Challenges in Teaching English to Young Learners in Indonesia

Mochamad Septian Katon Nugroho, Titis Sulistyowati, Diah Kurniati

Abstract


In non-native English-speaking nations such as Indonesia, instructing young learners in English presents many problems. This study examines the challenges encountered by educators in primary schools in Central Java, Kudus, Indonesia. The research used a qualitative methodology, gathering data via structured interviews with three English educators from distinct institutions. The study reveals three significant challenges: absence of professional English teaching qualifications among educators, inadequate student motivation, cultural obstacles, and insufficient instructional time. Educators indicated that numerous kids experience difficulties with fundamental English comprehension and task execution, resulting in disengagement and diminished learning advancement. Furthermore, the disparate degrees of English proficiency within a single classroom exacerbate the teaching process. To tackle these issues, educators must employ several strategies, including discussion sessions to improve comprehension, interactive teaching techniques such as ice-breaking activities and games, and the integration of multimedia tools to maintain interest. Furthermore, educators give students with awards and give assignments to offset restricted classroom duration. Notwithstanding these initiatives, educators underscore the necessity for enhanced professional development, curricular modifications, and extended instructional hours to elevate English proficiency in young learners.

Keywords


Pedagogy; Young Learners; Challenges; Primary Education

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References


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TEYLIN: Teaching English to Young Learners in Indonesia is licensed under a Creative Commons Attribution 4.0 International License.

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