Building Child-Friendly Education: Applying Appropriate Strategy to English Young Learners

Isnain Evilina Dewi, Widayati Indarsih

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

Abstract

The aim of the study is to investigate what strategies are appropriate and meaningful for young learners of English. The method used is qualitative descriptive. The data collection used for qualitative description are a semi-structured interview, observation, and analysis on lesson plans. The participants were an English teacher and 68 first graders. The findings showed that applying instructionbased 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 young learners to learn English, especially that for vocabulary. The right-brain tool strategy made 41 young learners 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 effective and impressive that made young learners involved 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 or exceedingly.

Keywords: young learners, vocabulary, instruction-based strategy, practical

Full Text:

PDF

References

Calderon, Margarita; Slavin, Robert;& Sanchez, Marta. 2011. “Effective instruction for english learners”. The Future of Children, 21(1), 123-127.

Cheatham, Gregory A, Ro, Yeonsun Ellie. 2010. “Young english learners’ interlanguage as a context for language and early literacy development”. Young Children Journal 65(4), 18-23

Coyne, M. D, McCoach, D. B., Loftus, S. Zipoli, R. and Kapp, S. 2009. Direct vocabulary instruction in kindergarten. The Elementary School Journal,110(1), 1 – 19.

Freudenstein, R. 1979. Teaching foreign languages to the very young. Oxford: Pergamon Institute of English. ISSN: 254-1450X (online) Jurnal Indigenous Vol. 4 No. 1 2019

Hwang, Wu-Yuin; Shih, Timothy K; Yeh, Shih-Ching; Chou, Ke-Chien; Ma, Zhao-Heng, & Sommol W. 2014. “Recognition-based physical response to facilitate EFL Learning”. Journal of Educational Technology & Society, 17(4). 432-445.

Inbar-Lourie, Ofra. 2010. “English only? the linguistic choices of teachers of young EFL learners”. The International Journal of Bilingualism.14(1), 351-367.

Lamb, Terry Eric. 2011. “Fragile identities: exploring learner identity, learner autonomy and motivation through young learners’ voices”. The Canadian Journal of Applied Linguistics, 14(2). 68-85.

Mulia, Dewi. 2015. “The use of first language scaffolding to teach english as a foreign language to pre-school children during dramatic play in West Sumatera, Indonesia”. SHS Web of Conferences, 16.1-10 Doi: 10.1051/shsconf/20151601005.

National Association for the Education of Young Children. 2009. Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/PSDAP.pdf) accessed on February 27, 2018.

Popescu, Daniela. 2016. “A teaching approach to learner autonomy”. Letter and Social Sciences. 2. 61-66.

Schulz, Melissa M. 2009. “Effective writing assessment and instruction for young english language learners”.Early Childhood Education Journal 37(1). 57-62.

Sougari, Areti-Maria&Hovhannisyan, Iren. 2013. “Delving into young learners’ attitudes and motivation to learn english: comparing the armenian and the greek classroom”. Research Papers in Language Teaching and Learning, 4(1). 120-137.

Speaker, K. M., Taylor, D. and Kamen, R. 2010. Storytelling: enhancing language acquisition in young children. Education, 125(1). 3-14.

Sun, He; Steinkrauss, Rasmus; Tendeiro, Jorge; De bot, Kees. 2016. “Individual differences in very young children’s english acquisition in China: internal and external factors”. Bilingualism: Language and Cognition Journal, 19(3). 550-566

Tavil, Z. M. and Isisag, K. U. 2009. Teaching vocabulary to very young learners through games and songs. Ekev Academic Review, 13(38). 299-308

Tavil, Z. M. & Söylemez, A. S. 2008. The vocabulary teaching to very young learners. Ekev Academic

Review, 12(35). 371-382

Article Metrics

Abstract view(s): 309 time(s)
PDF: 35 time(s)

Refbacks

  • There are currently no refbacks.