摘要：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.
其他摘要：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.
关键词：Response; English subjects; government policy
其他关键词：Response; English subjects; government policy
