scholarly journals Language Varieties Used By English Teachers In Young Learners Classes

2017 ◽  
Author(s):  
Isry Laila Syathroh
Keyword(s):  
English Teachers ◽  
Language Varieties ◽  
Young Learners

scholarly journals An Analysis of Language Varieties Used by English Teachers in Young Learners Classes

2018 ◽  
Vol 6 (2) ◽  
pp. 72
Author(s):  
Isry Laila Syathroh
Keyword(s):  
Qualitative Research ◽  
Research Design ◽  
English Language ◽  
English Teachers ◽  
English Language Teaching ◽  
Strategic Competence ◽  
Language Varieties ◽  
Young Learners ◽  
Qualitative Research Design ◽  
Physical Response

One of competences which teachers should possess is strategic competence. In the classes of English Language Teaching (ELT), teachers must be able to communicate either verbally or non-verbally with students to stimulate them to learn English effectively. This paper attempts to shed some light on language varieties used by English teachers in English to Young Leaners (EYL) classes. The language variation investigated is specified into the way how teachers give instruction, according to Holmes (1993), which is grouped into three categories: descriptive sentences, imperative sentences and interrogative sentences. On the ground of doing this study, two EYL teachers were involved. Since this research employs qualitative research design, the data for this study were gained through direct observation and teacher reflective notes. The study revealed that imperative sentences dominate the expressions used by teachers in EYL classes followed by questions and declarative sentences. Total Physical Response (TPR) is still assumed to be the most effective way to teach English to young learners.  

Digital Storytelling and Its Tools for Language Teaching

2018 ◽  
pp. 1005-1020
Author(s):  
Asuman Aşık
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Quantitative Methods ◽  
Digital Storytelling ◽  
English Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Qualitative And Quantitative Methods ◽  
Young Learners ◽  
Language Classrooms

This paper presents the analysis of the self-reported reflections of pre-service English teachers about the use of digital storytelling and its tools in terms of Technological Pedagogical Content Knowledge. Through the reflection reports of 78 pre-service English teachers and a focus-group interview after implementing a digital storytelling project, the present study investigated the perceptions and reflections of pre-service English teachers regarding the use of digital storytelling to teach English to young learners. The data were analysed through mixed (qualitative and quantitative) methods. The results revealed that pre-service English teachers reflected positive perceptions towards to the use of digital storytelling. Their reflections are significant in terms of the tools to be used for digital storytelling, the viewpoints regarding young learners and the improvement in their Technological Pedagogical Content Knowledge. The findings should be of interest to teacher education programs in supporting pre-service teachers to integrate technology into language classrooms.

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 Teachers' Perception of Teaching English for Young Learners and the Implementation in Public Primary Schools in Jembrana Sub-District

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Risma Listyariyani
Keyword(s):  
Mixed Method ◽  
Primary Schools ◽  
Rating Scales ◽  
English Teachers ◽  
Teaching English ◽  
Policy Makers ◽  
Young Learners ◽  
Public Elementary Schools ◽  
Mixed Method Design ◽  
The Government

Teaching English for Young Learners has certain principles that need to be followed, while in fact its implementation in public primary schools does not seem to follow those principles. This research aimed at investigating teachers’ perception of teaching English for young learners and its implementation in public primary schools in Jembrana subdistrict. The research was also used to explore the problems which are encountered by teachers in teaching English in the classroom. This study involved 3 English teachers of Public Elementary Schools in Jembrana subdistrict. The data were collected through questionnaire, rating scales, observation sheets, and interviews guide. The research design was embedded mixed method design with qualitative dominant. The data were analyzed through descriptive qualitative. The results showed that teachers gave strongly positive perceptions about TEYL. Meanwhile, the activities which occurred in the learning process were mostly deal with the component of “Teaching Through Activities” with average range was 10.33. This range means that the component of teaching through activities was very highly implemented among the nine components. The other components were rarely evident during the observation. Based on the result of interview, the main problems which were encountered by the teachers are the difficulty to teach pronunciation to the students, limited learning sources, limited time for preparing lesson, and lack of various learning activities. Thus, this study suggests the government or other policy makers to provide English teachers with some kinds of professional development on practical guidance of TEYL and sufficient learning sources as well. 

Digital Storytelling and Its Tools for Language Teaching

2016 ◽  
Vol 6 (1) ◽  
pp. 55-68 ◽  
Author(s):  
Asuman Aşık
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Quantitative Methods ◽  
Digital Storytelling ◽  
English Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Qualitative And Quantitative Methods ◽  
Young Learners ◽  
Language Classrooms

This paper presents the analysis of the self-reported reflections of pre-service English teachers about the use of digital storytelling and its tools in terms of Technological Pedagogical Content Knowledge. Through the reflection reports of 78 pre-service English teachers and a focus-group interview after implementing a digital storytelling project, the present study investigated the perceptions and reflections of pre-service English teachers regarding the use of digital storytelling to teach English to young learners. The data were analysed through mixed (qualitative and quantitative) methods. The results revealed that pre-service English teachers reflected positive perceptions towards to the use of digital storytelling. Their reflections are significant in terms of the tools to be used for digital storytelling, the viewpoints regarding young learners and the improvement in their Technological Pedagogical Content Knowledge. The findings should be of interest to teacher education programs in supporting pre-service teachers to integrate technology into language classrooms.

scholarly journals English Teachers' Perception and Classroom Practiceof Behaviourism Values in Bali Kiddy Primary School

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Karina Sukma
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Research Design ◽  
Quantitative Data ◽  
English Teachers ◽  
Teaching English ◽  
Teachers Perceptions ◽  
Young Learners ◽  
Young Learner ◽  
Descriptive Qualitative

This study describes teachers’ perception regarding behaviourism values in teaching English for young learners in Bali Kiddy Primary School. This study involved 3 English teachers of Bali Kiddy Primary School. The objectives of this study were (1) to find out the perceptions of the English teachers in Bali Kiddy Primary School on behaviourism values in teaching English for young learners, (2) to find out how do the English teachers implement behaviorism values approach in teaching English as a foreign language in Bali Kiddy Primary School, and (3) to find out teachers’ perceptions about behaviourism values related to their strategies in teaching English for young learners in the classroom. The data was collected through observation sheets, questionnaires, and interviews. The research design was mix method. The data were analysed through descriptive qualitative which supported by quantitative data.  The results indicated that the stated beliefs about behaviourism values in teaching English for young learner reflect their implementation in the classroom. There were some inconsistency between the perception and implementation based on teachers’ consideration on students’ condition

scholarly journals THE USE OF BOARD GAME IN TEACHING SPEAKING TO YOUNG LEARNERS

2020 ◽  
Vol 5 (2) ◽  
pp. 149-155
Author(s):  
M. Arief Syakur
Keyword(s):  
Reference Material ◽  
Literature Review ◽  
English Teachers ◽  
Board Game ◽  
Board Games ◽  
Young Learners ◽  
New Strategy

The purpose of this study was to present a literature review of the advantages of using board game media in teaching speaking to young learners. The researcher examined seventeen articles and theses related to the use of media board games in teaching speaking. The results of the literature review were used to identify the advantages of using board game media in teaching speaking especially to young learners. The advantages of using board game in teaching speaking to young learners are as followed board game provides a fun learning, attracts the students’ attention to participate actively, and helps the students to enjoy communicating verbally. The results of this study were expected to be able to be used as an information and reference material for teachers or researchers for further research. In short, the use of board games in teaching speaking to young learners can be a new strategy that can be used by English teachers.

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.

Sign in / Sign up

Export Citation Format

Share Document