A Retrospective Case Study of EFL Instruction in Elementary Schools : A Critical Language Policy Perspective

Abstract

The growing global popularity of English for young learners (EYL) teaching is the embodiment of the spread of English as the world's lingua franca. The rapidity of the EYL expansion also occurs in Indonesia despite the blurred policy to implement it. The present study was conducted to explore the current practices of EYL teaching in Indonesian elementary schools after the national curriculum reforms. The selected municipality that represented the setting of the study was the second populous city in Indonesia, where a wide selection of schools was located. Data were collected using questionnaires administered to 184 school principals and 178 EYL teachers and analyzed through the use of simple descriptive statistics. Regardless of the absence of Government support, the findings revealed that most of the elementary schools in the research site offered English. A varied implementation of English teaching from one school to another was ascertained in terms of English position in the school curriculum, its frequency per week, the teaching resources and the learning materials, and the teacher to teach the subject. The schools reported that the shift in the foreign language policy had invited challenges in implementing the instructions relating to the funding and the teaching guidelines. In response to these encounters, this study recaps three focal points as recommendations to policymakers and related stakeholders to review the current policy of EYL instruction by considering the need for teaching guidelines and the status of the teachers administratively, as well as their access to professional advancement.

Persepsi siswa terhadap implementasi pembelajaran Bahasa Inggris sebagai Muatan Lokal di Sekolah Dasar

“…Walaupun pelajaran Bahasa Inggris tidak ada di dalam kurikulum nasional, masih banyak SD yang mengajarkannya. Berkaitan dengan hal ini, pengajaran Bahasa Inggris menjadi lebih variatif antar sekolah karena penyelenggaraannya disesuaikan dengan keadaan sekolah, terutama pada ketersediaan guru dan fasilitas pembelajaran, dan permintaan masyarakat, dalam hal ini adalah orang tua murid (Alwasilah, 2013;Meisani et al, 2020). Bahkan, ketidakjelasan status Bahasa Inggris di SD tidak menjadi penghalang bagi banyak sekolah untuk tetap memberikan pelajaran ini sebagai muatan lokal seperti yang telah diimplementasikan sebelumnya (Meisani et al, 2020).…”

“…Berkaitan dengan hal tersebut, dapat disimpulkan bahwa orang tua telah memiliki kesadaran yang cukup tinggi untuk membekali anakanak dengan kemampuan Bahasa Inggris sebagai Bahasa Internasional, yaitu dengan mendampingi anak belajar Bahasa Inggris di rumah, memberikan fasilitas belajar Bahasa Inggris di tempat kursus, dan mendukung sekolah untuk memberikan pelajaran Bahasa Inggris sebagai muatan lokal. Sejalan dengan hasil penelitian sebelumnya (Meisani et al, 2020;Zein, 2017), kedepannya, pemerintah dan pembuat kebijakan dapat mengkaji ulang tentang status pelajaran Bahasa Inggris dalam Kurikulum SD sehingga implementasinya dapat lebih merata, baik dari segi pengajar, fasilitas, maupun kurikulum pembelajarannya.…”

Playing games during pandemic, why not? The IDLE upon students’ efficacy and vocabulary

“…There is also a need for further intensification outside of school (Alhaq et al, 2020;Peterson, 2016). However, many of the existing curricula do not consider learning activities that occur outside the walls of the school (Alhaq et al, 2021;Meisani et al, 2020). This is due to the growing notion, especially among parents, that informal education is not as effective as formal education (Ato & Hari, 2020).…”