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| dc.description.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. | en_US |
