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

Annisa Astrid, Amalia Hasanah, Syafryadin Syafryadin

Abstract


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.


Full Text:

PDF

References


Al-wassabi, S. (2016). SLA classroom research and EFL teaching practices of oral skills. Theory and Practice in Language Studies, 6(11), 2061-2067.

Aktekin, N.C., & Uysal, G.A. (2015). ELT students’ beliefs about strategy use of translation. International Online Journal of Education and Teaching (IJOET), 2(1), 12-24.

Bozorgian, H., & Fallahpour, S. (2015). Teachers’ and students’ amount and purpose of L1 use: English as foreign language (EFL) classrooms in Iran. Iranian Journal of Language Teaching Research, 3(2), 67-81.

Brevik, L.M., & Rindal, U. (2020). Language use in the classroom: Balancing target language exposure with the need for other languages. TESOL Quarterly. 1-29.

Brown, H.D. (2015). Teaching by principles (4th Ed.) White Plains, NY: Pearson Education.

Clark, V.L.P., & Ivankova, N.V. (2016). Mixed methods research: A guide to the field. California, CA: Sage Publication Inc.

Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4thed.). Boston, MA: Pearson.

Demiroz, H., & Yeşilyurt, S. (2015). Effective foreign language teaching: Perceptions and prospective English language teachers. Universal Journal of Educational Research, 3(11), 862-870.

Donoso, E. (2020). Using Spanish in English language Chilean classrooms? Perspectives from EFL teacher trainees. Profile: Issues in Teacher’s Professional Development, 22 (1), 93-107.

Du, Y. (2016). The use of first and second language in Chinese university EFL classrooms. Singapore, SG: Springer.

Fraenkel, J.R. & Wallen, N.E. (2012). How to design and evaluate research in education. San Fransisco, CA: McGraw Hill.

Galali, A., & Cinkara, E. (2017). The use of L1 in English as a foreign language classes: Insights from Iraqi tertiary levels. Advances in Language and Literary Studies, 8(5), 54-64.

Hasrina, N., Aziz, Z.A., & Fitriani, S.S. (2018). First language (L1) use in the EFL classroom: Perceptions of students and teachers. English Education Journal, 9(3), 406-421.

Hu, R. (2016). The age factor in second language learning. Theory and Practice in Language Studies, 6(11), 2164-2168. http://dx.doi.org/10.17507/tpls.0611.13

Joshi, A., Kale, S., & Chandel, S. (2015). Likert scale: Explored and explained. British Journal of Applied Science & Technology, 7(4), 396-403.

Kelch, K. (2011). Curriculum development in English language teaching: Innovations and challenges for the Asian context. International Journal of Organizational Innovation, 3(3), 22-42.

Kumar, R. (2015). Research methodology : A step by step guide for beginners. London, GB: Sage Publication.

Levine, G. S. (2014). Principles for code choice in the foreign language classroom: A focus on grammaring. Language Teaching, 47(5), 332-348. https://doi.org/10.1017/ S0261444811000498.

Lew, A.W.M. (2016). Input for the second language classroom: Some innovations and insights. The Forum, 15(2), 54-56.

Madrinan, M.S. (2014). The use of first language in the second language classroom: A support for second language acquisition. Gist Education and Learning Research Journal, 3(9), 50-66.

Mani, R.S. (2016). The natural approach. Journal of English Language And Literature (JOELL), 3(1), 8-16.

Martina, F., Syafryadin., Saputra, J., & Rakhmanina, L. (2020). Novice teacher’s pedagogical content knowledge (PCK) in teaching English for young learners. Journal of Critical Reviews, 7(14), 1472-1476.

Mayo, M.P.G. (2019). Learning in foreign language contexts. Language Taching Research, 23(1). 5-8.

Pablo, I. M., Lengeling, M. M., Zenil, B. R., Crawford, T., & Goodwin, D. (2011). Students’ and teachers’ reasons for using the first language within the foreign language classroom (French and English) in Central Mexico. Profile: Issues in Teachers’ Professional Development, 13(2), 113-129.

Panneerselvam, R. (2014). Research methodology. New Delhi, IN: PHI Learning.

Renukadevi, D. (2016). Communicative approach in teaching English as L2: An overview. Language in India, 16(4), 75-79.

Resmini, S. (2019). EFL Students’ perception towards the use of Bahasa Indonesia in an English classroom. ELTIN Journal: Journal of English Language Teaching in Indonesia. 7(1), 12-22.

Richards, J.C., & Rodgers, T.S. (2014). Approaches and methods in language teaching. Cambridge, GB: Cambridge University Press.

Shamsipour, A., & Allami, H. (2012). Teacher talk and learner involvement in EFL Classroom: The case of Iranian setting. Theory and Practice in Language Studies, 2(11), 2262-2268.

Syafryadin. (2020). Effective English teaching for young learners classrooms. Yavana Bhasha: Journal of English Language Education. 3(2), 79-88.

Wesely, P.M. (2012). Learner attitudes, perceptions, and beliefs in language learning. Foreign Language Annals, 45(S1), S98-S117. https://doi.org/10.111/j.1944-9720.2012.01181.x

Waddington, J. (2019). Developing primary school students’ foreign language learner self-concept. System, 82 (1). 39-49. https://doi.org/10.1016/j.system.2019.02.012

Yadav, M.K. (2014). Role of mother tongue in second language learning. International Journal of Research (IJR), 1(11), 572-582.

Yildiz, M., & Yeşilyurt, S. (2016). Use or avoid? The perceptions of prospective English teachers in Turkey about L1 use in English classes. English Language Teaching, 10(1), 84-96. https://doi.org/10.5539/elt.v10n1p84




DOI: https://doi.org/10.18326/rgt.v13i2.351-370

Refbacks

  • There are currently no refbacks.




Copyright (c) 2020 Annisa Astrid, Amalia Hasanah, Syafryadin Syafryadin

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

English Education Department, State Institute for Islamic Studies (IAIN) Salatiga, Indonesia 1979-8903 (Print) and 2503-040X : (Online)
In the aim of improving the quality of the Journal since 19th October 2016 this journal officially had made cooperation with ELITE Association Indonesia (The association of Teachers of English Linguistics, Literature & Education). See The MoU Manuscript.

Click for More....

Creative Commons License
REGISTER JOURNAL : http://journalregister.iainsalatiga.ac.id/ is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License