Adventures in English for Young Learners
Adventures in English for Young Learners Warni Dominggus Sulu, S.Pd., Suci Apriani, S.Pd., Amalia Eka Brilianti, S.Pd., Wini Ranti, S.Pd., Fadhilanisa Sasabila, S. Pd., Inayatur Robbaniya, S. Pd., Noviyanti, S.Pd., Anisa Nandini, S. Pd., Munirotul Fatimah, S.Pd., M. Zaenal Abidin, S. Pd., Misselina Madya Gerda, S. Pd., I Gede Perdana Putra Narayana, S. Pd
Adventures in English for Young Learners Understanding the theory and barriers for novice teacher in Indonesian setting Copyright© PT Penamudamedia, 2024 Penulis: Warni Dominggus Sulu, S.Pd., Suci Apriani, S.Pd., Amalia Eka Brilianti, S.Pd., Wini Ranti, S.Pd., Fadhilanisa Sasabila, S. Pd., Inayatur Robbaniya, S. Pd., Noviyanti, S.Pd., Anisa Nandini, S. Pd., Munirotul Fatimah, S.Pd., M. Zaenal Abidin, S. Pd., Misselina Madya Gerda, S. Pd., I Gede Perdana Putra Narayana, S. Pd Editor: Dr. Ika Rama Suhandra, M.Pd ISBN: 978-623-8586-40-0 Desain Sampul: Tim PT Penamuda Media Tata Letak: Enbookdesign Diterbitkan Oleh PT Penamuda Media Casa Sidoarium RT 03 Ngentak, Sidoarium Dodeam Sleman Yogyakarta HP/Whatsapp : +6285700592256 Email : [email protected] Web : www.penamuda.com Instagram : @penamudamedia Cetakan Pertama, Mei 2024 xii + 191, 15x23 cm Hak cipta dilindungi oleh undang-undang Dilarang memperbanyak sebagian atau seluruh isi buku tanpa izin Penerbit
v ccordingly, I want to express my gratitude to the one and only God who has given me the opportunity and b_[fnb ni ]igjf_n_ nbcm \iie, _hncnf_^ ‚A^p_hnol_m ch English For Young Learners: Understanding The Theory and Barriers for Novice Teachers in Indonesiah S_nncha.‛ This book highlights the theory and its challenges for novice teachers to teach Young Learners. It aims to enrich the literature of English knowledge, especially the development of English language education. By reading this book, the readers will be able to graph and understand the current theory and find the pivotal milestones of English language development. This book is divided into 12 chapters that provide a consist and invaluable information for readers concerning the aspects of Young Learners' and its relevance to the contemporary globalized English world. Furthermore, it also discusses the ongoing conversation related to the barriers faced by the novice teachers with its significant effort the alternative supports. Thus, I would like to thank everyone who has been involved in this project. With your hard efforts, it would be easier to finalize this presented book. A
vi Lastly, in the creation of this very simple book, we cannot provide an exhaustive and detailed account of the development of the English language with its main theory concerning the aspects that teachers should know about Young Learners world. I value constructive criticism since it can be used as a guide to produce ongoing conversations that are even more detailed. Editor, Dr. Ika Rama Suhandra, M.Pd
vii Fil_q[l^<<<<. ......................................................... v Table of Contents ........................................................ vii Chapter 1 - Introduction to English Learning for Young Learners .................................................... 1 A. Understanding the Importance of Early English Learning5 B. Using English as a language of instruction for other subjects in primary schools ..........................................7 C. Benefits of Learning English at a Young Age ..................9 Chapter 2 - Building Language Skills For Young Learners ... 13 A. Developing Vocabulary Through Games and Activity ... 14
viii B. Introducing Basic Grammar Structures in Fun and Interactive Ways........................................................18 C. Practicing Listening and Speaking Skills Through Songs, Rhymes, and Story Telling ..........................................19 Chapter 3 - Creating a Supportive Learning Environment ... 23 A. The Overview of Supportive Learning Environment......26 B. A Positive Classroom Atmosphere for Language Learning28 C. Supportive Classroom Environment By Providing Constructive Feedback ...............................................32 D. Conclusion................................................................36 Chapter 4 - Integrating Culture and Global Awareness ...... 37 A. Exploring Cultural Diversity Through Language Learning38 B. Introducing Young Learners to Different Cultures and Traditions .................................................................39 C. Fostering Global Awareness and Empathy Through English Education......................................................42 Chapter 5 - Understanding YL in Indonesia Context .......... 45 A. EFL-YL in the Indonesia Context.................................46 B. Cbcf^l_h’m Cb[l[]n_lcmnc]m ch L_[lhcha Ehafcmb [m [ Foreign Language ......................................................49 C. Fimn_lcha L_[lh_lm’ Mincp[ncih [h^ Anncno^_m ni L_[lh English .....................................................................51
ix Chapter 6 - Understanding the Environmental Barriers in Indonesian Institutions ............................... 55 A. Introduction to the Characteristics of Indonesian Young Learners................................................................... 56 B. Establishing the Influence of School Influence ............ 64 C. Articulating the Impact of Cultural Diversity in the Indonesian Setting..................................................... 69 Chapter 7 - Teaching Support to English for Young Learners75 A. Age-appropriate Teaching and Learning Activities ....... 77 B. Aspects to consider when selecting the appropriate method to employ? .................................................... 79 C. Establishing Engaging Learning Media for Young Learners................................................................... 81 Chapter 8 - Alternative Online Tools for Young Learners ... 85 A. Introduction to digital learning for Young Learners ..... 86 B. Benefits of teaching YL through online learning .......... 90 C. Establishing the relevant and appropriate sources ....... 94 Chapter 9 - Teaching Challenges in English for Young Learners .................................................. 99 A. Introduction to limited attention and focus.................101
x B. Providing fun and joyful learning for Young Learners during English lessons ............................................. 103 C. Incorporating interactive and hands-on activities ....... 105 Chapter 10 - T_[]b_lm’ ]b[ff_ha_m ch n_[]bcha Ehafcmb `il YL in Indonesia ............................................ 107 A. The use of non-native language in the teaching processes114 Chapter 11 - Directions for Novice Teacher in Teaching English for Young Learners ........................ 117 A. Emphasizing the importance of using clear and concise language. ................................................................ 118 B. Encouraging teachers to use simple and age-appropriate vocabulary and avoid complex sentences that may confuse young learners is also important................... 122 C. Providing effective instructional language and encouraging teachers to model instructions before asking students to complete a task....................................... 127 Chapter 12 - A Clear and Concise Visual and Gestural Support133 A. Scenario.................................................................. 134 B. Current Issues ......................................................... 143 C. Theoretical Framework............................................ 146 D. Main Ideas .............................................................. 147 E. Conclusion.............................................................. 157
xi References<<<<<<<<<<<<<<<<<<<<<<158 About Authors ........................................................... 184
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1 Introduction to English Learning for Young Learners Warni Dominggus Sulu, S.Pd
2 n the context of current educational developments, understanding the development of learners, especially in early childhood, is very important. In various experiences, understanding the learning and teaching process when dealing with children is very important to review. In addition to introducing a new language, English, one must understand the importance of an appropriate method in practice. Moreover, English language learning among young learners has become an important aspect of education in our contemporary world. For example, introducing English to children at an early age holds immense significance, offering many advantages that shape their cognitive, linguistic, and cultural development. Furthermore, this introductory phase serves as a critical foundation for future language skills, making it imperative to understand the nuances and intricacies involved in teaching English to chidren. In comparison, for the past two decades, instructing English children has emerged as a widespread international trend (Rich, 2014). Additionally, according to Johnstone (2009), He asserts that the instruction of English to young learners, termed EYL, represents the most significant educational policy advancement globally, with substantial implications for educational methodologies. A case in point is the recent British Council survey in 2013, which unveiled that over 60 nations globally have policies regarding the incorporation of English into either elementary school curricula or even kindergarten programs (Rixon, 2013). In addition, The nations comprising the Association of Southeast Asian Nations (ASEAN) have recognized the unavoidable sway and advantages of English within the Southeast Asian area. It has become customary to introduce English at an early stage in primary education or even earlier. I
3 In this practice, In this book, the concept referred to as English for Young Learners (EYL) or Teaching English to Young Learners (TEYL) pertains to the acquisition of English by elementary school children within settings where English functions as either a second language or a foreign language. The education of youngsters is not included. One of the national languages is English. At the forefront of the importance of early English learning lies the recognition of its transformative potential. As globalization continues to dissolve geographical boundaries, proficiency in English has become a prerequisite for success in various spheres of life. Thus, introducing English to young learners capitalizes on their innate receptiveness to language acquisition, giving them a head start in developing essential communication skills that transcend borders and cultures. Small examplesple of the benefits of English learning for young learners, which are manifold and far-reaching. From cognitive development to academic success, the advantages extend beyond mere language proficiency. Supriyanti (2012), she undertook a study investigating the necessity for children to acquire English skills during their elementary school years. The findings highlighted several factors driving this need, including the prevalent belief that children surpass adults in language acquisition, the influence of economic globalization increasing demand for English-speaking professionals, Parental eagerness for their children to learn English early stems from aspirations for social and economic advantages. Through exposure to English, children enhance their cognitive abilities, fostering creativity, critical thinking, and problemsolving skills. Furthermore, mastering English language skills
4 lays a strong foundation for academic excellence, empowering young learners to excel locally and internationally. However, the journey of teaching English to YL has its challenges. Educators must navigate various obstacles, including attention span limitations, pronunciation difficulties, and sustaining motivation. Young children often have shorter attention spans, requiring innovative and interactive teaching methodologies to maintain engagement and maximize learning outcomes. Pronunciation can pose a significant challenge, as young learners may need help accurately articulating unfamiliar sounds and phonetic patterns. Additionally, sustaining motivation for learning English can be challenging, especially if children need to perceive immediate practical applications. Effective teaching strategies play a pivotal role in overcoming these challenges and maximizing the benefits of English learning for young learners. By incorporating interactive activities, visual aids, contextual learning, and positive reinforcement, educators can create a dynamic and stimulating learning environment conducive to language acquisition. Interactive activities such as games, songs, and role-playing enhance engagement and reinforce language acquisition through experiential learning. Visual aids such as flashcards, illustrations, and multimedia resources provide valuable support for comprehension and retention of vocabulary and grammar structures. Relating English lessons to real-life contexts and personal experiences helps young learners grasp the practical applications of language, enhancing their motivation and interest in learning.
5 In conclusion, the introduction to English learning for young learners marks the beginning of a transformative journey towards linguistic proficiency and global citizenship. By recognizing the importance of early language acquisition, addressing challenges, and implementing effective teaching strategies, educators can empower young learners to unlock their full potential and thrive in an interconnected world. As we delve deeper into specific methodologies and best practices in subsequent chapters, let us remain committed to nurturing our young learners' linguistic and cognitive development, ensuring a brighter future filled with endless possibilities. A. Understanding the Importance of Early English Learning In today's interconnected world, the importance of early English learning cannot be overstated. English has become the lingua franca of international communication, permeating various facets of global interactions, including commerce, technology, science, and culture. Consequently, introducing English to children at a young age holds immense significance, offering a multitude of benefits that extend far beyond language proficiency. In the modern era of the 21st century, educators must empower students to learn, comprehend, analyze, and engage actively (Fauzi & Basikin, 2020); (Rosidin et al., 2019). Instructing involves identifying how a learner conceptualizes subjects and topics. In Indonesia, teaching English to young learners is integral to the curriculum (Nurasiah, 2017); (Ratminingsih et al., 2018). Ministerial Decree No. 22 of 2006, issued on May 23, 2006, permits the
6 inclusion of English as a local content subject for elementary students. This decree mandates two hours of English instruction per week starting from the fourth grade. However, contrary to these provisions, the Indonesian government has recently eliminated English as a compulsory subject for elementary school children in the updated curriculum (Anh, 2019; Schulz, 2009). English instruction is not offered nor mandated for elementary school students in Indonesia (Arif, 2015); (Zein, 2016). One of the primary reasons for prioritizing early English learning lies in its potential to foster cognitive development. Research suggests that young children possess heightened neural plasticity, making them exceptionally receptive to language acquisition during their formative years. By exposing children to English early on, educators capitalize on this window of opportunity, stimulating cognitive processes and enhancing critical thinking, problem-solving, and creativity. Moreover, early English learning lays the groundwork for academic success and lifelong learning. Proficiency in English opens doors to a wealth of educational opportunities, both locally and internationally. Students who acquire English language skills from a young age are better equipped to excel in academic settings, access a broader range of educational resources, and pursue higher education opportunities abroad. Additionally, English proficiency facilitates cross-cultural exchange and collaboration, preparing young learners for success in an increasingly globalized and multicultural society.
7 B. Using English as a language of instruction for other subjects in primary schools All three outer circle countries implement English as a medium of instruction (EMI) policy in primary schools. In Malaysia, English was established as the medium of instruction for mathematics and science in 2003. However, this policy was reversed in 2009 due to reports indicating that students, particularly those in rural areas, encountered difficulties understanding the subjects when taught in English. The decision was influenced by students' feedback. The underperformance observed in the national assessment, coupled with teachers' constrained proficiency in English, which confined their English usage in class to just 55%, alongside the socioeconomic disparities between rural and urban schools (Ali et al., 2011). Within the expanding circle nations, Vietnam and Myanmar are the sole implementers of English as a Medium of Instruction (EMI) at the secondary education level and beyond for certain subjects, albeit not at the primary school level. Conversely, Indonesia initiated the Sekolah Berstandar International (SBI) Policy in 2003, intended to introduce English as both a subject and the medium of instruction starting from the fourth grade of primary school onwards (Kirkpatrick, 2012). Later, the SBI policy was abandoned since it was thought to favor a few wealthy institutions and might have discriminated against children from lower-class backgrounds (Dharmaningtias, 2013; (Hamid et al., 2013).
8 Beyond academic and cognitive benefits, early English learning also fosters linguistic and socio-emotional development. Exposure to English introduces children to diverse linguistic structures, vocabulary, and pronunciation patterns, expanding their linguistic repertoire and enhancing communication skills. Furthermore, learning English exposes children to different cultures, perspectives, and ways of thinking, fostering empathy, tolerance, and intercultural understanding. Early English learning also plays a crucial role in empowering children with the skills and competencies necessary to navigate an increasingly interconnected world. In an era where digital communication and global connectivity are ubiquitous, proficiency in English allows young learners to communicate effectively across borders and cultures, collaborate with peers from diverse backgrounds, and access a wealth of information and resources available in the English language. In conclusion, understanding the importance of early English learning underscores its transformative potential in shaping young learners' cognitive, linguistic, academic, and socio-emotional development. Educators and policymakers can empower children with the tools and competencies necessary to thrive in an increasingly interconnected and interdependent world by recognising the value of introducing English at a young age and investing in effective language instruction. As we continue to prioritise early English learning, let us strive to create inclusive and equitable learning environments that
9 support all children's linguistic and educational needs, ensuring that they are well-equipped to succeed in the 21st century and beyond. C. Benefits of Learning English at a Young Age Learning English at a young age offers many advantages that significantly impact a child's development. From cognitive to linguistic and socio-emotional domains, the benefits of early English learning are diverse and farreaching. One of the primary benefits of learning English at a young age lies in its positive effects on cognitive development. Research indicates that An initial introduction to a second language, such as English, stimulates neural pathways in the brain, enhancing cognitive functions such as problem-solving, critical thinking, and creativity. Young learners who engage in English language activities develop strong cognitive skills, enabling them to adapt to new situations, make connections between ideas, and think flexibly. Furthermore, early English learning lays a solid foundation for linguistic development. Young children are particularly adept at acquiring languages, and exposure to English from an early age facilitates the development of vocabulary, grammar, and pronunciation skills. Through interactive language activities and immersion experiences, young learners build a robust linguistic repertoire, enabling them to communicate effectively in spoken and written English. Moreover, learning English at a young age opens doors to academic opportunities and future success. Proficiency in English is increasingly valued in educational
10 settings worldwide, with many schools offering bilingual or English-medium instruction. Young learners who acquire English language skills early on are better prepared to achieve academic success, have access to a wider variety of learning tools, and pursue higher education opportunities both domestically and internationally. Beyond academic benefits, early English learning fosters cultural awareness and global citizenship. English is not just a language but a gateway to diverse cultures, perspectives, and ways of thinking. By learning English, young children gain insight into different cultures, traditions, and worldviews, fostering empathy, tolerance, and intercultural understanding. This cultural competence is invaluable in today's interconnected world, where global collaboration and communication are essential. Furthermore, proficiency in English enhances socioemotional development and interpersonal skills. Young learners develop confidence, self-expression, and social competence through language learning activities. Engaging in English language interactions with peers and teachers promotes collaboration, cooperation, and empathy, laying the groundwork for positive social relationships and effective communication skills. In conclusion, the benefits of learning English at a young age are numerous and multifaceted. From cognitive and linguistic development to academic success and cultural competence, early English learning equips young learners with the skills, knowledge, and competencies necessary to thrive in an increasingly interconnected and
11 diverse world. Educators and policymakers can empower children to reach their full potential and become active global citizens by recognising the importance of early language acquisition and investing in effective language instruction.
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13 Building Language Skills For Young Learners Suci Apriani, S.Pd
14 his chapter discusses three parts of the main sections h[g_fs ‘D_p_fijcha Vi][\of[ls Tblioab G[g_m [h^ A]ncpcnc_m, ‘Ihnli^o]cha B[mc] Grammar Structures in Fun [h^ Ihn_l[]ncp_ W[sm, [h^ ‘Pl[]nc]cha Lcmn_hcha [h^ Sj_[echa Secffm Tblioab Siham, Rbsg_m, [h^ Snilsn_ffcha’. Tb_ [onbil describes how novice teachers can set creative techniques for classroom activities because to improve skills must pay attention to several methods that are by the objectives to be achieved. Through this chapter, the author identifies some ways of learning English in which they can be used for children. It helps teachers or tutors find techniques to apply in the classroom. These techniques are intended to integrate the existing curriculum as much as possible. Each activity has a defined goal; the necessary equipment and preparation; clear directions; extra tips and ways to extend the activity. A. Developing Vocabulary Through Games and Activity Vocabulary knowledge is essential for English language learners to improve their language abilities. English vocabulary, a key component of language, is crucial for young learners in foreign language acquisition. When teaching English, educators should be imaginative ch m_f_]ncha ]ihn_hn [h^ ][j[\f_ i` _ha[acha f_[lh_lm’ enthusiasm, thereby boosting their confidence in using the language. Developing a comprehensive vocabulary is a cumulative process (Nordlund & Norberg, 2020). Therefore, to regularly repeat new vocabulary throughout a language course, learners should encounter words in T
15 various contexts to achieve the necessary depth of vocabulary. The generative use of new vocabulary, which refers to using previously encountered language items in novel ways, is considered advantageous for vocabulary acquisition (Nation, 2007, p. 4). We understand that young learners gain vocabulary indirectly, initially by actively listening to others speaking or reading to them and later by utilizing words in their conversations. As learners engage in reading and writing, they expand their vocabulary by comprehending written content and integrating new words into spoken and written communication. Some possible strategies can used by teachers in implementing classroom activities to improve students' English language including how to pronounce, teach spelling, word meaning, and use. 1. Classroom Strategies: Games and Activities Teaching young learners can be challenging compared to teaching teenagers or adults because they can easily get distracted. As a teacher, it's important to choose teaching methods that align with children's natural dispositions. Introducing games into the classroom is an effective strategy to prevent and reduce classroom boredom and plays a unique role in foreign language learning. Incorporating games into classroom activities can be an effective strategy to prevent classroom monotony for both students and teachers.
16 In addition, teachers can achieve all educational outcomes by using games, especially when teaching vocabulary. Various games mentioned by Bakhsh (2016) that teachers can use in their classroom, including Hot Potatoes, Memory Challenge, Last One Standing, Pictionary, and Bingo, can be implemented. The initial activity is titled 'Hot Potatoes.' The class is split into groups A and B, positioned on opposite sides of the classroom. Two chairs are arranged in the middle, and whoever sits on these chairs faces their respective team, with the board situated behind them. The teacher writes a word on the board, unseen by the seated student. After signalling the start of the game, each team has one minute. The other students employ verbs to help their seated teammate guess the word, avoiding using the exact term on the board. Another vocabulary teaching game is the 'Memory Challenge.' Students pair up or form small groups and are given three minutes to recall and jot down as many words as possible from their previous lesson, such as animals. The group with the most remembered words emerges victorious in the game. The third activity is 'Last One Standing,' involving assigning a topic to the children, such as "fruit." Forming a circle, the students stand up, and the teacher, after counting to three, announces the topic. Starting with the first student in the circle, each must provide a word related to the topic. Those who fail to come up with a new word or repeat the previous one
17 have to take a seat. The last remaining student is declared the winner. The next game named 'Pictionary,' serves as the fourth example of teaching vocabulary to young learners. The class is divided into two teams positioned on opposite sides of the classroom. A learner from each team is chosen to approach the board, where the teacher provides a word or phrase to be drawn as a clue. The team successfully guessing the word earns a point. The final game that will explain is called ‘Bchai.’ In this activity, the teacher writes ten words on the board. Each learner chooses five words to write down. Then, the teacher randomly chooses one word without revealing it and provides the learners with its definition or synonym. If a child correctly guesses the word, they shout 'BINGO!' and win the round. When teaching vocabulary to young learners through games, teachers need to be patient and creative in finding enjoyable ways for learners to learn. The games can be effective tools for making vocabulary learning enjoyable. Teachers should consider factors like time and available materials when selecting or designing a game. While games have both advantages and disadvantages in vocabulary teaching, their use can make lessons fun and help learners remember words easily. It's crucial not to overuse games, ensuring they are suitable for the f_[lh_lm’ f_p_f, chn_l_mnm, [h^ ]ihn_rn. Games should align with the topic and vocabulary taught, and a wise
18 and skilled teacher can effectively control their use for optimal learning. B. Introducing Basic Grammar Structures in Fun and Interactive Ways Today's learners, often referred to as digital natives, exhibit a keen enthusiasm for technology, seamlessly integrating it into various aspects of their daily lives to fulfill a wide range of needs and objectives. Embracing the use of Internet and technology for educational purposes is a natural inclination for them, possibly influenced by their comfort with technology consumption as a familiar and preferred method of learning. In the stage of introducing basic grammar, English teachers should discover suitable techniques for the learners. Teaching grammar to young learners must facilitate a variety of tasks to help learners learn English grammar. Integrating technology into teaching grammar rules for young learners has numerous benefits. Teachers who incorporate technology create an environment that encourages learners to think creatively. Interactive lessons and engaging activities encourage learners to explore grammar concepts in innovative ways, developing their ability to think critically and solve problems creatively. Additionally, technology advances student-centered learning, changing the focus from passive reception of information to active engagement and participation. Learners can take responsibility for their learning by accessing digital tools and resources and exploring
19 grammar rules at their own pace and according to their individual interests and needs. Also, integrating technology increases learner autonomy by providing opportunities for independent learning and exploration. Learners can access various online resources to delve deeper into grammatical concepts and practice independently, while still receiving guidance from a teacher or parent. This autonomy strengthens their understanding of grammar rules and enhances valuable skills such as self-regulation and selfmotivation. Lastly, the use of technology in teaching grammar can instill confidence in young learners. Interactive exercises, multimedia presentations, and educational games provide a dynamic and supportive learning environment where learners can actively participate and succeed. As they master grammar rules through hands-on activities and receive immediate feedback, students can become more confident in their abilities and more willing to take risks in their language learning journey. C. Practicing Listening and Speaking Skills Through Songs, Rhymes, and Story Telling By incorporating dynamic and interactive methods such as songs, rhymes, and storytelling, teachers can create a learning environment that fosters f_[lh_lm’ English listening and speaking skills. These creative approaches capture children's attention and provide valuable opportunities for them to engage with English in a fun way actively. This section explores the significance of
20 practicing English listening and speaking skills through songs, rhymes, and storytelling for young learners. The teachers can utilize those methods that make learners love learning English, increase proficiency in listening and mj_[echa, [h^ [fmi cgjlip_ f_[lh_lm’ chn_l_mn. 1. Songs Music can capture the focus of learners and enhance their enjoyment of learning (Qorya et al., 2023). Utilizing English songs in educational settings has proven effective in fostering an exciting and enjoyable atmosphere for learning. Additionally, gomc] ][h l_^o]_ f_[lh_lm’ [hrc_ns, [ffiqcha nb_g ni engage with the material more comfortably and follow along with greater ease. Using songs in the classroom with young learners offers a significant advantage. Songs serve multiple purposes and have many benefits as an educational tool. They help to improve young learners' listening and pronunciation skills, which may help to improve their speaking skills (Millington, 2011). Learners feel bored listening to narratives or dialogues over and over again as they learn new words or phrases in the context of English learning. However, listening to songs multiple times often seems less exhausting because of their rhythmic and melodic elements. The teacher can utilize songs, such as 'H_ffi’, ‘H_[^, Sbiof^_lm, Kh__m, [h^ Ti_m’, and ‘Tb_ Wb__fm ih nb_ Bom’ that incorporate common expressions, and serve as effective speaking exercises. Moreover, songs improve listening skills by exposing
21 learners to various patterns of intonation and rhythm. English has a stress-timed rhythm, and music can effectively convey this rhythmic structure. Music's ability to build memory makes it a powerful tool for both short- and long-term memory, which is highly beneficial for language learning in the classroom. 2. Rhymes Young learners are inherently energetic and playful, making it essential for educational activities to match their natural dynamism. Action rhymes are an excellent tool for transferring energy into meaningful learning experiences. They not only engage young learners but also help them connect words and phrases with their meanings, even for beginners. Young learners often respond positively to rhymes because the rhythm, repetition, and enjoyable aspects of rhymes naturally attract them. Despite the initial challenges, they may face in remembering complete sentences in a foreign language, young learners can easily memorize entire rhymes. For example, action rhymes like "Head, shoulders, knees, and toes" combine physical movement with rhythmic repetition, making it an enjoyable way for children to learn vocabulary related to body parts. Such rhymes involve significant repetition, which is highly effective in language classes for children who naturally enjoy echoing words and sounds. This type of activity facilitates their practice in speaking and listening, helping them to learn sounds, words, and sentences more accurately.
22 3. Storytelling Storytelling is a fundamental aspect of human social interaction and is widely used in education for its effectiveness in teaching, explaining concepts, and providing entertainment. Reading a story is one of the strategies for enhancing learners' learning and personal growth capacity. Giving learners a variety of stories combined with digital such as audio, pictures, music, and video makes them interested enhances their excitement of learning, and acts as motivation to stimulate learners to share their responses. This approach can help improve learners' English skills and allow them to express and respond to both real and imagined experiences in their daily lives (Nazara, 2019). By engaging with stories, learners are encouraged to listen attentively, which improves comprehension and retention. In addition, discussing and retelling stories provides opportunities to practice speaking, which helps to develop fluency and confidence in using language. It can boost f_[lh_lm’ _hnbomc[mg when studying English as a foreign language with most effective way to attain this goal.
23 Creating a Supportive Learning Environment Amalia Eka Brilianti, S.Pd
24 reating schools that may provide a supportive learning environment relatively supports academic success for English for Young Learner (EYL) students takes professional school stakeholders like administrators, teachers, school counselors, school psychologists, social workers, and other agents have a responsibility to give support Ehafcmb `il Yioha L_[lh_l (EYL) mno^_hn’m [][^_gc] mo]]_mm equally. School professionals cannot achieve a supportive learning environment without the proper knowledge of the positive classroom atmosphere, constructive feedback and encouragement required in language teaching and learning to support English for Young Learners (EYL) students. The preparation of school personnel in their understanding and practice regarding the positive classroom atmosphere and constructive feedback. Additionally, recommendations are offered for preparation classrooms within the EYL context and for knowledge of creating a supportive learning environment for EY students. Existing national and state policy and examples of its practice will be reviewed. In this journey, long before this book was published, a supportive classroom environment for EYL students was conceptualized in the new national curriculum of Merdeka Curriculum regarding English education at the Elementary school level. For this reason, the government issues policies by implementing English Language Learning Based on the Merdeka Curriculum Policy. These documents contained bold approaches for introducing and acquiring the English language, aimed at helping students acquire numerous modern language competencies and skills. Based on the 2013 curriculum, English education has become one of the C
25 [^^cncih[f mo\d_]nm \[m_^ ih nb_ m]biif’m jifc]c_m nb[n b[p_ objectives included in Phase 1: ‚Ehafcmb fearning is focused on strengthening the ability to use English in six language skills, namely listening, speaking, reading, viewing, writing and presenting in an integrated manner, in various text modes including oral, written, visual, audio, and multimodal. It is hoped that it can help students successfully achieve the ability to communicate in English as j[ln i` fc`_ mecffm‛ (K_g_h^ce\o^lcmn_e Nigil 008/H/KR/2022). It can be inferred that perhaps every outstanding teacher can be well prepared to teach English education to achieve language success and skills. Students' learning targets can be g[rcgct_^ nblioab n_[]b_lm’ \[]ealioh^ ehiqf_^a_ constructed by teachers. It becomes one of the examples of how teachers provide support for EYL students. Behind this essential practice in creating a supportive learning environment is confusion about what a supportive classroom environment within an EYL classroom means and how teachers might conduct excellent practices to create a supportive learning environment. Moreover, scholars mentioned supportive learning environments as having various practices. Consequently, this book chapter explores what kind of leading practice is required. Why is creating a supportive classroom essential to teaching English to young learners? How does a teacher practice it associated with possible challenges and future direction that were discussed by other previous studies?
26 A. The Overview of Supportive Learning Environment Supportive learning environments are primarily comprehended as the relationship between two aspects. The relationship between the two elements mentioned by previous research can be understood as the support and environment. In the context of support, we realize that support cannot be separated from learning support by many stakeholders, including teachers, parents, and school principals. This is because support as the contextual factors may be modified to improve and develop school goals (Voelkl 2012). Voelkl (2012) claimed that supportive teachers can develop a sense of school identification toward values that schools are cared for through routine activities and a positive school climate. For example, many schools focus on routinely providing activities and a school climate that requires the students to speak and actively interact. The students exposed to these activities may identify what the school wants from them through routine speaking activities provided for them. It is supported by Adomnik (2012), who claims that support from teachers and schools effectively promotes the school's sense of belonging and value. The second term highlighted in the concept of a supportive learning environment is environment. Several researchers tried to study the impact of classroom environment to support teaching and learning. However, what is meant by the learning environment? And what kind of environment types can be identified as the learning environment needed to support teaching and learning? In
27 ancient years, the learning environment, also called the educational environment, had a narrow meaning in that it referred to the learners and the spaces used for teaching and learning (Wilson 1995). In contrast, recent scholars claimed that the scope of the learning environment is more complex and multidimensional (Edmonds 1999). The learning environment is restricted to not only the participants and settings where the learning takes place but also the process of where instruction can be provided (Salomon 2006)and how it is used (Ozerem & Akkoyunlu 2015). Research on learning environments primarily examines behaviour management, classroom regulations, discipline, student motivation, teaching methods, arrangement of classroom furniture (such as tables and desks), and even the colour scheme of the classroom (Snowman & Biehler 2003). For this reason, Läänemets & Rostovtseva, 2015) identify five types of learning environments based on behaviour management, tools used, and teaching methods: (1) Physical environment refers to spaces and rooms that are aesthetically pleasing, safe, hygienic, and conducive to social interaction; (2) Social environment refers to the interaction between teacher and students as the process of learning in the classroom; (3) Technological environment refers to the environment of e-learning, m-learning, and blended learning made by integrating technology; (4) Local environment refers to the environment as created by the local institution to offer the opportunity to access the museum and natural landscapes through study trip or fieldwork; (5) Didactic environment refers to study
28 materials that facilitate the acquisition of selected content, including information, knowledge, skills, and values, for learning. Besides the type of learning environment, the teacher must understand the essential elements of the learning environment used to develop what kind of support must be given to students. The learning environment needs to ]ihmc^_l _f_g_hnm mo]b [m nb_ mno^_hn’m jbsmc][f [h^ pedagogical characteristics, the interaction and mutual influence between individuals and the environment, and the development of knowledge and skills. Therefore, the present study used a multilevel design to investigate creating a supportive classroom environment through effective constructive feedback and a positive classroom atmosphere. The central question is whether the supportive classroom environment is created by the n_[]b_lm’ om_ i` _``_]ncp_ `__^\[]e [h^ [ jimcncp_ classroom atmosphere after controlling their perceptions and the differences at the personal and classroom levels. B. A Positive Classroom Atmosphere for Language Learning Supportive classroom environments are closely related to the classroom climate and are one of the practices required in the teaching and learning process. Given the relatively recent variation in language learning related to the classroom atmosphere. Understandably, teachers, as the main actors, are still catching up to these classroom atmospheres as adaptation is required in classroom teaching and learning. It is no longer ethical or
29 professional to ignore establishing a positive classroom atmosphere in the language teaching and learning for EYL students. A positive classroom environment refers to a classroom condition that is warm, safe, and caring, allowing students to participate actively and engage in their activities (McLaughin 2004 cited Amin 2019). Through a positive classroom environment, students can regulate their behaviour when teaching and learning in the classroom and know the explicit learning goals of what will be achieved after the course. A positive classroom environment requires active student participation (Sidelinger & Booth-Butterfield 2010). Increasing student motivation and diminishing student anxiety in language f_[lhcha [m nb_ mno^_hn’m g[ch ilc_hn[ncih fchem ni nb_ positive classroom environment (Ellis 2004) A positive classroom environment practices a learnercentred manner of instruction rather than a teachercentred one (Barr 2016). A positive classroom environment may not merely use teachers' roles in the classroom and teaching process (Amin 2019). Students' perspectives, experiences, needs, interests, and capacities must be focused on in a learner-centred manner (Barr 2016). Therefore, a positive classroom environment can be _mn[\fcmb_^ \s ]ihmc^_lcha nb_ f_[lh_l’m jl_`_l_h]_m [h^ capacities (Purjayanti 2012). Creating a positive classroom environment is done through positive teacher-student relationships and student-to-student connectedness (Barr 2016), communication, and collaborative learning (Amin 2019)
30 There are many certainties about creating a positive classroom environment in terms of several factors and the character of its procedures. Some researchers have attempted to identify seven dimensions for measuring whether a positive classroom environment has been created. Fraser and Treagust (1986) found seven dimensions of classroom climate when creating a positive classroom environment (cited in (Barr 2016) Personalization - refers to the intentional efforts made by instructors to create a learning environment where students feel valued, understood, and supported as individuals. It involves establishing meaningful connections with students, recognizing their unique needs, interests, and abilities, and adapting instructional approaches accordingly. In a personalized classroom climate, the instructor actively seeks opportunities for student-to-teacher interaction (Barr 2016). This can take various forms, such as one-on-one discussions, small group activities, or whole-class conversations where students feel comfortable expressing their thoughts, asking questions, and seeking clarification. Involvement - refers to the extent to which students actively engage in the learning process, contributing their thoughts, ideas, questions, and reflections. It encompasses active participation in discussions, activities, and collaborative learning experiences. When the instructor encourages involvement, they create an environment where students feel empowered to share their perspectives, ask questions, and take ownership of their learning.
31 Student Cohesiveness—In a classroom climate that prioritizes student cohesiveness, the instructor creates opportunities for students to get to know one another and develop positive relationships. This may involve icebreaker activities, team-building exercises, or group projects encouraging student interaction and collaboration. Satisfaction - refers to students' overall positive experiences and feelings towards their learning environment. It encompasses a sense of enjoyment, fulfilment, and contentment with the learning process, classroom activities, and interactions with peers and instructors. When students are satisfied with their classroom experience, they are more likely to be engaged, motivated, and successful in their academic endeavours. Task Orientation emphasizes clarity, organization, and structure in-class activities and assignments. It involves providing clear instructions, setting specific goals and objectives, and organizing learning tasks logically and coherently. When a classroom climate is task-oriented, students understand what is expected of them, can easily navigate learning activities, and can focus on achieving desired outcomes. Innovation - refers to the creative and novel approaches instructors adopt to enhance the teaching and learning experience. It involves exploring and implementing new ideas, techniques, technologies, or methodologies to engage students, stimulate critical thinking, and promote a deeper understanding of course content. When instructors embrace innovation, they strive
32 to break away from traditional methods and seek inventive ways to inspire and empower students in their learning journey. Individualisation—The instructor acknowledges and accommodates students' diverse abilities and interests in a classroom climate that embraces individualization. This may involve flexible learning pathways, allowing students to select from various assignments, projects, or activities that cater to their strengths and passions. Additionally, the instructor provides opportunities for students to set goals, reflect on their progress, and take initiative in directing their learning, fostering a sense of autonomy and responsibility. Positive classroom environments are critical to changing the school climate for EYL students. School professionals can only work effectively in a positive classroom environment once they know the development strategies to make all school environments more interactive and student-centered. School professionals can transform their practices in teaching English to young learners through a positive environment in these issues. C. Supportive Classroom Environment By Providing Constructive Feedback The second practice and innovation provided in this chapter is constructive feedback. Constructive feedback is one of the types of feedback given to students. Before explaining the practice of constructive feedback, we need to know what feedback means. Feedback is essential to effectively create a supportive classroom environment
33 (Yasir, Andleeb & Ajmal, 2023). It can be defined as information or a description teachers provide to improve mno^_hnm’ j_l`ilg[h]_ (Al-Ghamdi 2017). Similarly, Hattie & Timperley (2007) define feedback as a tool for students to provide information to understand the strengths and weaknesses of their current performance. It also aims to give guidance to improve their performance. Some previous researchers claimed that feedback plays a critical role in the teaching and learning process. A meta-analysis study by Hattie successfully integrates 800 studies about feedback in learning, which results in the positive influence and effect that can be provided through the earning process through feedback (Hattie 2009). Moreover, feedback is used to observe and evaluate students' learning progress (Marzano, Waters & McNulty 2005). Davies (2007) mentioned that feedback allows students to know their learning progress and helps them identify the gap in their current progress and what learning goals they need to achieve. Feedback can take many forms, including constructive feedback. Constructive feedback created due to current feedback is sometimes done badly, leading to the failure to produce expected learning goals (Brown & Cooke 2009). Constructive feedback can provide constructive criticism about students' performance and progress as reinforcement of their learning process (Ramani & Krackov 2012). Constructive feedback can be defined as feedback that requires agreed standards of behaviour and performance and two-way communication Hamid & Mahmood (2010). Hamid & Mahmood (2010) mentioned in
34 detail that constructive feedback is relatively different from other types, in which the description of poor performances, the strengthening of good performance, and the facilitation of remedial actions are required in constructive feedback. However, not all feedback effectively promotes a supportive classroom environment for young English learners (EYL). This occurs because feedback is identically vague, critical, or unconstructive, negatively impacting student motivation and self-esteem. Therefore, this current book chapter promotes three practices of constructive feedback that can be used to create a supportive classroom for young learners in language teaching and learning, including collaborative learning, effective dialogue and communication, and teaching design in the classroom. The practice type of constructive feedback in the literature review study (Omer & Abdulrahim 2017) will be explained below. Collaborative learning, one of the techniques to provide constructive feedback. Collaborative learning for constructive feedback cultivates trust, respect, and teamwork by emphasizing connections, interactions, and collaborative engagement (Omer & Abdulrahim 2017). Collaborative learning to provide constructive feedback is suitable for young learners because early language learners greatly depend on social input to shift from oral to written language expression (Shute 2008). Through ideas, comments, modifications, and additions, the constructive feedback provided in collaborative learning from peers and teachers for students aged 6 to 12 enhances their
35 knowledge and comprehension of the material (Kingsview 2021). In conclusion, collaborative learning is a great way to give and receive helpful feedback, and it also helps young students understand and improve their language skills by letting them connect with teachers and peers. Effective dialogue and communication: by viewing feedback as a communication process, learners are encouraged to engage in meaningful dialogues with instructors and peers. Effective dialogue and communication facilitate the exchange of information and promote deeper understanding and reflection, allowing students to take ownership of their learning journey. This involves creating a feedback cycle where information is exchanged and reactions are considered (Omer & Abdulrahim 2017). Several researchers explored the effectiveness of dialogue and communication in providing constructive feedback. For example, Schaaf et al. (2013) revealed that the interaction contained in dialogue to provide constructive feedback positively correlated with mno^_hnm’ om_ i` nbchecha []ncpcnc_m. Tb_ _rjfil[ncih conducted by (Arinda & Sadikin 2021) claims dialogue and communication can clarify their confusion, improve their mistakes, and gain new knowledge through communication. In conclusion, research studies show that good dialogue and communication are essential for giving students helpful feedback that helps them understand, reflect, and take responsibility for their learning journey. Teaching design is the teaching method used to provide constructive feedback. It fosters engagement and creates multiple feedback opportunities within the newest
36 curricula. This approach emphasizes the integration of feedback and ensures that learners are actively involved in teaching activities and have opportunities to observe their performance (Omer & Abdulrahim 2017). Educators are crucial in guiding students through these processes and providing support and encouragement for self-reflection and continuous improvement. D. Conclusion In summary, creating a supportive learning environment for English for Young Learners (EYL) students involves understanding the interplay between support and environment. Such an environment enhances student motivation and self-esteem and promotes language acquisition and skill development. By implementing these practices, educators can effectively support EYL students in their language learning journey, ultimately contributing to their academic success and overall well-being.
37 Integrating Culture and Global Awareness Wini Ranti, S.Pd
38 A. Exploring Cultural Diversity Through Language Learning The person who gains language abilities without grasping cultural nuances risks becoming a skilled yet uninformed communicator (Bennett & Allen, 2003). Essentially, achieving proficiency in English necessitates comprehending its cultural underpinnings, as culture forms the basis for language acquisition. However, the comprehensive exploration of how culture intertwines with language instruction and learning remains incomplete due to differences in learners' contexts, needs, and expectations. Effective communication demands not only proficiency in a foreign language but also comprehension of diverse cultures. Acquiring a language naturally entails learning about its associated culture. Through an understanding of the culture associated with the language they are studying, learners can effectively utilize the language (Prasetya, 2019). Language study entails more than simply grasping grammatical and structural principles; it also entails gaining insight into social and cultural dimensions. This implies that humanity and culture are intricately linked and cannot be separated. Cortazzi and Jin (1999) stated that there are three primary classifications of cultural content in English education: the originating culture, the desired culture, and the global culture. Initially, the originating culture relates to the cultural background of the learners. For instance, individuals from Indonesia would easily relate to materials