook. The English teachers did not exactly implement the learning instructions stated on the teacher‟s guidebook. It was also proved in the statement 56 4 that all of the English teachers stated “Ya” that they were flexible towards the learning activity o n the teacher‟s guidebook. In line with Gibson et al. 1985 that people tend to ignore information cues that might them feel discomfort. Here, the English teachers selected the learning instruction that they would deliver to the students. The English teachers made an improvement on the implementation of learning instructions stated on the teache r‟s guidebook. Sometimes, they also modified the learning instructions. The researcher also conducted an interview related to the statements 3 and 4. The researcher wanted to find out why the English teachers selected the learning instructions that they would deliver to the students. Like what the researcher said before, the learning instructions o n the teacher‟s guidebook consisted of three parts. They were procedure, instructionnote, and time allocation. The procedure itself consisted of several points about the learning step in each activity. For the procedure, ET1 stated that it would spend a lot of time. The main point was the students could implement what they had studied. Nanti ndak terlalu lama, siswa menyapa teman sebangku satu per satu, memakan waktu yang lama. Jadi yang penting anak sudah bisa kalau menyapa temannya, saya sudah mengajarinya. Jadi tidak usah satu satu menyapa. -ET1 It would spend a lot of time when the students greeted their seatmates one by one. So, the important things were that the students were able to greet their friends. I had taught the students, so they could practice the greeting. So, they did not need to greet their friends one by one. Besides, there was also an activity that was skipped. ET1 thought that the students would get bored because of the similarity between the previous activity and the next activity. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 57 Kadang saya lewati. Nanti kalau aktivitasnya sama dengan yang depannya, kadang anak-anak bosan, jadi kadang memang dilewati. - ET1 Sometimes, I skipped the activity. When the activity was similar to the previous activity and the next activity, sometimes the students would get bored, so I skipped it. ET1 also selected the exercise from each activity, when the exercise‟s instruction from the each activity was not clear enough, ET1 would skip it and went to the next exercise of the activity. Iya, trus saya kira-kira siswa itu dong apa tidak. Kalau tidak ada keterangan disuruh ngapain, kemudian saya lewati. -ET1 Yes, then I made prediction whether the students understand or not. If there was no instruction, then I skipped it. Iya disesuaikan. Anak-anak itu akan merasa enak kalau sudah ada keterangan-keterangannya. Soalnya, anak kelas 1 itu belum bisa membuat kalimat, ini kegiatannya suruh ngapain, menyapanya bagaimana. Kan kegiatannya hampir sama dengan yang didepannya, yasudah tidak saya suruh mengerjakan. -ET1 Yes, it was adjusted. The students would feel comfortable if there was instruction. It was because the students of grade VII had not been able to make a sentence, do the activity, and how to greet. The activity was almost similar to the next activity, so I did not ask the students to do it. For the instructionnote, ET1 stated that it was helpful, but she did not exactly implement the instructionnote. ET1 selected what instructionnote would be used in teaching and learning activities. Ya bermanfaat mbak. Ada beberapa yang bermanfaat dan ada beberapa yang tidak. Saya akan delete yang tidak bermanfaat. Saya pakai yang kira- kira anak gampang menerimanya. .-ET1 It was helpful. There were some of instructionsnotes which were helpful and were not helpful. I would deleted those which were not helpful. I would use the instruction which the students found them easy to understand. The instructionnote stated o n the teacher‟s guidebook was in English language and it helped teachers in giving instruction to the students. However, ET1 mostly PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 58 used Bahasa Indonesia in the teaching and learning activities. Naturally, ET1 had a reason why she used Bahasa Indonesia mostly. Biasanya kalau awal-awal memang memakai Bahasa Indonesia, tapi kadang juga saya campur. Tapi kadang kalau dicampur itu anak ga dong, jadi trus saya Indonesiakan. Saya terus terang ga bisa kalau Inggris terus, anak juga belum bisa menangkap, jadi memang saya campur. Tapi kadang memang banyak Indonesianya...-ET1 At the beginning, I used Bahasa Indonesia, but sometimes I also mixed it. However, when I mixed it, the students would get confused, then I used Bahasa Indonesia. Honestly, I could not use English all day long. The students would also get confused, so I mixed it. However, mostly I used Bahasa Indonesia … For the time allocation, ET1 also did not exactly implement it. She made her own decision on the time allocation. Kalau alokasi waktu saya memang tidak melihat. Saya ngarang sendiri. Yang saya lihat cuman prosedur poin-poin dalam langkah-langkah pembelajaran. Tapi kalau waktu ga pernah saya lihat e mbak terus terang ketawa kecil. -ET1 For the time allocation, I did not pay attention to it. I divided it by myself for a two hour-lesson. I just paid attention to the procedure of the learning activity. Honestly, I did not pay attention to the time allocation. ET1 adjusted the time allocation. She stated that she would get difficulty if she exactly implemented it. It would disturb her because she needed to look at the clock frequently. She also paid attention to the students‟ understanding in the teaching and learning activities. Saya sesuaikan dengan waktu 2 jam pelajaran. Kalau tidak selesai untuk hari ini, saya lanjutkan besok. Kalau harus ngeplek itu malah susah, kepikiran setelah ini harus begini dan seterusnya. Yang lama kan nanti intinya. Terkadang menerangkan 1 materi aja ga dong-dong, ngarap satu latihan aja sui banget, kan ga bisa ini latihannya harus selesai dalam waktu 15 menit, nanti malah pada tidak mengerjakan. Ya kalau yang pinter bisa, kan kemampuan siswa berbeda-beda, tidak bisa disamakan. Kalau ada yang selesai duluan saya teliti, namun jika belum saya suruh kerjakan dulu, jadi ya fleksibel aja. -ET1 I made some adjustments and adapted it with the two-hour lesson. If it failed to be discussed completely today, I would continue it on the next day. If it should be followed exactly, it would be difficult because I had to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 59 think “after this I had to do this” and soon. Explaining the core of the lesson took a long time. Sometimes, I just explained one material, but the students did not understand. Students spent a lot of time to work only on one exercise. The students could not be asked to do the exercise in 15 minutes, Being forced to to that in 15 minutes, the students would not do it. If all of the students were smart, they could do it, but the students‟ abilities were differentand unequal. If some students finished their task earlier, I would see it first. However, if they had not finished, then I would ask them to finish it. So, I employed flexibility. From ET1 ‟s explanation, the researcher could conclude that she was flexible towards the learning activity. The teacher selected the learning instruction that would be delivered to the students. It was also proved from her statement. Jadi ga harus ngeplek dengan poin-poin. Saya memang ga ngeplek dengan yang ada di sini buku guru, malah suka bingung e. Jadi ya saya fleksibel. Buku ini memang membantu, tapi ga harus ngeplek. Mungkin dengan cara saya sendiri atau cari sumber lain. -ET1 So, it should not follow the points blindly. I did not exactly follow the learning activity stated on the teacher‟s guidebook. I would got confused then . I was flexible towards the learning activity on the teacher‟s guidebook. This book was helpful, but I should not follow the learning activity exactly. Maybe, I would do it my own way or by finding other sources. For the procedure, ET2 tried to emphasize on the points that the students had to know. For the others points, she also discussed it but it was not so long. Ya, pertama mungkin karena saya melihat ada beberapa poin yang membutuhkan waktu yang lama, sehingga kalau itu saya laksanakan, nanti ada ada beberapa aktivitas yang tidak terkejar. Ya sudah kemudian saya ambil poin-poin yang harus diketahui anak. -ET2 Yes, first maybe because I saw that there were some points that took a long time. So, if I did it, there would be some activities that were not overtaken. Then, I took the points that should be known by the students. ET2 also saw the condition which activity would run. At that time the activity was to fill up library card and the students could go to the library to ask the librarian about the student‟s ID number. However, the distance between the classroom and the library was quite time consuming and it would spend a lot of 60 time. Then, ET2 modified the instruction towards library ID number into student number. The students did not need to go to the library, they just filled up with their student number. It seemed that ET2 selected which activity that the students would do and would not. Seperti diawal itu ya, ada yang harus mengetahui tempat-tempat, harus berjalan ke ruang TU, ke ruang kepala sekolah, itu nanti kan kelamaan. Yasudah saya persingkat saja, contohnya no kartu perpus diganti dengan no presensi jadi siswa tidak harus ke perpustakaan-ET2 It was like at the beginning, there were activities that had to know some places. For instance: going to administration room, going to headmaster room,. However, it would spend a lot of times. Then, I changed the instruction of library ID number to student number, so that the students should not go to the library. For the procedure, ET3 also did not exactly implement it. ET3 still selected which activity that would be delivered to the students. ET3 also did what ET2 did, she saw the condition first. ET3 went to the library first and asked the librarian about the activity that the teacher wanted to do, but the librarian had to go somewhere. Sebelum pembelajaran, saya pergi ke petugas perpus. Kebetulan, petugas perpus ada acara keluar, jadi daripada ditunda-tunda, saya membuat inisiatif seperti itu mengganti no ID perpus dengan no presensi siswa - ET3 Before the teaching and learning activities, I went to the library to meet the librarian. At that time, the librarian had to go somewhere, so rather than I delayed the activity, I made an initiative to change the instruction of library ID number to student number. For the instructionnote, ET3 stated that it was helpful. It helped ET3 to deliver the exercises‟ instruction to the students and gave additional information for the students. Ya bermanfaat mbak, jadi saya ada panduan seperti ini. Kan untuk memudahkan kita juga kan untuk menyampaikannya ke anak, bahwa latian ini harus seperti apa. -ET3 61 Yes, it was helpful. So, I had guidance on what I had to do. It also eased us in giving instruction to the students towards the exercises. ET3 did not always use English in giving instruction to the students. Sometimes, the students still got confused when ET3 used English, then ET3 would switch it. However, she always tried to use English. Kalau saya memang berusaha menggunakan Bahasa Inggris, kalau kira- kira anak ga tau, kemudian saya menggunakan Bahasa Indonesia. Jadi saya berusaha untuk menggunakan Bahasa Inggris dulu. Karena kalau Bahasa Inggris ga di kelas ya dimana lagi kan? -ET3 In case I tried to use English, but the students showed some signs of confusion, then I would switch into Bahasa Indonesia. So, I tried to use English first. Where would the students practice English if it were not used in the class? For the time allocation, ET3 did not pay attention to it. ET3 did not understand well the time allocation stated on the teacher‟s guidebook. So far, ET3 divided the time allocation each activity based on the students‟ understanding. Karena saya tidak memperhatikan alokasi waktu mbak, jadinya saya tidak begitu paham.-ET3 Because I did not pay attention to the time allocation, so I did not understand. Saya kira kalau difixkan dengan yang ada di buku akan sulit juga mbak. Karakteristik anak kan beda-beda mbak. Antara kelas D dan E itu pun berbeda contohnya…-ET3 I thought if time allocation were made similar to what was on the book, I would find it difficult. The students‟ characteristics were different from each other. For instance, between class D and class E… From the interviews conducted to ET1, ET2, and ET3, it seemed that the English teachers selected t he instruction in teacher‟s guidebook. The English teachers would select the activity that made them discomfort Gibson et al.,1985. Besides, Gibson, Ivanovich, and Donelly 1985 and Altman, Valenzi, and Hodgetts 1985 state that situation affects someone‟s perception, since it PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 62 influences their feeling, expectation, and habit in their daily life. In terms of situation, the English teachers also took into consideration why they did not exactly implement the learning instructions . However, the teacher‟s guidebook was still the guidance in teaching and learning activities. The statement 5 was about the lesson plan. As stated in the Kementerian Pendidikan dan Kebudayaan 2013, teacher‟s guidebook describes the learning steps that should be done in the teaching and learning activities in order to help teacher in making the lesson plan. Teacher will be able to carry out the learning process systematically by following those learning steps. For the statement 5, all of the English teachers stated “Tidak”. It meant that the English teachers still made a lesson plan for the teaching and learning activities, although there was a teacher‟s guidebook. According to Burden and Byrd 1999, lesson plan is daily planning involves preparing notes about objectives, materials, activities, evaluation, and other information for a lesson for a particular day, but it is more detail than in the weekly plan. However, the teacher‟s guidebook had not been divided into a particular day. Hence, the English teachers still made a lesson plan for their teaching and learning activities. Lesson plan referred to a daily lesson plan which was planned carefully with all the information related to the objective and the purpose of the teaching and learning activities. Further, the researcher also did an interview related to the statement 5. All of the English teachers stated that in making the lesson plan, they used the te acher‟s guidebook as their guidance. However, the teacher also made some PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 63 adjustments to their lesson plan, for instance: giving the material about grammar although it was not mentioned in the teacher‟s guidebook. Then, statements 6 and 7 discussed the emotion as one of the factors that influence perception on the use of teac her‟s guidebook of 2013 Curriculum in teaching and learning activities. Gibson et. al 1985 state that strong emotions often warp perceptions. In the statements 6 and 7, all of the English teachers said “Ya” towards the statements. It meant that the English teachers felt that by implementing teacher‟s guidebook of 2013 Curriculum, it helped the English teachers in the teaching and learning activities. Since all of the English teachers said “Ya” towards the statements, it could be said that the English teachers had a positive perception on the teacher‟s guidebook of 2013 Curriculum. The emotion factor could make the English teachers have a positive perception because the teacher‟s guidebook of 2013 Curriculum helped the English teachers in the teaching and learning activities. Like what Putrianti 2014 states that when someone feels shehe gets benefits from something, shehe tends to form positive perception . The benefits of teacher‟s guidebook were proved from the interview conducted by the researcher. From the interview conducted by the researcher related to the statements, the English teachers stated that by implementing a teacher‟s guidebook of 2013 Curriculum, the teaching and learning activities were more focused, as a guidebook for teachers in using student‟s textbook, the learning activities were provided in the form of table and it was easier to understand. 64 …Sebagai pedoman dalam mengajar dan pembelajaran lebih terarah. Jadi aktivitas ini itu harus begini begini, kemudian setelah ini harus begini, jadi ada keterangannya.-ET1 …as a guidance in the teaching activities and the learning activities become more focused. So the activity should run this way and that way afterwards, then must be like this. So, there were descriptions for those activities. Mungkin kalau kita tanpa ada buku guru itu, kita hanya peraktiviti dalam mengajar. Tetapi ketika ada buku guru, guru jadi lebih tahu ini harus begini, ini aktivitas perlu jeda, ini aktivitas perlu penekanan disini. Jadi mengarahkan dalam mengajar dan pembelajaran jadi lebih terarah. -ET2 Maybe, if we did not have the teacher‟s guidebook, we only taught per activity in the teaching and learning activity. However, when there existed a teacher‟s guidebook, the teachers knew what they should do. This activity needed a break, this a ctivity needed emphasis. So, the teacher‟s guidebook drove the teaching and learning activities, as a consequence, become more focused. Ada contoh-contoh format penilaian, bisa dipakai untuk acuan ketika kita melakukan penilaian. Kegiatan pembelajarannyapun dibuat dalam bentuk tabel-tabel, jadi lebih mudah dibaca dan lebih mudah bagi kita untuk mencari, misalnya aktivitas 12 prosedurnya seperti ini, instruksinya seperti ini. Jadi lebih memudahkan dan juga sebagai panduan dalam menggunakan buku siswa. -ET3 There were examples of assessment form. They could be used when we did assessment. The learning step was in the form of table, so it was easy to read and easy to look for. For instance: in the activity 12, the procedure was like this way and the instruction also. So, it made easier and it was as a guidance to use student‟s textbook. Next, statement 8 was about w hether or not the teacher‟s guidebook of 2013 Curriculum gave new knowledge about teaching methods which had not been met or implemented by the English teachers. Two English teachers said „Ya” towards the statement and one Engl ish teacher said “Tidak” towards the statement. The researcher also did an interview related to the statement 8. The researcher wanted to know what kind of new knowledge about teaching methods that the English teachers got. From the interview towards the two English teachers who said “Ya” towards the statement 8, the researcher did not get a clear answer 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