Tanggapan Guru Bahasa Inggris di Sekolah Dasar terhadap Pelaksanaan Mata Pelajaran Bahasa Inggris

Abstract

This study aims to determine how the responses of English teachers in primary schools towards the government policy on the implementation of English subjects in elementary school. The research population is English teachers at the elementary school in Surakarta that is as many as 20 teachers of English. Data collection methods use observations, interviews and documentation. Respondents divided into two groups of teachers who have educational backgrounds of English and nonEnglish language. These two groups, divided into four categories. The first category is teachers

who

have an English background with teaching experience less than ten years. The second category is teachers with educational background in English with teaching experience more than ten years. The third category is teachers with backgrounds non English with teaching experience less than ten years. The fourth category is teachers with backgrounds non English with teaching experiences more than ten years. Sympathetic nerve responses that occur in all four categories of teachers, showing the same essence that they are seen to embody government policy, although the later has a different intensity in terms of the reality of teaching practice in the field. Behavioral responses in these four categories of teachers can be divided into two points, namely 1). Group of idealists who want to actively bring hope in the form of implementation of teaching English to elementary school children professionally, so they work hard to make it happen and 2) passive groups that carry out the process of learning English in elementary school with rudimentary.