27 schools in Bantul. It is done as the requirement of certification to meet the
teaching hours. The third participant was ET3. Now, she is 40 years old. She graduated
from one of the public universities in Yogyakarta. After she graduated from the university, in 2002 she became an English teacher in one of the private high
schools in Yogyakarta. She taught there during 2002-2003. Then during 2003- 2004, she was an English tutor in one of the vocational high schools in
Yogyakarta. In 2005, she took a test and she became an English teacher at SMP Negeri 1 Bantul. At the first time, she became a teacher assistant for one semester
for non English teachers. In the second semester, she began to teach in the classroom. She had experienced in teaching seventh, eighth, and ninth grade. In
2010, she became a civil servant and she was deployed at SMP Negeri 1 Bantul. Until now, she is an English teacher at SMP Negeri 1 Bantul and she teaches
seventh grade. She has been certified since 2012. Now, besides teaching at SMP Negeri 1 Bantul, she also teaches in one of the vocational schools in Bantul. It is
done as the requirement of certification to meet the teaching hours.
C. Research Instruments
In this research, in order to collect the data, the researcher used observation, questionnaire, and interview as the data collection methods.
1. Observation
The first instrument was observation. According to Ary, Jacobs, and Sorensen 2010, observation is a basic method for obtaining data in qualitative
28 research and is more than just “hanging out” p. 431. Here, the researcher
conducted the research by using the observation checklist. As stated by Wallace 1998, observation checklist is one of some form of observation in the learning
process p. 146. The observation checklist contained elements that would be observed towards the
implementation of teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities by the English teachers. The observation
checklist was made based on the learning instruction stated on the teacher‟s
guidebook. The researcher observed whether the teachers followed the learning instructions stated on the t
eacher‟s guidebook or not. In this research, the researcher chose three of the seventh grade English
teachers as the participants. The researcher attended the English class twice in each participant
‟s class. In total, the researcher attended the English class for six meetings, two meetings in each participant
‟s class. The researcher attended the English class and followed the teaching and learning activities. The researcher
also did the observation by checking the observation checklist.
2. Questionnaire
The second instrument was questionnaire. Johnson and Christensen 2012 state that researchers use a questionnaire so that they can obtain information about
the thoughts, feelings, attitudes, beliefs, values, perceptions, personality, and behavioral intentions of researcher participants p. 162. In this research, the
questionnaire aimed to gather the information about the English teachers‟
perception on the use of teacher‟s guidebook of 2013 Curriculum.
29 The researcher used a mixed questionnaire. As stated by Johnson and
Christensen 2012, mixed questionnaire is a questionnaire that includes a mixture of open-ended and closed-ended items p. 170. On the closed-ended questions,
there were eight questions and the teachers were aske d to pick the answer “YA”
o r “TIDAK”. There were four questions in the open-ended questions. The open-
ended questions could provide rich information because the participants responded by writing their answer with their own words.
3. Interview
