English language teachers’ beliefs and classroom practices in primary schools  

Oleh:

Hawanti, Santhy

Jenis: Article from Proceeding
Dalam koleksi: Kolita 8: Konferensi Linguistik Tahunan Atma Jaya 8: Tingkat Internasional, Jakarta, 24 April 2010, page 159.
Topik: ENGLISH LANGUAGE TEACHING; PERCEPTION; IMPACTS; CLASSROOM PRACTICES
Fulltext: D5 - Santhy Hawanti - Univ. Purwokerto - English Language Teachers' . . ..pdf (123.52KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 406 KLA 8 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

English education is spreading overwhelmingly as the response toward the role of English as an international language. English at the primary level was first officially introduced in Indonesia in 1994 (Decree by Ministry of Education No. 060/U/1993 and 1994 Curriculum). A school has authority to include English as a local content subject by considering the recent conditions of schools, parents and society. Since the teacher has an important role in the teaching learning process, and students’ success, there needs to be more comprehensive studies on teachers’ perception about the teaching of English in primary school and its impact to classroom practices. Investigating teachers’ perception about the English teaching in primary class will be very useful in trying to “win over” the reluctant teacher (Wabuyele, 2003). Successful teaching depends upon the support, attitudes and perceptions of the teachers. The purpose of this paper is to explore what is actually happening in English language classroom in Indonesia by investigating teachers’ perception about the teaching of English in primary schools and the classroom practices of three primary school teachers in Banjarnegara District, Central Java. The results confirm that what a teacher perceives about English language teaching impacts on his/ her classroom practices

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali