scholarly journals Teaching English to Young Learners: Things That The Teachers Should Consider

2016 ◽  
Vol 4 (1) ◽  
pp. 26-32
Author(s):  
Arisandi Setiyawan
Keyword(s):  
Classroom Management ◽  
English Teachers ◽  
Point Of View ◽  
Teaching English ◽  
Young Learners

Teaching English to young learners is challenging to the English teachers because young learners have difference point of view and character. Even though  it looks so easy to teach English to young learners, the teachers should not underestimate some aspect before teaching young learners, therefore this article discusses about three aspects that should be considered by the teachers when they teach English to young learners, those are; the strategy when they teach, the characteristics of young learners and the classroom management.

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.

scholarly journals Creating Full English Atmosphere in Teaching English to Young Learners: Teachers’ Perspectives

2020 ◽  
Vol 13 (2) ◽  
pp. 351-370
Author(s):  
Annisa Astrid ◽  
Amalia Hasanah ◽  
Syafryadin Syafryadin
Keyword(s):  
Classroom Management ◽  
Qualitative Data ◽  
Learning Activities ◽  
Capital City ◽  
Management Skills ◽  
Teaching English ◽  
Language Performance ◽  
Questionnaire Item ◽  
Young Learners ◽  
Teachers Perspectives

The research had two objectives; 1) to explore teachers’ belief about the use of full English during learning activities, and 2) to determine the factors that affected the use of full English in teaching English to teach English to young learners. Embedded mixed method was used in this study. The quantitative data were gained by distributing 1 set of closed-response questionnaire item to 38 teachers of English who teach English at elementary schools in Palembang, a capital city of South Sumatera Province, Indonesia. Meanwhile, the qualitative data were gained from one-to-one in depth interview to 15 teachers of English who were willing to be interviewed. Students’ responses to each questionnaire item were analyzed by using descriptive statistics analysis by Employing SPSS program. Meanwhile, the qualitative data gained from the interview were analyzed by using thematic analysis. It was revealed from the study that first, teachers shared positive belief about the use of full English while teaching English in the class. Secondly, there are five factors that affected the use of full English during learning activities; 1) The English Proficiency of the teachers; 2) School Policy; 3) The homogeneous level of students’ language performance 4) Teacher’s classroom management skills and 5) Students’ attitude toward English.

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 INNOVATIVE PRINCIPLES OF FACILITATIVE TEACHING IN USING CONTEMPORARY APPROACHES FOR TEACHING ENGLISH YOUNG LEARNERS

2021 ◽  
Vol 1 (13) ◽  
pp. 81-94
Author(s):  
Ернест Івашкевич ◽  
Наталія Антюхова
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
Psychological Factors ◽  
Teaching Practice ◽  
Teaching English ◽  
Internal Factors ◽  
Appropriate Behavior ◽  
Young Learners ◽  
Good Point ◽  
Supportive Learning Environment

We emphasized that there were many factors (both internal and external) that should be taken into consideration while we were engaged in the teaching process. Under “the internal factors” we mean factors which are inside the classroom. They are: Effective instructions. In this way we mean teaching practice due to the attention to individuals of pupils leading well-planned instructions, which tend to enhance a great order and effective process of studying. Setting and implementing rules. In this case the goal is to achieve maximum result of learning within minimum of time. Feedback according to appropriate behavior. It is a good point to remember that praise of behavior would be more effective if it was linked with well-planned and well-done performance. Emphasizing on classroom environment. Well-managed classrooms will increase pupils’ desire to study in such supportive learning environment. The best teacher’s Approach. The best way to teach pupils is to develop their activity that lets them to create the rules, instead of telling the schoolchildren what the rules are. Disabilities. If one pupil has a disability to study this subject, the teacher may need to spend more one-on-one time with this pupil or allow the development of technician to provide the activities with him/her.             It was shown that external factors were these ones that were outside the classroom. In this way they affect classroom management, such as: planning, developing teacher’s personality, organizing parent-teacher meetings and emphasizing on psychological factors.

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. 

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 VERBAL AND NONVERBAL LANGUAGE: PRE-SERVICE TEACHERS’ DECISIVENESS IN TEYL

2021 ◽  
Vol 21 (1) ◽  
pp. 1-12
Author(s):  
Yuli Astutik ◽  
Oikurema Purwati
Keyword(s):  
Foreign Language ◽  
Elementary Students ◽  
Teaching Practice ◽  
English Teachers ◽  
Research Subjects ◽  
Teaching English ◽  
Essential Point ◽  
Verbal Language ◽  
Young Learners ◽  
Different Levels

The ability to communicate in the classroom is an essential point for teachers to convey lessons material well. Some experts state that communication is a form of verbal and nonverbal language. This study analyzes how pre-service teachers prepare to become professional English teachers in teaching English as a foreign language. By using two different theories, Brown (2007) and Hall (1959), the researchers investigate the extent to which pre-service teachers use verbal and non-verbal language in the practice of teaching English to elementary students. In collecting data, researchers conducted observations and interviews to research subjects. The researchers then analyzed the data in several stages and made conclusions. In a nutshell, all pre-service teachers with different levels, low and competent, use verbal and nonverbal language during their teaching practice. However, they have different academic contributions to their performance in teaching English to young learners.

scholarly journals PEDAGOGICAL CONTENT KNOWLEDGE OF TEACHING ENGLISH TO YOUNG LEARNERS: THE DEGREE OF CONSISTENCY BETWEEN ENGLISH TEACHERS’ PERCEPTIONS AND IMPLEMENTATION

2020 ◽  
Vol 4 (1) ◽  
pp. 13
Author(s):  
Putu Murtiana Dewi ◽  
I Gusti Ayu Lokita Purnamika Utami ◽  
Ida Ayu Made Istri Utami
Keyword(s):  
Pedagogical Content Knowledge ◽  
Teacher Perceptions ◽  
Content Knowledge ◽  
Teaching Strategy ◽  
English Teachers ◽  
Average Score ◽  
Teaching English ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Young Learners

The study aimed at analyzing English teacher perceptions and its implementation of Pedagogical Content Knowledge (PCK) of teaching English for young learners and the comparison between teachers perceptions’ and its implementation by English Primary School in Denpasar. This research used mixed method design with a qualitative dominant. The subjects of this research were three teachers from three different schools in Denpasar who taught English for young learners. Convenience sampling techniques was used in selecting subjects and schools. This research used 4 instruments to get the data, namely: the researcher (2) questionnaire of teachers’ perceptions of pedagogical content knowledge, observation sheet to record teachers’ PCK implementation and (4) interview guide. The result showed the average score of teachers’ perceptions was 3.85 which categorized as high with the interval 3.3335 ≤ M ≤ 4.0005. The average score teachers’ implementation was 8.85 which categorized as low with the interval 7.84 ≤ M ≤ 13.06. In addition, the study found discrepancy between teachers’ perceptions and its implementation. Since the perceptions was in a high category and the implementation was in a low category, this comparison falls in a no consistency category. Such discrepancy caused by the lack of teaching preparation, the uninteresting teaching strategy which included few to no media and the monotonous teaching sources. Teacher professional awareness to do Continuing Professional Development (CPD) for English teachers at primary education needs to be reinforced as an effort of quality assurance.

scholarly journals The Use of Pedagogical Translation in Teaching English by Scientific Approach

2019 ◽  
Vol 2 (4) ◽  
pp. 111-119
Author(s):  
Masitowarni Siregar
Keyword(s):  
Qualitative Research ◽  
Classroom Management ◽  
English Teachers ◽  
Teaching English ◽  
Know How ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Scientific Approach ◽  
Student Relationship ◽  
Descriptive Qualitative

The study is aimed to know how the English teachers use of pedagogical translation and why the teachers use it in the process of scientific approach.The subject of the study was the English teachers in MAN Medan. The study was conducted in descriptive qualitative research because the researcher did not apply any treatment and experiment in the research. Descriptive qualitative research concerns providing description of a phenomenon that occurs naturally without any intervention of an experiment or an artificially contrived treatment (Bogdan&Biklen, 1992: 28). The techniques of collecting data of the study were observation and interview. The results of the study showed that three English teachers in teaching process by using scientific approach in the process of conveying and checking meaning of words or sentences, explaining grammar and classroom management. Then, The reasons of using translation were facilitating communication, teacher-student relationship and the L2 learning.

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