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Sri Hastuti
Universitas Nahdlatul Ulama Cirebon
Arts Humanities Education Languange, Linguistic, Communication & Media

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Elementary School Teachers’ Perceptions on English Teaching in Cirebon Sri Hastuti
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 6, No 1 (2021): JUNE
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v6i1.7469

Abstract

In 2013 Curriculum, English is not explicitly mentioned as one of the subjects at the Elementary School level. Thus, the schools are not required to teach English to their students. However, some elementary schools still include English as one of the subjects and classroom teachers as an English teacher. Therefore, this research was aimed to figure out elementary school teachers’ perceptions on English teaching and school policy background in teaching English. This research used the descriptive method with questionnaires and interviews as the research instruments. The respondents of this research were 100 elementary schools and 11 principals. The result of the study revealed that most of the teachers assume that English is needed by elementary school students. The elementary school period is considered the best time to learn English, and they believe that English specialist teachers will be able to teach English better than the classroom teachers do. The data of interviews with 11 principals showed that 4 of 11 elementary schools still conducted English teaching and 7 schools did not implement English teaching because English is excluded from the 2013 Curriculum. All of the principals stated that the main problem of the implementation of English teaching at Elementary school was the availability of English specialist teachers.
A NEED ANALYSIS OF PROFESSIONAL DEVELOPMENT PROGRAM FOR ELEMENTARY SCHOOL ENGLISH TEACHERS THROUGH SELF-ASSESSMENT Sri Hastuti
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 7, No 2 (2022): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v7i2.11722

Abstract

Many homeroom teachers in elementary schools are demanded to teach English. Meanwhile, they lack knowledge of English teaching to young learners. They need a professional development program that can assist them to improve their teaching competence. Therefore, this research is aimed at analyzing the needs of teacher professional development programs by assessing English elementary school teachers through self-assessment. It is a descriptive quantitative research that involves 30 elementary teachers who have English teaching experience. A survey was conducted to find out teachers’ weaknesses that could portray teachers’ teaching needs. The result shows that most teachers assumed their speaking and listening skills were below average levels. In terms of pedagogical competence, they assessed themselves as insufficient in determining English teaching methods, giving appropriate assessments, applying various and fun English learning, teaching speaking & teaching listening. Thus, a teacher professional development program should be able to facilitate teachers to improve these professional and pedagogical aspects.
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