Conditions for teaching English to young learners: Indonesian teachers’ perspectives
DOI:
https://doi.org/10.12928/eltej.v5i2.4989Keywords:
Teaching English to Young Learners, Conditions, Exposure, Motivation, Practice, Teacher's BeliefsAbstract
English teachers’ beliefs are one of the captivating topics to study as they contribute the quantity of input for reflection and the enhancement of English teaching and learning. This case study aims at investigating the teachers’ beliefs about the role of exposure, motivation, and practice in English class in elementary school and how they translate their beliefs into routine instructional actions. Semi-structure interviews and classroom observations were conducted to collect the data involving three English teachers at a selected private elementary school in Malang, East Java, Indonesia. The findings show that all of the participants were aware that the role of exposure was essential in learning a foreign language, motivation was a vital factor to achieve the objective of the learning and practice was a central part of proficiency development, and consistent with this, a great deal of effort has been conducted to provide exposure to English, to motivate students, and to create opportunities for students to use English. Hence, the results of the study are expected to give a worthy contribution to teachers of English as a second language, especially at elementary schools and other researchers dealing with exposure, motivation, and practice in learning English.
References
Borg, M. (2001). Key concepts in ELT. Teacher’s Beliefs, 55(2), 186-188. https://doi.org/10.1093/elt/55.2.186
Burns, A. & Richards, J. (2009). The Cambridge Guide to Second Language Teacher Education. Cambridge: Cambridge University Press.
Ching, F. & Lin, A. M. Y. (2019). Contexts of Learning in TEYL. In S. Garton & F. Copland (Eds.). The Routledge handbook of teaching English to young learners (pp. 523-536). New York: Routledge. https://doi.org/10.4324/9781315623672-7
Donaghy, K. (2014). How Can Film Help You Teach or Learn English? Retrieved May 16, 2020, from https://www.britishcouncil.org/voices-magazine/how-can-film-help-you-teach-or-learn-english.
Farrell, T. S. C., & Bennis, K. (2013). Reflecting on ESL Teacher Beliefs and Classroom Practices: A Case Study. RELC Journal, 44(2), 163–176. https://doi.org/10.1177/0033688213488463
Gay, L. R., Mills, G. E., & Airasian, P. (2006). Educational Research: Competencies for Analysis and Applications. Columbus: Merrill Greenwood.
Ghosn, I. (2019). Materials for Early Language Learning. In S. Garton & F. Copland (Eds.). The Routledge handbook of teaching English to young learners (pp. 523-536). New York: Routledge. https://doi.org/10.4324/9781315623672-24
Hamied, F. A. (2012). English in Multicultural and Multilingual Indonesian Education. In A. Kirkpatrick and R. Sussex (Eds.), English as an International Language in Asia: Implications for Language Education (pp. 63-78). New York: Springer. https://doi.org/10.1007/978-94-007-4578-0_5
Harmer, J. (2001). The Practice of English Language Teaching. Essex: Longman. https://doi.org/10.1177/003368820103200109
Hu, Y. (2007). China’s foreign language policy on primary English education: What’s behind it? Language Policy,6, 359–376. https://doi.org/10.1007/s10993-007-9052-9
Jin, L., Jiang, C., Zhang, J., Yuan, Y., Liang, X., Xie, Q. (2014). Motivations and Expectations of English Language Learning among Primary School Children and Parents in China. Retrieved February 14, 2020, from www.britishcouncil.org.
Kirkgoz, Y. (2019). Fostering Young Learners’ Listening and Speaking Skills. In S. Garton & F. Copland (Eds.). The Routledge handbook of teaching English to young learners (pp. 523-536). New York: Routledge. https://doi.org/10.4324/9781315623672-12
Larenaz, C. D., Hernandez, P. A., & Navarrete, M. O. (2015). A Case Study on EFL Teachers’ Beliefs About the Teaching and Learning of English in Public Education. Porta Linguarum 23, 171-186. Retrieved July 10, 2020 from https://www.ugr.es/~portalin/articulos/PL_numero23/11%20%20Claudio%20Diaz.pdf
Lengkanawati, N. S. (2016). Teachers’ Beliefs about Learners’ Autonomy and Its Implementation in Indonesian EFL Settings. In R. Barnard & J. Li (Eds.), Language Learners’ Autonomy: Teachers’ Beliefs and Practices in Asian Contexts. Phnom Penh: IDP Education Ltd.
Lin, H. (2010). A Case Study: An ESL Teacher’s Belief and Classroom Practices in Grammar Instruction. (Unpublished Master’s Thesis). Kent State University, Ohio, United States of America.
Mackey, A. & Gass, S. (2005). Second Language Research. New Jersey: LEA.
Meisani, D. R. (2018). Read-to-Me' story books: Parent-child home English reading activities. In Madya, et al., (Eds.). (2018). ELT in Asia in the Digital Era: Global Citizenship and Identity: Proceedings of the 15th Asia TEFL and 64th TEFLIN International Conference on English Language Teaching, pp. 547-552, July 13-15, 2017, Yogyakarta, Indonesia (1st ed.). Routledge. https://doi.org/10.1201/9781351217064.
Meisani, D. R. (2020a). English education in Indonesian elementary schools: The profile, the students’ English proficiency, and the pedagogical practices. (Unpublished Doctoral Thesis). Universitas Pendidikan Indonesia, Bandung, Indonesia.
Meisani, D. R., Hamied, F. A., Musthafa, B., & Purnawarman, P. (2020b). A retrospective case study of EFL instruction in elementary schools: A critical language policy perspective. The Journal of Asia TEFL, 17(4), 1158-1177. http://dx.doi.org/10.18823/asiatefl.2020.17.4.1.1158
Meisani, D. R. (2021). The Use of E-resources for Young Learners English Teaching Materials. LLT Journal: A Journal on Language and Language Teaching, 24(1), 640-649. https://doi.org/10.24071/llt.v24i2.3080
Musthafa, B. & Hamied, F. A. (2014). Conditions for English Language Learning in Indonesia: What Indonesian Teachers have Attempted to Do to Enhance Students’ English Learning. In K. Sung & B. Spolsky (Eds.), Conditions for English Language Teaching and Learning in Asia (pp. 63-76). New Castle: Cambridge Scholar Publishing.
Nunan, D. (1988). Syllabus Design. Oxford: Oxford University Press.
Qadir, S. A. & Riaz, F. (2014). Conditions of English Language Learning in Pakistan: A Comparative Study of Private, Public and Madrasa Institutions. In K. Sung & B. Spolsky (Eds.), Conditions for English Language Teaching and Learning in Asia (pp. 127-144). New Castle: Cambridge Scholar Publishing.
Scott, W. A. & Ytreberg, L. H. (1990). Teaching English to Children. New York: Longman.
Sealey, A. (2010). Researching English Language. A Resource Book for Students. London: Routledge.
Setiasih, L. (2012). The Role of Out of School Literacy Activities in Promoting Students’ English Literacy. (Unpublished Doctoral Thesis). Universitas Pendidikan Indonesia, Bandung, Indonesia.
Spolsky, B. (1989). Conditions for Learning English as a Second Language. New York: Oxford University Press.
Stefánsson, E. G. (2013). Second Language Acquisition: The Effect of Age and Motivation. Universitatis Islandiae.
Tseng, Y. (2014). Effects of Early Exposure to a Second Language on Its Proficiency at Later Age. Journal of Modern Education Review, 4(6), 418-426. https://doi.org/10.15341/jmer(2155-7993)/06.04.2014/003
Wei, L. and Moyer, M. (2008). The Blackwell Guide to Research Methods in Bilingualism and
Multilingualism. Oxford: Blackwell Publishing.
Wei, L. and Moyer, M. (2008). The Blackwell Guide to Research Methods in Bilingualism and
Multilingualism. Oxford: Blackwell Publishing.
Wei, L. and Moyer, M. (2008). The Blackwell Guide to Research Methods in Bilingualism and
Multilingualism. Oxford: Blackwell Publishing.
Wei, L. and Moyer, M. (2008). The Blackwell Guide to Research Methods in Bilingualism and
Multilingualism. Oxford: Blackwell Publishing.
Wei, L. and Moyer, M. (2008). The Blackwell Guide to Research Methods in Bilingualism and
Multilingualism. Oxford: Blackwell Publishing.
Wei, L. and Moyer, M. (2008). The Blackwell Guide to Research Methods in Bilingualism and
Multilingualism. Oxford: Blackwell Publishing
Wei, L. and Moyer, M. (2008). The Blackwell Guide to Research Methods in Bilingualism and Multilingualism. Oxford: Blackwell Publishing.
Willans, F. (2019). Teaching English to young learners across the Pacific. In S. Garton & F. Copland (Eds.). The Routledge handbook of teaching English to young learners (pp. 523-536). New York: Routledge. https://doi.org/10.4324/9781315623672-33
Wragg, E. C. (1999). An introduction to classroom observation, London: Routledge and Falmer.
Yildirim, K. (2008). A Case Study on the Use of Materials by Classroom Teachers. Educational Sciences: Theory and Practice, 8(1), 305-322. Retrieved May 12, 2020, from https://eric.ed.gov/?id=EJ796263
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Diah Royani Meisani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish in ELTEJ agree to the following terms: Authors retain copyright and grant the ELTEJ right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in ELTEJ. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in ELTEJ. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
