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| dc.description.abstract | This qualitative descriptive study aims to describe how the perceptual response of teachers
of English in primary schools towards the government policy related to the implementa-
tion of English subjects in elementary school. Population of this research is English
teachers at the elementary school in Surakarta and takes a sample of English teachers
from primary schools in partnership with UMS PGSD as many as 20 teachers of
English. Methods of data collection in this study using observations, interviews and
documentation, and analysis with interactive analysis. In this research, the elementary
teachers as research respondents divided into two groups of teachers who have educational
backgrounds
of English and non-English language. These two groups,
divided
into
four categories. The first category are
teachers who have a background
in English
education
with teaching experience less than or equal to ten years. The second category
are
teachers with educational background
in English with teaching experience more
than
ten years. The third
categoryare
teachers with backgrounds
non English with teaching
experience less than ten years. The fourth category
are
teachers with backgrounds
non
English with teaching experience more
than ten years. The findings found in perceptual
response
from
the four categories of teachers, show that basically they comprehend
that the implementation of English subjects in elementary school is very important
due to many reasons.
The teachers agree
toward
the implementation of English
subject
at elementary school as long as it is conducted seriously and in a professional
ways
rather than as a additional curriculum. | en_US |
