After the implementation of the 2013 national curriculum which excludes English from Primary schools, many primary schools in Indonesia keep offering English to the students despite the uncertainty of the status of Primary English. However, it is barely unknown the state of the practice of English currently in primary schools. This study is an attempt to portray the teachers that strive to teach English in Primary Schools in one of the Regencies still implementing English in Primary Schools in Indonesia. This survey involved 44 randomly selected Primary English teachers (PETs) in the regency. The instrument used was a set of online (googleform) and offline questionnaires. The result shows that the majority of the teachers have English teaching qualification, however only very few ever attended pre-service or in-service training for teachers of young learners. The teachers also deal with employment uncertainty as primary English has no basic government policy. The findings bring about the issue of gaps opportunities for professional developments of PETs and inequality in professional supports for PETs. Keywords: English for young learners (EYL), Primary English, Primary English Teachers (PETs)

(Title: Development of Teaching Materials By Integrating Listening and Speaking Competency For PBI Students). This study aims to produce teaching material models by integrating listening and speaking competencies. This research is a type of research and development (Research and Development). The research subjects were 5th semester students who had taken the Listening for Academic Purposes and Speaking for Academic Purposes courses. The integration of learning material in the Listening for Academic Purposes (LAP) and Speaking for Academic Purposes (SAP) courses for PBI students in semester 4 is very necessary. The steps that have been carried out in this study have reached the stage of needs analysis and have succeeded in identifying several important things needed in developing teaching materials such as types of texts, activities needed and liked by students, types of media that can be used, reaction patterns and assessments . The learning material in the LAP course is prioritized on providing exposure to prepare students to be able to produce appropriate speeches and expressions in the SAP class. Keyword: bahan ajar, listening, speaking, academic purposes

This article describes the intercultural experience of the Dutch preservice English for young learner (EYL) teachers during their international teaching practicum abroad. The focus was to explore the student-teachers intercultural learning target, the support they received, the challenges they faced, and how to deal with them. This descriptive qualitative study involved seven Dutch studentteachers who taught English in an Indonesian elementary school in Indonesia. The data were taken from the student-teachers reflection notes, evaluation sheets, and focus group discussions. The result showed that the student-teachers intercultural learning targets were to get cultural and professional learning experiences. The study showed that the ITP helped them gaining both professional and intercultural learning experiences. The supporting human resources factors were supervising lecturers from the host university, the mentoring teachers at school, and the tutors. The supportive activities were training and consultation sessions before the teaching practicum and feedback provided by supervising lecturers and mentoring teachers. The cultural challenges reported related to school rules/norms, equipment/facilities, teaching-learning process, and the children. They employed strategies and approaches such as creativity, positive mindset, appreciation, and seeking help when they faced problems.

International teaching practicums help pre-service teachers (PSTs) advance professionally in teaching and gain multicultural competence. This study aims at describing an investigation of challenges and problems faced by the pre-service teachers during their international teaching program in an Indonesian elementary school and how to cope with them revealed by the PSTs' voices. This qualitative case study started with conducting a survey questionnaire covering various aspects of results, challenges, and problems regarding the aspects of pedagogical, content knowledge, technology, and cultural gaps faced by 7 international pre-service teachers (PSTs) from the Netherlands. The survey results were then further examined through in-depth interviews with the PSTs and thematic analysis was conducted to examine the data. The findings showed that there were three categories of problems faced by the PSTs: issues from the students, problems from the PSTs, and problems from the schools or stakeholders. The PSTs could adapt to the situation and find solutions to the problems. They tried to be "Indonesians," enjoyed every activity and difference, and communicated to the right person to solve the problems. The study also revealed that the PSTs hoped that the lecturers could have spent more time at school and given them more advice. They wished the university could improve the scheduling system and give them a chance to teach in more than one school to be able to experience different school cultures. This study recommends further investigation of how a good international teaching program should be developed and managed.Keywords: pre-service teachers, international teaching practicum, teaching English to young learners