39 reflecting Indonesian society and customs. Indonesia's Population Census in 2010 reports 1,340 ethnic groups (Badan Pusat Statistik (BPS), 2017). Secondly, the desired culture pertains to the cultures linked with the language being learned, such as English. Lastly, the global culture stands apart from both the originating and desired cultures. B. Introducing Young Learners to Different Cultures and Traditions Teaching intercultural comprehension has long been recognized in the field of English language education. Understanding the culture associated with the language being studied plays a pivotal role in enabling effective language learning within relevant and meaningful contexts (Brown, 2000). Moreover, introducing intercultural awareness to students at a young age is crucial, as it lays the foundation for grasping this concept during childhood. This awareness nurtures children into becoming individuals who appreciate and respect the diversity that distinguishes each person or group. Miftakh (2017) stated that intercultural English instruction offers young learners increased chances to actively engage with and critically examine other languages and cultures, while also enhancing their English proficiency. Given their youth, they still require guidance from teachers to grasp the material effectively. Consequently, other educators should integrate intercultural English instruction when teaching English to young learners.
40 Introducing young learners to different cultures and traditions within the context of English learning is an enriching approach that not only aids language acquisition but also fosters global awareness, empathy, and cultural competence. Here is an explanation of how educators can effectively integrate cultural exploration into English language learning: 1. Cultural Content in Language Materials: Incorporate cultural content into English language learning materials such as textbooks, worksheets, and multimedia resources. This could include stories, dialogues, and activities that reflect diverse cultural contexts, traditions, and perspectives. For example, readings about festivals, holidays, or cultural customs provide opportunities for vocabulary acquisition and cultural understanding. 2. Language Through Cultural Exploration: Use language learning as a vehicle for exploring different cultures and traditions. Teach vocabulary, grammar, and language structures in the context of cultural topics, such as discussing traditional foods, describing cultural celebrations, or learning about historical events from different countries. This approach makes language learning more engaging and relevant for young learners. 3. Cultural Exchange Activities: Facilitate cultural exchange activities where young learners can interact with English speakers from different cultural backgrounds. This could involve virtual pen pal exchanges, video conferencing with classrooms in other countries, or participating in collaborative
41 projects with international partners. Through these interactions, students not only practice their English language skills but also gain insights into other cultures and develop intercultural communication skills. 4. Cultural Literature and Media: Introduce young learners to literature, films, music, and other media from diverse cultural backgrounds. Incorporate culturally relevant texts and multimedia resources into the English curriculum to expose students to different perspectives and ways of life. Analyzing and discussing these cultural artifacts helps students improve their language skills while also deepening their understanding of global cultures. 5. Cultural Awareness and Sensitivity: Foster cultural awareness and sensitivity in English language learning by discussing cultural differences, similarities, and universal values. Encourage students to reflect on their own cultural identities and biases, as well as to respect and appreciate the diversity of others. Create a supportive learning environment where students feel comfortable asking questions and sharing their perspectives on cultural topics. 6. Cultural Immersion Experiences: Provide opportunities for cultural immersion experiences, such as field trips to cultural institutions, ethnic neighborhoods, or international festivals. Immersive activities allow students to engage directly with different cultures, interact with native speakers, and experience authentic cultural contexts, enhancing their language learning and cultural competence.
42 By integrating cultural exploration into English language learning, educators can create a dynamic and inclusive learning environment that prepares young learners to communicate effectively in a globalized world while also fostering empathy, respect, and appreciation for diverse cultures and traditions. C. Fostering Global Awareness and Empathy Through English Education In recent years, there has been a notable shift in education towards emphasizing emotions, embodied interactions, and relationships, known as the 'affective turn' (Leander & Ehret, 2019). This has led to increased attention in literacy research and learning. English, on an international scale, holds significance as a platform for empathy due to its focus on literacy and meaning-making (Curwood & Bull, in press; Dutro, 2019). Fostering global awareness and empathy through English education for young learners is essential in shaping their worldview and preparing them to navigate an increasingly interconnected and diverse world. Here is how educators can effectively foster global awareness and empathy in young learners through English education: 1. Multicultural Content Integration: Incorporate multicultural content into English language lessons through stories, songs, games, and activities that highlight diverse cultures, traditions, and perspectives. By exposing young learners to different cultures from an early age, educators can instill a sense of curiosity and appreciation for diversity.
43 2. Cultural Exchange Programs: Facilitate virtual or inperson cultural exchange programs where young learners can interact with peers from different countries or cultural backgrounds. Through activities like pen-pal exchanges, video conferencing, or collaborative projects, students develop empathy by learning about and connecting with others from around the world. 3. Multilingual Learning: Introduce basic phrases and greetings in other languages alongside English instruction. This not only enhances language skills but also fosters an understanding of different linguistic and cultural backgrounds, promoting empathy and respect for diversity. 4. Cultural Celebrations and Festivals: Incorporate celebrations and festivals from various cultures into the classroom. Provide opportunities for young learners to learn about and participate in activities related to holidays such as Chinese New Year, Diwali, Hanukkah, or Eid al-Fitr. This helps students develop an understanding of cultural traditions and promotes empathy by celebrating differences. 5. Cultural Literature and Media: Use multicultural literature, stories, and media to expose young learners to diverse perspectives and experiences. Reading books or watching videos featuring characters from different cultures helps children empathize with others and promotes cultural understanding. 6. Role-Playing and Dramatization: Encourage roleplaying and dramatization activities where young learners can imagine themselves in the shoes of
44 characters from different cultural backgrounds. This helps them develop empathy by understanding different points of view and experiencing the world through others' eyes. 7. Global Citizenship Education: Integrate lessons on global citizenship, human rights, and social justice into the curriculum. Teach young learners about their role as global citizens and empower them to advocate for positive change in their communities and beyond. By implementing these strategies, educators can foster global awareness and empathy in young learners through English education, equipping them with the skills and attitudes needed to thrive in a diverse and interconnected world. Overall, fostering global awareness and empathy through English education involves creating a learning environment that values cultural diversity, promotes cross-cultural understanding, and encourages students to empathize with others' perspectives and experiences. By incorporating these elements into English education, educators play a crucial role in preparing students to navigate an increasingly interconnected and diverse world.
45 Understanding YL in Indonesia Context Fadhilanisa Sasabila, S. Pd
46 A. EFL-YL in the Indonesia Context What is EFL-YL? "EFL-YL" typically stands for "English as a Foreign Language - Young Learners." This term refers to the teaching and learning of the English language to children whose first language is not English, typically in a context where English is not widely spoken in their immediate environment. EFL-YL programs often focus on language acquisition through engaging, age-appropriate activities and materials tailored to the developmental stages and interests of young learners. These programs aim to foster language proficiency, communication skills, and cultural awareness in a supportive and interactive learning environment. Young learners (YL) in Indonesia are a significant and growing population that requires attention and support from educators and policymakers. As the world's fourth most populous country, Indonesia has a large number of young learners who are at the critical stage of their cognitive and social development. Understanding the unique challenges and opportunities of YL in the Indonesian context is essential for creating effective educational policies and practices. According to the World Bank, Indonesia has the largest population of young people in the world, with approximately 40% of the population under the age of 25. This large population of YL presents both opportunities and challenges for the country's educational system.
47 1. Challenges Faced by YL in Indonesia a. Limited access to quality education Many YL in Indonesia face challenges in accessing quality education due to factors such as poverty, lack of infrastructure, and inadequate teacher training. This can lead to a lack of basic skills and knowledge, which can have long-term consequences for their future opportunities. b. Limited English language proficiency Indonesia is a multilingual country, with over 700 languages spoken. While Bahasa Indonesia is the official language, English is increasingly used as a language of instruction and communication in education and business. However, many YL in Indonesia have limited English language proficiency, which can hinder their ability to learn and succeed in an increasingly globalized world. c. Limited access to technology Access to technology is crucial for YL to develop the necessary digital skills for the 21st century. However, many YL in Indonesia lack access to technology, which can limit their opportunities for learning and growth. 2. Opportunities for YL in Indonesia Despite the challenges, there are also opportunities for YL in Indonesia: a. Growing economy Indonesia's economy is growing rapidly, and this presents opportunities for YL to access better
48 education and training, leading to improved job prospects. b. Increasing focus on education The Indonesian government has been increasing its focus on education, with initiatives such as the National Education Quality Improvement Program (PQPN) and the National Education Technology Development Program (PTPN) aimed at improving the quality of education and access to technology. c. Increasing globalization As Indonesia becomes more integrated into the global economy, YL will have more opportunities to learn about different cultures and languages, which can broaden their horizons and prepare them for the globalized world. Teaching young learners differs from teaching adults. As per Klein (2005, p.12), Young infants often exhibit frequent mood changes and struggle to remain seated for extended periods. Conversely, they demonstrate higher motivation than adults to engage in activities that interest them. Ashworth and Wakefield (2005, p.3) assert that all young toddlers are very driven to learn language. According to Harmer (1985, as cited in Sosiowati, 2003), young learners are characterized by their natural curiosity, a desire for teacher approval, susceptibility to boredom, and dislike for extended periods of sitting and listening.
49 However, these learners can be motivated to engage in tasks when they receive appropriate notices and appreciation from their teachers. Moreover, they thrive on a variety of activities and value being actively involved in tasks that are approved and appreciated by their teachers. B. Children’s Characteristics in Learning English as a Foreign Language Scott and Ytreberg (1993) suggest that young learners possess certain traits that differentiate them from adults. They are described as active participants in their learning process, engaging with sensory experiences and responding to language through tangible objects. They exhibit a keen interest in physical movement and real-life activities that provoke thought. Teaching methods tailored to their enjoyment, such as incorporating fun activities, play, and ensuring an enjoyable learning environment, tend to evoke enthusiasm from them. To effectively cater to these characteristics, educators must be aware of the following attributes: 1. Emphasis on active learning through hands-on experiences. 2. Heightened curiosity and interest in learning. 3. Capacity for implicit learning. 4. Limited ability to conceptualize abstract ideas but proficient at imitation. 5. Verbal communication is extensive, yet vocabulary and grammar remain constrained.
50 6. Ability to grasp meanings and possess a rich imaginative world. 7. Short attention spans, preferring learning through enjoyable activities such as play. By understanding these characteristics, teachers can tailor classroom activities to suit the needs of young learners effectively and efficiently (Slattery & Willis, 2001; Scott & Ytreberg, 2004). This understanding enables teachers to create a conducive learning environment aligned with the developmental stage of the students. Students' success can be enhanced when teachers align their teaching approach with their individual learning type. Verster, as cited in According to Sosiowati (2003), young learners have a preference for particular learning styles, such as visual (seeing), auditory (listening), kinesthetic (moving), or tactile (touching). These learning styles will subsequently result in distinct techniques or methodologies employed by educators within the classroom setting. Moreover, to facilitate English language instruction in the classroom, teachers must possess certain competences, particularly those necessary for teaching English to young students. Linse (2006) identifies two attributes of proficient Early Years Learning (EYL) educators. The attributes are as follows: 1. YL teachers must possess exceptional language proficiency as they serve as the primary source of language input for children who may have minimal experience beyond the classroom. In order to
51 effectively utilise activity-based and interactive methods that are seen most appropriate for young learners, it is imperative for individuals to possess proficient interaction skills. In addition, they require adaptability to modify their English proficiency in order to offer constructive criticism, as well as a comprehensive understanding of the culture to captivate children's attention. 2. Young language (YL) educators must possess an understanding of the process by which children acquire foreign languages, as well as employ suitable instructional approaches for teaching English in order to foster a genuine interest in the subject. Additionally, YL teachers should possess knowledge regarding emotional development, as these factors significantly influence the acquisition of foreign languages. C. Fostering Learners’ Motivation and Attitudes to Learn English Although language learning motivation and attitude may seem alike, they represent distinct personal characteristics that influence the success of language acquisition among learners. They are commonly considered closely intertwined factors and are frequently _r[gch_^ mcgofn[h_iomfs (Ddcaohipcć, 2012). Wbcf_ attitude generally pertains to "a tendency to react positively or negatively to an object, individual, organization, or situation" (Ajzen, 1988, p. 4), language
52 attitude specifically refers to the favorable or unfavorable sentiments toward a particular language. Fostering learners' motivation and attitudes to learn English is crucial in today's globalized world. English is the primary language of international communication, and being proficient in English can open doors to numerous opportunities. In this essay, we will discuss the importance of fostering learners' motivation and attitudes to learn English and explore some effective strategies to achieve this goal. Firstly, it is essential to understand the significance of motivation in language learning. Motivation is the driving force that propels learners to engage in the learning process and persist in their efforts to improve their English skills. When learners are motivated, they are more likely to be engaged, focused, and persistent in their learning. On the other hand, if learners lack motivation, they may become disengaged, lose focus, and struggle to make progress. Secondly, attitudes play a vital role in language learning. Positive attitudes towards learning English can help learners overcome challenges, stay motivated, and enjoy the learning process. Conversely, negative attitudes can hinder learners' progress and discourage them from continuing their efforts to improve their English skills. Therefore, fostering positive attitudes towards learning English is essential for learners' success. To foster learners' motivation and attitudes to learn English, educators can employ several effective strategies. Firstly, they can create a supportive learning environment
53 that encourages learners to take risks, make mistakes, and learn from them. This can be achieved by providing learners with opportunities to practice speaking and writing in English, giving them constructive feedback, and celebrating their successes. Secondly, educators can use authentic materials and real-life situations to make learning English more relevant and engaging for learners. This can be done by incorporating authentic materials such as news articles, videos, and podcasts into the curriculum, and by designing tasks that simulate real-life situations, such as role-plays and simulations. Thirdly, educators can use technology to enhance learners' motivation and attitudes to learn English. Technology can provide learners with a wide range of interactive and engaging resources, such as online games, videos, and interactive exercises, that can help them practice their English skills in a fun and engaging way. In conclusion, fostering learners' motivation and attitudes to learn English is essential for their success in today's globalized world. By creating a supportive learning environment, using authentic materials and real-life situations, and incorporating technology into the learning process, educators can help learners develop the motivation and positive attitudes they need to succeed in learning English.
54
55 Understanding the Environmental Barriers in Indonesian Institutions Inayatur Robbaniya, S. Pd
56 iaget's theory emphasizes the unavoidable connection between children's linguistic and cognitive development. It also states that education is only effective when the student can absorb the material being taught—a process he refers to as "learning readiness." When they are prepared for it, children's intellectual growth can only be influenced by questioning and demonstration-based learning (Yufaraj, 2009). Since children learn by observation, they will be more receptive to the information if they are taught at the appropriate age. Since kids will copy what they see in the classroom, educators are under increased pressure to provide high-quality materials (Nufus, 2019). Indonesian sioha f_[lh_lm (YL’S’m) _rbc\cn g[hs _mm_hnc[f ]b[l[]n_lcmnc]m that need to be considered in educational settings. Here are some key characteristics: A. Introduction to the Characteristics of Indonesian Young Learners English as a foreign language in Indonesia began to receive attention, especially in primary education, in the early 1990s, based on the awareness of the importance of learning English as early as possible to compete in an increasingly modern and global world (Sukyadi, 2015). Following the issuance of Decree of the Minister of Education and Culture Number 096 of 1967 on 12 December 1967 by Mr. Wachendorf, the first person to occupy the position of Head of the Central Inspectorate for English Language Teaching at the Ministry of Education, the development of English language teaching became clear. Based on this decision, English should be taught in P
57 secondary schools in Indonesia as a first foreign language. Giving students a "working knowledge of English" is the goal of English teaching, according to Wachendorf (Alfarisy, 2021). English language teaching is based on the Decree of the Minister of Education and Culture, No. 096/1967, which is still in effect today. The ultimate goal of teaching English in the 1946, 1953, 1962, 1968, 1975, 1984, and 1994 curricula for Middle/Junior High Schools, and 1950, 1962, 1968, 1975, 1984, and 1994 for Middle/Junior High Schools, is in principle the same, namely to provide students with English proficiency with mastery of the skills: reading, listening, writing and speaking. However, in the 1984 and 1994 curricula, it was stated that the priorities changed to reading, listening, speaking, and writing(Alfarisy, 2021). Each curriculum has different English teaching policies at the education unit level. English instruction language is officially launched at the primary school level, which is the forum for young learners, based on the 2004 and 2006 curricula, lasting only two hours per week. It is mandatory for all primary school students, grades I to VI, with two lessons of 35 minutes per week allocated for learning (Shaleh, 2020). In addition, English is not included in the subjects taught but is included in the local content subjects, also known as milk. Knowing English at the primary level allows learners to master and get to know English early, in contrast to Curriculum 2013, which eliminates English learning at the primary level. Undoubtedly, English teachers at the primary level are victimized by this policy as they do not have the time to
58 teach students, leaving them without a foundation in English learning (Muharoni et al., 2022). Indonesia is a country that has a large young population, with around a quarter of the total population aged under 15 years. The birth of young learners in Indonesia is reflected in various aspects of life, from family to education and culture. In Indonesia, the family plays a vital role in shaping the development of young learners(Alfarisy, 2021). Strong family traditions often provide the foundation for children to grow and develop. The quality of the language used by the mother is the foundation for a child's language abilities(Puspita et al., 2022). Apart from that, Indonesia is also rich in traditional heritage and local culture, which are essential to forming the identity of young learners. Thus, the birth of young learners in Indonesia is reflected in various aspects of life, from family and education to culture, which together shape the character and identity of Indonesia's young generation. In line with the facts regarding young learners, we need to understand that social and cultural realities are not all the same in one province and another. Likewise, the influencing factors are also different. However, all of this can be classified into internal and external factors. Internal factors are related to cognitive development, motivation, sociocultural, and affective aspects. Meanwhile, external factors are related to teachers, parents, school context, home context, and the teaching and learning process(Brown, 2012). The teacher is another important factor in schools that greatly influences
59 children's English learning. The pleasant learning atmosphere created by teachers is something that children like. Moon (2000:16-17) states that the role of teachers and teaching methods greatly influence young learners. Young learners are different from adult learners, and the difference lies in their characteristics. Young learners are very active and have short attention spans. Lenneberg (Pinter, 2006) explains that before puberty or pre-puberty, the human brain has extraordinary flexibility, which is necessary to support successful language learning. Jean Piaget put forward another idea about educational psychology. According to Piaget, elementary school children (aged 7 – 12 years) are at the elementary stage, namely concrete operational development. At this stage, children's thinking is holistic and concrete. They cannot yet see a phenomenon discretely and cannot learn abstract things. According to Scott & Ytreberg (1993), the characteristics of young learners are active learners, learning through sensory learning, responding to language through concrete things, interested in physical movement and real activities to stimulate thinking. They will be enthusiastic if taught using fun activities, enjoy playing, and learn best when they have fun. Apart from that, because young learners are not the same as adult learners, teachers must know in detail their characteristics, which are as follows: 1. Being active/learning by doing. Being active/learning by doing refers to a preference for students to learn through direct
60 experience, action, and hands-on practice rather than just listening or reading information. This characteristic emphasizes the importance of direct interaction with learning materials or the learning environment to understand concepts and skills. According to Hutabarat (2020), The nature of children in the young learner's age range in the operational phase requires teachers to design learning that is learning by doing. This concept is practice-oriented, with an example, simulation, or teaching-doing. 2. More interested in something. More interested in something that describes traits commonly found in young learners. This trait reflects an intense curiosity and great interest in various things. They tend to have a strong interest in specific topics or activities. They may be more focused and enthusiastic about learning things that interest them. Children's understanding will emerge when they try to connect their experiences and their understanding to understand their world(Hedges, 2014). Bodrova & Leong (2015)argue that their childhood played a unique role in the well-known theory of human culture history and biosocial development by the psychologist Lev S. Vygotsky and his circle discussing the role of play in creating a "zone of proximal development" that it is necessary to teach children how to play. Therefore, through stimulating games and toys, children can experiment, discover, and know the whole world around them naturally while
61 being a fun place to promote intercultural issues(Suardi et al., 2021). 3. Having the capacity for indirect learning. A critical characteristic of young learners is their ability to learn indirectly. Young learners can learn from their environment, direct experience, and the models they see around them(Acevedo, 2019). For example, young learners can learn a language by listening to the conversations of adults around them without needing formal explanations(Zimmerman et al., 2009). This ability shows that children can grasp knowledge without formal explanation or direct instruction. They can gain knowledge from their environment, direct experience, and interactions with others around them. Adult speech is an intrinsic value because it is a language model children imitate. Therefore, more verbal interaction between parents and children is considered better. Parents should provide speech input to their children through talking, reading books, and telling stories. The most effective interactions occur when there is a two-way dialogue between parents and children(Zimmerman et al., 2009). 4. Unable to think abstractly but good at imitating. Unable to think abstractly but good at imitating illustrates that young learners have difficulty thinking abstractly or conceptually(Bruner, 1960) but have good abilities in imitating or copying. They may need help understanding concepts that are concrete or immediately apparent. They are more comfortable
62 with concepts that are more concrete and real. Tend to learn better through concrete examples provided by others rather than through abstract concepts or explanations. More connected to real experiences and situations than concepts or ideas not immediately visible in everyday life. 5. Talking a lot and being creative with limited vocabulary and grammar. Children in the young learners age phase tend to talk and express themselves, even though they have limited vocabulary and grammar(Scott & Ytreberg, 1993). Young Learners may use language creatively, creating new phrases or words to convey their ideas or emotions. Their language skills may not be fully developed, but they actively try to use language to interact with others and convey their thoughts. 6. Having the capacity to grasp the meaning and own world of imagination. Young learners often have an innate curiosity and desire to learn about the world in which they live. Young learners have vivid imaginations that enable them to imagine interesting stories, concepts, and images in their minds. Their imaginative abilities facilitate their ability to connect thoughts and tangibly understand abstract concepts. Young learners can understand and interpret information by utilizing their personal experiences and points of view. Their imaginative abilities allow them to imagine scenarios or mental images to help them understand and retain knowledge closely related
63 to their understanding of meaning. According to Goddess (2012), children are excellent observers and have a natural ability to grasp meaning in their L1 from various sources. The teacher can help learners draw on this skill in the L2 by ensuring contextualized language use and using visual support wherever possible 7. Short concentration, like playing and learning, is best for fun activities. Children learning English as a foreign language have slightly different characteristics from adolescent students and adult students. Young learners have unique characteristics and moods that change quickly, so they learn according to their wishes(Oktavia & Lestari, 2022). Schmitt (Octaviana, 2017)describes an abnormal attention span as three to five minutes per year of a child's age. Therefore, a 2-year-old should be able to concentrate on particular tasks for at least six minutes, and a child entering kindergarten should concentrate for at least 15 minutes. Understanding the characteristics of young learners helps teachers design teaching that suits YL’S'm h__^m [h^ ^_p_fijg_hn mi nb[n nb_ f_[lhcha process can be more effective and enjoyable for them. T_[]b_lm ][h om_ g_nbi^m nb[n [nnl[]n YL’S'm [nn_hncih, such as games or songs, to maintain their concentration, which tends to be short. Apart from that, teachers can also create a supportive learning _hpclihg_hn qb_l_ YL’S `__fm ]ig`iln[\f_ [h^ motivated to participate actively in learning. Thus, a
64 good underst[h^cha i` nb_ ]b[l[]n_lcmnc]m i` YL’S ][h help improve the quality of English learning. B. Establishing the Influence of School Influence English has long been an inseparable part of the education system in Indonesia, which was initially only given at higher levels of education. However, over time, the need for and popularity of English has increased, resulting in the curriculum regarding teaching English being changed.(Faridatuunnisa, 2020). To improve students' ability and mastery of English, the government finally began introducing English language lessons at lower levels of education, namely at the basic education level. Based on these conditions, the government finally issued a policy through the Department of Education and Culture of the Republic of Indonesia (Depdikbud RI) No. 0487/1992, Chapter VIII, which states that elementary schools can add subjects to their curriculum (Kulsum, 2016). This policy ultimately underlies the inclusion of English subjects as part of local content in elementary schools. This makes the popularity of English as a subject in elementary schools proliferate. Elementary schools compete to implement English in the classroom so that English, as a foreign language in Indonesia, experiences significant development. Even kindergarten schools are starting to introduce English(Mail, 2018). English is a promotion for schools and a source of pride for students' parents. Schools that teach English are considered more
65 prestigious than schools that do not include English in their subjects(Zein, 2017). According to(Oktavia et al., 2023), Teaching English in elementary schools needs to pay attention to the following: 1. Curriculum training needs to be carried out The independent curriculum is very new; not many teachers understand the wisdom of this curriculum and how to implement it in teaching. The Merdeka Curriculum is a curriculum with extensive intracurricular learning that aims to train students to face problems and develop their skills. Teachers can use various teaching methods to adapt to the needs of students and students (Kemendikbud, 2023). Several sources or research participants stated that many teachers still need to understand the independent curriculum and how to implement it in teaching. 2. Schools need to prepare competent English teachers Apart from a need for more understanding of the Merdeka curriculum. The majority of schools need teachers who can teach English because there are no teachers with an English education background. Generally, teachers who teach English in these schools need an English educational background. When introducing English to young children, teachers need to be prepared with teachers who understand early childhood development and language development theory. John Dewey, Maria Montessori, Erik Rikson, and Lev Vygotsky are experts in child cognitive development. These experts stated that young children can learn well if
66 they are provided with adequate facilities and educational play facilities. Understanding a child's frame of mind can encourage teachers to use songs, rhymes, and chants as a fun and meaningful learning tool. The recommended approaches and media for learning English in early childhood are comprehension-based, communicative, and singing(Harun, 2018). As according toArtiyana (2018), English at school can be done in the following ways: 1. Carrying out English language program planning Schools can make English an element that must be realized to achieve the school's vision and mission. Schools can use English not only as a subject but also as a tool to introduce goodness or culture(Artiyana, 2018). This objective is to the general objectives of the curriculum as stated in the Rationale for Curriculum Development by the Ministry of Education and Culture (2012: 12), which reads, "To prepare Indonesian people to have the ability to live as individuals and citizens who are productive, creative, innovative and effective, and able to contribute to life. society, nation, state, and world civilization." Meanwhile, planning an English language program aims to teach English language components and skills. Planning an English program can be done with the following series of steps(Majid, 2013): a. The formulation of competencies in teaching preparation must be clear
67 b. Teaching preparation must be flexible and straightforward and can be implemented within learning activities and student competencies. c. The activities prepared must support and be based on the competencies that have been implemented. d. The teaching preparation that is developed must be complete and comprehensive, and its achievements must be evident, e. Coordinating between school program components. Based on this, the teacher has prepared [ mYL’mf[\om (f_[lhcha m]ij_) [h^ f_mmih plans before carrying out learning according to the standards of Minister of Education and Culture Regulation Number 22 of 2016 concerning Standards for Primary and Secondary Education Processes (Kemendikbud, 2016: 5-8). 2. English is used as an extracurricular English learning is implemented in elementary schools as an extracurricular activity by referring to needs and abilities, awareness of the challenges of globalization, and utilization of the local potential of the community owned by the education unit. In addition, the planned English extracurricular activities are used to accommodate students' interests and needs in using English as specifically regulated in Minister of National Education Regulation Number 62 of 2014 Article 2 concerning Extracurricular Activities in Primary and Secondary Education.
68 Planning for an English language program in the form of extracurricular English activities (English Club) can be carried out by creating a significant theme or primary material for one semester. The material chosen by the teacher also adapts to the needs and character of the students(Artiyana, 2018). Minister of Education and Culture Regulation Number 62 of 2014 concerning Extracurricular Activities in Primary Education and Secondary Education Article 2 also emphasizes that extracurricular activities are activities that develop students' potential, talents, interests, abilities, personality, cooperation and independence optimally in order to support the achievement of national education goals. 3. Implementing an English Language Familiarity program The English language familiarization program can be packaged as an English Day Program. The English Day program is carried out by making rules or Operational Procedures regarding these activities. English Day is held every Tuesday, Wednesday, and Thursday and applies to all school members. This program aims to familiarize students with actively speaking English in their daily activities at school. Another habituation program that can be carried out is the English challenge, which is carried out for a particular duration. For example, get all children accustomed to using full English for 1 whole month or several months alternately for one year. Several of
69 these programs show the school's seriousness in preserving the English language. C. Articulating the Impact of Cultural Diversity in the Indonesian Setting Indonesia is one of the vast island countries in Southeast Asia. The region has various ethnicities, races, languages, religions, and cultural traditions, forming a rich mosaic of diversity(Masita, 2021). This diversity is a source of strength and a challenge for Indonesia. Indonesia's abundant cultural diversity is proof of its historical heritage and geographical expanse. The coexistence of these diverse elements has shaped Indonesia's identity as a nation characterized by unity in diversity. However, although multiculturalism in Indonesia is a source of national pride, it also presents challenges that require careful consideration. The diversity that characterizes Indonesia can sometimes give rise to tension and conflict, such as disputes over cultural heritage and its influence on linguistic development. Mayesky (2014)suggests incorporating elements of cultural celebration into foreign language classes. Celebrations are an experimental way to teach students about different foods, music, Mondays, and songs that have value in different cultures. It allows students to learn and actively participate in the celebration. Another way to incorporate culture in foreign language teaching is by using books and videos to help make different cultures enjoyable to students(Gay, 2018).
70 The introduction of English to AUD should be separate from the introduction of local culture. On the other hand, local culture can be used as a means, media, and even English learning material. For example, children can be trained to introduce culture, customs, or traditions at home or in their village by speaking English. Introduction to the names of fruits in Indonesia, various traditional games, and various regional clothing can be introduced to children in learning English vocabulary(Charlotte, 2014). This is in line with what was stated by Grabe & Stoller (2019)that learning a second language, in this case English, needs to involve children's understanding of local culture and their environment(Richards & Renandya, 2002). Meanwhile, Santoso (2013) stated that through ethnopedagogy, we will always 'look' to the local wisdom of the Indonesian people so that fears of losing our identity as the Indonesian nation can be eliminated. Indonesia's diversity significantly impacts various aspects of people's lives, including how people communicate and interact. 1. Pronunciation and Accent: People raised in certain cultures may have different ways of pronouncing words in English. This can be reflected in their accent and how they spell or pronounce certain words. 2. Vocabulary and Idioms: Culture greatly influences the vocabulary and idioms used. People with different cultural backgrounds may use unique vocabulary or idioms, which can influence how they communicate in English.
71 3. Language Patterns and Sentence Structure: Every culture has unique language patterns and sentence structures. This can affect how a person constructs sentences in English and how they convey thoughts and ideas. 4. Use of Formal and Informal Language: Culture also influences formal and informal language use. People from more formal cultures may use more formal language when speaking English, while people from more relaxed cultures may use more relaxed language. 5. Social and Cultural Context: Culture also influences the social and cultural context in which English is used. For example, the communication norms in a particular culture can influence how people interact and communicate in English. Liddicoat et al. in (Madya, 2013)also stated that at the global level, the objectives of intercultural language learning are as follows: 1. Understand and respect all languages and cultures; 2. Understand and appreciate one's language (languages) and culture (cultures); 3. Understand and appreciate the target language and culture; 4. Understand and appreciate how to bridge between different languages and cultures; 5. Developing intercultural sensitivity is a continuing goal.
72 In education, such as in foreign language teaching, understanding the culture of target language speakers is common. Therefore, there is no longer any reason for language learners not to realize the importance of cultural literacy in the target language. This literacy includes understanding how people praise people, ask, agree, or disagree, and so on. Each language has a unique speaking mnYL’m_ [h^ _ncko_nn_, ch]fo^cha chnih[ncih, mj_[echa mnYL’m_, `[]c[f _rjl_mmcihm, [h^ \i^s f[hao[a_. M[mn_lcha the language speaker's culture will enable smooth and efficient communication. It is not surprising that some educators, scientists, and professionals argue that teaching a language is not feasible without teaching culture because of the teacher's role as a professional mediator between culture and a foreign language in the classroom. In other words, language education is always followed by cultural education. The children integrated new vocabulary from global cultures into their play to develop intercultural understanding as knowledge. Several books the children transacted with included words in a global language. Knowledge is needed to develop intercultural understanding. Intercultural understanding includes perspective dispositions and attitudes toward being openminded, expecting and anticipating cultural differences and complexities, developing empathy and resistance to stereotypes, and being willing to go beyond one's perspective to consider new ideas and experiences(Case, 1993). For young children, this broad category means exploring and understanding such that each child has a
73 personal perspective that may be unique and different from their peers but also shares connections with others. It is about becoming aware that there are many ways of doing things and living in the world; for example, different ways of cooking and eating, different ways of carrying babies, and differences in how children and adults interact at home.Merryfield (1997)explains that understanding the interconnectedness between local and global perspectives is crucial to developing a global perspective to understand better the relationships and positionalities between individuals and the world. The limitations of teaching about cultures need to consider the role of dispositions in integrating global knowledge in ways that can lead to inner change as much as social change. An accumulation of facts that filter through narrow perspectives can lead to stereotypes and perspectives of pity or superiority.
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75 Teaching Support to English for Young Learners Noviyanti, S.Pd
76 Brief overview Choosing educational activities that captivate young learners is one of the most important parts of teaching. As stated by Curtain and Dahlberg (2004), cognitive psychologist researchers perceive students as autonomous individuals who direct their very own learning in circumstances when they have complete responsibility. In modern times, in this digital era, children are expected to be engaged in exploring understanding and how they can enhance their experience through the knowledge they acquired as individuals who take an active role in the learning process. Piaget first initiated the jb[m_m i` ]bcf^l_h’m f_[lhcha ^_p_fijg_hn, ch]fo^cha assimilancih [h^ []]iggi^[ncih, qb_l_ ‚[mmcgcf[ncih‛ represents the process of interpreting experiences using preexisting cognitive framework or schemas (Wadsworth, 1996). This idea has gained considerable notoriety since it clarifies how children might navigate significant learning phases. T_[]b_lm’, [h^ _p_h j[l_hnm’ ]ihmc^_l[ncih i` n_[]bcha support plays an important role in facilitating students in accomplisihing their learning objectives. So, what is teaching support, exactly? Various interpretation exist for its meaning. A p[lc_ns i` []ncpcnc_m ]ig_m qcnbcha nb_ n_lg i` ‚n_[]bcha mojjiln‛. In ch]fo^_m nb_ cgjf_g_hn[ncih i` [jjli[]b_m nb[n [l_ [jjlijlc[n_ `il mno^_hnm’ ]b[l[]n_lcmnc]m [h^ [cgm i` nb_ mo\d_]n, nb_ gihcnilcha i` mno^_hnm’ jlial_mm \s n_[]b_lm, [h^ the use of media to provide students with intermediate information from sources. While considering methods or approaches, the teacher must also take the objectives and ^_g[h^m i` nb_ mno^_hn’m f_[lhcha m_lciomfs. Tb_s ^_p_fij [h^ implement the instruction, in addition to acting as facilitators
77 and monitors, so they are the ones who can decide which approach to employ Furthermore, media is employed to support instruction as well. It is utilized to support students as they practice their language learning, hence it is impossible to separate learning activities from media use in the learning process. Media serves as an exchange between students and knowledge or information, making it a vital tool to monitor students' learning progress. Choosing media and educational activities for kids is essential, especially in the modern era, when it comes to the evolving demands on children's use of technology and English as a means of communicating. Consequently, greater consideration needs to be given to the suitability and suitable use of teaching support for children, teachers, and determining learning achievement. A. Age-appropriate Teaching and Learning Activities Class activities carried out by teachers and students must be appropriate not only to the learning objectives tb_gm_fp_m, \on [fmi ni biq nb_ []ncpcnc_m mocn nb_ mno^_hnm’ needs and their background. So, what kind of activities are [jjlijlc[n_ `il mno^_hnm’ [a_m? B_`il_ ^_m]lc\cha `olnb_l, cn cm h_]_mm[ls ni ehiq nb[n ]bcf^l_h’m ]iahcncp_ development varies at each age. As stated by Piaget, there are four stages of cognitive development that children go through in the learning process, including the sensorimotor stage (birth to age 2), the preoperational stage (age 2 to 7), the concrete operational stage (age 7 to
78 11), and the formal emotional stage (age 11 and beyond) (Wadsworth, 1979). Teachers and parents alike need to take this kind of cognitive development seriously when assisting young f_[lh_lm f_[lh. L_n’m _rjfil_ nb_ []ncpcnc_m `il nb_g ch gil_ detail. In Indonesian context, preschool and kindergarten are the initial educational stages for children. In keeping qcnb Pc[a_n’m nb_ils i` ]bcf^l_h’m ]iahcncp_ ^_p_fijg_hn, preschoolers begin learning at the preoperational stage between the ages of two and four. What does it mean? Preoperational stage, which is the second stage in cognitive development, is the stage where children being to learn new things from their experiences. Many experts or scholars describe this stage as varied and different. In accordance with Santrock (2011) theory of Piaget, discussed in Babakr et al. (2019), egocentrism, the incompetence of the children to discern among the ch^cpc^o[f’m jichn i` view as well as that of other, is another drawback of the preoperational period (Kesselring and Müller, 2011). It is also means that young preschoolers pick up knowledge through their experiences and surroundings. Thus, in the context of education, which is a setting where children acquire and process emerging knowledge, it is important that educators and other relevant parties take consideration of the appropriateness and learning requirements of students throughout this particular age group. As part of this mn[a_ ][n_ails, f_n’m ]ihmc^_l nb_ beginning schooling between group classes (kelompok belajar), kindergartens (taman kanak-kanak), and elementary schools. The first thing that is need to consider
79 cm a_nncha ni ehiq nb_ mno^_hnm’ ]b[l[]n_lcmnc]m. Cbcf^l_h in Indonesia possess particular characteristics that set them apart from others in other nations. Multiculturalism is the foremost characteristic. Indonesia is a country that includes multiple tribes, distinct geographical regions, and a variety of religions and languages. Indonesian, the f[hao[a_ nb[n ohcn_m [ff i` nb_ ]iohnls’m l_acihm, [h^ regional languages are spoken by at least more than half of nb_ ]iohnls’m ]cnct_hm. Ti \_ gil_ jl_]cm_, cn jl_m_hnm [ \[llc_l ni nb_ aip_lhg_hn’m [nn_gjnm ni `olnb_l cmprove Indonesian education. Policy decisions in education should take all these factors into consideration. B. Aspects to consider when selecting the appropriate method to employ? Cbcf^l_h’m h__^m, [a_ [jjlijlc[n_h_mm, [h^ f_[lhcha objectives are some of the factors that must be considred when selecting a teaching approach. Teaching middle and high school students may involve more processes and be broader than the method often utilized for elementary school children. The process of selecting a method of instruction is arranged in the sullabus, which also acts as nb_ n_[]b_l’m f_mmih jf[h `il nb_ ]f[mm. nb_l_ [l_ m_p_l[f factors to weigh while choosing which method is suitable for children when making the syllabus. The learning objectives themselves are the first determinant of selecting the method. What languages will be taught to the students as the target? Will the teacher teaching writing, speaking, vocabulary, or even grammar? To choose the best method, it must be identified first.
80 Clear objectives, which serve as the primary basis for selecting the method, will also demonstrate relevance, instructional focus, and organized assessment strategy choice. For instance, drilling method is a common teaching approach used to teach vocabulary. This method may be appropriate for teaching vocabulary in the target language English, because it could be less relevant for other target languages. The second is the need for learning. For methods to be effective and relevant, it is necessary to identify the mno^_hnm’ h__^s. Since it is the first phase addressed before creating appropriate material, identifying learning mno^_hn’m f_[lhcha h__^m m__gm nii \li[^. Am Nunan (2004) states, learning needs can be identified withing the context i` chjon, jli]_^ol_, m_nncha, n_[]b_l’m, [h^ mno^_hn’m lif_. Students need input as a source in order to learn novel information. Students may acquire knowledge from engaging activities, books, or other students themselves during the learning process. Procedures are the steps used to carry out practice activities like discussions, delivering speeches, or even games that still need to be completed in nb_ mno^_hn’m production phase. The way that teacher carries out tasks, collaborative works, and pair or individual works with the students once they have reached the production phases is known as the setting. Sno^_hn’m gincp[ncih, il nb_ qcff ni mno^s, cm [ `olnb_l aspect that must be kept in mind. In actuality, it continues to have to do with identifying needs before creating materials. The target needs and learning needs are the two key factors. Hutchinson and Waters (1987) emphasize three important aspects of target needs in need analysis,
81 including wants, lacks, and necessities. When examining target needs, one of the wants aspects is motivation for students. It is crucial to note, mainly when teaching young learners that they require stimulating activities to keep them engaged and interested in their learning. This learning motivation in students is commonly measured after participating in classroom instruction. However, to make it simple for teachers to choose the activities that draw children to enjoy language lessons, especially English, they shoo^ \_nn_l oh^_lmn[h^ ]bcf^l_h’m characteristics while preparing materials or determining methods. The PPP method, for example, which consists of three process stages: Presentation, Practice, and Production, is one of the learning methods frequently employed in Indonesia. This learning model has a method for putting paragraphs, sentences, or words together, as well as for interacting and discussing in groups (Rahmawati et al., 2023). Teachers may efficienctly use this method in the classroom since it is incredibly straightforward to put into action. C. Establishing Engaging Learning Media for Young Learners Media as a tool that helps convey knowledge to students must be adapted to the needs of students as users. Not all media can be applied to students, especially children whose ages have different stages and developments. These types of stages are important to understand in determining learning activities in the classroom. Activities that are not appropriate to students'
82 learning stages will result in failure to convey knowledge. As is the case with the use of media during activities, the choice of media must also be adjusted to the age and needs of students in learning. Teachers can utilize a variety of media to instruct their students. Utilizing the media may simultaneously draw ]bcf^l_h’m [nn_hncih ni nb_ f_mmihm \_cha f_[lh_^ [h^ g[e_ it easier for them to understand. Sometimes it can be challenging for teachers to distinguish between practice and production in a given activity when using a variety of instructional approaches to learning, such as PPP (presentation, practice, and production). If students continue to rely on media when using it as a learning intermediary, it is still considered as a practice. The selection of instructional material must take into careful consideration the demands and learning objectives of the students. To learn more about the different media that ]bcf^l_h ][h om_, f_n’m ]ihncho_ nb_ nijc] [n b[h^. The first thing to think about when utilizing media as a tool for instruction is choosing the proper media. The basis of this selection should be appropriate, taking into ]ihmc^_lcha nb_ f_[lhcha’m ^_g[h^m, [cgm, [h^ mno^_hnm’ background. It will go into more detail on the kinds of media that can be used to teach different skills as target language, especially for teaching vocabulary and speaking, as examples. 1. Teaching vocabulary The first is teaching students vocabulary. When teaching language, the demands and characteristic of the students should come first. The primary objective
83 of learning vocabulary is to assist students in recognizing English words. Most students enjoy visual aids like images, movies, music, animated picture, and many more. Media that can enhance student activities include flashcards, realia, scrambled letters, [h^ inb_l a[g_m `il mno^_hnm’ jl[]nc]_. Tbom, g_^c[ does not only refer to physical items; students can also serve as media by participating in intriguing practices with their peers. The hangman method or poining game are two possible method in teaching vocabulary for children. So, what is meant by a pointing game is something like, for example, in teaching parts of the \i^s, nb_ n_[]b_l ][h m[s, ‚Tio]b siol _[lm< nio]b siol _s_m< _n].‛ 2. Teaching Speaking Naturally, a wide variety of media are uitilized to teach speaking. The media used to teach speaking gomn \_ ]bim_h qcnb nb_ mno^_hn’m [a_ [h^ \[]ealioh^ in consciousness, similar to how it is considered when teaching vocabulary. Is the media that most teachers use today appropriate for young students? is it suitable for speaking instruction to use podcasts or videos, for example? Teachers must evaluate th_m_ mno^h_nm’ [a_ appropriateness and media literacy to address these questions. While podcasts are difficult and inaccessible for young learners, teachers may further investigate incorporating motion pictures into their lessons, perhaps combined with music or storytelling. They may employ various techniqes in their activities, such as drilling, which is not strictly limited to
84 vocabulary teaching. Aside from that, a few activities or games frequently that the teachers may employ are Tongue Twisters and Bingo.
85 Alternative Online Tools for Young Learners Anisa Nandini, S. Pd
86 A. Introduction to digital learning for Young Learners Learning in the digital age is characterized as becoming proficient in the following areas: finding and evaluating information; connecting with people; creating and sharing one's own material; and making efficient use of the internet and technological tools to accomplish a wide range of academic and professional purposes. "Digital learning" refers to the practice of actively engaging in a course of study on any subject via the medium of electronic media, most often the World Wide Web. A blog, video, audio file, or even a live lecture or seminar can all serve as digital learning formats. Any kind of electronic device, be it a desktop, laptop, or mobile phone, is required for digital learning. Another common definition is "distance learning," which describes students who do their coursework outside of a traditional educational institution. Digital technology has revolutionized education in today's fast-paced world, changing the way students connect with their learning environment and engage with knowledge. Digital learning provides a flexible environment that meets the varied requirements of young students, allowing them to participate in interesting and stimulating activities that encourage their natural curiosity and imagination. To better equip today's youth for the possibilities and threats that the twenty-first century brings, digital learning has emerged as a critical component in the educational landscape. No matter how advanced the technology becomes, it will never replace the
87 role of the teacher, but it will replace the teachers who do not want to learn the technology. This is where teachers come in with creative ideas to develop digital technology adapted for learning. With advances in technology, students are no longer limited by distance and can access a wealth of educational materials. Students of all ages have the freedom and flexibility to learn about a wide variety of subjects - from literature and the arts to science and math - through online resources. Teachers can also use digital learning to create personalized lessons tailored to each student's specific interests and learning style. For younger students, the interactivity of digital learning is a major plus. Digital learning captivates students and helps their comprehension of complicated subjects using multimedia features including movies, animations, and games. In addition, the real-time feedback offered by interactive quizzes and activities helps young students monitor their progress and work on weak spots as they happen. Digital learning also fosters collaboration and communication skills. Students of different ages and cultural backgrounds can work together toward common goals in virtual classrooms using technologies such as online discussion boards, group projects, and video conferencing software. This helps students become better communicators and team players, which will serve them well in whatever careers they choose in the future. It is critical that we, the parents, and teachers, recognize the potential of digital learning as an adjunct to more conventional forms of education. Incorporating
88 technology into the classroom allows for the development of more interesting and participatory lessons that encourage students to think critically, creatively, and independently. It is equally crucial, though, to keep online education secure, ethical, and suitable for children's ages by providing them with enough adult supervision and instruction. In a nutshell, digital learning is an innovative and opportune way for young learners to explore, engage and excel in their educational pursuits. By integrating digital technology into the learning process, we are unlocking a world of limitless possibilities where the traditional constraints of time and space no longer limit the acquisition of knowledge. Young minds can explore virtual landscapes and immerse themselves in interactive experiences that deepen their understanding of complex concepts. Digital learning allows for personalized education, empowering educators to tailor instruction to each student's needs and preferences. By using advanced algorithms and adaptable learning platforms, we can develop customized learning paths that accommodate various learning styles, abilities, and interests. This individualized method not only improves engagement and motivation but also cultivates a sense of control and responsibility over one's learning experience, instilling a lifelong passion for learning in young students. In add-on, digital learning catalyzes collaboration and connectivity, transcending geographic boundaries and fostering global communities of learners. Through collaborative projects, online forums, and virtual