The Implementation of TEYL in Indonesia Revisited: A Study at Primary Schools in Bandung

Slamet Suwanto, Fadhlur Rahman

Abstract


This study explored Teaching English to Young Learners (TEYL) implementation in elementary schools in Bandung, Indonesia. Surveys, interviews, observation, and document analysis were used to obtain data. The survey was distributed to 30 TEYL teachers from 30 schools within the region. Interviews were conducted with four teachers from four different schools. The data were triangulated and descriptively examined to assess TEYL in primary schools. The findings showed a mismatch between the government's policy on English instruction in primary schools and TEYL's implementation. In the 30 schools investigated, English was taught as local content in 21 schools (70%) and extracurricular in 7 schools (23%). Meanwhile, only 2 schools (7%) did not conduct English in their teaching-learning process. Due to the lack of government supervision, teachers are free to construct their own TEYL course content. According to the interviews, adopting TEYL is challenging due to varying teacher abilities and the availability of school’s infrastructure. The discussion suggests some recommendations on how to utilize the TEYL curriculum in Indonesian's primary schools effectively.


Keywords


TEYL; Primary Schools; Indonesia; Implementations.

Full Text:

PDF

References


Borey, V. M. (2020). Having the 'Immersion Talk' with Young Language Learners. Learning Languages, 25(1), 26-29.

Burns, A. (2016). Research and the teaching of speaking in the second language classroom. Handbook of research in second language teaching and learning, 242-256.

Diyanti, B. Y., & Madya, S. (2021). English for Young Learners (EYL) Policy and Practice in ASEAN Countries. International Journal of Language Education, 5(3), 224-243.

Ellis, N. C. (2019). Essentials of a theory of language cognition. The Modern Language Journal, 103, 39-60.

Enever, J., Moon, J., & Raman, U. (Eds.). (2009). Young Learner English Language Policy and Implementation: International Perspectives. Reading: Garnet Education.

Güngör, M., & Geçikli, M. (2021). An Ex-Post Facto Study on the Affective Domain of the 5th Grade English Language Teaching Curriculum. Journal of Theoretical Educational Science, 14(3), 411-431.

Hamied, F. A., & Malik, R. S. (2017). Research methods: A guide for first-time researchers.

Jalal, F., & Musthafa, B. (2001). Education Reform in the Context of Regional Autonomy: The Case of Indonesia. Jakarta: MoNE, BAPPENAS, & World Bank.

Johnstone, R. (2009). An early start: What are the key conditions for generalized success? In J. Enever, J. Moon and U. Raman (Eds.), Young Learner English Language Policy and Implementation: International Perspectives (pp. 31−41). Reading: Garnet Education.

Johnstone, R. (2018). Languages policy and English for young learners in early education. In The Routledge handbook of teaching English to young learners (pp. 13-29). Routledge.

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

Myles, F. (2017). Learning foreign languages in primary schools: is younger better? Languages, Society & Policy https://doi.org/10.17863/CAM.9806

Pfenninger, S. E., & Lendl, J. (2017). Transitional woes: On the impact of L2 input continuity from primary to secondary school. Studies in Second Language Learning and Teaching, 7(3), 443-469.

Rich, S. (2014). Taking Stock: Where Are We Now with TEYL?. In International perspectives on teaching English to young learners (pp. 1-19). Palgrave Macmillan, London.

Rixon, S. (2013). British Council survey of policy and practice in primary English language teaching worldwide.

Sert, O. (2019). Classroom interaction and language teacher education. The Routledge handbook of English language teacher education, 216-238.

Suyanto, K. E.; (2003). Pengajaran Bahasa Inggris di Sekolah Dasar: kebijakan, implementasi, dan kenyataan. Laporan Penelitian dan Pidato Guru Besar, Malang.

Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt, Brace, & World.

Taghizadeh, M., & Hasani Yourdshahi, Z. (2020). Integrating technology into young learners' classes: language teachers' perceptions. Computer Assisted Language Learning, 33(8), 982-1006.

Zein, S. (2017). The pedagogy of teaching English to young learners: Implications for teacher education. Indonesian JELT: Indonesian Journal of English Language Teaching, 12(1), 61-77.




DOI: https://doi.org/10.35308/ijelr.v4i1.5462

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 International Journal of Education, Language, and Religion

p-ISSN : 2721-429X
e-ISSN : 2721-4273

Published by Language Center of Universitas Teuku Umar
Website : http://jurnal.utu.ac.id/IJELR
Email    : ijelr@utu.ac.id

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