Teaching-Learning
Processes in English Classes in Some Primary Schools in Central Java and
Gusti Astika
A lot of educational efforts have
been made by the government to ensure that the teaching of English in
Indonesian high schools is successful. Those efforts, among others, include
English curriculum renovations, in-service training for teachers, and textbook
writing. In spite of the hard work, the teaching of English to date has not
been very satisfactory. In response to this condition, the government has
launched a plan to introduce English earlier; that is at elementary schools. This
plan has received two opposing responses. People who agree with the plan think
elementary school children are good language learners. They are at the stage of
the “critical period” when the brain is still flexible and language learning
can take place naturally and easily (Littlewood,
1984: 65). On the other hand, people who do not agree with this idea think that
teaching English at the elementary level is not a simple task. To learn a new
language, students should get enough (good) exposure to the language. They must
have qualified and fluent English teachers who can teach well and speak with
them naturally. Besides, at present, good teachers for elementary schools are
not available (Retmono, 1992: 26). In spite of the
disagreement, many private schools in Central Java and
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Astika, G. (1996).
Teaching-learning processes in English classes in some primary schools in
Central Java and
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