How is English Language Policy Translated to Classroom Practice? (A Case Study in an Indonesia Primary School)

Abstract

By the latest education policy that English is removed in primary school level's intra-curriculum, this study is a preliminary endeavour to investigate the pedagogical practice of the policy, particularly in a private elementary school in Indonesia. To achieve that aim, two English teachers were involved as the research participants. In collecting the data, non-participant classroom observations, as well as semi-structured interviews, were utilized. The data were then examined using inductive analysis. The most disgusting result to emerge from the data is that English language teaching in primary school needs thoughtful attentiveness from the government. The policy in removing English as the compulsory subject in elementary school level has effects on the bias goal of teaching, unstructured materials, as well as monotonous teaching practices. Therefore, the evidence of this study points toward to the idea that the government and related policymakers have to adjust the primary schools which still keep involving English in their curriculum; that is, by determining the standard of English teaching as well as controlling the teaching programs under a particular association.