Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia

Research Article

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

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  • @INPROCEEDINGS{10.4108/eai.13-2-2019.2286089,
        author={Yustika Nur Fajriah and Anne Ratna Suminar and Pipih Setiawati and Lucky R Nurjamin},
        title={How is English Language Policy Translated to Classroom Practice? (A Case Study in an Indonesia Primary School)},
        proceedings={Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia},
        publisher={EAI},
        proceedings_a={ICBLP},
        year={2019},
        month={10},
        keywords={education policy pedagogical practice learning materials teaching method},
        doi={10.4108/eai.13-2-2019.2286089}
    }
    
  • Yustika Nur Fajriah
    Anne Ratna Suminar
    Pipih Setiawati
    Lucky R Nurjamin
    Year: 2019
    How is English Language Policy Translated to Classroom Practice? (A Case Study in an Indonesia Primary School)
    ICBLP
    EAI
    DOI: 10.4108/eai.13-2-2019.2286089
Yustika Nur Fajriah1,*, Anne Ratna Suminar1, Pipih Setiawati, Lucky R Nurjamin1
  • 1: Institut Pendidikan Indonesia
*Contact email: yustikanurfajriah@institutpendidikan.ac.id

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.