Sunarso, Ratna Ery (2005) The readiness of elementary schools in The Sidoarjo Regency in Implementing TEYL. Masters thesis, Widya Mandala Catholic University Surabaya.
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Abstract
This research is aimed at describing the readiness of Elementary Schools in the Sidoarjo Regency in implementing TEYL concerning: (1) The perception of Respondents: School Principals, English Teachers, Students' Parents towards TEYL; (2) Background of Elementary Schools in Programming English; (3) English teachers' qualification.; (4) the availability of English Teacher and English teaching facility; (5) Students' interest. In addition, it also describes constraints faced by Elementary School in English instruction. The design of this study is a survey and it utilizes descriptive analysis. The subjects were 60 principals of Elementary Schools; 75 English Teachers; 350 students parents whose children's schools have an English Program; This study used three kinds of research instruments: questionnaire, interview guide, and observation sheet. The findings of this study indicate that: (1) the perception of respondents shows that most of respondents are ready if English is taught formally at ES. (2) Background of Elementary Schools in Programming English indicates that English has been taught at Elementary Schools in Sidoarjo since 1995 based on the English Instruction in the Elementary Schools 1994 Curriculum. But "how long" of each Elementary School has been teaching English is not the same. Besides that, it also indicates the proper grade (class) English should exactly be taught; and whose policy or what institutions should be involved to decide the curriculum concerning the TEYL; (3) The qualification of English teachers indicates that most of them are ready or in other words most of them complete their requirements to be an English teacher. (4) The availability of English teacher (especially for Elementary Schools without permanent English teachers) shows that only 18 out of 60 (30%) schools are ready, but almost all schools are ready to implement the TEYL, although with or without permanent English Teachers. It is indicated by 58 (96.67%) Elementary School principals. According to the result of School observation done by the researcher, the English teaching facilities of Elementary Schools that are located in Sidoarjo town are classified most ready. On the contrary, most of the Elementary School that are located in the district of the Sidoarjo Regency are not ready in preparing audio visual aids, such as laboratory, cassettes and tape recorder, video and television. But in terms of English textbooks, especially Elementary Schools that have been teaching English for more than 5 years, are categorized most ready, although those schools have a very limited number of books, story books, dictionary, magazines or even newspapers in the library. Finally, (5) in terms of students' interest, students whose schools are located in Sidoarjo town are most ready. Moreover, students whose schools are either out of town or in the districts but near or surrounding Sidoarjo are categorized ready for the program of English teaching at Elementary Schools because forty eight, out of 60 (75%), school principals state that their students want English formally taught at their schools. Fifty (83.33%) of them state that English is taught at their schools because they realize that the result would be better if English is taught at the early age. As the head of the Regional Office of Education and Culture gave instruction that English program should start at the first class, most principals agree, although two of them (3.33%) slightly disagree. However, according to some students' parents, the students actually do not need English. Based on the findings of the research above, some recommendations for the teaching of English as a local content subject are given as follows: (1) the head of the Regional Office of Education and Culture of Sidoarjo Regency has to monitor and motivate the implementing of TEYL at Elementary Schools; and periodically invite English teachers of Elementary School to join workshops concerning English for young learners. (2) Background of Elementary Schools in programming English should concern: (a) the duration of time, since when English is taught in the Elementary Schools; (b) grade, in what class of the students English is taught; and (c) policy , who the decision-makers of TEYL curriculum are.; (3) The English teachers should select and create teaching materials and teaching techniques and media based on the students' needs. (4) The head of the Regional Office of Education and Culture of the Sidoarjo Regency should prepare many English teachers by electing them as candidates of government officers. The Elementary School principals have to complete their library with some extra reading books for learners, instead of textbooks for teachers and students. (5) The parents have to give their contribution in the form of fund or ideas to support their children's study. Finally, the local Institutes or Universities should offer TEYL as one of their optional subjects in their syllabus and help the government create a uniform, but suitable, curriculum or syllabus of English, in order to fulfil the suggestions of many Elementary School principals who want English taught as a formal subject instead of a local content subject.
| Item Type: | Thesis (Masters) |
|---|---|
| Department: | ["eprint_fieldopt_department_Graduate School" not defined] |
| Uncontrolled Keywords: | Readiness, english teaching, elementary school, young learner, TEYL |
| Subjects: | English Education |
| Divisions: | Graduate School > Master Program in Teaching English as a Foreign Language |
| Depositing User: | Sri Kusuma Dewi |
| Date Deposited: | 29 Aug 2016 09:53 |
| Last Modified: | 29 Aug 2016 09:53 |
| URI: | http://repository.ukwms.ac.id/id/eprint/6567 |
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