The Teacher’s Perspectives About Challenges of Teaching English for Young Learners: A Case Study at English Course for Young Learners

Pertiwi, Rany Sylvia; Salabiyati, Icuk; Damara, Doni; Pratolo, Bambang Widi

doi:10.2991/assehr.k.200129.009

Cited by 11 publications

(19 citation statements)

References 5 publications

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“…Besides their education background which does not match to the job, Perwitasari et all (2012 [17] states that there are still many English teachers of elementary school who are very reluctant in creating interesting technique for teaching English to the students. They used teachercentered approach and a monotonous technique (Pertiwi et all, 2020) [18]. As a result, the students are less motivated in studying English, they do not pay attention to the material and many of them are preoccupied with themselves, chatting with other friends.…”

Section: B Teachers' Qualificationmentioning

confidence: 99%

EYL in Indonesia: Implementations, Problems, and Challenges

Musiman¹,

Sutopo²,

Ali³

et al. 2020

Proceedings of the 5th Progressive and Fun Education International Conference (PFEIC 2020)

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English is becoming more and more important language in th2 21 st century. To respond this condition, some countries start introducing English to their school students earlier. In the newest Curriculum 2013, Indonesian government changes the status of English in elementary school to be an extracurricular activity which was stated as a local content in the previous curriculum. This policy becomes a great concern for some teachers and educators in Indonesia. To address this problem, the writer try to analyze it by proposing three problems; How is the implementation of teaching English as a foreign language in Elementary schools, What are the problems in teaching English in Elementary schools, and What are the challenges of teaching English in Elementary schools. Data were collected from previous research findings, and find out that many elementary schools still teach English with some problem such as unqualified teachers and unsatisfactory learning outcome. Thus, it is challenge for all the stake holders, especially government and higher education institutions.

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Section: B Teachers' Qualificationmentioning

confidence: 99%

EYL in Indonesia: Implementations, Problems, and Challenges

Musiman¹,

Sutopo²,

Ali³

et al. 2020

Proceedings of the 5th Progressive and Fun Education International Conference (PFEIC 2020)

View full text Add to dashboard Cite

show abstract

“…Based on [2], another challenges that Teacher faced in teaching English for certain method is same teaching method all the times makes teachers difficult to match it with the teaching topics and sometimes less attracted young learners in learning English. Teacher B argued that when teach English vocabularies using Montessori method, not all the children capable to follow Teacher, Teacher need to use "phonics" movement to make all the children follow Teacher to remember the vocabularies.…”

Section: Teaching Methodsmentioning

confidence: 99%

“…There are several challenges in teaching English to the young learner using a particular method. Based on [2], English teachers will face some general challenges: children lack English language skills, children have different characteristics, and monotonous learning uses the same method. In terms of children lack of English language skill that is because of mother tongue interference.…”

Section: Introductionmentioning

confidence: 99%

“…Children feel hard to communicate with the Teacher using foreign Language and this will make Children different characteristics also challenge Teacher in teaching English to young learner using Montessori Method. Teachers feel challenging to handle young learners with different characteristics [2]. Young learners with various characteristics required Teacher more pay attention to recognize children personalities.…”

Section: Introductionmentioning

confidence: 99%

“…Same teaching method all the times makes teachers difficult to match it with the teaching topics and sometimes less attracted young learners in learning English. [2] "Toddler or kindergarten children should not be officially tested and graded because they can commonly assess as to understanding and production". [6] states that play are a device for different types of learning (such as learning about their world, achieving social competence, developed knowledge in various subject areas).…”

Section: Introductionmentioning

confidence: 99%

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Teacher's Challenges in Teaching English to Young Learner using Montessori Method

Jian¹,

Pane²

2020

borju. borneo. educational. j.

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Montessori Method is rarely used in Indonesia, especially Samarinda, and schools that apply this method are still relatively few. Teachers who choose this method and teach in schools that use this method are ready to face the challenges based on Pertiwi et al. (2020) when teaching children to learn English using a specific Method. This article reports a qualitative study that figures out the Teacher's challenges in teaching English for young learners around 5-6 years old using Montessori Method to "Follow the child" and use the English Language as their instruction language. Two kindergarten English teachers in Nido Montessori School participated in this study, and data were collected through interview-based on case study design. This study indicated that teachers face several challenges when teaching English to young learners using the Montessori Method. Children who lack the English Language create limited communication between teachers and children because children can express what they need using the Language. Children with different characteristics challenges teachers focus on each of them and follow all of their need. Teaching English to the young learner using Montessori Method sometimes does not match the teaching topic or lesson, and this challenging Teacher to quickly use another teaching technique to make all the children able to follow the lesson. In conclusion, teaching English to young learners using a specific method (Montessori Method) will challenge the English Teacher.

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English Education Master Students' Perceptions on Their Agency as Future EFL Teachers

Wijaya

2021

JFLTL

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This study investigated English Education Master Students’ perceptions of their agency as future EFL teachers. The underlying concern for conducting this study is a shortage of future EFL teachers’ professional development literature exploring the significance of promoting agency in varied second language classroom contexts. The narrative inquiry approach was employed to obtain more overarching depictions about the apparent stories told by the research participants to fulfil this central research objectivity. Ten open-ended written narrative inquiries were harnessed to shed more enlightenment for future EFL teachers’ professional development with the support of robust agency establishment. This set of narrative inquiry questions heed more profound attention to dig out graduate EFL students’ perceptions of their agency as prospective second language educators. The obtained findings overtly revealed that future EFL teachers could elevate their agency and promote holistic second language learning enterprises while their school institutions imparted continuous mutual supports. Eventually, the findings will shed more enlightenment for ELT experts, practitioners, and policymakers to design more unrestricted educational regulations. They supportively substantiate future EFL teachers' agency growth, particularly in Indonesia's EFL learning contexts, emphasizing the text-based learning achievements.

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The Teacher’s Perspectives About Challenges of Teaching English for Young Learners: A Case Study at English Course for Young Learners

Cited by 11 publications

References 5 publications

EYL in Indonesia: Implementations, Problems, and Challenges

EYL in Indonesia: Implementations, Problems, and Challenges

Teacher's Challenges in Teaching English to Young Learner using Montessori Method

English Education Master Students' Perceptions on Their Agency as Future EFL Teachers

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