scholarly journals English Education at Elementary School in Japan

2017 ◽  
Vol 6 (1) ◽  
pp. 20
Author(s):  
Novita Triana
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
English Education ◽  
Teaching English ◽  
Young Learners ◽  
History Of ◽  
English Education In Japan

This paper aims to discuss the implementation of English education in elementary school in Japan. What challenges faced by the implementation of English education in elementary school. This paper reviewed some articles and book chapter regarding teaching English at elementary school in Indonesia and Japan, and the principles of teaching English to young learners (TYL). First, it provides an overview of the characteristics of young learners and challenges faced by teachers in the teaching English to young learners. Second, it will briefly describe the history of English education in Japan, followed by the discussion of the present implementation of English education at elementary schools. Finally, it relates the discussion of English education at elementary school to Indonesian context.Key Words; English Education, Elementary School, TYL

scholarly journals EXPLORING YOUNG LEARNERS TEACHERS COMPETENCY AND CHALLENGES IN TEACHING ENGLISH

2019 ◽  
Vol 3 (1) ◽  
pp. 229-238
Author(s):  
Natalia Anggrarini
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Teaching And Learning ◽  
Learning Activity ◽  
English Teacher ◽  
Teaching English ◽  
Local Content ◽  
Young Learners ◽  
Teaching Competence ◽  
Good Ability

Competency is a set of knowledge, skill and experience necessary for the future, which manifest in their activity (White, 1959). Teaching competency reflects how teacher’s ability in teaching and learning activity. Regarding to English teaching and learning to foreign learners, young learners are also exposed to have this language mastery. But Indonesian Government (see 2013 Curriculum of Elementary School) limits the subjects in Elementary School into six subjects and English is excluded. For some elementary schools, English is not give, but some others English is put as Local Content. The decision of local content here is based on the need of society, and it is happened in some elementary school in Indramayu. Thus, an English teacher for young learners in some elementary schools should reflect their competency in teaching English. She/he should be occupied with knowledge, skill and experience that needed to teach English to young learners so the purpose can meet the need. The aim of this research is to find out teaching competence of English teacher in teaching English to young learners. By conducting qualitative descriptive, this research uncovered the competency of teacher in planning the lesson, media and the implementation so it can be a consideration to put back English subject as one of main subjects in Elementary School. From the finding, it can be seen that some English teachers had made their efforts on performing good ability in teaching English such as in lesson planning, teaching media, teaching and learning activity and teaching assessment. While the challenges in teaching English to young learners were from students’ behavior. The students’ unawareness, unwillingness and laziness to study were the challenges of teaching English for young learners.  

scholarly journals Using Games as a Tool in Teaching Vocabulary to Young Learners

2016 ◽  
Vol 9 (7) ◽  
pp. 120 ◽  
Author(s):  
Sahar Ameer Bakhsh
Keyword(s):  
Saudi Arabia ◽  
Elementary Schools ◽  
Literature Review ◽  
Foreign Languages ◽  
Teaching English ◽  
Main Subject ◽  
Young Learners ◽  
Methods And Techniques ◽  
Conventional Methods ◽  
Practical Implications

<p>Over the last few decades, teaching English become a phenomenon in Saudi Arabia, especially to young learners. English is taught as a main subject in kindergarten and elementary schools. Like any other children, Saudis accept new foreign languages easily, but they get bored very fast if the teacher is teaching them using the old conventional methods and techniques. The aim of this paper is to prove that games are effective tools when devised to explain vocabularies and they make it easier to remember their meanings. This paper deals with a literature review of teaching English vocabulary to young learners using games. Then it discusses the importance of using games in teaching vocabulary and in what way using them is helpful. After that it investigates the practical implications of using games to teach vocabulary that includes the implementation of vocabulary games and some examples of games that could be used to teach vocabulary to children. And finally it examines challenges teachers face when teaching vocabulary using games to young learners.</p>

scholarly journals Developing Barcorious Application as Teaching Media for English Young Students: Focus on Implication

2018 ◽  
Vol 5 (2) ◽  
pp. 1-14
Author(s):  
Arimuliani Ahmad
Keyword(s):  
Elementary School ◽  
English Language ◽  
School Level ◽  
Teaching English ◽  
Young Learners ◽  
Post Test ◽  
Young Students

Recently, teaching English for young learners especially for elementary school level still becomes problem in practice especially in Pekanbaru. Practically, the teachers teach their students without standard guidance to go with such as curriculum and syllabus because for fourth grades students, English Language subject looks like as extra subject which affects the effort to teach maximal. As response to this issue, the researcher has developed a learning media which focuses on vocabulary mastery which provides chance for the students to learn with or without teacher. There are five stages in developing this media which called by Barcorious such as analyzing students’ need, designing media, developing content and design, implementation media, and evaluation. This study describes the implementation of Barcorious application to enhance students’ vocabulary mastery. Indeed, this media was implemented for teaching four grade students. There was one class which consisted of 35 students participated. The finding shows this media can give significant improvement of students’ vocabulary mastery because the students’ post-test higher than pre-test.

scholarly journals Natural Approach in English Classes in Primary Schools: Teachers' Perception and Implementation

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Pranata Giri ◽  
L. P. Artini ◽  
N. N. Padmadewi
Keyword(s):  
Elementary Schools ◽  
Foreign Language ◽  
Primary Schools ◽  
English Teachers ◽  
Teaching English ◽  
Teachers Perceptions ◽  
Natural Approach ◽  
Young Learners ◽  
English Classes ◽  
Public Elementary Schools

This study aimed at investigating teachers’ perceptions about natural approach in teaching English for young learners and its implementation in public primary schools in Gianyar Regency, particularly on teachers’ perceptions on natural approach in teaching English for young learners, how the English teachers implement naturalistic values in teaching English as a foreign language in Gianyar regency, and teachers’ perceptions about naturalistic values for young learners related to the strategies in teaching English as a foreign language in classroom. The subjects of the study were 3 English teachers in 3 different public elementary schools in Gianyar Regency. The research design of the study was mixed methods. This study used three instruments: observation sheets, questionnaires, and interviews. The observation sheet was used to find out how teachers implemented the naturalistic values in teaching English for young learners. The questionnaire was used to find out teachers’ perceptions on natural approach and the interview was used to find out how teachers’ perceptions related to their strategies in teaching English for young learners in their classrooms. This study showed that the relation between teachers’ perceptions and the implementation found that there were few results indicated inconsistency between both of them. The data were also supported by the result of interviews.

scholarly journals English Teachers' Perception about Humanistic Approach and Its Implementation in Teaching English for Young Learners

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Lisna Listiari
Keyword(s):  
Elementary Schools ◽  
English Learners ◽  
English Teachers ◽  
The Body ◽  
Teaching English ◽  
Teachers Perceptions ◽  
Young Learners ◽  
Body Of Knowledge ◽  
Public Elementary Schools ◽  
Humanistic Approach

This study describes the teachers’ perception regarding humanistic approach in teaching English for young learners in Public Elementary Schools in Badung Regency. The objectives of this study were (1) to find out the perceptions of the English teachers in public elementary schools in Badung Regency on humanism values in teaching English for young learners, (2) to find out how the English teachers implement humanism values in teaching English as a foreign language in public elementary schools in Badung Regency, and (3) to find out teachers’ perceptions about humanism values related to their strategies in teaching English for young learners in the classroom. The results indicated that the English teachers practice often reflect their stated beliefs about humanism values. In dealing with feeling of the students, the activity of both T2 and T3 appeared around 30 times.  The average of three teachers was 28.0 or (15.3%). In dealing with students’ motivation in learning process, the average was 25.0 or (13.8%). The most activities appeared in this component was 28 times and it appeared mostly in T3.This study offers some contributions to the body of knowledge about teacher’s competences, particularly the implementation of Teaching English Learners at the Elementary School.

scholarly journals The Effectiveness of Total Physical Response (TPR) on Teaching English to Young Learners

2021 ◽  
Vol 12 (2) ◽  
pp. 293
Author(s):  
Rong Xie
Keyword(s):  
Literature Review ◽  
English Education ◽  
Relevant Literature ◽  
Role Play ◽  
Teaching Approaches ◽  
Teaching English ◽  
Young Learners ◽  
Physical Response ◽  
Authentic Environment ◽  
Potential Factors

This article through two teachers’ cases, namely, observation of two teachers’ classes and interview with them, interview with their students and their students’ parents, attempts to investigate the effectiveness of TPR as a classroom technique with young learners and to explore how teachers use TPR and to identify some of the challenges of using it in practice. All the findings are discussed referring back to the relevant literature review and context. The findings of observation indicate that the TPR technique is a good way on the basis of games, role-play, storytelling and pair works with the physical actions. It also finds some potential factors that contribute to TPR’s challenges in practice, such as the use of traditional method, training constraints, students’ low English proficiency, the lack of authentic environment and exam-oriented assessment. The findings from the various angles obtained seem to be very similar to those reported earlier by literature review. This study also makes a contribution to the existing literature in terms of the providing insights into the attitudes toward English education for parents or students, and the lack of parents’ supervision to some extent that they have influenced on the TPR. Importantly, through a systemic introduction of TPR in this study, it is useful to help future teachers to implement TPR methods into their young learner teaching. The results of this study can also help me to reflect on my own teaching approaches and support other teachers working in my college.

scholarly journals USING CHAIN MASSAGE GAME TO SUPPORT YOUNG LEARNERS’ VAK LEARNING STYLE

2021 ◽  
Vol 4 (2) ◽  
pp. 169
Author(s):  
Yella Dezas Perdani
Keyword(s):  
Elementary School ◽  
Qualitative Study ◽  
Learning Style ◽  
English Teacher ◽  
Teaching English ◽  
Classroom Activities ◽  
Young Learners ◽  
Effective Activity ◽  
Young Learner

This research discusses the involving chain massage to accommodate young learners' learning style in which is conducted at grade 4 of one elementary school in Bandung. The aim of this research are (1) involving chain massage games in teaching English to the young learner, especially in grade 4 of an elementary school in Bandung, (2) finding out teacher’s and children’s responses toward the implementation of chain message in TEYL. This research uses a qualitative study where there are 40 students and one English teacher as the participants. The findings of this study show that chain messages can be considered as an effective activity of TEYL.The children seem to learn English more excitedly by game. With regard to the teacher, chain message game creates classroom activities more interesting and joyful because the children’s are involved in. Moreover, this game is also support different learning style of the children, visual, auditory and kinesthetic. However, the teachers found some obstacles in implementing the technique because they still children who easily get bored.

Teachers’ Implementations of Teaching Techniques for Young Learners

2018 ◽  
Vol 18 (1) ◽  
pp. 19
Author(s):  
Veronica Listyani Diptoadi ◽  
Ruruh Mindari ◽  
Hendra Tedjasuksmana
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
English Department ◽  
Teaching English ◽  
Teaching Techniques ◽  
School Teachers ◽  
Young Learners ◽  
The Third ◽  
English Class ◽  
Catholic University

Although often taking part in seminars and workshops on how to teach English to their students, it seems that elementary school teachers of English (though not all) do not really implement what they have received in their classrooms. The seminar that the English Department of Widya Mandala Surabaya Catholic University held on the 8th of August 2015 was a workshop where the participants, the elementary school teachers of English, were trained to demonstrate how to use drama, storytelling, games and songs as techniques in teaching English to their students. They were expected to be able to use these techniques in their respective classrooms. The techniques became the alternatives to the current techniques being practiced at schools to enliven the learning atmosphere. Therefore, this study which is the third level or the last level of our project on developing an English handbook for English teachers at elementary schools, is in the form of an observational study describing how the teachers implemented the techniques -- drama, storytelling, games and songs -- in their respective classrooms, students’ responses and   what problems took place when the teachers were carrying out the techniques. The results show that the teachers were able to teach those techniques in their classes, students actively took part more actively in their English class, and they liked games and songs much.

scholarly journals Teaching English to Young Learners and Factors to Consider in DesigningThe Materials

2012 ◽  
Vol 5 (1) ◽  
Author(s):  
Sukarno
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Teaching And Learning ◽  
English Teachers ◽  
Teaching English ◽  
Young Learners ◽  
Language Classroom ◽  
Methods And Techniques ◽  
English Classroom ◽  
Teaching Learning

Teaching English to young learners at elementary school is different from that to adults. The English teachers to young learners in elementary school, therefore, need to comprehend and to apply the theories of language teaching-learning to young learners and language classroom management. Besides, the English teachers are not only required to be able to teach well but also to be able to design materials so that they can apply approaches, methods, and techniques of teaching-learning English appropriately.This article discusses teaching English to young learners, the theories of teaching English to young learners at elementary school, English classroom management at elementary school, and what to consider in designing teaching-learning materials.To reach the goal of the teaching and learning of English at elementary school, the English teachers at elementary school should know and apply the theories of teaching English to young learners. Besides, they should also know what to consider in designing teaching-learning materials in order that the materials given to the students are appropriate for the students’ development in relation to languages.

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