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

Annisa Astrid, Amalia Hasanah, Syafryadin Syafryadin


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.


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

Auerbach, E. R. (1993). Re-examining English only in the ESL classroom. TESOL Quarterly, 27(1), 1-18. https://doi. org/10.2307/3586949

Brown, A. V. (2009). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. Modern Language Journal, 93, 46–60.

Brown, H.D. (2007). Teaching by principles (3rd Ed.) White Plains, NY: Pearson Education.

Chambers, F. (1991). Promoting use of the target language in the classroom. Language Learning Journal, 4, 27–31.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London: Routledge Flamer

Cole, S. (1998). The use of L1 in communicative English classrooms. The Language Teacher, 22(12), 11-13. Retrieved from:

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4thed.). Boston, MA: Pearson.

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.

Dornyei, Z. (2003). Attitudes, orientation, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53, 3-32. doi:10.1111/1467-9922.53222

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

Gall, M., Gall, J., & Borg, R. (2007). Educational research: An introduction (8th ed.). New York, NY: Pearson Education.

Harmer, J. (2001). Thepracticeof English languageteaching (4th ed.). Harlow: Pearson Education Limited

Heigham, J., & Croker, R. (2009). Qualitative research in applied Linguistics: A practical introduction. UK: Palgrave Macmillan

Hudelson, S. 1991. EFL teaching and children: A topic-based approach (The English Teaching Forum). Arizona State University, USA

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.

Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York, NY: Longman.

Krashen, S. D. & Terrell, T. D. (1983). The natural approach. New Jersey, NJ: Alemany Press Regent/Prentice Hall.

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

Liao, P. (2006). EFL learners’ beliefs about and strategy use of translation in English learning. RELC, 37(2), 191-215.

Liskin-Gasparro, J. E. (1998). Linguistic development in an immersion context: How advanced learners of Spanish perceive SLA. Modern Language Journal, 82, 159–175.

Nation, P. (2003). The role of the first language in foreign language learning. Asian EFL Journal, 5(2), 113-129.

Nunan, D. (1991). Language teaching methodology: A textbook for teachers. New York, NY: Prentice-Hall.

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

Prodromou, L. (2002). The role of the mother tongue in the classroom. IATEFL Issues, 166, 6-8.

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

Scott, W.A. and Yetreberg, L.H. (1990). Teaching English to children. New York, NY: Longman.

Skehan, P. (2003). Task-based instruction. Language Teaching, 36(1), 1-14.

Walsh, S. (2002). Construction or obstruction: Teacher talk and involvement in the EFL classroom. Language Teaching Research, 6(1), 3-23.

Wesely, P.M. (2012). Learner attitudes, perceptions, and beliefs in language learning. Foreign Language Annals, 45(S1), S98-S117.

Williams, M., & Burden, R. L. (1999). Students developing conceptions of themselves as language learners. Modern Language Journal, 83, 193–201.



  • 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 : is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License