TANGGAPAN PERSEPTUAL GURU BAHASA INGGRIS DI SD SE-SURAKARTA TERHADAP KEBIJAKAN PELAKSANAAN MATA PELAJARAN BAHASA INGGRIS DI SEKOLAH DASAR

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 implementation
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.