Best Practices in Building Child-Friendly Education: Applying Appropriate Strategy in Teaching English For Young Learners

Isnain Evilina Dewi, Widayati Indarsih

DOI: https://doi.org/10.23917/indigenous.v4i1.6055

Abstract

Developing young learners’ vocabulary for English as a Foreign Language (EFL) learners is challenging because it is a multi-faceted process. Teachers of young learners are striving to improve their vocabulary which accommodate child-friendly education. The aim of the study is to investigate what strategy or approach affected young learners’ motivation in learning English. The findings showed that applied instruction-based strategy in the target language in which the learners responded by whole-body actions (physical actions) made young learners fun, dance with delight, act with joy, and finish off with big smiles. This strategy also encouraged learners to learn English, especially that for vocabulary. The findings showed that 41 participants out of 68 or 60.29% participants were deeply engaged to class activity. It means the learners take full ownership of learning activity, show high levels of energy, and express a willingness to take part in activity. The strategy was an effective right-brain tool of foreign language instruction. The impressive strategy was actively engaged young learners in meaningful activities which required repetition. In addition, the strategy could be applied to any class size. Furthermore, on the part of the teacher did not need to prepare a great deal/exceedingly.

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