Exploring english for young learners (EYL) pre-service teachers' experiences: Innovations during their teaching practicum

Rina Wahyu  Setyaningrum; Oikurema Purwati; Kharisma Naidi Warnanda  Sabgini

doi:10.21070/jees.v7i1.1645

(1) * Rina Wahyu Setyaningrum English Language Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, Indonesia
Indonesia
(2) Oikurema Purwati English Department, Faculty of Languages and Arts, Universitas Negeri Surabaya, Indonesia
Indonesia
(3) Kharisma Naidi Warnanda Sabgini English Language Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, Indonesia
Indonesia
(*) Corresponding Author

DOI: https://doi.org/10.21070/jees.v7i1.1645

Abstract

Innovation related to Teaching English to Young Learners (TEYL) provide opportunities for learners to gain experience using English contextually. This is the implication of the new paradigm of English as an International Language (EIL) in which learning English is no longer aimed at forming learners to speak as the native speakers. Therefore, innovations in TEYL is needed to answer the challenges of changing the status of English in Primary Schools (SD) from subject to extra-curricular. Referring to lesson plans developed by pre-service EYL teachers (PSTs), observation and interviews, the innovations in thematic lessons for TEYL were investigated. The findings showed that all lesson plans have been integrating innovations, including character building in accordance with the 2013 curriculum and intercultural competency that are important for language learning. To interact in the classroom, first language (L1) was used with colloquial variation, code-mixing and code-switching as well as translation. In conclusion, the innovative lessons for TEYL has been practiced by prospective primary school English teachers for preparing themselves to teach at the real school setting after their graduation. It is suggested that further research will be carried out at primary schools participated by in-service teachers and focused on each innovation in order to find TEYL innovative models.

HIGHLIGHTS:

The study recognizes a shift in the paradigm of Teaching English to Young Learners (TEYL) due to the emergence of the new paradigm of English as an International Language (EIL).
English for Young Learners (EYL) requires the teachers’ creativity in teaching it.
Innovative EYL classes could be characterized by the selection of intelligent themes or topics, ways for delivering new knowledge while giving young learners with context-based English experience, and less demanding evaluation.

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Author Biographies

Rina Wahyu Setyaningrum, English Language Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, Indonesia

Rina Wahyu Setyaningrum is a faculty member of English Language Education Department of Universitas Muhammadiyah Malang. She is now a Ph.D. candidate in English Language and Literature Education at Universitas Negeri Surabaya. Her research scope is CLIL in EYL.

Oikurema Purwati, English Department, Faculty of Languages and Arts, Universitas Negeri Surabaya, Indonesia

Oikurema Purwati is an Associate Professor in the English Department of Universitas Negeri Surabaya. Her expertise in Applied Linguistics (English Language Teaching) has led her to focus her academic activities on Curriculum, innovation, ELT, and SFL, as well as her publications in national and international reputable journals.

Kharisma Naidi Warnanda Sabgini, English Language Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, Indonesia

Kharisma Naidi Warnanda Sabgini has been teaching in English Language Education Department, Universitas Muhammadiyah Malang since 2015. She has published English Textbooks for Teaching English to Young Learners and related articles in national accredited journals. Her passion and research interests are in autonomous language learning and EYL.

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