THE PORTRAIT OF TEACHING ENGLISH AS A FOREIGN LANGUAGE FOR YOUNG LEARNERS
This observational study, which focuses on strategies used by teachers when teaching English as a Foreign Language to primary school students, was conducted in two classes at one of private international primary school. This study attempted to address the following question: what instructional strat...
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| Format: | Article |
| Language: | English |
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University of Kuningan and Association of Indonesian Scholars of English Education (AISEE)
2012-12-01
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| Series: | English Review: Journal of English Education |
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| Online Access: | https://journal.uniku.ac.id/index.php/ERJEE/article/view/69/30 |
| _version_ | 1818308424338767872 |
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| author | Fetty Poerwita Sary |
| author_facet | Fetty Poerwita Sary |
| author_sort | Fetty Poerwita Sary |
| collection | DOAJ |
| description | This observational study, which focuses on strategies used by teachers when teaching English as a Foreign Language to primary school students, was conducted in two classes at one of private international primary school. This study attempted to address the following question: what instructional strategies are used by the English teachers at this school? The data, which were collected by using a classroom observation and interview with the teachers and their students, were analyzed qualitatively by using categories formulated based on theories related to instructional strategies include planning and preparing the instruction, implementing the teaching and learning process, and assessing the students’ achievement. The major findings of this study include 1) although the teachers do the same stages in planning but the plan is implemented and resulted in different ways; 2) the teachers are able to use games as a tool for learning; 3) although curriculum requires teachers to integrate the skills (reading, listening, writing, and speaking), in actual implementation, the teachers do not teach English in integrative ways; 4) time management in this school has become a problematic factor for the teachers; 5) with respect to teacher’s strategies in assessing students’ achievement, the teachers do assessment by way of remedial teaching once a week after the class is over in part where the students failed to understand. |
| first_indexed | 2024-12-13T07:14:03Z |
| format | Article |
| id | doaj.art-0399fa53f5ef4f3990943cf5c372e384 |
| institution | Directory Open Access Journal |
| issn | 2301-7554 2541-3643 |
| language | English |
| last_indexed | 2024-12-13T07:14:03Z |
| publishDate | 2012-12-01 |
| publisher | University of Kuningan and Association of Indonesian Scholars of English Education (AISEE) |
| record_format | Article |
| series | English Review: Journal of English Education |
| spelling | doaj.art-0399fa53f5ef4f3990943cf5c372e3842022-12-21T23:55:36ZengUniversity of Kuningan and Association of Indonesian Scholars of English Education (AISEE)English Review: Journal of English Education2301-75542541-36432012-12-01111726THE PORTRAIT OF TEACHING ENGLISH AS A FOREIGN LANGUAGE FOR YOUNG LEARNERSFetty Poerwita SaryThis observational study, which focuses on strategies used by teachers when teaching English as a Foreign Language to primary school students, was conducted in two classes at one of private international primary school. This study attempted to address the following question: what instructional strategies are used by the English teachers at this school? The data, which were collected by using a classroom observation and interview with the teachers and their students, were analyzed qualitatively by using categories formulated based on theories related to instructional strategies include planning and preparing the instruction, implementing the teaching and learning process, and assessing the students’ achievement. The major findings of this study include 1) although the teachers do the same stages in planning but the plan is implemented and resulted in different ways; 2) the teachers are able to use games as a tool for learning; 3) although curriculum requires teachers to integrate the skills (reading, listening, writing, and speaking), in actual implementation, the teachers do not teach English in integrative ways; 4) time management in this school has become a problematic factor for the teachers; 5) with respect to teacher’s strategies in assessing students’ achievement, the teachers do assessment by way of remedial teaching once a week after the class is over in part where the students failed to understand.https://journal.uniku.ac.id/index.php/ERJEE/article/view/69/30teaching English as a foreign language (EFL)learning processteaching strategiesinstructional strategiesassessment |
| spellingShingle | Fetty Poerwita Sary THE PORTRAIT OF TEACHING ENGLISH AS A FOREIGN LANGUAGE FOR YOUNG LEARNERS English Review: Journal of English Education teaching English as a foreign language (EFL) learning process teaching strategies instructional strategies assessment |
| title | THE PORTRAIT OF TEACHING ENGLISH AS A FOREIGN LANGUAGE FOR YOUNG LEARNERS |
| title_full | THE PORTRAIT OF TEACHING ENGLISH AS A FOREIGN LANGUAGE FOR YOUNG LEARNERS |
| title_fullStr | THE PORTRAIT OF TEACHING ENGLISH AS A FOREIGN LANGUAGE FOR YOUNG LEARNERS |
| title_full_unstemmed | THE PORTRAIT OF TEACHING ENGLISH AS A FOREIGN LANGUAGE FOR YOUNG LEARNERS |
| title_short | THE PORTRAIT OF TEACHING ENGLISH AS A FOREIGN LANGUAGE FOR YOUNG LEARNERS |
| title_sort | portrait of teaching english as a foreign language for young learners |
| topic | teaching English as a foreign language (EFL) learning process teaching strategies instructional strategies assessment |
| url | https://journal.uniku.ac.id/index.php/ERJEE/article/view/69/30 |
| work_keys_str_mv | AT fettypoerwitasary theportraitofteachingenglishasaforeignlanguageforyounglearners AT fettypoerwitasary portraitofteachingenglishasaforeignlanguageforyounglearners |