TEYL IN INDONESIAN ELEMENTARY SCHOOLS: WHY, WHO, WHAT, AND HOW?

Effi Wahyuningsih

doi:10.24235/eltecho.v7i2.11789

TEYL IN INDONESIAN ELEMENTARY SCHOOLS: WHY, WHO, WHAT, AND HOW?

Effi Wahyuningsih^(1*),

(1) INISNU Temanggung
(*) Corresponding Author

Abstract

English has been eliminated as a compulsory subject in elementary school and replaced with an extracurricular (2013 Curriculum) and elective subject (Merdeka Curriculum). This study is to investigate the Teaching English to Young Learners (TEYL) in elementary schools. An online survey was randomly distributed and responded by 112 teachers from 74 schools in 13 districts (in 5 provinces in Indonesia). The study's samples included 94 English teachers from 66 schools. The questionnaire was designed by providing both closed-response and open-response questions. The data from closed-ended questions was quantitatively examined to determine percentages and frequencies. The data from open-response questions, on the other hand, were investigated qualitatively through data reduction, data display, and conclusion drawing and verification. Despite the pros and cons of the newest curricula, most schools (89% of 74) teach English to students. It was because English is vital for futures; students need to be taught English early; and ensuring that school is not left behind others. Homeroom teachers (61%), specialized English teachers (32%), and English teachers with no relevant educational background (7%) are among those who teach English. The top three teaching topics were vocabulary, grammar, and writing, as stated by 64 teachers (68%), 15 teachers (16%), and 7 teachers (7%), respectively. "Song" was voted 68 times to be used in English class, "Games" was chosen 60 times, "Lecture" was elected 57 times, and "Dialogue/Conversation" received the fewest votes (12 times). TEYL in elementary schools should consider not only the fixed curriculum but also the teachers’ preparedness.

Keywords

TEYL, elementary school, 2013 curriculum, Merdeka Curriculum

Full Text:

PDF

References

Afandi, M., Yustiana, S., & Wahyuningsih, S. (2022). Analysis of the Internship Program “Merdeka Belajar Kampus Merdeka” Perspectives of Primary School Teachers’ Teaching Readiness. Al Ibtida: Jurnal Pendidikan Guru MI, 9(1), 187. https://doi.org/10.24235/al.ibtida.snj.v9i1.8071

Astuti, S., & Lukman, M. (2019). The Urgency of Designing National English Curriculum for Elementary School in Indonesia. November, 21–22.

Damayanti, G. A., & Muhroji. (2022). The Difficulties of Elementary School Teacher in Developing Thematic Learning Tools for the Merdeka Curriculum. 8(3).

Dzulkifli Isadaud, M.Dzikrul Fikri, & Muhammad Imam Bukhari. (2022). The Urgency Of English In The Curriculum In Indonesia To Prepare Human Resources For Global Competitiveness. DIAJAR: Jurnal Pendidikan Dan Pembelajaran, 1(1), 51–58. https://doi.org/10.54259/diajar.v1i1.177

Erfan, Z. (2018). English Teachers’ Strategies in Teaching English At an-Nahl Elementary School Jambi City English Education Program the Faculty of Education and Teacher Training Uin Sulthan Thaha Saifuddin Jambi 2018 [State Islamic University of Sulthan Thaha Sifuddin Jambi]. http://repository.uinjambi.ac.id/8768/1/ZUL ERFAN NIM. TE. 120693 REVISI.pdf

Herwiana, S., & Laeli, E. N. (2019). A Study of English Language Teaching in Elementary School in Jombang. Prosiding Seminar Nasional Industri Bahasa (SNIB).

Jazuly, A., Indrayani, N., & Prystiananta, N. C. (2019). The Teaching of English in Indonesian Primary Schools: a Response to the New Policy. Linguistic, English Education and Art (LEEA) Journal, 3(1), 17–25. https://doi.org/10.31539/leea.v3i1.609

Kurniati, E., Zaim, M., Jufrizal, & Jufri. (2021). Policy and Implementation of English Learning for Elementary Schools in Indonesia. Proceedings of the Tenth International Conference on Languages and Arts (ICLA 2021), 599(Icla), 92–97. https://doi.org/10.2991/assehr.k.211129.016

Kustini, T. (2019). Teacher’s Perspective: English in Elementary School, Is It Necessary or Not? Journal of English Language Learning (JELL), 5(2), 119–123.

Kuwat, K., & Ghozali, I. (2018). Teaching English to the Elementary School Students in Kutoarjo District. Journal of English Language and Pedagogy, 1(1), 1–9. https://doi.org/10.36597/jelp.v1i1.2797

Maba, W., & Mantra, I. B. N. (2018). The primary school teachers’ competence in implementing the 2013 curriculum. SHS Web of Conferences, 42, 00035. https://doi.org/10.1051/shsconf/20184200035

Meisani, D. R., & Musthafa, B. (2019). Responses towards Policy on TEYL in Elementary Schools: A case study in Malang City. January 2019. https://doi.org/10.2991/conaplin-18.2019.136

Milawati, M. (2019). English Language Teaching in Elementary School: Effective or Not? Jet Adi Buana, 4(2), 122–130. https://doi.org/10.36456/jet.v4.n2.2019.2075

Prastha, A. P., Larasati, & Yosintha, R. (2022). English Learning Strategies in Elementary Schools: Challenges and Opportunities in Kampus Mengajar Program. ELT Echo : The Journal of English Language Teaching in Foreign Language Context, 7(1), 103. https://doi.org/10.24235/eltecho.v7i1.10739

Pratikno, Y., Hermawan, E., & Arifin, A. L. (2022). Human Resource ‘Kurikulum Merdeka’ from Design to Implementation in the School: What Worked and What not in Indonesian Education. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 7(1), 326–343. https://journal.iaimnumetrolampung.ac.id/index.php/ji/article/view/1708

Sholeh, A., & Anam, M. (2020). English Curriculum Development of Elementary School At Sdnu Banat Banin Lamongan. E-Link Journal, 7(1), 30. https://doi.org/10.30736/ej.v7i1.263

DOI: 10.24235/eltecho.v7i2.11789