Innovation which means change or novelty in education is also closely related to Teaching English to Young Learners (TEYL) provide opportunities for learners to gain experience using English contextually. This is the implication of the new paradigm of English as an International Language (EIL)in which learning English is no longer aimed at forming learners to speak as the native speakers. The main focus EIL is wider access to the complexity of English and the experience of using that language to interact. Therefore, innovations in TEYL is needed to answer the challenges of changing the status of English in Primary Schools (SD) from subject to extra-curricular. Those who must be experienced in planning, implementing, and assessing English learning are pre-service EYL teachers (PSTs). Referring to lesson plans developed by PSTs, observation and interviews, the innovations in thematic lessons for TEYL were investigated. The findings showed that all lesson plans have been integrating innovations, including character building in accordance with the 2013 curriculum and intercultural competency that are important for language learning. To interact in the classroom, first language (L1) was used with colloquial variation, code-mixing and code-switching as well as translation. In conclusion, the innovative lessons for TEYL has been practiced by prospective primary school English teachers for preparing themselves to teach at the real school setting after their graduation. It is suggested that further research will be carried out at primary schools participated by in-service teachers and focused on each innovation in order to find TEYL innovative models.
For any different objectives of teaching EYL at primary schools in Indonesia, qualified EYL teachers are urgently needed. Pre-service teaching program is expected to provide experience of using proper English language in classroom setting. This case study aimed at describing the first language (L1) instruction used by the pre-service teachers of English for Young Learners (EYL) at the Universitas Muhammadiyah Malang (UMM). The findings depicted that L1 was used as a language of instruction to explain the materials and to clarify the instruction given in L2. It is recommended for the pre-service teachers of EYL to use L2 with demonstration, L2 Context Clues, and L1 translation. Ultimately, the use of L1 in L2 teaching is mandatory to communicate the topic and enhance the students - pre-service teacher interactions. As for meeting the purpose of interaction, the use of L1 should involve actional, conversational, and non-verbal competences. In the long run, the impact of L1 in L2 learning in earlier levels can be recognized from good interpersonal communication in English.
Teaching vocabulary to young learners is essential. Therefore, the teacher tries to be creative to attract the young learners’ attention during the learning process. One of the strategies to attract young learners’ attention is using video. Many studies seek the effectiveness of using video to teach vocabulary. However, the studies were mainly conducted quantitatively. Meanwhile, this study is a primary interpretative qualitative study that seeks the usage of video in teaching young learners and the response toward it. The researcher employed human instruments, non-participant observers, and document analysis to achieve triangulation. The data are collected until no new data is forthcoming. Then, the data is analyzed based on the available theory. Based on the data, the student-teachers used video to teach young learners vocabulary as media. The student-teachers employed the video to present, practice, and produce new words. The student-teachers employed the video by active viewing, freeze frame, and reproduction. The young learners’ response toward the usage of video is positive. This research discovered that there had been an active engagement between student-teacher and young learners as well as among your learners.
The aims of this study are: 1) to find out how the teacher training in PAUD Surya Gemilang, Malang, is carried out in implementing the book Let’s Respect Each Other: A Story-Telling Book of Character Building by using various methods and fun learning techniques, and 2) how the practice of using the book of Let’s Respect Each Other: A Story-Telling Book of Character Building. This research was conducted using a qualitative method in which the researcher described the process of the two aims aforementioned. The subjects of this study were all teachers, especially one homeroom teacher at PAUD Surya Gemilang. The results of this study found that in the first phase, namely teacher training, there were three stages. They were the provision of English for Young Learners material, the provision of story-telling material, and the provision of character education material. Then, in the second phase, namely the implementation of Let’s Respect Each Other: A Story-Telling Book of Character Building, it was found that teachers taught stories and character education by reading books in English and Bahasa alternately while showing the pictures that matched the story to students and retelling the stories by using puppets.
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