Mahira Afanin/K2220051/B1

HOW ENGLISH TEACHERS IMPACTS YOUNGER EFL LEARNERS' ATTITUDE

TOWARDS LEARNING ENGLISH

Introduction

Learning can be more sufficient when it comes to learning a foreign language at an

earlier age. According to Suyanto (2018), English as a foreign language plays an essential role in
Indonesia. There is no denying the fact that students are expected to master general English skills
as the globalization era is gradually spreading. Hence, primary schools are even now actively
integrating the English language as a subject, assuming the younger learners have a higher
proficiency level compared to a later starting age (Chen et al. 2020). Since teaching English to
children at a young age is intended to build language abilities through action (Aiguo, 2007;
Fareh, 2010), teachers are highly expected to have proper English skills when dealing with
students.

Indonesia is ranked 80th out of 112 nations in the EF Education First English Proficiency
Index (EPI) Report of 2021. This achievement dropped six positions compared to the previous
year. Indonesia's English proficiency has dropped for the fourth year in a row. According to
McCormick (2021), Indonesia scored 466 points on the EPI, marking an improvement higher
than the previous year's score of 453 points, a slight 13-point gain on an 800-point scale
compared to last year. Consequently, English must be taught as early as possible for them to
master the language as a means of competing globally (Anggraini, 2018). Teachers of English in
elementary schools who transcend this situation will have to make more effort. Simultaneously,
English teachers in elementary schools may face substantial challenges in their role as educators
of younger learners.

A study that was previously conducted by Zein (2017) focused on the factors that
negatively impacted elementary English teachers' pedagogical performances. First, teachers
struggled to maintain classroom discipline when there were more than 30 kids crammed into a
medium-sized room. It had been more of a concern than encouraging student-centered learning
for communicative activities (Asriyanti et al., 2011; Egar et al., 2015). Second, the possibilities
for teachers' professional growth were limited. Even the available training programs were
frequently hampered by the misalignments between program content and teacher's professional
needs (Zein, 2016). Third, low morale among specialist teachers was aggravated by poor
working conditions, which were linked to teachers' low status and salary. To make ends meet,
many teachers should teach in multiple different schools back and forth.
 Another research that was examined by Sulistiyo (2019) reported concerns and issues that
primary school English teachers experienced while establishing English as a local content subject
in their classrooms. It was revealed that teachers' perspectives of English as a local content
subject, the design of syllabi and teaching materials, classroom practices, and learning
assessment were all the factors that influence the implementation of it. It also implied that
English teachers did not yet have knowledge and abilities in curriculum methods. Primary school
English teachers who lack this knowledge and skills would be unable to construct their own
English syllabuses, teaching materials, instruction, and assessment based on a national
curriculum plan. The undervalue of the aims of English learning in primary schools also limited
children's opportunities to enjoy learning a new language.

The previous studies mentioned above are portraying one of so many reasons of how
challenging experiences are often faced in English teaching and learning environments,
specifically in primary school. Teachers are found to have challenging experiences which then
influence their way of creating a conducive learning environment and pedagogical aspect. Those
are considered as things that play an important role in creating students' attitude towards learning
a language. However, the case related to the inverted perspective coming from elementary
students' attitude towards learning English is not yet investigated. Thus, this study aims to
determine which major factors influence elementary students' attitudes towards English learning
coming from the teachers.

Literature Review

Elementary school students who are considered as EFL young learners might show a
variety of attitudes towards English language learning at a relatively early age. The majority of
studies on the subject have come to the conclusion that student attitudes play a crucial role in
learning and consequently, it should be incorporated into teaching second or foreign languages
pedagogical aspects (Getie, 2020). Positive attitudes and motivations are linked to success in
learning a second language, according to language research studies (Gardner, 1985; Lightbown
& Spada, 1993; Getie, 2020). On the contrary, according to Ellis (1994) as cited in Getie (2020),
Students with negative attitudes will fail more often than they succeed. Hence, it may be more
crucial to preserve young learners’ interest in language acquisition than to place a privilege on
academic achievement (Chen et al., 2022). As young learners progress through school, their
enthusiasm most likely diminishes, especially when teachers conduct teacher-centered strategies
with limited communicative activities.

Younger learners’ attitudes and outcomes can be indicated by circumstances coming

from the students themselves. The public in general has a strong perception that beginning early
is a key strategy for giving students a head start in learning a foreign or second language and for
ensuring native-like mastery of the L2. The assumption ‘the younger, the better’ however, has
mostly been based on research of naturalistic L2 acquisition, and it is challenging to generalize
those findings to educational settings (Muñoz, 2014 as cited by Chen et al., 2022). It might be
hard for younger students to be involved in a more cognitively inclined learning, which can also
cause demotivation of students. They can require a lot of language exposure in a welcoming
learning setting, as well as numerous opportunities to use the language (Muñoz, 2014 as cited in
Chen et al., 2022). Aspects from the teachers, however, might be where the students’ attitude
rooted from. Young learners’ attitude towards learning can grow exponentially depending on
what they have experienced with their foreign language teacher. In comparison to students who
connect with their teachers less, those who have more interaction are more likely to develop a
good attitude about the target language. “Without communication between teachers and learners,
there will be little chance of effective education” Spolsky (1972).

In fact, a study conducted by Getie (2020) found that students have a rather negative
attitude towards learning English as a foreign language at a quite young age. This occurs due to
some factors that have a negative impact on students. For instance, a lack of a supportive
learning environment, learners’ own fears of making mistakes and frustration, a lack of
opportunities to start practicing their English which are rooted from how lacking the
encouragement from the English teachers is. This indicates that English teachers for younger
students need to carefully consider the consequences and possibilities when it comes to creating
students’ impression and attitude towards learning English. In accordance to Larsen and Long
(1991), teachers’ dispositions to their students are significant factors that can influence students’
attitudes, as well as the amount and quality of learning that occurs and the student's language
outcomes.

A research finding by Gaither (1955) as cited in Getie (2020) stated that If a teacher is
knowledgeable and quick to recognize the long-term benefits of foreign language study as they
relate to the cultural, social, and political aspects of modern civilization, the student will not be
able to find these benefits elsewhere. Another study by Nafissi & Shafiee (2019) shows that
teachers also believed they had a role to play in fostering children's national identification,
morals, and religion, according to the results. This is apparently in line with Chen et al. (2022)’s
finding where apparently early exposure to English learning neither has significant impact nor
has a favorable impact on learners’ attitudes toward learning English. The kind and quality of
instruction may also have prevented the kids in our study from developing unfavorable attitudes
toward learning English. Even this result might not apply to situations when less effective
training might perhaps result in more unfavorable views. This might also suggest a connection
between attitudes toward learning English and engaging English-learning experiences (Chen et
al., 2022).

Sulistiyo et al. (2019) propose the study which was conducted in Indonesia related to
teachers’ creativity in developing strategies. Teachers who are not given professional
development opportunities or instruction guidelines are likely to lose motivation to provide
engaging lessons and learning opportunities. The purpose of teaching English in primary schools
is to establish engaging activities. Younger students can learn playfully in a senseless way that
could stick in their long-term memory. Playing games and singing along to songs while learning
requires physical exercise. This approach to teaching English to young students may be effective
for them to learn and have the chance to build learners’ positive attitude towards learning
English. Elementary school students should learn conversational English as part of their English
classes to help them communicate. As a result, the goal of teaching English in elementary
schools should be to give kids the chance to practice communicating (Sulistiyo et al, 2019).