From Policy to Classroom: Where do the Teachers Stand?

Rusiana, - dan Nuraeningsih, - (2012) From Policy to Classroom: Where do the Teachers Stand? TEYLIN : From Policy to Classroom. ISSN 978-602-1180-0608

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Introducing English as a local content for young learners has been an interesting debatable issue for years. The issue is that about the various teaching practises that mostly considered as improper. It does not mean that the teachers are not capable to teach but rather to the misinterpretation of the policy that leads to improper teaching practice. Having experienced at 3 different subdistricts of Kudus conducting workshop on TEYL, it is suspected that there is a missing line from policy to classroom. In fact, most of the teachers seem not have sufficient knowledge about the policy. Limited sources and imperfect syllabus also give contribution to improper teaching practice. They themselves interprete the policy, make syllabus, develop material, and teach use their own way. Concerning to that problem, this paper will investigate how well the teachers understand the policy and how they teach in classroom. Questionnaire is used to generate the data. The questionnaires sheet are distributed to teachers of English at Elementary School in 9 sub districts of Kudus randomly. As the data has been being analyzed, the conclusion cannot be drawn to avoid premature findings. Further, the result of this study is expected to bring about change to the teaching practice of EYL in Kudus particularly.

Tipe dokumen: Artikel
Uncontrolled Keywords: English as a local content, English teacher, teaching practice.
Subjects: Pendidikan > Teori dan praktek pendidikan
Divisions: Fakultas Keguruan & Ilmu Pendidikan > Pendidikan Bahasa Inggris
Depositing User: Mr Firman Al Mubaroq
Tanggal Deposit: 23 May 2015 05:53
Last Modified: 16 Feb 2017 15:51

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