ANALYSIS OF TEACHERS’ READINESS IN TEACHING ENGLISH
TO YOUNG LEARNERS AT KINDERGARTENS
(A Study of the Kindergartens in Salatiga in the Academic Year of 2015/2016)
A GRADUATING PAPER
Submitted to the Board of Examiners in Partial Fulfillment of the Requirements for the Degree of SarjanaPendidikan(S.Pd.)
of English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
By:
DENI ANGGA SAPUTRI
113-12-021
ENGLISH EDUCATION DEPARTEMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
ANALYSIS OF TEACHERS’ READINESS IN TEACHING ENGLISH
TO YOUNG LEARNERS AT KINDERGARTENS
(A Study of the Kindergartens in Salatiga in the Academic Year of 2015/2016)
A GRADUATING PAPER
Submitted to the Board of Examiners in Partial Fulfillment of the Requirements for the Degree of SarjanaPendidikan(S.Pd.)
of English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
By:
DENI ANGGA SAPUTRI
113-12-021
ENGLISH EDUCATION DEPARTEMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
MOTTO
In this life we cannot always do great things. But we can do small things with great love.
DEDICATION This graduating paper is heartedly dedicated to
1. Allah Subhanahu Wata’ala and Prophet Muhammad SAW 2. My extraordinary parents (Bapak Lisun and Ibu Kustiyati) 3. My lovely husband (Bahriyanto)
4. My dearest sister and brother (Septi Mar’athus Sholikhah and Dwi Purnomo)
5. My Parents in law (Bapak Toyimin and Ibu Ngatiyah) 6. My great sister in law (Yuni Sariati)
ACKNOWLEDGEMENT
Bismillahirohmanirrahim. The deepest thanks into Allah SWT
because the writer could finish the graduating paper. Peace and salutation
always be given to our Prophet Muhammad SAW who has guided us from
the darkness into the lightness.
This graduating paper entitled “Analysis of Teachers‟ Readiness in
Teaching English Young Learners at Kindergartens (A Study of the
Kindergartens in Salatiga in the Academic Year 2015/2016)” is presented
one of the requirements for Sarjana Pendidikan at English Department of
Educational Faculty of State Institute for Islamic Studies (IAIN) Salatiga
2016.
The writer realizes that this graduating paper will not be finished
without encouragement, support, advice and guidance from individuals
and institutions. Therefore, it is appropriate for the writer to serve the
deepest gratitude for:
1. Dr. Rahmat Hariyadi M.Pd., as The Rector of State Institute for
Islamic Studies (IAIN) Salatiga.
2. Suwardi, M.Pd., as The Dean of Teacher Training and Educational
Faculty of IAIN Salatiga.
3. Noor Malihah, Ph.D., as The Head of English Education Department
4. Rifqi Aulia Erlangga, S.Fil., M.Hum., as the writer‟s counselor who has helped and guided the writer by giving uncountable advice and
recommendation.
5. All lecturers of English department who have given the writer
knowledge, insight, and inspiration.
6. All staffs of IAIN Salatiga who have helped the writer in processing
the graduating paper administration.
7. The Headmaster of eighteen kindergartens in Salatiga which has
support the process of collecting data (I cannot mention one by one).
8. All English teachers of eighteen kindergartens in Salatiga who have
contributed in the research process.
9. My beloved parents, my father (Lisun), my mother (Kustiyati), my
father in law (Toyimin), and my mother in law (Ngatiyah) who
always give me sincere and pure prayers for successfulness in my
life.
10. My lovely husband Bahriyanto, who always supports me in all happy
and hard times.
11. All of my friends, especially the English Department batch 2012
Finally, this graduating paper is written to provide beneficial
information to the readers. The writer accepts both of recommendation and
suggestion for the improvement of this graduating paper.
Salatiga, 27th September 2016
The writer,
DENI ANGGA SAPUTRI
ABSTRACT
Saputri, Deni Angga. 2016. Analysis of Teachers‟ Readiness in Teaching English to Young Learners at Kindergartes (A Study of the Kindergartens in Salatiga in the Academic Year of 2015/2016). Graduating Paper, State Institute for Islamic Studies (IAIN) Salatiga. Consultant: Rifqi Aulia Erlangga, S.Fil., M.Hum.
The research of this graduating paper had started with concerns of teacher‟s readiness in teaching English to young learners. The aim of the research paper is not only to describe the teachers‟ readiness but also to identify the factor which is hinder teacher to teaching English for young learner at kindergarten. Focused to the research methodology, descriptive qualitative was applied to gain the research purposes. Conducted in eighteen kindergartens in Salatiga were taken to support the collecting process of the research. Completing the data collection, eighteen teachers were given the questionnaire and interview.
Analyzed descriptively, two findings are obtained. First, teacher readiness is categorized as „very high‟ readied teachers which scored in percentage 81%. This score analyzed from three indicators, emotive attitudinal readiness, cognitive readiness, and behavioral readiness. Second, the factors which hindering the teaching English to young learner consist of four kinds are mother tongue which Javanese or Indonesian language has different pattern from English, instructional material which is difficult to find the instrument for teaching, social interaction between students, and family background which affected to the students attitude.
TABLE OF CONTENTS
TITLE ... i
DECLARATION ... ii
ATTENTIVE COUNSELOR NOTES ... iii
CERTIFICATION PAGE ... iv
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDGEMENT ... vii
ABSTRACT ... ix
TABLE OF CONTENTS ... x
LIST OF TABLES AND FIGURES ... xii
CHAPTER I INTRODUCTION A. Bacground of the Study ... 3
B. Limitation of the Problems ... 4
C. Problems of the Research ... 4
D. Objectives of the Research ... 4
E. Benefits of the Research ... 5
F. Definition of the Key Terms ... 6
G. Review of Previous Research ... 7
H. Outline of the Research ... 8
CHAPTER II THEORESICAL FRAMEWORK A. Nature of Readiness ... 10
B. Nature of Teacher... 12
C. Nature of Teaching... 13
D. Teaching English to Young Learner ... 14
1. English for Young Learner ... 14
a. Jean Piaget (1896-1980) ... 14
c. Bruner (1976) ... 16
2. Young Learners ... 17
3. English Young Learner (EYL) Teacher ... 21
4. Teaching English to Young Learner ... 22
E. Factors Hindering in Teaching English to Young Learners ... 24
CHAPTER III RESEARCH METHODOLOGY A. Research Type ... 27
B. Method ... 28
1. Instructional Setting ... 28
2. Respondent ... 29
C. Data Collection ... 31
1. Questionnaire ... 31
2. Interview ... 37
3. Documentation ... 39
D. Data Analysis ... 40
1. Data collection ... 41
2. Data reduction ... 41
3. Data presentation ... 41
4. Conclusion ... 42
E. Procedures of the Research ... 42
1. Distributing questionniare ... 42
2. Conducting the research data by interview ... 42
3. Analyzing and identifying the data ... 43
4. Completing the research by documentation ... 43
5. Presenting the result descriptively ... 43
CHAPTER IV DISCUSSION A. Finding of Teachers‟ Readiness in Teaching EYL at Kindergartens ... 44
CHAPTER V CLOSURE
A. Conclusion ... 60
B. Suggestion ... 61
LIST OF TABLES AND FIGURES
Table 3.1 : List of English Teacher ... 30
Table 3.2 : List of Questionnaire ... 31
Table 4.1 : Number of Occurrences of Teachers‟ Emotive Attitudinal
Readiness in the Questionnaire ... 44
Table 4.2 : Percentage of Emotive Attitudinal Readiness ... 46
Table 4.3 : Number of Occurrences of Teachers‟ Cognitive Readiness
in the Questionnaire ... 47
Table 4.4 : Percentage of Cognitive Readiness ... 48
Table 4.5 : Number of Occurrences of Teachers‟ Behavioral Readiness
in the Questionnaire ... 49
Table 4.6 : Percentage of Behavioral Readiness ... 50
Table 4.7 : Percentage of Teacher Readiness based on Three Indicators
in the Questionnaire ... 51
CHAPTER I
INTRODUCTION
This chapter presents about background of the study, limitation of
the study, statement of the problem, objective of the study, definition of key
terms, benefit of the study, and outline of the research.
A. Background of Study
Since long time, early childhood education being the attention to
parents, education expert, and the government. Because of childhood
schooling can determine education in the next level. An early age is
golden age for child to study languages. Learning a foreign language for
early age is conducted to introduce language not as the significance. Sari
explains that children of 3-6 year olds who are used to express words or
expressions in English is the fastest ages in understanding English (Sari,
2012:2). In addition, Lestari states that an expert proposed if someone
began a foreign language since child, the acquisition of a foreign language
will be possible to solve. This is caused by the brain ability that still
maximum in facilitating children to absorb information from their
environment (Lestari, 2012:1).
In Indonesia, an English education in the level of kindergarten has
an important role in the success of Indonesian children in the process of
acceptance a foreign language. It also becomes a positive thing in order to
era of globalization today. Nowadays, many schools in Indonesia admit
English for Young Learner in their subject schools. English is included
into their local subject or extracurricular not for compulsory subject of
their schools.
Many kindergartens in different cities around Indonesia have taught
English at young level. In Salatiga city, some of kindergartens are
interesting to take English as a local subject at their schools. The existence
of English in kindergarten becomes an excess for the schools. English
subject as attraction for parents to register his/her child in that school.
Parents will interest to one school which teaches English, they argue that
the school is good and modern. Therefore, not little kindergarten in
Salatiga has their special English teachers.
Teachers role are very important in giving a chance for young
learners to use English, because of developing speaking ability for child
becomes one of the obligation competence needed (Sari, 2012:2).
Teaching a foreign language at the young level is not be easy job.
Moreover, several parents least able to teach English for their children.
Even some of teacher classroom also unable teaches English for their
students. So, it is needed an English teacher to acknowledge English easily
and clearly.
Suyanto also said that the important factor in the success of
introduce other languages beside mother language and Indonesian
language. Therefore, teachers sometimes need to have a readiness for all
their necessity to gain the job, whether physic readiness, mental readiness
or cognitive readiness. Teachers of young learner have to equip themselves
with prior preparation teaching (Suyanto, 2010:29).
English teachers for young learner have to have a readiness to
convey this education well, with comprehensible language by students and
do not let make mistakes because of mistakes when conveying material
will make students wrong until they are an adult. It becomes a homework
for English teacher who have a high impact for students‟ performance.
They are the single most influential factor contributing to the
teaching/learning process (Stronge, 2006:1). Recent research has found
that teachers produce a strong cumulative effect on students‟ achievement
(Wright, Horn, & Sanders, 1997:63).
From the explanation above, this research intends to investigate the
level of English teachers‟ readiness to teach young learners in kindergarten
especially for kindergarten which has English teacher at their school. It
also identifies the factor which is hinder teacher in Teaching EYL. The
researcher is attracted to write graduating paper entitled: „ANALYSIS OF TEACHERS’ READINESS IN TEACHING ENGLISH TO YOUNG
B. Limitation of the Study
It will be better by limiting the analysis into the teachers‟ readiness
in teaching English to young learners at Kindergarten, particularly in
Salatiga. The researcher took eighteen kindergarten placed in Salatiga. It
was determined from the kindergarten that has special English teacher for
their school in the year 2015/2016. The data took from study of teachers‟
individual interview, questionnaire, and several documentations that was
support the study. All of the research activities were written in a
description to find out the teacher readiness.
C. Problems of the Study
To clarify problem that is going to be analyzed, the researchers will
make statement of the problems as follows:
1. How well is the English Young Learner (EYL) teachers‟ readiness for
teaching in kindergarten?
2. What are the factors hindering in teaching EYL at kindergarten?
D. Objectives of the Research
The researcher hoped that the result of this research able to give
information about teacher readiness in teaching English to young learners
at kindergarten. The purposes of the research are:
1. To find out teachers readiness in teaching English to Young Learners
at kindergarten. Especially the teachers‟ readiness at eighteen
2. To figure out the factors those hinder teachers in teaching EYL at
kindergarten.
E. Benefits of the Research
The researcher has a high expectation that the results of this
research give some benefits for educator especially English teacher in
applying the preparation teaching in a class:
1. Theoretically
This research can be used as a study and enrich research are
present in education especially English education at the level of the
children.
2. Practically
a. Teacher
The teachers will recognize how far their readiness in
teaching English for youngers at kindergarten. The successful
learning based on the teacher performance. It also used to give the
input on teachers to upgrading professional teaching in teaching
English for young learners at kindergarten.
b. Kindergarten
After knowing the teacher readiness in teaching English for
kindergarten, hoped the school able to follow up these to make
learning better. It also used to informing the school helped develop
c. The researcher
Researcher found some facts about teachers‟ readiness in
teaching English at kindergarten. The researcher also found the
factors which hinder the teacher in teaching English at young level.
F. Definition of the Key Terms
To avoid any mistake in interpreting the title of this research, the
researcher defines some key terms, related in this research:
1. Readiness
According to Slameto, readiness is the whole conditions of a
person who make it ready to respond or answer by a certain way
towards a situation (Slameto, 1991:115). The readiness can be seen
from the physical readiness, mental readiness, or cognitive readiness.
2. English to Young Learners
English for the children of five to ten years olds which the five to
seven year olds are all the level one, and the eight to ten year olds are
level two (Scoot and Ytreberg, 1995:1). The kindergarten students
have age among four to six, so they included in English young
learners level one.
3. English for Young Learners Teacher
Generally, EYL teacher means teacher who teaches English for
kids. Suyanto classified EYL teacher into three classes; a classroom
teacher who has no background in English, an English teachers who
teachers who has English background and focus on the education of
children (Suyanto, 2010:33).
4. Factor Hindering in Teaching EYL
According to Suyanto (2010:21) explains that there are five factors
that affect learning English to young learners. These factors are
mother tongue, instructional material, social environment, learning
instruments, and family background.
G. Review of Previous Research
The writer knows well that this research is not the first time done.
So, the writer reviewed the thesis of of Heryani (2012) which title
“Teacher Readiness in Teaching Computer Engineering and Networking
and Readiness of Infrastructure Laboratory Computer in SMKN 1 and
SMK N 2 Bima Regency.” This research used to know the readiness of
TKJ teachers in teaching. He found that teacher readiness in teaching TKJ
at SMK N 1 Bima reach 88% which was categorized very well while for
SMK N 2 Bima reach 77% which is categorized well.
The researcher also reviewed the thesis of Malihi (2014) entitled
“Saudi EFL Teachers‟ Readiness and Perceptions of Young Learners
Teaching at Elementary Schools”. This research has conducted about
teachers‟ perception of their own readiness to teach English to young
learners at elementary school in Saudi Arabia. He said that his research has
at this level since more than half of them did not receive enough
pre-service nor in-service training concerning young learners‟ teaching.
The two researches above have differences from this research. The
differences took place in the setting of the research. The setting place of
first previous research was in Saudi Arabia and another one was placed in
Bima regency. The first respondent was teacher of elementary school
while the second respondent was vocational high school‟s teachers.
However, both were find out the teachers readiness in teaching and it was
similar to this research.
H. Outline of The Research
This graduating paper consists of five chapters and each chapter is
subdivided into subsequent divisions:
Chapter I consists of background of the research, statement of the
problem, limitation of the study, purpose of the research, benefits of the
research, definition of key term, review of previous research, outline of the
research.
Chapter II the researchers will explain what the meaning of
readiness, the meaning of teacher, the meaning teaching, teaching English
to Young Learner, and factors hindering in teaching English to young
learners.
Chapter III deals with research method and data presentations
covering data of teacher readiness in teaching English to Young Learners
Chapter IV consist of Data Analysis, in this chapter, the
researchers will discuss about the data analysis, which has been collected.
It describes the finding which is compared with the theory.
Chapter V consist of Closure, In this chapter, the researchers will
explain about conclusions and suggestions whose tight relationship with
CHAPTER II
THEORESICAL FRAMEWORK
In this chapter, the researchers are going to make attempts to explain
about the theoretical framework which includes the nature of readiness, the
nature of teacher, the nature of teaching, and teaching English to young
learners.
A. The Nature of Readiness
To achieve a work, someone need to have good deeds readiness
that is required in the work, whether good physical readiness, mental
readiness or cognitive readiness. According to Psychology Dictionary
explains that readiness is the level of preparation to act or respond to a
particular stimulus (www.psychologydictionary.org)
While readiness according to Slameto is the whole conditions of a
person who make it ready to respond or answer in a certain way towards a
situation. Someday the condition in adapt will influence the respond
(Slameto, 1991:115). While Jamies Drever as quoted by Slameto states
that readiness means willingness to respond or react. Willingness comes
from the within one person and related to maturity, because maturity
means readiness to undertake skill (Slameto, 1991:61). Based on both
explanation, readiness is a whole condition where the grade preparedness
of someone to give respond or react toward a certain condition.
The conditions that influence a readiness as (Slameto, 1991:115), involve three aspects:
b. Necessity, motive and goal;
c. Skills, knowledge and other definition have been learned.
On the other hand, Bandura as quoted by (Maddox, 2000:277)
explained that readiness also consist of three sections:
a. Emotive Attitudinal Readiness
1. Emotional readiness adopted as responsibility to perform
job,
2. Enthusiasm for a job,
3. Volition adapt to job at any time,
4. Comfort and independence in carrying out their jobs,
5. Reward the intrinsic value in a job,
b. Cognitive Readiness :
1. Having cognitive skill and think critically important to
perform his job,
2. Conscious of their own strength and deficiency,
3. Already made the relationship between the job done and the
real world applications,
4. Conscious of themselves and willingness to perform a job,
5. Capable of integrating concepts and instruments of various
scientific discipline ,
c. Behavioral Readiness :
1. Willing to carries on the function partnership with their
2. Proficient set a time to achieve objectives in undertaking
these jobs.
B. The Nature of Teacher
Teacher has an important role in national education system which
is organize and successful of educational process in the all level of
education depend on teacher. In general, people do not have trouble to
explain who is a teacher. Teacher is normally connected as a profession
which related to children education at school, in education institution, and
they have to master teaching material of the curriculum.
Talking about teacher, Hamalik states that teachers are a profession
full of devotion to the community, having duties and obligations based on
certain code of ethics (Hamalik, 2002:7). While, the government has a rule
which regulate about teacher that attached in law of Indonesia number 14
section 1 year of 2005 states that „teacher is a professional educator which
has principle duty in educating, teaching, guiding, directing, train, assess,
and evaluate students on early childhood education, formal education,
basic education, and secondary education.
According to (Cooper, 2011:2) teachers are an active to growing
professionally and continuously evaluate the effects of the choices and
action from others.Besides that, (Harmer, 2001:57) claims that in the early
class situation, the teacher have to be facilitator and a resource for the
other obligations. The teacher is as giver knowledge, the controller, and
the authority.
Based on some definitions above, a teacher is a person who has
knowledge, skills and special trainings in teaching, explaining and
educating. The teacher is the person who capable of creating behavioral
change in terms of cognitive, psychomotor as well as affective domain.
Teacher has a duty to do professionally in order to enhance human
resource.
C. The Nature of Teaching
A search in contemporary dictionaries as quoted by Brown (1980:7) teaching reveals that showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to now or understand.
In addition, (Rahayu, 2009:28) states that teaching is an activity
which is emerging based on accurate planning. The program or planning
which probably become learning actions is arranged to grow up
self-learning.
(Brown, 1980:8) defines that teaching and learning having close
relation, both are cannot be drawn apart. Teaching style, approach,
methods, and classroom techniques will influence how the learner learns.
Because of teaching is process to lead and facilitate learning, enabling the
learner to learn, and setting the condition of learning. In wider definition,
teaching means understanding the learners and the subject matter to be
learned, showing the way to successful of learning despite many
From those definitions, it can be concluded that teaching is a
process or activity to guide and transfer knowledge or skill to the learners
by setting and organize the environment becomes comfort zone for
learning based on the planning created. So, teaching becomes a complex
action, means utilizing a number of component from teaching act to extend
message of teaching.
D. Teaching English to Young Learner 1. English for Young Learner
Teaching a foreign language to children is not easy job to do. It
caused children often more enthusiastic and energetic as learners. The
children have more confidence than adults at talking in a new
language (Cameron, 2001:1). Therefore, teaching young learners
especially in teaching English, necessary to be settled based on some
certain considerations. To know the basic foundation of this
consideration, there are three major theory of developmental
psychology, Piaget, Vygotsky and Bruner, which can inform how we
think about the child as a language learner.
a. Jean Piaget (1896-1980)
According Piaget as quoted by (Cameron, 2001:2), the
children interact with the world around them by developing what
they had and taking action to face the incident in the environment.
In the interaction, they will do an action to solve the problem and
The knowledge that results from such action is not imitated,
but is actively constructed by the child. In the beginning, it
happens related to concrete objects, continues to their mind and
followed by doing an action, then that action was assimilated and
accommodated.
Assimilation happens when action takes place without any change to the child; accommodation mix up with the child adjusting to feature of the environment in some way (Cameron: 2001:3).
There are four phases of child development proposed by
Piaget as quoted by (Suyanto, 2010:6):
1. from born to two year olds called sensory motor stage,
2. 2-8 year olds called preoperational stage,
3. 8-11 year olds called concrete operational stage,
4. 11-15 year olds or more called formal stage,
By looking these development phases, it seen that young
learner at kindergarten (4-6 year olds) include in preoperational
stage. Today, play group and kindergarten which is teaching
English to the children are developed quickly. Someone who
involved in English for young learner needs possessing
knowledge about child development.
b. Vygotsky (1962)
Different from Piaget‟s theory, Vygotsky theory focused on
he did not neglect the individual cognitive development. He also
realize that the development of the child‟s first language or
mother tongue in the secondary year of life is use to make a
fundamental shift in cognitive development (Cameron, 2001:5).
Vygotsky beliefs that social interaction with other people,
particularly adult people will appear the new ideas and enhance
student‟s intellectual development (Suyanto, 2010:8). Learning
language process occurs in a social context, in the community that
full of people who interact with the child. Through this social
interaction, adults act as a mediator around the child world. So,
children able to do and understand more than own learning.
Helping from adult really use to prompt achieving child
development area which is called zone of proximal development
(ZPD) (Suyanto, 2010:9). Parents are more understand what aids
that should give to children, because they are having long time
interaction with the child. So, English teacher should able to help
their students through various ways in the classroom, with many
number of students and different ZPD.
c.Bruner (1976)
Bruner does not press the important of helping for child, but the important is involving the students actively since begin learning process and during the learning activity which is the knowledge found by the child, “true learning
Talk to children in carrying out an activity is kind of
support verbal version. This activity is shifted to the classroom by
form of conversation between teacher and student. It has been
labelled scaffolding. (Wood, Bruner and Ross 1976 as quoted by
Cameron, 2001:8)
Teacher can scaffold children‟s learning in various way.
For example, teachers can help children to understand what student
learnt, by suggesting, praising the significant, reminding,
modelling, and so on (Wood: 1998 as quoted by Cameron, 2001:9).
All of those efforts are called as something happens repeatedly or
routines (Suyanto, 2010:12).
2. Young Learners
When talking about English for Young Learners (EYL), it
should be known who the young learners are.
According to (Scott and Ytreberg, 1990:1) divided children into two groups- the five to seven year olds and the eight to ten year olds. They are created into Level One or beginner (5-7 year olds) and Level Two (8-10 year olds). Level Two may also be beginners, when they begin to learn English at that age.
Different from Scott and Ytreberg, (Suyanto, 2010:15) determines that young learners are elementary students of 6-12 years old which divided into two groups, Younger Group (6-8 years old) and Older (9-12 years old). Base on level of class, they are able to called Lower Classes student, namely student of 1, 2, and 3 then Upper Classes is student of 4, 5, and 6. While, for preschool or kindergarten who also learn English are categorized as very young learners.
From those definitions, children who are learning and having
young learners are started from preschool until finish elementary
school. Related to English young learners, all of them who studied
English at that level which English language is learnt as local content
subject or extracurricular in the schools now.
Basically, the most important thing in learning English early age
is to grow students interesting during learning English. It should
understands the students‟ characteristic to gain the goal, so teachers
are able to choose the appropriate methods for them. Actually, some
of the characteristic has been theirs able to influence the success or
failure in learning English.
According to (Scott and Ytreberg, 1990:2), there are some
characteristics of young learners five to seven year olds:
What five to seven year olds can do at their own level, they can:
1. talk about their action
2. tell about what they have done or heard
3. plan activities
4. argue for something and tell their reason
5. use logical reasoning
6. use their vivid imaginations
7. use a wide range of innovation patterns in their mother tongue
8. understand direct human interaction
The other characteristics of young learners proposed by
1. Having egocentric attitude
They lean to connect what they learn with
themselves. For example: learning about phrase „My‟ such
as „My family, my house...‟ They will give more attention
to the word which related to them or everything adhere to
themselves.
2. Difficult to distinguish the concrete and abstract
Children still have high imagination in their live.
The children‟s world is full of something non concrete, so
they think that all good around them is real and live like a
human. So, for acknowledge English to children should use
the concrete thing. Such as using equipment around the
class, „door, table, chair, window, floor...‟
3. Children lend to imaginative and active
Recreational time out activities as a fun activity for
children. They like learning through games, story or song
which able to motivate children in learning English
indirectly. Because of playing is part of children daily life,
it can be used as teaching through playing.
4. Feeling bored quickly
Children only has concentration about 10-15
minutes in receiving a lesson. Ou of the time they will be
will noisy and disturbing the other students. To minimize
this situation, the learning process should be varieties until
the end of class.
5. Full of color and purity
Children like doing an activity and task which is
interested and full of color, it will make the young learner
be happy. Flash card and puppets are very supportive in
teaching-learning English process.
6. Like a story
Through story children will more learn about how to
gather and receive a message from the story. Different from
receiving the goal through mentioned the word one by one.
Story makes the children more focus to learn.
7. Self-centered
Young learners cannot doing a task in group, they
tend to do the task by themselves but accompanied by their
close friend. It will happen until their age are seven years
olds.
8. Unconscious the goal of learning English
Actually children are really fun learning foreign
language although they are not understand what the
objective of learning foreign language is. However, they
of word. Through intonation, signal, expression, and gesture
will help them to understand the meaning of a new word.
9. Like to interact using English
When they have learned English, the children like to
use it to interact with their friends or their English teacher.
Because of the effective way to learn other language is by
using the language.
10.The active thinker
They are happy to learn something, they are
learning by doing, for example singing a song by moving
their part of body to define the expression said.
3. English Young Learner (EYL) Teacher
Teacher of English Young Learner (EYL) has very significant
factor of learning English be successful, because teacher acquire to
students the existence of another language beside mother tongue and
Indonesian language. So, the EYL teacher has a heavy role to teach
English as the basic way whether in academic or psychological.
Generally, there are five characteristics of EYL teacher:
a. English language competence are adequate and should continue to be developed.
b. Teaching skills and doing assessment and capability in managing English class.
c. The effective of personal teacher quality, such as patient, kind, humorist, and high enthusiastic.
e. Openness to asking, learning, self-repairing, try to the new things which is appropriate for their learners (Suyanto, 2010:30).
In utilizing language, EYL teacher should realize that teaching
English is different with first language or mother tongue or Indonesian
language. So, EYL teacher have to understand the differences and do
that well, such as:
a. Grammatical structure
b. Vocabularies that appropriate to EYL c. The correct pronunciation
d. The correct intonation e. Spelling
f. The speaker culture (Suyanto, 2010:30)
4. Teaching English to Young Learner
Teacher roles as a model for young learners. So, teachers are
demanded to use English clearly and simply in exact context and
correct pronunciation. Teachers also as a source which controlling and
managing the class activities. To avoid the boredom, the activities
should be implemented about 10-15 minutes. Below are suggestions
for English teacher in teaching young learners proposed by (Scott and
Ytreberg, 1990:5):
a. Words are not enough
Most activities for young learners should contain movement
and the logic not only trade on spoken word. Teacher needs
some tools like picture or real objects to demonstrate the
b. Play with the language
The common ways in developing first language can do by
playing with the language. For example from (Scott & Ytreberg,
1990:5),
Let them talk nonsense, experiment with the words and
sounds: „Let‟s go – pets go‟. „Blue eyes - blue pies‟.
Utilizing song, claps, telling stories can help students talk to themselves.
This way is also natural stage in the first stages of foreign
language learning.
c. Variety in the classroom
Children concentration and attention are short, so variety is
a must whether variety of activity, variety of place, variety of
organization, variety of voice, and etc. Those varieties made to
decrease the student‟s boredom when learning English.
d. Routines
Use familiar situation, familiar activities, repeat stories, rhymes, claps, etc. Those benefit for children to know the rules. Teacher should have system, have routines, organize and plan the lesson (Scott and Ytreberg, 1990:6).
e. Cooperation not competition
Reinforcement are much more effective than rewards and
prizes. Make up the room becoming shared experiences, they
enjoy with togetherness. It is not mean them work in groups, but
f. Assessment
Assessment is needed for teacher to create notes about the learners‟ learning progress. It also used to communicate with the parents how their children are doing and should be talking to the children repeatedly about their work and boosting self-assessment (Scott and Ytreberg, 1990:6).
E. Factors Hindering of Teaching English to Young Learners
According to Suyanto (2010:21) explained that there were several
factors hindering teaching English to young learners. Those were:
1. Mother Tongue
There was similarity between learning mother tongue and
foreign language, but it also many differences of both language.
The differences often as a barrier in learning English. Spelling,
pronunciation, intonation, vocabulary or sentence structure
children sometimes difficult to learn. Such as a long vowel
pronunciation as the word roof:
Diphthong /au/, /ou/ as in the word now [nau] and road
[roud] and also the pattern of the noun in combination with
adjectives, for example:
Blue Table Adj N
Indonesian in a different location:
2. Instructional Material
The selection of materials as teaching materials with
appropriate learning techniques to the age and interests of the
children will give its own attraction for children in learning.
Teaching materials that should be able to invite students to
active learning, which has a clear and meaningful purpose.
Adjust also the choice of words and the level of difficulty.
Arrange with coherent ranging from easy to more difficult.
3. Social Environtment
Communication between students and teachers or between
students and the students will give a sense of security to the
learner and enhance confidence. Social interaction was also
helping children to use language and make them learn from each
other. This relationship can be established through games,
songs, and learning activities were carried out in pairs or groups.
4. Learning Instruments
Foreign language learning for children would be more
effective if supported by the instruments which is support the
learning activities, because the children like things that are
visual. Such as finger puppets , drawings , miniatures or even
objects around us such as photos , pens , story books , wall
5. Family Background
Factor family or social background also may support or
hinder the children‟s success in learning a foreign language.
Such as the availability of dictionaries, books, foreign television
channels, even support from parents is a factor that can hinder
the way of learning. Objects around the children able to add a
vocabulary, and books that was bought by parents will also help
CHAPTER III
RESEARCH METHODOLOGY
This chapter focuses on giving methodological foundation of the
research. Since this research is employing the qualitative research, explanation
in each aspect of paper methodology are presented comprehensively. To make
it comprehensively, this research arranged systematically start from the aspect
of research design. Below aspect of research are design site and respondents,
data collection, data analysis, and procedure of the research.
A. Research Type
This research was conducted to figure out the teacher readiness in
teaching English to young learners and also the factors which hinder the
teacher in teaching EYL at kindergarten. In this research, the writer puts a
descriptive qualitative research. This research said as qualitative research
because the description presented in the form of qualitative data‟s such as
an individual interview with English teacher at kindergarten in Salatiga.
Questionnaire also uses to complete the data. The questionnaire used is the
close questionnaire which the respondents able to choose alternative
answers provided. Documentation also took for completing the data of
teacher readiness.
(Patton and Cochran, 2002:2) gave their definition about qualitative
research. They claim that qualitative research is associated with some
number, as data analysis. So, qualitative research meant that research
conducted did not illustrate number or the sum of measurement or number
of having comparison, but it is an information, the concept and responses
or relating to object. The writer tries to illustrate not only about the teacher
readiness in teaching English to young learners but also the factors
hindering the teacher to teach English at kindergarten.
B. Method
1. The Instructional Setting
This research was conducted at kindergarten in Salatiga. The
instructional setting was eighteen kindergarten schools which separate
in Salatiga. The writer took schools that thought English for young
learners as their school subject or extracurricular at their school. The
eighteen kindergarten schools are:
1) TK Kartika IX-25
2) TK Kartika IX-24
3) TK Kartika III-39
4) TK Tarbiyatul Banin 58 Cebongan
5) TK Tarbiyatul Banin 22
6) TK Islam Tarbiyatul Banin 45
7) Syaamila Kids
8) Al-Qudwah Kids Center
9) TK Aisyiyah Bustanul Atfhal 4
11) TK Aisyiyah 3 Nanggulan
12) TK Kemala Bayangkari 31
13) TK At-Thohiriyah
14) TK Trisula Perwari
15) TK Candra Puspita
16) TK Bina Insan Fitria
17) TK Al-Azhar Cebongan
18) TK IT Miftahul Jannah
2. Respondents
The respondents in this research were 18 English teachers of
kindergarten in Salatiga. The writer decided to take purposive sampling
to investigate this qualitative research. Patton and Cochran (2002:11)
stated that purposive sampling means take the data by selecting process
of respondents who are likely useful for research. In this research, the
writer chose respondents who regarded the most know about teaching
English to Young Learner, so the choices respondents can thrive
according to the needs and steadiness writer in obtaining data.
Based on the opinion above, sample of this research is teachers of
eighteen kindergarten schools in Salatiga there were 18 (eighteen)
people. All of eighteen teachers became the respondents to interview.
Table 3.1 List of English Teacher
No Kindergarten Schools Teachers’ Name
Teachers’ Teaching Experience 1
TK Kartika IX-25 Heny Listiani, S.Pd.I. 4 years
2
TK Kartika IX-24 Afif Nur Fiqqi A.B. 1 year
3
TK Kartika III-39 Nafiatul Khasanah 3 years
4
TK Tarbiyaul Banin 58 Purhawan Sugiyanto, S.Pd.I.
4 years
5
TK Tarbiyatul Banin 22 Kingkin Meita P. 1 year
6
TK Islam Tarbiyatul Banin 45
Aning Sulistyaningsih 1 year
7
Syamila Kids Sofiyana, S.Pd.I. 5 years
8
Al-Qudwah Kids Center Rateh Ambarwati 1 year
9
TK Aisyiyah 3 Risti Dian Supriyanto 2 years
12
TK Kemala Bhayangkari 31 Eka Widi Riyanti 1 year
13
TK At-Thohiriyah Rachmad Azari 1 year
14
TK Trisula Perwari Trispa Juwita 2 years
15
TK Miftahul Jannah Santi Rachmawati 1 year
16
TK Candra Puspita Ina Kurniawati 1 year
17
TK Al-Azhar Cebongan Ayu Fitriana Sari 1 year
18
C. Data Collection 1. Questionnaire
Questionnaire is the list of question used to find the information
which is stated by respondents. While the questionnaire used is close
questionnaire which respondents are able to choose the alternative
answer had been readied. The list of questionnaire is written in the table
below.
Table 3.2 List of Questionnaire
No Construct Factors Indicators Questions Total Questions
Every questions from aspect of readiness have been supported from the
appropriate theory. The arranging questions of readiness as followed:
a. Arranging the questions of English kindergarten teacher’s emotive attitudinal readiness
1. Aspect of responsibility (provided in the number 2 and 3) According to (Suparlan, 2005:92) competence means „the ability of a teacher to responsibility perform his or her duties appropriately‟.
Perform teaching is the teachers‟ duty that have been done
well. Teacher implementing their duties in teaching English to
young learner in accordance to the curriculum at school. It has
include a responsibility from teacher toward the task. I have the
enough ability in English and must be continued to grow. It also
proposed by (Suyanto, 2010:30), English teacher must have the
enough knowledge and skill of English.
2. Aspect of enthusiasm (provided in the number 3 and 4)
This aspect about teacher spirit to teach English for young
learners at kindergarten. It also talking about teacher‟s interaction
with the students. How the students feel comfort and save beside
their English teacher. The question taken from the theory of Harmer,
A teacher must love her job. If she really enjoys her job that‟ll make the lesson more interesting (Harmer, 1998:1) 3. Aspect of willingness to adapt (provided in the number 5, 6,
and 7)
Trying to adjust with the students by using various strategy
but simple, short, and clear. It use to twine good communication
with the students in order the goal of teaching achieved.
Understanding the student‟s characteristics and students world
which is always to develop every times. The teacher should
followed the world in order easier to convey the material toward
students.
4. Aspect of comfort and independence (provided in the number 8, 9, and 10)
Suparlan claims that teachers have and action the professional honesty. (Suparlan, 2005:45)
The quotes above explain about creating lesson plan and
material for teaching by themselves. It in order avoid plagiarizing
from friends other teachers. Besides that, teacher should create an
easy method understandable by students in learning English.
5. Aspect of reward the intrinsic value (provided in the number 11, 12, and 13)
Teacher will do the duties to give English education in
kindergarten as good as possible in order the goal achieved. In this
aspect also explains the teachers‟ attitude when getting criticism
toward what the teacher taught. This statement based on the
Self-efficacy is shorthand for the beliefs that people have in their own ability and capacity to do things well (Grigg, 2015:47)
b. Arranging questions of English kindergarten teacher’s cognitive readiness
1. Aspect of think critically (provided in the number 14, 15, 16, 17)
The aspect of think critically discuss about the effective
teachers in teaching English for young learners. In conveying the
material, the effective teacher uses of many ways and instruments
in order to increase the students‟ interest about English. This
statement created base on the theory below,
Effective teachers use many different tools to assess how their students learn as well as what the students know (Hammond and Snowden, 2007:112).
The other points of critical thinking is when the teacher faces
the problem. They will formulate the problem happened during
English learning process in kindergarten to be solved well. As
Grigg states that,
A teacher with strong self-belief is likely to be resilient, able to solve problems and, learn from their experience (Grigg, 2015:59)
2. Aspect of aware the strength and limit (provided in the number 18, 19, 20, and 21 )
Based on the quote above, a teacher have to receive the
mandate to convey English material in kindergarten. They also
know the risk in teaching English in kindergarten. Teaching
English in kindergarten must have a big patience because
teaching children should use the sincere heart. The teacher
emotion will influence the children emotion too, so creates a
balance emotion between teacher and students better in teaching
English to young learners.
3. Aspect of contextual thinking (provided in the number 22, 23, and 24 )
According to Suyanto, to convey the material teaching and train a language skill is needed a various techniques, instruments, and methods which is interesting for students (Suyanto, 2010:87)
In the contextual thinking aspect proposed some questions
about the method and the instrument that have been used.
Whether invite students to imitate the teachers‟ speak and using
song in learning or others ways.
4. Aspect of aware of themselves and willing (provided in the number 25 and 26)
This aspect teacher have the strong willingness to do teaching
English in kindergarten and want to be a good model for their
students through teaching English that have been done. As
Teacher who has a high expectation to willing and able to increase the students learning quality, high dream will be seen from the teacher spirit and teacher performance in doing their duties (Suyanto, 2010:53).
5. Aspect of integrating to other disciplines (provided in the number 27)
Integrating to other disciplines means linking the English
subject with other subject in kindergarten, such as English with
counting science, or English with coloring science, and others
disciplines.
Cognitive readiness according to (Maddox, 2000:277) is capable of integrating concepts and instruments of various scientific discipline.
c. Arranging questions of English kindergarten teacher’s behavioral readiness
1. Aspect of act the function of partnership (provided in the number 28)
Collaborate with other teachers in your school make the learning experience richer for your students (Shin, 2006:6)
In looking for a material for teaching English in kindergarten,
teacher have cooperation with other teacher or someone who have
competence about the material. This uses to enhance the teacher
and students‟ knowledge in learning English.
2. Aspect of proficient set a time (provided in the number 29 and 30)
In this aspect, the researcher proposed two questions about starting and finishing the learning in accordance time that has been set in a schedule learning. Timing in learning will influence
the students‟ academic achievement especially for children who
only has limited level of concentration.
6. Interview
(Moleong, 2009:186) stated that interview is a conversation that is
accompanied by certain goal. In similar, when two persons exchange
their ideas and information it is assumed as interview. Information and
ideas are obtained through questions and answers, so that the meanings
of a particular topic are found.
Lincoln and Guba as quoted by (Moleong, 2009:186) also
explained that interview is aimed to construct about someone, events,
organization, feelings, motivation, and what are the experiences
happened to someone. In addition, interview is a test to know whether
the person invited to talk is open-minded in giving information or not. It
also use to enhance both for interviewer and interviewee. All of them
then will be used to project the future expectations. The subject of
interview is EYL teachers at eighteen different schools in Salatiga. The
proposed question were mostly about teacher preparation and the
factors hindering their teaching.
The instrument used by the researcher is mobile phone. It is
process. The researcher used the simple language for gaining the
interviewees‟ understanding. To gain the deep information, the
interviewees are given the unlimited time to share their opinion. Below
is presented the interview guidelines that used to support the research
process:
Interview Guideline
According to Suyanto (2010:15), the children are difficult and not
interesting with foreign language caused of some factors which
influenced their English learning. Based on the theory, emerging the
first and second interview question that are,
1. What are the factors hindering teacher in teaching English to
young learners at kindergarten?
2. What are the strategies use to handle those hinders?
Children concentration and attention are short, so variety is a must
whether variety of activity, place, organization, voice and etc. As quote
below:
A variety of activities is important, each activity must be appropriate to the learning at hand. (Kyriacou, 2007:27).
Furthermore, the researcher proposed the third and fourth questions
about the method used.
3. What are the method used in teaching EYL at kindergarten?
4. What are the hindering found in using the method?
involved in a process of inquiry, discovery, investigation, and interpretation (www. columbia.org).
According to quotes above, the research arranged number fifth to
seventh question as followed:
5. Do you convinced that you have mastered the class?
6. Do you get problem to rekindle the students‟ activeness?
Those were the seven questions about the factor hindering the
teacher in teaching EYL. The questions of interview guideline was took
from Setyawan‟s (2014) graduating paper which created some questions
about the factor hindering in teaching. Then, the researcher used several
questions as references.
7. Documentation
When the researcher chooses qualitative research, one of the best
ways to look into the data is by documenting. According to (Arikunto,
2010:206), documentation study is searching for data of things or
variables in forms of notes, transcripts, book, letters, magazines,
agendas, etc. Meanwhile, (Sugiyono, 2010:329) asserts document is a
record of events in the past in the forms of handwriting, pictures, or
even literature works. To complete the data, the researcher used
transcripts of interviews, recording of interview, and pictures of
D. Data Analysis
A qualitative data analysis is an approach that operates data,
organizes them, categorizes them, synthesizes them, finds their pattern,
and eventually presents them as a research report (Bogdan and Biklen,
1982 as quoted by Moleong 2009:248). (Meanwhile Sugiyono, 2010:335)
states that a qualitative data analysis is a process of searching and
arranging systematically the obtained data from interviews, field notes,
and documentation by organizing data into categories, explaining into
units, synthesizing, arranging into patterns, sorting the important ones, and
drawing conclusions in order to be comprehended by the research or the
readers.
In addition (Miles and Huberman, 1984) as quoted by (Sugiyono,
2010:337) explained that there are two types of approaches used in
qualitative data analysis. Below are those two types:
1. Flow Analysis Models
This model is followed by three major components. They are data
reduction, data presentation, and conclusion.
2. Interactive Analysis Models
Interactive analysis models means that data reduction and data
presentation are processed along with data collection. Three analysis
components (data reduction, data presentation, and conclusion) are
a. Data collection
The data collection are interviews, questionnaire and
documentation. Therefore, all of them are decided to take them as
the appropriate way to investigate the teacher readiness and
preparation.
b. Data reduction
The next step after collecting data is data reduction. (Sugiyono,
2010:338) proposed that data reduction means summarizing,
selecting the important ones, focusing on stated topic, and deleting
unnecessary plan. Thus, the reduced data will not only clearly give
pictures of what a researcher really discovers but also simplify the
following searches.
The process of data reduction for this particular research is
conducted through separating unnecessary data from questionnaire,
documentation and interview. Categorizing data later taken to
structure the finding presentation.
c. Data presentation
In qualitative research, data presentation is arranged in the
form of essays, chart, flowcharts, categorization, etc. The purpose
of data presentation is to support the comprehension of the
discussed data. Not only support but also plan the next works based
The data presentation for this research is explained into
narration of the description of teacher preparation, which explained
descriptively in the form of essay. In addition, teacher readiness
would be presented using percentage and table.
d. Conclusion
The final step after data presentation is concluding all of what
has been investigated. Withdrawing conclusions of this qualitative
research is based on the reduction to find out the answer of the
investigation. The possibility of some changes is developed when
there are valid and consistent evidence. They are followed in data
collections in order to make the research is strongly believed to be
accurate.
E. Procedures of The Research 1. Distributing questionnaire
To figure out the teacher readiness of teaching English to young
learner in this research, questionnaire is distributed to all eighteen
teachers. Knowing the teacher‟s‟ readiness in teaching young learner at
kindergarten is the aim of this step.
2. Conducting the research data by interview
All of eighteen teachers in eighteen kindergarten schools as the
interviewees. The interview are analyzed to answer the factor hindering
3. Analyzing and Identifying the Data
Questionnaire are identified in order to find teacher readiness in
teaching EYL at kindergarten. The interview used to find the factors
which are hindering the teacher in teaching.
4. Completing the Research by Documentation
To prove the true research, recording and transcript of interview
are conducted. There also pictures when the teacher teaching English
in the class, photographs of instruments which is used in teaching.
5. Presenting the result descriptively
All result of the research is systematically written and concluded in
narration. It is presented descriptively in the form of research report.
The conclusion is also provided in the last chapter of the research. Data
presented and conclude in the writing are based on true research
CHAPTER IV DISCUSSION
This chapter discusses the results of collected data. The first section
discusses the teacher readiness in teaching English to young learner at
kindergarten. The second section points out the factor of hindering in teaching
English to young learner.
A. Finding of Teachers’ Readiness in Teaching English to Young Learners at Kindergartens
Questionnaire is used to describe the teachers‟ readiness in
teaching English to young learner at eighteen kindergarten in Salatiga.
The questionnaire based on three indicators which mentioned on the
chapter two were used to capture the teachers‟ readiness. They are 1.)
emotive attitudinal readiness, 2.) cognitive readiness, 3.) behavioral
readiness.
The result started from the first indicator or called as „emotive
attitudinal readiness. Below was the table show the data of number
occurrences and percentage of emotive attitudinal readiness.
Table 4.1 Number of Occurrences of Teachers’ Emotive Attitudinal Readiness in the Questionnaire
Sub Indicators
No Emotive Attitudinal Readiness SA A NA DA SDA Total Responsibility 1 I undertake the task of teaching
English in kindergarten appropriate to curriculum that has been set
7 10 1 0 0 18
and must be continued to grow. Enthusiastic 3 I have enthusiasm to implement
learning English in a kindergarten in accordance with the schedule that had been determine
5 13 0 0 0 18
4 I like to interact with students so students feel comfortable with the English teacher strategy simple , short , and clear
9 7 2 0 0 18
6 I tried to give the material based on
student‟s characteristic. 3 11 4 0 0 18
7 I followed the development of student‟s world in order easier to convey the material toward
9 I will looking for the addition material to teaching English in kindergarten by may self
2 9 3 4 0 18
10 I want to create a method that easily understandable by students in learning English at kindergarten
9 6 3 0 0 18
Reward the Intrinsic Value
11 I will do duty to give English education in kindergarten the as good as possible in order the goal achieved.
6 11 1 0 0 18
12 I am happy to get critics and suggestion to implement the English learning in kindergarten.
5 11 2 0 0 18
SA=Strongly Agree; A=Agree; NA=Not Agree; DA=Disagree; SDA=Strongly Disagree
Table 4.1 shows number of occurrences of teachers‟ emotive
attitudinal readiness in the questionnaire. There are thirteen statements
