Email this article NON-ENGLISH MAJOR TEACHERS' EXPERIENCES OF TEACHING ENGLISH FOR YOUNG LEARNERS (TEYL): A PHENOMENOLOGICAL STUDY
(1) Universitas Islam Malang, Indonesia
(2) Universitas Islam Malang, Indonesia
(3) Universitas Islam Malang, Indonesia
(*) Corresponding Author
Abstract
Non-English major teachers’ experiences of teaching English for young learners in Indonesia have not been widely studied until recent times. To fill the lacuna, this phenomenological study looks at the lived experiences of four teachers with non-English major backgrounds who teach English for young learners. Semi-structured interviews were conducted with the participants and teaching observations were also additionally carried out to triangulate the data. The data were then analyzed following Braun and Clarke’s (2006) thematic analysis. Findings suggest that the participating teachers encountered multi-level complexities in teaching English such as wording arrangement, sentence construction, spelling, mother tongue fossilization, and misbelief of English as a foreign language. The study also revealed the use of digital tools, songs, and games, as mostly utilized by the teachers. Interestingly, despite the non-English major backgrounds attached to the teachers, their teachings led to sustained and engaging English language learning among young learners. This study implies that pedagogical decisions have been of value to effective pedagogy and classroom activities in teaching English for young learners.
Keywords
Full Text:
PDFReferences
Adipat, S., Laksana, K., Busayanon, K., Ausawasowan, A., & Adipat, B. (2021). Engaging students in the learning process with game-based learning: The fundamental concepts. International Journal of Technology in Education, 4(3), 542–552. https://doi.org/10.46328/ijte.169.
Aprilia, P. K., Romadhon, M. G. E., Dzulfikri, & Mustofa, M. (2023). Strategies and challenges in interdisciplinary English language teaching at the preschool level: A qualitative analysis. VELES (Voices of English Language Education Society), 7(3), 652–664. https://doi.org/10.29408/veles.v7i3.24566.
Awla, H. A. (2014). Learning styles and their relation to teaching styles. International Journal of Language and Linguistics, 2(3), 241-245. https://doi.org/10.11648/j.ijll.20140203.23.
Berndt, A. E. (2020). Sampling methods. Journal of Human Lactation, 36(2), 224–226. https://doi.org/10.1177/0890334420906850.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://psycnet.apa.org/doi/10.1191/1478088706qp063oa.
Budianto, S., Sayidah, N., Sucipto, S., & Mustofa, A. (2022). Young learners preferences on using games and songs for learning English in EFL context. Education Quarterly Reviews, 5(4), 90–95. https://doi.org/10.31014/aior.1993.05.04.574.
Copland, F., Garton, S., & Burns, A. (2014). Challenges in teaching English to young learners: Global perspectives and local realities. TESOL Quarterly, 48(4), 738–762. https://doi.org/10.1002/tesq.148.
Cortina-Pérez, B., & Andúgar, A. (2021). Exploring the ideal foreign language teacher profile in Spanish preschools: Teacher education challenges. Teachers and Teaching: Theory and Practice, 27(8), 713–729. https://doi.org/10.1080/13540602.2021.2004112.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Thousand Oaks: Sage Publications, Inc.
Cummins, J. (2009). Multilingualism in the English-language classroom: Pedagogical considerations. TESOL Quarterly, 43(2), 317–321. https://doi.org/10.1002/j.1545-7249.2009.tb00171.x.
Diyanti, B. Y., & Madya, S. (2021). English for young learners (EYL) in ASEAN: Policy and implementation. International Journal of Language Education, 5(3), 224-243. https://doi.org/10.26858/ijole.v5i3.16382.
Harmanto, B., Wijayanto, H., Rahmawati, I. Y., & Fadlillah, M. (2021). The early childhood education teachers’ needs of being able to teach English well. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(3), 1382–1392. https://doi.org/10.31004/obsesi.v6i3.1256.
Hasanah, N., & Utami, P. T. (2020). Emerging challenges of teaching English in non-native English-speaking countries: Teachers’ view. English Language Teaching Educational Journal, 2(3), 112-120. https://doi.org/10.12928/eltej.v2i3.1134.
Haslip, M. J., & Gullo, D. F. (2018). The changing landscape of early childhood education: Implications for policy and practice. Early Childhood Education Journal, 46, 249-264. https://doi.org/10.1007/s10643-017-0865-7.
Jiang, Y., & Zheng, C. (2021). New methods to support effective collaborative reflection among kindergarten teachers: An action research approach. Early Childhood Education Journal, 49(2), 247–258. https://doi.org/10.1007/s10643-020-01064-2.
Kent, D. (2021). Voice-user interfaces for TESOL: Potential and receptiveness among native and non-native English speaking instructors. Language Learning & Technology, 25(3), 27–39. http://hdl.handle.net/10125/73444.
Kormos, J., Brunfaut, T., & Michel, M. (2020). Motivational factors in computer-administered integrated skills tasks: A study of young learners. Language Assessment Quarterly, 17(1), 43–59. https://doi.org/10.1080/15434303.2019.1664551.
Kusumaningrum, S. R., Widiati, U., Anwar, K., & Farisia, H. (2022). Integrating the technology in teaching and learning process through digital media creation as a way to improve Indonesian EFL teachers’ competence. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 7(5), 197-204. https://doi.org/10.17977/jptpp.v7i5.15268.
Lau, C. (2020). English language education in Hong Kong: A review of policy and practice. Current Issues in Language Planning, 21(5), 457–474. https://doi.org/10.1080/14664208.2020.1741239.
Malik, H., Humaira, M. A., Komari, A. N., Fathurrochman, I., & Jayanto, I. (2021). Identification of barriers and challenges to teaching English at an early age in Indonesia: An international publication analysis study. Linguistics and Culture Review, 5(1), 217–229. https://doi.org/10.21744/lingcure.v5n1.1485.
Mamat, N., Razali, A. R., Hashim, A. T., Awang, M. M., Azman, M. N. A., & Fajrie, N. (2023). A comparing key performance indicator and benchmarks of quality pre-school among the agency in Malaysia. International Journal of Evaluation and Research in Education, 12(1), 505–516. https://doi.org/10.11591/ijere.v12i1.23879.
Marlow, M., Servili, C., & Tomlinson, M. (2019). A review of screening tools for the identification of autism spectrum disorders and developmental delay in infants and young children: Recommendations for use in low- and middle-income countries. Autism Research, 12(2), 176–199. https://doi.org/10.1002/aur.2033.
Martí, O., & Portolés, L. (2022). Regulative discourse for pre-schoolers: Should English language teachers be polite? Journal of Research in Applied Linguistics, 13(2), 6–21. https://doi.org/10.22055/rals.2022.17799.
Marulis, L. M., & Neuman, S. B. (2010). The effects of vocabulary intervention on young Children’s word learning: A meta-analysis. Review of Educational Research, 80(3), 300–335. https://doi.org/10.3102/0034654310377087.
Millán Librado, T., & Basurto Santos, N. M. (2020). Teaching English to young learners in Mexico: Teachers’ perceptions about their teaching contexts. Profile: Issues in Teachers’ Professional Development, 22(1), 125–139. https://doi.org/10.15446/profile.v22n1.82105.
Nafissi, Z., & Shafiee, Z. (2020). Teachers’ roles in early childhood English language pedagogy: Beliefs of kindergarten English language teachers. Journal of Early Childhood Teacher Education, 41(3), 306–324. https://doi.org/10.1080/10901027.2019.1647479.
Nagauleng, A. M., Asrifan, A., & Waris, A. M. (2021). Perceptions with non-english educational background competence in English teaching. AL-ISHLAH: Jurnal Pendidikan, 13(2), 1259–1268. https://doi.org/10.35445/alishlah.v13i2.839.
Novita, S., & Kluczniok, K. (2022). Receptive vocabulary of preschool children with migration backgrounds: The effect of home literacy activities. Early Child Development and Care, 192(11), 1728–1743. https://doi.org/10.1080/03004430.2021.1932861.
Nufus, T. Z. (2019). Teaching English to young learners in Indonesia (Pros and cons). English Language in Focus (ELIF), 1(1), 65-70. https://doi.org/10.24853/elif.1.1.65-70.
Pamuji, K. D., Setyarini, S., & Kurniawan, E. (2021). Extensive listening for teaching English to young EFL learners: The views of Asian EYL teachers. The Journal of Asia TEFL, 18(3), 976–984. https://doi.org/10.18823/asiatefl.2021.18.3.17.976
Pertiwi, C. A. A., Mustofa, M., Ubaidillah, M. F., & Hariyanto, S. (2022). The portrait of challenges in teaching English to young learners: A case study in an Indonesian islamic school. Journal of English Language Teaching and Linguistics, 7(3), 467-478. https://doi.org/10.21462/jeltl.v7i3.892
Rahmatullah, B., Rawai, N.M., Samuri, S.M., & Yassin, S.MD. (2021). Overview of early childhood care and education in Malaysia. Hungarian Educational Research Journal, 11(4), 396–412. https://doi.org/10.1556/063.2021.00074.
Rao, Z., & Yu, H. (2021). Enhancing students’ English proficiency by co-teaching between native and non-native teachers in an EFL context. Language Teaching Research, 25(5), 778–797. https://doi.org/10.1177/1362168819873937.
Saito, K., Dewaele, J. M., Abe, M., & In'nami, Y. (2018). Motivation, emotion, learning experience, and second language comprehensibility development in classroom settings: A cross‐sectional and longitudinal study. Language Learning, 68(3), 709-743. https://psycnet.apa.org/doi/10.1111/lang.12297.
Setyaningrum, R. W., Purwati, O., & Sabgini, K. N. W. (2022). Exploring pre-service teachers of English for young learners experience: Innovations during their teaching practicum. JEES (Journal of English Educators Society), 7(1), 43-54. https://doi.org/10.21070/jees.v7i1.1645
Shao, K., Pekrun, R., & Nicholson, L. J. (2019). Emotions in classroom language learning: What can we learn from achievement emotion research?. System, 86(7), 1-11. https://doi.org/10.1016/j.system.2019.102121.
Song, J., & Park, M. H. (2021). Emotional scaffolding and teacher identity: Two mainstream teachers’ mobilizing emotions of security and excitement for young English learners. International Multilingual Research Journal, 15(3), 253–266. https://doi.org/10.1080/19313152.2021.1883793.
Sperti, S. (2022). English language teaching and learning at a time of change: Young learners’ perceptions of instructional contexts. EuroAmerican Journal of Applied Linguistics and Languages, 9(2), 17–39. https://doi.org/10.21283/2376905x.1.9.2.279.
Stapleton, P., & Kin, B. L. K. (2019). Assessing the accuracy and teachers' impressions of Google Translate: A study of primary L2 writers in Hong Kong. English for Specific Purposes, 56(4), 18-34. https://doi.org/10.1016/j.esp.2019.07.001.
Sudarwati, E., Widiati, U., Ubaidillah, M. F., Prasetyoningsih, L. S. A., & Sulistiyo, U. (2022). A narrative inquiry into identity construction and classroom participation of an EFL student with a physical disability: Evidence from Indonesia. Qualitative Report, 27(6), 1534–1556. https://doi.org/10.46743/2160-3715/2022.5174.
Sulistiyo, U., Al Arif, T. Z. Z., Handayani, R., Ubaidillah, M. F., & Wiryotinoyo, M. (2022). Determinants of Technology Acceptance Model (TAM) towards ICT use for English language learning. Journal of Language and Education, 8(2), 17-30. https://doi.org/10.17323/jle.2022.12467.
Sullivan, B., Hegde, A. V., Ballard, S. M., & Ticknor, A. S. (2015). Interactions and relationships between kindergarten teachers and English language learners. Early Child Development and Care, 185(3), 341–359. https://doi.org/10.1080/03004430.2014.919496.
Suri, H. (2011). Purposeful sampling in qualitative research synthesis. Qualitative Research Journal, 11(2), 63–75. https://doi.org/10.3316/QRJ1102063.
Susanti, L., Dzulfikri, D., & Jamilah, N. (2023). Using pictionary as an effective way to improve young learners’ reading skill on a procedure text. EDUTEC : Journal of Education And Technology, 6(3), 692–702. https://doi.org/10.29062/edu.v6i3.474.
Tufford, L., & Newman, P. (2012). Bracketing in qualitative research. Qualitative Social Work, 11(1), 80–96. https://doi.org/10.1177/1473325010368316.
Turner, D. W. (2010). Qualitative interview design: A practical guide for novice investigators. The Qualitative Report, 15(3), 754–760. http://www.nova.edu/ssss/QR/QR15-3/qid.pdf.
Wieduwilt, N., Lehrl, S., & Anders, Y. (2021). Preschool teachers’ pedagogical beliefs in the field of language education. Teaching and Teacher Education, 101(5), 1-11. https://doi.org/10.1016/j.tate.2021.103296.
Yee, L. J., Mohd Radzi, N. M., & Mamat, N. (2022). Learning through Play in early childhood: A systematic review. International Journal of Academic Research in Progressive Education and Development, 11(4), 985-1031. https://doi.org/10.6007/ijarped/v11-i4/16076.
Yussof, N. T., & Sun, H. (2020). Mismatches between teacher beliefs, practices and reasons for English use in preschool Malay language classrooms. Language and Education, 34(4), 363–382. https://doi.org/10.1080/09500782.2020.1720230.
Zein, M. S. (2015). Preparing elementary English teachers: Innovations at pre-service level. Australian Journal of Teacher Education (Online), 40(6), 104-120. https://doi.org/10.14221/ajte.2015v40n6.6.
DOI: https://doi.org/10.24071/llt.v27i1.6955
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 M.Galuh Elga Romadhon, Dzulfikri Dzulfikri, M.Faruq Ubaidillah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexed and abstracted in:
LLT Journal Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024
This work is licensed under CC BY-SA.
Creative Commons Attribution-ShareAlike 4.0 International License
LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.