The Readiness of Teaching English to Young Learners in Indonesia

Syifa Dwi Mutiah, Minkhatun Nakhriyah, Nida Husna HR, Didin Nuruddin Hidayat, Farida Hamid


Article Metrics

Abstract Views : 385 times
PDF Downloaded : 131 times


This study attempted to investigate teachers, students, and schools' readiness in conducting English programs for young learners in Indonesia. Therefore, the participants of this study were from three aspects, as mentioned above. There were two levels of schools involved in this study. Those were elementary and pre-school levels consisted of 10 elementary school teachers, pre-school teachers, elementary and preschool students, elementary and pre-school schools in several areas of Indonesia. The data were collected through the questionnaire and focused on their readiness to conduct English at their level. This study showed that students’ readiness to learn English was very high even though they often encounter obstacles or difficulties in the process of learning English in class. Meanwhile, facilities readiness to support the teaching-learning English process was not fully complete; the conditions and facilities were limited. On the other hand, the teacher readiness was high, although they lack confidence in using English in the classroom, and it was found that the teacher's educational background became one of the reasons. Additionally, teacher training was stated to be needed to develop their professionalism. However, they also stated that they had not joined that training yet. Therefore, less professional development training became a factor in decreasing the teacher readiness to teach at elementary and kindergarten levels.


English Program; Readiness; Teacher; Young Learners

Full Text:



Cameron, L. (2009). Teaching languages to young learners. Cambridge University Press.

Chaer, A. (2009). Psikolinguistik: Kajian teoretik. Rineka Cipta.

Chang, P. (2012). Using a stance corpus to learn about effective authorial stancetaking: A text linguistic approach. ReCALL Journal, 24, 209–236.

Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? Modern Language Journal, 94(1), 103–115.

Crystal, D. (2003). English as a global language. Cambridge University Press.

Cui, Q. (2016). A study of factors influencing students’ intercultural competence. Journal of Language Teaching and Research, 7(3), 433–439.

Curtain, H., & Dahlberg, C. (2000). Planning for success: Common pitfalls in the planning of early foreign language program. ERIC Digest.

Fahriany. (2018). Second Language Acquisition. Prenadamedia Group.

Fransischa, A., & Syafei, A. F. (2016). Using song to teach English to young learners. Journal of English Language Teaching, 5(1), 252–258.

Gil, F. D., & Crichton, H. (2018). Mother tongue plus two languages: Are Scottish primary teachers confident to deliver? The Language Learning Journal, 48(4), 454–468.

Grigg, R. (2015). Becoming an outstanding primary school teacher. Routledge.

Handayani, S. (2016). Urgensi pengenalan Bahasa inggris pada anak usia dini di pandang dari prespektif Psikolinguistik. Jurnal Widya Wacana, 11(2), 173–184.

Hawanti, S. (2014). Implementing Indonesia’s English language teaching policy in primary schools: The role of teachers’ knowledge and beliefs. International Journal of Pedagogies and Learning, 9(2), 162–170.

Kuchah, H. (2013). Context-Appropriate ELT pedagogy: An investigation in Cameroonian primary schools. University of Warwick.

Lie, A. (2017). English and identity in multicultural contexts: Issues, challenges, and opportunities. TEFLIN Journal, 28(1), 71–92.

Magdalena, S. M. (2014). The effects of parental influences and school readiness of the child. Procedia - Social and Behavioral Sciences, 733–737.

Mappiasse, S. S., & Sihes, A. (2014). Evaluation of English as a foreign language and its curriculum in Indonesia: A review. English Language Teaching, 7(10), 113–122.

Musthafa, B. (2010). Teaching English to Young learners in Indonesia: Essential Requirements. Educationist Journal, 4(2), 120–125.

Ni’matuzahroh, Suen, M. W., & Sholihah, A. M. (2019). High validity and reliability of school readiness questionnaire measuring instrument for kindergarten children in Indonesia sample. Journal of Psychological and Educational Research, 27(2), 126–153.

Piaget, J. (1970). The science of education and the psychology of the child. Oxford University Press.

Pinter, A. (2011). Children learning second languages. Oxford University Press.

Pogosian, V. (2008). The Russian system of training teachers of foreign languages for young learners: History and new developments. In E. L. S.-M. & V. P. Ritva Kantelinen (Ed.), Seminar Papers on Early Foreign Language Education (pp. 45–55). University of Joensuu.

Putri, D. K., Raharjo, T. J., & Kustiono. (2020). Area group learning strategies by using Brush Away Technique in identifying fine motor and art skills for kindergarten. Journal of Primary Education, 9(3), 299–306.

Saputri, D. A. (2016). Analysis of teachers’ readiness in teaching English to young learners at kindergartens. IAIN Salatiga.

Sayer, P., & Ban, R. (2014). Young EFL students’ engagements with English outside the classroom. ELT Journal, 68(3), 321–329.

Stakanova, E., & Tolstikhina, E. (2014). Different approaches to teaching English as a foreign language to young learners. Procedia - Social and Behavioral Sciences, 456–460.

Sulistiyo, U., Haryanto, E., Widodo, H. P., & Elyas, T. (2019). The portrait of primary school English in Indonesia: policy recommendations. International Journal of Primary, Elementary, and Early Years Education, 3–13.

Sunyakul, N., & Teo, A. (2020). Primary school English teachers’ application of knowledge/skills from boot camp to their classroom teaching practices and factors hindering their application. LEARN Journal: Language Education and Acquisition Research Network, 13(1), 145–160.

Supriyanti. (2014). Why do our children need to learn English at Primary School? 2nd Conference of Teaching English to Young Learner: From Policy to Classroom.

Supriyanti, N. (2012). Challenges in providing trainings for English teachers of elementary schools. Journal of Education and Learning (EduLearn), 6(3), 161–166.

Turek, A. (2013). Engaging young learners in L2 research (Language Studies Working Papers).

Uysal, N. D., & Yavuz, F. (2015). Teaching English to very young learners. Procedia - Social and Behavioral Sciences, 19–22.

Vroom, S. J., & Seaman, A. A. (2014). Cross-cultural perspectives on teaching English as a foreign language to children: A multinational survey. TESOL Quarterly, 5(3), 465–489.

Wahyudi. (2018). Development of inquiry-creative-process learning model to promote critical thinking ability of Physics prospective teachers. IOP Publishing Journal of Physics.

Yussof, N. T., & Sun, H. (2020). Mismatches between teacher beliefs, practices and reasons for English use in preschool Malay language classrooms. Language and Education, 34(4), 363–382.

Yuwono, G. I., & Harbon, L. (2010). English teacher professionalism and professional development: Some common issues in Indonesia. Asian EFL Journal, 12(3), 145–163.

Zein, M. S. (2012). The contexts of English language teaching at primary level in Indonesia. Journal of Teaching and Education, 1(3), 85–90.

Zein, M. S. (2016). Elementary English education in Indonesia: Policy developments, current practices, and future prospects. Professional Development in Education, 42(3), 423–440.

Zein, M. S. (2017). Elementary English education in Indonesia: Policy developments, current practices, and future prospects: How has Indonesia coped with the demand for teaching English in schools? English Today, 33(1), 53–59.

Altmetric Dimensions


  • There are currently no refbacks.

Copyright (c) 2020 Syifa Dwi Mutiah, Minkhatun Nakhriyah, Nida Husna, Didin Nuruddin Hidayat

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.