The teachers` perception on the use of 2013 curriculum-based teacher`s guidebook in teaching English at SMP Negeri 1 Bantul.

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vii ABSTRACT

Puspitasari, Rosa Anindya. (2016). The Teachers’ Perception on the Use of 2013 Curriculum-Based Teacher’s Guidebook in Teaching English at SMP Negeri 1 Bantul. Yogyakarta: Sanata Dharma University.

Teacher’s guidebook was a guiding book in the teaching and learning activities and it was expected to help teachers in the teaching and learning activities. In this study, the researcher wanted to find out the English teacher’s perception on the use of teacher’s guidebook of 2013 Curriculum in the teaching and learning activities by the English teachers at SMP Negeri 1 Bantul.

The research question of this study was “What is the English teachers’ perception on the use of teacher’s guidebook of 2013 Curriculum in teaching and learning activities at SMP Negeri 1 Bantul?”

This research was a qualitative study. The researcher used observation, questionnaire, and interview as the data gathering technique. The researcher used observation checklist in observations. The observation was conducted twice for every teacher and the researcher conducted in three classes. In conclusion, the researcher conducted the observation six times. Then, the researcher distributed the questionnaire to the English teachers. Afterwards, the last data gathering technique was interview. The interview was conducted in purposing to clarify the results of the observation and the questionnaire.

The findings of this study showed that the teachers did an improvement in using the learning instructions stated on the teacher’s guidebook of 2013 Curriculum. For instance: one of the English teachers used a video as the media in the teaching and learning activities, although it was not mentioned in the teacher’s guidebook of 2013. The English teachers had a positive perception on the use of teacher’s guidebook of 2013 Curriculum in the teaching and learning activities. The teacher’s guidebook of 2013 Curriculum helped the English teachers in the teaching and learning activities. Nevertheless, the English teachers were flexible towards the learning instructions stated on the teacher’s guidebook of 2013 Curriculum.

There were suggestions for the English teachers, for future researchers, and for the government. For the English teachers, they could develop strategies for the implementation of teacher’s guidebook of 2013 Curriculum in the teaching and learning activities. For future researchers, they could conduct other researches related to the implementation of the teacher’s guidebook of 2013 Curriculum. For the government, they could conduct a review to the teacher’s guidebook of 2013 Curriculum in order to make it better.

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viii ABSTRAK

Buku guru Bahasa Inggris Kurikulum 2013 merupakan panduan guru dalam kegiatan belajar mengajar dan diharapkan mampu membantu guru dalam kegiatan belajar mengajar. Dalam penelitian ini, peneliti ingin mengetahui persepsi guru-guru Bahasa Inggris SMP Negeri 1 Bantul mengenai penggunaan buku guru Bahasa Inggris Kurikulum 2013 dalam kegiatan belajar mengajar.

Rumusan masalah dalam penelitian ini adalah apa persepsi guru-guru Bahasa Inggris di SMP Negeri 1 Bantul dalam penggunaan buku guru Bahasa Inggris Kurikulum 2013 dalam kegiatan belajar mengajar?

Penelitian ini adalah penelitian kualitatif. Peneliti menggunakan teknik pengumpulan data berupa observasi, kuisioner, dan wawancara. Obsevasi dilakukan dengan menggunakan daftar observasi. Observasi dilakukan dua kali untuk setiap guru. Keseluruhan, peneliti melakukan penelitian enam kali. Kemudian peneliti menyebarkan kuisioner. Setelah itu, teknik pengumpulan data yang terakhir adalah wawancara. Wawancara dilakukan dengan tujuan untuk mengklarifikasi hasil dari observasi dan kuisioner.

Temuan dalam penelitian ini menunjukkan bahwa guru-guru melakukan pengembangan dalam menggunakan langkah-langkah pembelajaran yang terdapat dalam buku guru Bahasa Inggris Kurikulum 2013. Contohnya: Seorang guru menggunakan media video dalam kegiatan belajar mengajar, meskipun itu tidak disebutkan dalam buku guru Bahasa Inggris Kurikulum 2013. Guru-guru memiliki persepsi positif terhadap penggunaan buku guru Bahasa Inggris Kurikulum 2013 dalam kegiatan belajar mengajar. Buku guru Bahasa Inggris Kurikulum 2013, membantu dan mempermudah guru-guru dalam kegiatan belajar mengajar. Namun demikian, guru-guru bersikap fleksibel terhadap langkah-langkah pembelajaran yang terdapat dalam buku guru Bahasa Inggris Kurikulum 2013.

Terdapat juga saran untuk guru-guru Bahasa Inggris, peneliti selanjutnya, dan pemerintah. Bagi guru-guru Bahasa Inggris, dapat mengembangkan strategi dalam mengimplementasikan buku guru Bahasa Inggris Kurikulum 2013 dalam kegiatan belajar mengajar. Bagi peneliti selanjutnya, bisa melakukan penelitian yang lain yang berhubungan dengan penerapan buku guru Bahasa Inggris Kurikulum 2013. Bagi pemerintah, melakukan peninjauan ulang terhadap buku guru Bahasa Inggris Kurikulum 2013 agar menjadi lebih baik lagi.

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THE TEACHERS’ PERCEPTION ON THE USE OF

2013 CURRICULUM-

BASED TEACHER’S GUIDE

BOOK

IN TEACHING ENGLISH AT SMP NEGERI 1 BANTUL

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Rosa Anindya Puspitasari Student Number: 111214045

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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DEDICATION PAGE

I dedicate this thesis to:

My beloved father, Paschalis Pardiyanta, and my beloved

mother, Fransiska Suharsini, for always giving me support,

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, March 10, 2016 The Writer

Rosa Anindya Puspitasari 111214045

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PERNYATAAN PERSETUJUAN PUBLIKASI

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Rosa Anindya Puspitasari

Nomor Mahasiswa : 111214045

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE TEACHERS’ PERCEPTION ON THE USE OF

2013 CURRICULUM-

BASED TEACHER’S GUIDE

BOOK

IN TEACHING ENGLISH AT SMP NEGERI 1 BANTUL

beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu minta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 10 Maret 2016 Yang menyatakan

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vii ABSTRACT

Teacher‟s guidebook was a guiding book in the teaching and learning activities and it was expected to help teachers in the teaching and learning activities. In this study, the researcher wanted to find out the English teacher‟s perception on the use of teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities by the English teachers at SMP Negeri 1 Bantul.

The research question of this study was “What is the English teachers‟ perception on the use of teacher‟s guidebook of 2013 Curriculum in teaching and learning activities at SMP Negeri 1 Bantul?”

The findings of this study showed that the teachers did an improvement in using the learning instructions stated on the teacher‟s guidebook of 2013 Curriculum. For instance: one of the English teachers used a video as the media in the teaching and learning activities, although it was not mentioned in the teacher‟s guidebook of 2013. The English teachers had a positive perception on the use of teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities. The teacher‟s guidebook of 2013 Curriculum helped the English teachers in the teaching and learning activities. Nevertheless, the English teachers were flexible towards the learning instructions stated on the teacher‟s guidebook of 2013 Curriculum.

There were suggestions for the English teachers, for future researchers, and for the government. For the English teachers, they could develop strategies for the implementation of teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities. For future researchers, they could conduct other researches related to the implementation of the teacher‟s guidebook of 2013 Curriculum. For the government, they could conduct a review to the teacher‟s guidebook of 2013 Curriculum in order to make it better.

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viii ABSTRAK

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ACKNOWLEDGEMENTS

First of all, I would like to thank Jesus Christ for His blessings, love, strength, inspiration, and guidance for me during the process of finishing my thesis. I would also thank Mother Mary for Her grace in my life.

I would like to express my gratitude to my beloved advisor, Christina Lhaksmita Anandari, S.Pd., Ed.M., for her guidance, suggestion, support, and patience along the finishing of this thesis writing. I also thank to her for her time to read and give beneficial feedback for my thesis. I also thank all the lecturers of English Language Education Study Program for teaching and guiding me during my study from the first semester until the last semester in Sanata Dharma University.

I address my gratitude to the headmaster of SMP Negeri 1 Bantul, Drs. H. Yazmuri, M.Pdi., who has permitted me to conduct the research in the school. I would give thanks to Ibu Ernawati, S.Pd., Ibu Nurhayati Dwiningsih, S.Pd., and Ibu Sri Rohmah Hidayatun, S.Pd., the seventh grade of English teachers at SMP Negeri 1 Bantul for their willingness that I could conduct the research with them. My gratitude is also addressed to Bapak Zamzani, S.Pd., for his meaningful help in conducting this research.

I would like to address my deep gratitude to my father, Paschalis Pardiyanta, and my mother, Fransiska Suharsini, for their love, support, prayers, and patience during my study. I would also thank my brothers, Anselmus Aditya Setiawan and Atanasius Andika Listyandaru, for their

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support. I also thank them for their effort to entertain me during this thesis writing.

My gratitude also goes to my friends, who make my life so colorful: Ch. Sella S., Merry Trisna Murti, Fransiska Stefanny Olive, Br. Titus Angga Restuaji, Sr. Leo, Veronika Vania Puspita, Irene Dian Pratiwi, Bijak Ampuni. I thank them for the support, love, laughter, and sharing. I also thank Tiara, Theo, Ana, Mbak Gaby, and Om John for their willingness to help me in proofreading this thesis. I would like to thank Tata, Erni, Sari, and Dita for the friendship since elementary school. I also thank OMK Paroki St. Theresia Sedayu for the support, laughter, and togetherness. My special gratitude goes to Vincentius Gilang Putra Pradana, who always gives me love, care, advice, support, and motivation.

Finally, I would like to thank the people whose names cannot be mentioned one by one, for the prayers, support, and help during the process of finishing my thesis.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGE ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK‟S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiii

LIST OF FIGURE ... xiv

LIST OF APPENDICES ... xv

CHAPTER I. INTRODUCTION ... 1

A. Research Background... 1

B. Research Question ... 6

C. Problem Limitation ... 6

D. Research Objective... 7

E. Research Benefits ... 7

F. Definition of Terms ... 8

CHAPTER II. REVIEW OF RELATED LITERATURE ... 11

A. Theoretical Description ... 11

1. Perception ... 11

2. Guidebook ... 14

3. The 2013 Curriculum ... 19

4. Drilling Technique ... 20

B.Theoretical Framework ... 22

CHAPTER III. RESEARCH METHODOLOGY ... 24

A. Research Method ... 24

B. Research Setting and Participants ... 25

C. Research Instruments ... 27

D. Data Gathering Technique ... 30

E. Data Analysis Technique ... 31

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xii

CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS ... 35

A. The Implementation of Teacher‟s Guidebook of 2013 Curriculum by the English Teachers ... 35

1. Observation in Teacher #ET1‟s Class ... 36

2. Observation in Teacher #ET2‟s Class ... 40

3. Observation in Teacher #ET3‟s Class ... 44

B. Teachers‟ Perception on the Use of Teacher‟s Guidebook of 2013 Curriculum ... 50

1. Teachers‟ Perception on the Implementation of Teacher‟s Guidebook of 2013 Curriculum ... 51

2. Teachers‟ Perception on the Problem Encountered of Teacher‟s Guidebook of 2013 Curriculum ... 65

3. Teachers‟ Perception on the Strength and the Weakness of Teacher‟s Guidebook of 2013 Curriculum ... 68

4. Teachers‟ Perception on the Impact of the Use of Teacher‟s Guidebook of 2013 Curriculum ... 72

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 74

A. Conclusions ... 74

B. Recommendations ... 77

REFERENCES ... 79

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xiii

LIST OF TABLES

Table Page

2.1The Example of Learning Instruction on the Teacher‟s Guidebook ... 17 4.1 Teachers‟ Perception on the Implementation of Teacher‟s Guidebook of

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xiv

LIST OF FIGURE

Figure Page

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LIST OF APPENDICIES

Appendix Page

Appendix A. Permission Letter ... 82

Appendix B. Sample of the Observation Checklist Result ... 84

Appendix C. Sample of the Questionnaire Result ... 91

Appendix D. Questions Guideline ... 95

Appendix E. Sample of the Interview Result ... 97

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CHAPTER I

INTRODUCTION

This chapter provides the background information dealing with the research topic. In this research, the researcher is going to discuss the research background, the research question, the problem limitation, the research objective, the research benefits, and the definition of terms.

A. Research Background

Curriculum is one of the government‟s concerns to improve the quality of education in Indonesia. One of the ways to improve the education system is by developing the curriculum from time to time. The development of the curriculum is needed along with the development of science, technology, cultural arts, and the changes of society. Braslavsky (2005) states that the term „curriculum‟ was originally related to the concept of a course of studies followed by a pupil in a teaching institution. In fact, the term „curriculum‟ refers to the existing contract between society, the state, and educational professionals with regard to the educational experiences that learners should undergo during a certain phase of their lives. It means that curriculum is an important part in the educational field and it is the educational foundation in teaching and learning process in institutions. Today, the world is also facing the globalization era and it is showed by the development of science and technology. People can get the information

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easily through the evolving technologies. Having a good education can become the foundation to select and verify reliable information.

Curriculum is a fundamental substance in the education system. It drives how education would look like and it controls the whole unit of education. Hence, by implementing curriculum, the teaching and learning activities will be structured and systemized in order to achieve the learning objectives. Curriculum becomes the guideline for the teachers and school‟s institution in standardizing the education system in Indonesia. However, Indonesia has experienced several changes of curriculum. The changes of curriculum are done to improve the quality of education in Indonesia, where the science and technology are developing year by year. By implementing a good curriculum, the government and the educational institutions expect that it will create a good education for Indonesia. A good education will also bear human resources with the skills and attitude required in the globalization era. Here, teachers play an important part to drive the education and find the human resources qualities. Chatib (2012) illustrates that having teachers of exceptional qualities will make it possible to create Indonesia with exceptional quality education for its citizens (as cited in Salirawati, 2014, p. 11).

2013 Curriculum was launched in 2013. In the first year, 2013 Curriculum was implementing in the piloting schools which were appointed by the government. The 2013 Curriculum is actually developed from 2006 Curriculum and Competence Based Curriculum. The implementation of 2013 Curriculum is step by step. In the first year of its application, it was implemented in the piloting schools and the target class was grade VII. In the second year (2014), it has been

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implemented in all of the schools around Indonesia and the target grade is grade VII and grade VIII, while grade IX still implements 2006 Curriculum. The characteristic of 2013 Curriculum emphasizes four Core Competencies. They are spiritual, social, cognitive, and skill. In the academic year of 2014/2015, all schools should implement the 2013 Curriculum. To prepare the teachers towards the implementation of 2013 Curriculum, the government organizes a teacher training on the implementation of 2013 Curriculum. The teacher participants also do the teaching simulation.

Today, Indonesia is implementing two curriculums. They are 2013 Curriculum and 2006 Curriculum. The Minister of Primary and Secondary Education, Anies Baswedan, said, “The bottom line is that we still want to develop the curriculum, but we do not want to include all schools in Indonesia in the pilot project” (Jakarta Globe, December 5, 2014). Schools that have already implemented the 2013 Curriculum since 2013 are encouraged to continue it, while those who are still new are allowed to revert back to the previous curriculum. Like what Anies Baswedan said, “To abruptly change the routine of the 6,326 schools that have followed the 2013 curriculum since its conception would only be disruptive to their students‟ studies” (Jakarta Globe, December 5, 2014). Such a case, continuation of the 2013 Curriculum, happens in SMP Negeri 1 Bantul. Until now, SMP Negeri 1 Bantul still implements the 2013 Curriculum because that school has implemented the 2013 Curriculum since its conception. SMP Negeri 1 Bantul is one of the piloting schools for the implementation of 2013

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Curriculum. In this research, SMP Negeri 1 Bantul is the target school to gain the data.

One of the elements that make the 2013 Curriculum different from other curricula is that the 2013 Curriculum provides a guidebook for teacher, besides providing a textbook for student. Salirawati (June 21, 2014) says that one of the reasons expressed by teachers is the teaching load. The teaching load is too heavy. It makes the teachers do not have time for self-development (p. 13). Hence, the government tries to make an adjustment by providing a teacher‟s guidebook. The teacher‟s guidebook is expected to help teachers in the teaching and learning activities. However, it raises criticisms towards the guidebook, including the teacher‟s guidebook.

Besides the distribution of the guidebook that does not work well, the government also revises the guidebook which has been distributed and used by teachers. Therefore, the guidebook that is used by teachers has been revised by the government today. The student‟s textbook is a guidebook for the students to learn English while the teacher‟s guidebook is a guidebook for the teachers in using the student‟s textbook in the teaching and learning activities. Those books are living documents, which means that those books are constantly updated according to the needs. In this research, the researcher is going to focus on the implementation of the teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities at SMP Negeri 1 Bantul. The teacher‟s guidebook contains information about the methods and techniques of the teaching and learning process. The teacher‟s guidebook aims to help teachers in the teaching and learning activities.

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The researcher did Program Pengalaman Lapangan (PPL) in one of the private junior high schools in Yogyakarta. The researcher did an observation in the classroom and the researcher found that the teacher modified the learning steps on the teacher‟s guidebook. The teacher showed a video related to the material, even though it was not mentioned in the learning steps about the use of a video. When the teacher showed the video, the students looked more enthusiastic in the learning process. The researcher was assigned to teach the seventh grade and eighth grade. When doing the teaching, the researcher also showed videos as one of the teaching techniques to teach the students. The use of videos by the researcher was aimed to make the students understand better and be more enthusiastic in the learning process. As a result, the students became more enthusiastic and they enjoyed the teaching and learning activities.

Besides, in another class, the researcher taught grammar related to the material that was being learned, even though it was not mentioned in the learning instruction of the teacher‟s guidebook to teach grammar. Some students wrote “I can football” instead of “I can play football”. The researcher saw that the students needed to know the grammar related to the material that was being learned in order to make the correct sentences. The researcher did the learning steps on the teacher‟s guidebook, but also added some additional steps. However, since the private school where the researcher conducted the research reverted back to previous curriculum, the researcher goes to SMP Negeri 1 Bantul, which has implemented the 2013 Curriculum since 2013.

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In this research, the researcher wants to find the English teachers‟ perception on the use of teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities.

B. Research Question

In this research, the researcher intends to find out the answer to the problem below:

1. What is the English teachers‟ perception on the use of teacher‟s guidebook of 2013 Curriculum in teaching and learning activities at SMP Negeri 1 Bantul?

C. Problem Limitation

In this research, the researcher focused on the English teachers‟ perception on the use of teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities. However, the researcher also elaborated the implementation of teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities by the English teachers. In this research, the researcher also wanted to know how the English teachers implement the teacher‟s guidebook of 2013 Curriculum. This would help the researcher in discussing the English teachers‟ perception on the use of teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities. There were three seventh grade English teachers of SMP Negeri 1 Bantul who became the participants.

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D. Research Objective

The research objective of this research is to find out the English teachers‟ perception on the use of teacher‟s guidebook of 2013 Curriculum in teaching and learning activities by the English teachers at SMP Negeri 1 Bantul.

E. Research Benefits

The researcher expects that this research will be beneficial to English teachers, junior high school students, ELESP students, and future researchers. 1. For English Teachers

The finding of this research will become a reflection and evaluation for the English teachers towards the implementation of teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities in the classroom. Then, it can help the English teachers to improve their performance in using teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities.

2. For Junior High School Students

The students will reflect how their teachers implement the teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities.

3. For English Language Education Study Program (ELESP) Students The result of this research can give new information for the ELESP, since the topic of this research is new. Hopefully, the ELESP students can enrich their knowledge towards the teacher‟s guidebook of 2013 Curriculum and the implementation in reality.

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4. For Future Researchers

The finding of this research can inspire and motivate the next researchers who will conduct the research on the same topic. It can also give more information about the implementation of teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities. This research can be one of their sources.

F. Definition of Terms

The researcher provides the definition of terms as follows: 1. Perception

According to Gibson, Ivancevich and Donnelly (1985), “Perception involves receiving stimuli, organizing the stimuli, and translating or interpreting the organized stimuli so as to influence behavior and form attitudes” (p. 61). In this research, perception means the interpretation of the English teachers towards the implementation of teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities.

2. Guidebook

According to Finney (2001), the goal of the activities in the handbook is to strengthen teaching and increase opportunities for students learning. Handbook here refers to teacher‟s guidebook. The teacher‟s guidebook is expected to help teachers and students in the teaching and learning activities. In this research, the guidebook refers to the teacher‟s guidebook given by the government that is the teacher‟s guidebook of 2013 Curriculum. The teacher‟s guidebook consists of learning instructions about what the teachers should do with the material.

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3. Curriculum

According to Arifin (2011), curriculum is the entire school programs and all of the people involved in it. Based on the definition, a curriculum means a set of teaching program and instruction which is designed to develop the education system in a country and practiced by the entire school programs and all of the parties involved in it. Curriculum is a set of planning and setting of the objectives, contents, and the material of the teaching and learning process that is used as a guideline in realization of the teaching to achieve the goal of the certain education (UU No. 20 Th. 2003 Tentang Sistem Pendidikan Nasional). In this research, the curriculum refers to the 2013 Curriculum which is the new curriculum in Indonesia.

4. The English Teachers

In this research, there were three English teachers at SMP Negeri 1 Bantulwho become the participants. The teachers are the seventh grade English

teachers. There are four English teachers who teach seventh grade. However the researcher only takes three of the four English teachers as the participants. It is because one of the four English teachers becomes the teacher advisor for PPL students there and she is so busy to guide the PPL students.

5. SMP Negeri 1 Bantul

The researcher takes SMP Negeri 1 Bantul as the target school to gain the data. This school is located on Jl. Ra. Kartini No.44, Kec. Bantul, Kab. Bantul, Daerah Istimewa Yogyakarta 55714, Indonesia. The researcher conducts the research in the seventh grade. SMP Negeri 1 Bantul is a pilot project school for

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the implementation 2013 Curriculum in Bantul. Today, SMP Negeri 1 Bantul still implements the 2013 Curriculum, as a consequence of its status of pilot project‟s school for the implementation of 2013 Curriculum. SMP Negeri 1 Bantul has implemented the 2013 Curriculum since 2013. It is since the first year of the implementation of 2013 Curriculum.

The students of SMP Negeri 1 Bantul have collected a lot of achievements, from the level of national up to international. Naturally, these achievements give positive impacts on the existence of SMP Negeri1 Bantul .Here, the researcher provides the list of students‟ achievements during the last two years

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher discusses some theories related to the research questions. This chapter is divided into two parts: they are theoretical description and theoretical framework. The first part talks about theories related to this research. The second part talks about the contribution of the theories and reviews in solving the problems of the research.

A. Theoretical Description 1. Perception

There are some definitions of perception from the experts. According to Altman, Valenzi and Hodgetts (1985), “Perception is the way stimuli are selected and grouped by a person so that they can be meaningfully interpreted”(p. 85). Furthermore, according to McShane and Glinow (2005), “Perception is the process of receiving information and making sense of the world around us”(p. 76). Gibson, Ivancevich and Donnely (1985) state that perception is the process by which an individual gives meaning to the environment. It means that perception is someone‟s point of view towards something. Each person will give different views in the same things. Two or more people can look at the same object and perceive it differently. In 1985, Gibson, Ivancevich and Donnelly also state “Perception involves receiving stimuli, organizing the stimuli, and translating or

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interpreting the organized stimuli so as to influence behavior and form attitudes” (p. 61).

In short, perception is the process of interpreting on what happens in a certain surrounding area which is seen from someone‟s point of view. It is a person‟s view of reality. Different individuals will see the same thing in different ways and it depends on someone‟s point of view. As stated by Mouly (1973) that two persons looking at the same phenomenon may see very different things. In this research, the perception refers to the response of the implementation of teacher‟s guidebook of 2013 Curriculum by English teachers at SMP Negeri 1 Bantul. The English teachers will give a response about the implementation of

teacher‟s guidebook if they experience to implement it. As stated by Wick and Pick (1978) that there is a connection between perception and experience. According to Gibson, Ivancevich and Donnely (1985), there are some factors that influence someone‟s perception:

a. Stereotype

Gibson et al. (1985) state that stereotype is someone‟s view in a particular member in a group but generalizes to all members in that group. It means a judgment on a certain object or people based on limited information and without knowing all of the parts. For instance, there were many articles about the weaknesses of the 2013 Curriculum. Then, because of those articles, people may judge that the 2013 Curriculum is not good. It will also give a bad impact on the

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existence of the teacher‟s guidebook of 2013 Curriculum if people think that the 2013 Curriculum is not good.

b. Selectivity

People may select something which they like or not. Therefore, the perception is based on the people who like or dislike the implementation of teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities. Gibson et al. (1985) explain that the people tend to ignore the information or cues that might make them feel discomfort. People have various interests, so that they may select what is important to fulfill their needs.

c. Self-concept

Altman et al. (1985) state that self-concept is the way how an individual sees and feels about themselves. The way we see and feel about ourselves will affect our perception on something. It is important because our mental picture of ourselves determine much of what we perceive and what we do. Gibson et al. (1985) suggest that (1) knowing oneself makes it easier to see others accurately, (2) one‟s own characteristics affect the characteristics which are identified in other, and (3) persons who accept themselves are more likely to see favorable aspects of other people. It indicates that people usually make themselves as a measurement or benchmark in perceiving others.

d. Situation

Situation affects someone‟s perception, since it influences their feeling and habit in their daily life. The situation of the environment or someone will influence perceptual accuracy. Related to this research, the English teachers

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improve the learning instruction because they see the situation of the students themselves.

e. Need

Perceptions are significantly influenced by needs and desires (Gibson et al., 1985). Someone‟s needs of something influence his/her perception. In this research, the need is the teacher‟s guidebook of 2013 Curriculum. It is expected to help the English teachers in the teaching and learning activities. The teacher‟s guidebook cannot be separated from the student‟s textbook. When the teachers use the student‟s textbook for the teaching and learning activities, at that time, the teachers need the teacher‟s guidebook as the guidance in using the student‟s textbook.

f. Emotions

Gibson et al. (1985) say that strong emotions often warp perception. The English teachers who use the teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities may have positive perception if they feel happy because the teacher‟s guidebook helps them in teaching and learning activities. Therefore, people‟s emotions determine their perception on something.

2. Guidebook

One of the elements that make the 2013 Curriculum different from other curricula is that the 2013 Curriculum provides a teacher‟s guidebook, besides a student‟s textbook. There must be a reason why the government provides a teacher‟s guidebook. According to Salirawati (June 21, 2014), one of the reasons

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expressed by teachers is the teaching load. The teaching load is too heavy. It makes the teachers do not have time for self-development (p. 13). Hence, the government tries to make an adjustment by providing a teacher‟s guidebook. The teacher‟s guidebook is expected to help the teachers in the teaching and learning activities.

The government definitely has a purpose in providing the teacher‟s guidebook for the teaching and learning activities. According to Finney (2001), the ultimate goal of the activities in the handbook is to strengthen teaching and increase opportunities for students learning. The handbook here refers to the teacher‟s guidebook. Hence, the teacher‟s guidebook cannot be separated from the student‟s textbook. Whenever teachers used the student‟s textbook for teaching and learning activities, at that time, teachers neededthe teacher‟s guidebook to guide them in using the student‟s textbook.

The teacher‟s guidebook consists of two parts. They are general instruction (petunjuk umum) and specific instruction (petunjuk khusus). For the general

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Figure 2.1 General Instruction’s Table of Content (Taken From Teacher’s Guidebook Class VII)

While for the specific instruction, it consists of lesson plan of each chapter. Hence, it consists of core competence, basic competence, learning objective, learning instruction, and answer key for each chapter. There are eleven chapters of English learning material grade VII. Those English learning materials will be learned in two semesters.

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Table 2.1 The Example of Learning Instruction on the Teacher’s Guidebook (Taken From Teacher’s Guidebook Class VII)

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Those two parts are expected to help the teachers in the teaching and learning activities. It also can be the guidebook for teachers in making the lesson plan. In this research, the researcher focuses on the use of teacher‟s guidebook of 2013 Curriculum, especially on the implementation of learning instruction.

According to Kementerian Pendidikan dan Kebudayaan (2013), there are three functions of teacher‟s guidebook:

a. As a guidance in using the student‟s textbook

When teachers want to use the student‟s textbook in the teaching and learning activities, then the teachers have to learn from the teacher‟s guidebook first. It has been stated, how each activity will be delivered to the students in the teaching and learning activities.

b. As a reference in teaching and learning activities in the classroom

This serves an explaination on the learning steps that should be done in the learning process. Besides, the teacher‟s guidebook can help teachers in making lesson plans and teachers can do the teaching and learning activities systematically by following the learning instructions stated on the teacher‟s guidebook.

c. As the explanation of teaching and learning techniques used in the learning process

Teacher‟s guidebook provides information about the model and the learning strategy which are used as a reference in the learning process.

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3. The 2013 Curriculum

Curriculum is one of the tools that guide teachers to teach the students. The government has designed a curriculum to help the teachers. Curriculum is a guideline for the teachers to do the execution of learning and teaching activities in the classroom. According to Olivia (2009), “The track — the curriculum—has become one of the key concerns of today‟s school and its meaning has expanded from a tangible racecourse to an abstract concepts”(p.1). According to Hidayat (2013), the term of curriculum appears for the first time and is used in sports field. Then in 1855, the term of curriculum is applied in the education field. Saylor and Alexander (1956) say, “Curriculum is the total effort of the school to going about desired outcomes in school and out-of school situations” (as cited in Hidayat, 2003, p. 21). Beauchamp (1986) states, “A curriculum is a written document which may contain many ingredients, but basically it is a plan for the education of pupils during their enrollment in given school” (as cited in Hidayat, 2003, p.21). Olivia (2009), “Curriculum is everything that goes on within the school, including extra-class activities, guidance, and interpersonal relationships” (p. 3). From those definitions, curriculum is important for the education. It contains many ingredients towards the education. The purpose of education in Indonesia is to produce good human resources. In order to produce good human resources who are compatible with the globalization era, the government keeps on developing the curriculum.

Curriculum in education has an important function for the school, including teachers. Hidayat (2003) states that the function of curriculum for the

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teachers is used as a tool for the teachers in implementing the learning programs in order to achieve education goals or school goals where the teachers teach (p.26). Therefore, teachers should master the curriculum. Teachers are always expected to develop their ability in accordance with the curriculum development, science and technology development, and society development. Indonesia has experienced several changes of curriculum.

Today, Indonesia is implementing two curriculums. They are 2013 Curriculum and 2006 Curriculum. The Minister of Primary and Secondary Education, Anies Baswedan, said, “The bottom line is that we still want to develop the curriculum, but we do not want to include all schools in Indonesia in the pilot project” (as cited in Jakarta Globe). Schools that have implemented the 2013 Curriculum since 2013 are encouraged to continue it, while those which are still new are allowed to revert back to the previous curriculum. According to Hidayat (2003), “Orientation of 2013 Curriculum is the increase and the balance among attitude, skill and knowledge” (p.113). In the end, the students are expected not only good at their intellectual, but also good at their emotion, social, and spiritual.

4. Drilling Technique

Drilling is a technique that was introduced based on Audio-lingual Method. This drill emphasizes on repetition practices of language. Brown (2001) states that audio-lingual method is a method which has a great deal with oral activity pronunciation and pattern drills and conversation practice with virtually

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none of grammar and translation found (pp. 22-23). The teachers teach grammar through their spelling and pronunciation to practice the students to be accustomed to pronouncing English by drilling technique.

According to Harmer (2000), drilling technique is a technique in repeating structural pattern through oral practice. In this research, the students should repeat the structural pattern that is given by the teacher. Nunan (1999) states that dialogues are used for repetition and memorization. The correct pronunciation and stress are emphasized. This technique is usually used for helping students of second language or foreign language in the class. This drill also helps the students to learn new vocabulary by repeating phrases, words, sentences, or even tenses forms.

According to Paultson and Bruder (1976), there are three classes of drilling technique in learning. They are mechanical drill, meaningful drill, and communication drill (p. 4). The researcher only focuses on the mechanical drill, especially repetition drill. Mechanical drill is a drill which there is a complete response from the students. In this situation, the students will have drill completely in pronouncing the English sentence, such as repeating from the teacher. Two kinds of mechanical drills are repetition drill and substitution drill.

a. Repetition Drill

Repetition drill is known as listen and repeat. The teacher says a word or a sentence loudly and the students repeat it with correct pronunciation, stress, and intonation. According to Russell (2008), it is a good method because the students

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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.

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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.

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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 the 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

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phenomenon and context are not clearly evident. The cases which could be studied using case study as the research method were decisions, individuals, organizations, processes, programs, neighborhoods, institutions, and events (Yin, 2009). The case in this research was a kind of real-life phenomenon on the use of teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities.

While according to Ary, Jacobs, and Sorensen (2010), “A case study focuses on a single unit to produce an in-depth description that is rich and holistic…As indicated, case studies provide an in-depth description of a single unit. The “unit” can be an individual, a group, a site, a class, a policy, a program, a process, an institution, or a community (p. 454). In this research, the unit was the three of the seventh grade English teachers at SMP Negeri 1 Bantul. In this research, the researcher described, in-depth, the particular of the teachers‟ perception on the implementation of teacher‟s guidebook of 2013 Curriculum.

B. Research Setting and Participants

This research was conducted in the seventh grade English class of SMP Negeri 1 Bantul, which is located on Jl. Ra. Kartini No. 44, Kec. Bantul, Kab.

Bantul, Daerah Istimewa Yogyakarta 55714, Indonesia. It was conducted during August-September 2015, the first semester of academic year 2015-2016. The participants of this research were three of four seventh grade English teachers at SMP Negeri 1 Bantul. There were four English teachers who taught seventh

grade. However, the researchers chose three of the four English teachers as the participants, because one of the four English teachers was so busy to guide the

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PPL students. In this research, the researcher used #ET1, #ET2, and #ET3 to name the participants. The researcher also provided the background of the participants in order to strengthen the finding.

The first participant was #ET1. Now, she is 41 years old. She graduated from one of the private universities in Yogyakarta. After she graduated from the university, in 2001 she became an English teacher in one of the private junior high schools in Yogyakarta. She taught seventh grade and eighth grade. Then, in 2005 she took a test and she became an English teacher assistant 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 taught seventh grade and eighth grade. However, for the eighth grade, she only taught for a few times. 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 the seventh grade. She has been certified since 2012.

The second participant was #ET2. Now, she is 45 years old. She graduated from one of the public universities in Yogyakarta. After she graduated from the university, in 1999 she became an English teacher in two junior high schools in Bantul. At that time, she taught seventh grade and eighth grade. In 2003, she became a teacher assistant in one of the public junior high schools in Bantul. Then, in 2006 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 the seventh grade. She has been certified since 2013. Now, besides teaching at SMP Negeri 1 Bantul, she also teaches in one of the private junior high

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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

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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 teacher‟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.

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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 asked to pick the answer “YA” or “TIDAK”. There were four questions in the ended questions. The open-ended questions could provide rich information because the participants responded by writing their answer with their own words.

3. Interview

The third instrument was interview. According to Ary, Jacobs, and Sorensen (2010),

Interview is also one of the most widely used and basic methods for obtaining qualitative data. Interviews are used to gather data from people about opinions, belief, and feelings about situation in their own words. Interview may provide information that cannot be obtained through observation, or they can be used to verify observations (p. 438).

The researcher used the interview in order to gather data about the teachers‟ opinion, belief, and feeling towards the implementation of teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities. The researcher developed the questions based on the observation checklist and the questionnaire. The researcher used the interview to obtain information that could not be obtained through the observation and the questionnaire. Through the interview, the researcher verified the answers from the observation checklist and the questionnaire. Through this, the researcher would get the deepest information from the participants.

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In this research, the researcher became the interviewer and the seventh grade English teachers were the interviewees. The researcher used a structured interview. A stated by Ary, Jacobs, and Sorensen (2010), semi-structured interview, in which the area of interest is chosen and questions are formulated but the interviewer may modify the format or questions during the interview process. The interviewer had prepared the questions beforehand, but the interviewer also asked questions based on the participants‟ responses towards the previous question during the interview process. The interviewer used an audio recorder to collect the data. It was much easier than taking notes.

D. Data Gathering Technique

The researcher conducted several steps in gathering the data for the research. First, the researcher gave the permission letter to the headmaster of SMP Negeri 1 Bantul. Second, the researcher talked to the participants and arranged the

schedule when the researcher could attend the English class.

Third, the researcher attended the English class in which the English teachers were teaching the seventh grade. The researcher attended the English class twice in each participant‟s class. On August 6th, 2015 and on August 12th, 2015, the researcher attended teacher #ET1‟s class. On August 8th, 2015 and on August 18th, 2013, the researcher attended teacher #ET2‟s class. On August 18th, 2015 and on August 22nd, 2013, the researcher attended teacher #ET3‟s class. The researcher followed the teaching and learning activities while checking the observation checklist. The researcher also took notes if there were others elements

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that were outside the observation checklist. The observations were used to see how the teachers implemented the teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities. In other work, it served to confirm whether the teachers followed all the learning steps from the teacher‟s guidebook without modified it or the teachers modified it.

Fourth, the researcher distributed the questionnaireto the teachers after the observations were done. The teachers finished filling up the questionnaires on August 25th, 2015. The questionnaire was used to find out how the teachers implemented the teacher‟s guidebook, the teachers‟ opinion towards the teachers‟ guidebook, strengths and weaknesses, problem encountered, and the impact on the use of teacher‟s guidebook.

Fifth, the researcher did the interview. The interview was conducted after gathering the data from the questionnaires. On September 8th, 2015, the researcher interviewed teacher #ET3. On September 12th, 2015, the researcher interviewed teacher #ET2. On September 15th, 2015, the researcher interviewed teacher #ET1. The interview was used to find out the deepest information from the observation and the questionnaires.

E. Data Analysis Technique

Data analysis was the process in which the data that had been got were analyzed using several techniques. The researcher gathered data from the observation checklist, the questionnaire, and the interview. The interview was

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used to verify and find out the deepest information from the observation and the questionnaire.

The first was observation checklist. The researcher used the learning instruction on the teacher‟s guidebook as a guide of observation checklist. The data from the observations checklist were analyzed to find the information on how the English teachers implement the teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities.

The second was questionnaire. The researcher distributed the questionnaire to the three seventh grade English teachers at SMP Negeri 1 Bantul. It was distributed in order to get the information about the English teachers‟ perception on the use of teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities. The researcher calculated the result of the questionnaire and got the data.

The third was interview. The first step in analyzing the data was data reduction for example, writing summarize, coding, and teasing out themes (Miles and Huberman, 1994, p. 10). In this step, the researcher analyzed all the transcribed data. Firstly, the researcher transcribed the interview from audio recorder into written text. Secondly, the researcher omitted the irrelevant data into relevant data to answer the research question. The data from the interview transcript were selected by the researcher and the data which had no relation to the topic were deleted. Miles and Huberman (1994, p. 11) add further that qualitative data can be reduced and transformed in many ways, such as, through selection, through summary or paraphrase. In this research, the researcher used paraphrase

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to reduce and transform data. Afterwards, the researcher categorized the interview transcript based on the question that the researcher asked. Next, the researcher discussed the result and presented the data in the descriptive form. The last, the researcher concluded the finding of the discussion.

F. Research Procedure

The research question in this research was “What is the English teachers‟ perception on the use of teacher‟s guidebook of 2013 Curriculum in teaching and learning activities at SMP Negeri 1 Bantul?” The research was conducted at SMP Negeri 1 Bantul and three of the seventh grade English teachers were the

participants. First, the researcher asked for the school‟s consent. The researcher asked the permission from the school to conduct the research at SMP Negeri 1 Bantul. The researcher explained to the school about the goal of the research.

Then, the researcher asked for permission from the teachers, as the participants of the research, to attend their English class to do the observations.

Second, the researcher collected the data. The data collection methods that the researcher used were observation, questionnaire, and interview. Firstly, the researcher did observations in the participants‟ English class. The researcher attended the English class in which the English teachers taught the seventh grade students of SMP Negeri 1 Bantul. After the researcher got the data from the observation session, the researcher distributed the questionnaires. After gaining the data from the questionnaire, the researcher did the interview session. The researcher used an audio recorder when interviewing the participants.

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Third, the researcher did a library study. The data obtained from the research participants would be analyzed to find out the teachers‟ perception on the implementation of teacher‟s guidebook 2013 Curriculum in the teaching and learning activities.

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CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the findings of this research. There are two parts in this chapter. The first part is about the implementation of teacher‟s guidebook of 2013 Curriculum by the English teachers at SMP Negeri 1 Bantul in the teaching and learning activities. The second part is aboutthe teachers‟ perception on the use of teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities at SMP Negeri 1 Bantul.

In this research, the researcher also describes the implementation of teacher‟s guidebook of 2013 Curriculum by the English teachers at SMP Negeri 1 Bantul in the teaching and learning activities before discussing the teachers‟ perception on the use of teacher‟s guidebook of 2013 Curriculum as the basic of their teaching and learning activities.

A. The Implementation of Teacher’s Guidebook of 2013 Curriculum by the English Teachers

In order to get the deepest information about the teachers‟ perception on the use of teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities, the researcher also described how the teachers implemented the teacher‟s guidebook of 2013 Curriculum in the teaching and learning activities. The researcher observed the seventh grade English teachers in the English class.

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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

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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

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students to ask their friends‟ condition, then the students could go around asking their friends‟ condition. Afterwards, the students presented their result. Then, the result was submitted to the teacher.

For the instruction/note, 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, flu/cold = 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 allocation 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

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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 instruction 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

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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 instruction 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’s Class

The second English teacher was #ET2. The researcher did the observations on Saturday, August 8, 2015 and on Tuesday, August 18, 2015. The first day of observation, the activity was activity 5 up to activity 8. The topic was about

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greeting. Firstly the teacher did the opening session by greeting the students using English to create English atmosphere and checking students‟ attendance. Then the teacher went to activity 5. On the activity 5, the students were asked to present the dialogue on the activity 5 with their seatmates. However, #ET2 only asked the students to read it with their seatmates without presented it. Before that, #ET2 read the dialogue on the activity 5 and then the students repeated it. The time allocation for activity 5 was more than what was stated on the teacher‟s guidebook. The time allocation was stated 40 minutes on the teacher‟s guidebook. In reality, it took 42 minutes.

For activity 6, there were three points of the procedure. However, #ET2 did not implement all of those procedures. #ET2 just asked the students to observe the dialogue on the activity 6, then #ET2 read the dialogue and the students repeated it. It was done more than twice. Based on the researcher‟s perception, #ET2 felt enough towards that activity so that she continued it to the next activity without doing other two points of procedure on the activity 6.

For activity 7, #ET2 skipped it and the deeper explanation why #ET2 skipped it would be explained on the subchapter B. The last activity for that day was activity 8. There were two points of procedure in delivering the activity 8. They asked the students to observe the pictures on the student‟s textbook and describe each picture using correct expressions. Here, #ET2 asked the students to ask their classmates about their feeling and wrote the result down on the table. It was not mentioned in the procedure about what the teachers should do towards the table. If we saw on the student‟s textbook, we could see that on the activity 8 was

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not only about picture and dialogue but also table. Here, #ET2 did not discuss the pictures, she only asked the students to complete the table about asking the classmates‟ feeling.

For the instruction/note and the time allocation, #ET2 did not really pay attention to them. She did not exactly implement the procedure stated on the teacher‟s guidebook. Mostly, she used Bahasa Indonesia in giving instruction to the students. It was to make the instruction more understandable to the students. However, she also spoke English although Bahasa Indonesia held a large portion.

The second observation was on Tuesday, August 18, 2015. The topics were about expression and response of thanks and apology. The activity was from activity 14 up to activity 18. As usual, #ET2 opened the class by greeting the student in English and checking the students‟ attendance. #ET2 also asked the students about what they had learnt in the previous meeting. By asking the materials of the previous meeting, the students were expected to recall the previous material. Then #ET2 continued the activity to study the activity 14. #ET2 did what stated on the procedure. She asked the students to make a dialogue based on the pictures on the activity 14 using expression of thanks. Then, #ET2 asked four students to write the result down on the blackboard and the others students read it. #ET2 also gave explanation about the expression and response of thanks, although it was not mentioned in the procedure. It took 25 minutes to do the activity 14.

For activity 15, there were four points of procedure in delivering activity 15. We could see from the observation checklist that the third and the fourth point

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of the procedure were not done by #ET2. However, #ET2 changed the procedure. It was stated that the students worked in pairs in making dialogues and then read it in front of the class. In reality, #ET2 asked the students to make dialogues individually and asked four students to write the result down on the blackboard. Before #ET2 asked the students to make the dialogues, she read the example of dialogues and asked the students to repeat it.

For activity 16, #ET2 skipped it and directly went to activity 17. It would be explained on the subchapter B why the teacher skipped it. In activity 17, there were three points of procedure in delivering activity 17. The last procedure was not done. Based on the researcher‟s perception, it did not need to be done. Then to cover it, #ET2 gave notes about the expressions and responses of apology and she explained it. #ET2 felt that the students needed to know another expressions and responses of apology which were stated on the activity 17.

Then, the last activity for that day was activity 18. There were five points of procedure in delivering activity 18. As seen from the observation checklist, for the first and second points, #ET2 tried to make an improvement on the implementation. #ET2 tried to change the expression to another expression of apology while she read the dialogue, although it was not mentioned in the procedure of activity 18. Meanwhile, the third point of theprocedure was not done at all. Based on the researcher‟s perception, it did not need to be done.The bell rang 10 minutes before the time, so all of the activities on the activity 18 could not be covered.

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117 9. Additional information

Iya, yang pas bab 2 kan memperkenalkan diri sendiri to sama orang lain kan, saya mulai masukan ya baru to be is am are, nanti kan ada my name is gitu kan, what is your name? itu kan harus tau to be gitu to.

Terlalu mudah. Terlalu simpel banget kan mbak, harusnya ditambah.

 The teacher also taught grammar also there was no instruction to teach grammar. It showed that the teacher improved the learning instructions in order to make it better. Besides, the students also needed to learn grammar in order to have better English.

 The teacher thought that the material was so simple, then she used other textbooks to complete the material.

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118

APPENDIX F

SCHOOL ACHIEVEMENT

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119 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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120 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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121 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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122 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

The teachers` perception on the use of 2013 curriculum-based teacher`s guidebook in teaching English at SMP Negeri 1 Bantul.

THE TEACHERS’ PERCEPTION ON THE USE OF

2013 CURRICULUM-

BASED TEACHER’S GUIDE

BOOK

IN TEACHING ENGLISH AT SMP NEGERI 1 BANTUL

I dedicate this thesis to:

My beloved father, Paschalis Pardiyanta, and my beloved

mother, Fransiska Suharsini, for always giving me support,

THE TEACHERS’ PERCEPTION ON THE USE OF

2013 CURRICULUM-

BASED TEACHER’S GUIDE

BOOK

IN TEACHING ENGLISH AT SMP NEGERI 1 BANTUL

CHAPTER I

INTRODUCTION

CHAPTER II

REVIEW OF RELATED LITERATURE

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

APPENDIX F

SCHOOL ACHIEVEMENT

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2013 CURRICULUM-

BASED TEACHER’S GUIDE

BOOK

IN TEACHING ENGLISH AT SMP NEGERI 1 BANTUL

I dedicate this thesis to:

My beloved father, Paschalis Pardiyanta, and my beloved

mother, Fransiska Suharsini, for always giving me support,

THE TEACHERS’ PERCEPTION ON THE USE OF

2013 CURRICULUM-

BASED TEACHER’S GUIDE

BOOK

IN TEACHING ENGLISH AT SMP NEGERI 1 BANTUL

CHAPTER I

INTRODUCTION

CHAPTER II

REVIEW OF RELATED LITERATURE

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RESEARCH RESULTS AND DISCUSSION

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SCHOOL ACHIEVEMENT

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