TEACHERS’ STRATEGIES TO TEACH ENGLISH

TO YOUNG LEARNERS IN KINDERGARTEN

THESIS PROPOSAL

BY

YUNI RAFIKA

NPM 190402090030

UNIVERSITAS PGRI KANJURUHAN MALANG

FACULTY OF LANGUAGE AND LITERATURE

ENGLISH EDUCATION DEPARTMENT

2022
 CHAPTER I

INTRODUCTION

This chapter presents a brief description of the whole content of the research.

The chapter comprises background of study, research problem, research scope and

limitation, research objective, significant of study, and definition of key term.

A. Background of Study

The impact of globalization on education has increased significantly in

recent years, motivating everyone to learn English as their primary

international language. As a sign of the growth of English education in

Indonesia, English is now taught to younger learners. It is anticipated that

Basic English training will increase students’ overall language proficiency

(Nguyen & Terry, 2017)
.

Teaching young learners in preschool is a difficult duty since their

(Pinter, 2011)
qualities differ from those of adult learners . Because young

learners are particularly successful when they are young, teaching English
(Ratminingsih & Budasi, 2018)
should begin when they are young . Due to

their current level of enthusiasm for something new, children will find

language classes to be relatively simple to understand. Additionally, they will

automatically pick up information about various cultures through language. In

addition, most children are excited to try new things, such as picking up a

new language. Preschoolers are at an age when they are physically active and

have plenty of energy to learn a new language through games and sports
(Uysal & Yavuz, 2015) . Many considerations on what and how to teach are

warranted. As a result, preschool teachers need to get innovative in order to

provide their students with a high-quality teaching and learning environment.

An education should be accompanied by other aspects including the

institution, teachers, teaching strategy, and students in order to give high-

quality education. Additionally, among those elements, teachers play a

(Habibi & Sofwan, 2015)
significant role in education . Therefore, it can be

claimed that the success of the teaching and learning process is mostly

determined by the effectiveness of the teachers because a professional teacher

would create quality students. A teacher should also possess both professional

and pedagogical competence in TEYL in order to teach English to young

learners (TEYL). Professional competence in TEYL includes English

proficiency, licensure, TEYL trainings, etc., while pedagogical competence

(Lungu, 2015)
refers to the ability to teach young learners .

Students may not enjoy learning if the teachers are unable to teach them

properly. As a result, the learning and teaching process could not be

successful. It is strongly advised that teachers design engaging, interesting,

delightful, and fun lessons for young learners. It's because young learners are
(Juhana, 2014)
easily bored and have a limited attention span . It is
Harmer (2001)
comparable to the argument made by that people easily get

bored and loses interest in things unless they are exceptionally engaging. The

methods utilized to teach English to students in preschool should be observed

by teachers. Students will benefit from learning English because of this. In

order for preschool students to benefit most from language study, they must
be able to communicate (Cahyati & Madya, 2019). So, the overall purpose of

language education is to foster students' communicative abilities so that they

may one day pronounce English fluently, giving them an advantage in the

increasingly globalized world. So, teachers should pick methods that will

work best for their students and classrooms. When selecting what materials to

provide students, it may be helpful to keep in mind the unique characteristics

of children as learners.

Teaching Strategy is one factor that impacts how well English is taught

and learned. A skilled English teacher plans lessons that are beneficial for the

students, especially lessons that can increase students' motivation to study

(Nguyen & Terry, 2017)
English . Furthermore, the teaching and learning

process can be supported to enable the achievement of learning objectives

through the application of appropriate English teaching methodologies and in

(Intarapanich, 2013)
accordance with the characteristics of students . Making

learning meaningful and exciting for young learners is a difficulty in modern

(Remer & Tzuriel, 2015)
education . Accordingly, it follows that the existence

of a teaching strategy is crucial in determining the success of the teaching and

learning process.

According to Harmer (2001), the approaches, practices, and systems that

teacher’s use during class activities and when they are teaching students are

known as teaching strategies. The teacher should utilize the proper strategies

to accomplish the objectives of the teaching and learning process in the

classroom. A planning process for achieving success in a teaching

environment is the definition of a strategy. There are some teaching strategies

for pre-school students: Total Physical Response (TPR), Audio Visual

Materials Based Teaching, Task Based Language Teaching (TBLT), and

Communicative Language Teaching (CLT).

1. Total Physical Response (TPR)

One of Asher & Adamski (1988), methods and concepts for

teaching English is called TPR. According to them, Total Physical

Response is a language education method that emphasizes the coordination

of speech and motion. This method makes an effort to focus on motivating

students to pay attention to and respond to their teachers' spoken

commands in the target language. TPR believes that participation and

(Freeman, 2000).
comprehension are key when it comes to learning

2. Audio Visual Materials Based Teaching

Instruction in which an audiovisual or multimedia presentation of

the subject is emphasized with the aim of enhancing comprehension and

retention is known as audiovisual education or multimedia-based

education (MBE). John Amos Comenius (1592–1670) introduced pictures

as teaching aids in his book Orbis Sensualium Pictus ("picture of the

Sensual World") which was illustrated with 150 drawings of everyday life.
Akram et al. (2012)
According to there are many different kinds of

audiovisual materials, including filmstrips, microforms, slides, projected

opaque materials, tape recordings, and flashcards. Pre-school need to be

aware of the benefits of using audiovisual resources as the primary

pedagogical strategy. Students are better able to grasp complex concepts

because of the visual aids used in the classroom.

3. Tasked Based Language Teaching (TBLT)

As a result of various limitations inherent in the PPP approach

(presentation, practice, and performance), the task-based viewpoint of

language education has arisen. This viewpoint is grounded in the

constructivist theory of learning and communicative language teaching

(Ellis, 2003; Long & Crookes, 1991)
methodology . Meaningful task-based

activities help students more effectively master the target language, and

this has important implications for how we view language learning as a

developmental process rather than a result internalized through repeated

practice of language items.

4. Communicative Language Teaching (CLT)

According to Gustiani (2011), students in communicative

classrooms are taught a language that views communication between

students and teachers as both a means and an end in itself. Students learn

and use the target language through interactions with classmates and the

teacher, analysis of "authentic texts" and extensive in-class and

extracurricular activities. The ability to communicate in the target

language is seen as the ultimate aim of language learning in CLT. This is a

departure from prioritizing grammatical competence, as was the case in

many circles of thought. The method is not based on a specific set of

textbooks but rather places a premium on teaching students to speak and

understand the target languages first before moving on to reading and

writing.
 In line with the research objective of this study, there are some previous

related studies regarding TEYL strategies. One of which is written by

Akmal et al. (2021)
. The result showed that there were seven strategies implemented

by teachers in teaching English. They are; engaging learners in daily oral

language activity, establishing a nurturing environment, playing games,

storytelling, audio-visual, singing, and teaching face-to-face. From this

research, it is less valid because there is only one research instrument, namely

interviews, while the writer will use interviews and also observations to

produce more valid data. The similarity of this research with this writer is that

they both explain the various kinds of teaching strategies at the kindergarten

level.

There are also other researchers from Graduate Program Language

Ariani et al. (2022)
Education, Ganesha University of Education. also

investigate teaching strategies for young learners in Aura Sukma Insani

Kindergarten. She concluded that Aura Sukma Insani Kindergarten applied

blended learning and applied both synchronous and asynchronous modes of

learning during pandemics. Besides, to support the teaching and learning

process, the school has a special program namely, orientation and induction

programs, and reflection and follow-up programs. In addition, the problems

of teachers are mainly about the adaptation, emotional bonding, limited time

allotment, students’ mood, and focus, students’ social skills and characters,

teachers’ preparation, parents’ involvement, lack of facilities, and technical

skill and cost. The researcher and the writer both researched various kinds of

teaching strategies at the kindergarten level. The difference is that the

researcher examines various kinds of teaching strategies online while the

writer does it face-to-face.

Another research has been done by Astuti (2021). Two English teachers

for young learners at Madrasah Ibtidaiyah Plus Ja-alHaq Bengkulu were

selected as participants. Descriptive method is used to conduct research.

Based on her research results, it is known that there are eight teaching

strategies used by teachers that have succeeded in encouraging young

learners’ participation. Teacher 1 was more dominant in using the strategy of

verbal illustration 20,83%, demonstration and questioning 16,67%.

Meanwhile, Teacher 2 is more dominant in using the verbal illustration

strategy 23,80% and the questioning strategy 19,04%. The interaction

between the nine teaching strategies occurred between student-content,

student-to-student, and student-teacher. However, the most significant

strategies teachers often use to encourage young learners’ participation are:

verbal illustration, demonstration, look and say, and questioning. The

difference between the researcher and writer is at the school level. The

researcher chose the elementary school level, while the writer chose

kindergarten.

The fourth study is written by Luh et al. (2020) , which investigate the

strategies implemented in TEYL in primary school. The study was a

descriptive qualitative study and was conducted in SD Suta Dharma Denpasar

Bali. The result showed that there were eight strategies applied by teacher in

teaching English. They are; listen and repeat, listen and do, question and

answer, in-pair, cooperative learning, and games. The difference between the
previous research and this research is in the level of EYL education, where

previous research examined primary schools, while this study will examine

preschools.

Dasapratama (2020) sums up the usage of the teacher's tactics for teaching

English vocabulary such as; listen and repeat strategy, question and answer

strategy and outdoor learning strategy. The teacher decided to utilize those

strategies because they were appropriate for usage in the EYL class that is

part of the OHIO English Course. Similar to the study mentioned above, this

one also focused on how teachers taught English to young learners. While the

difference from the research above is that the researcher observes students in

the OHIO course which has a curriculum environment, and the characteristics

of students are different from students who study English at school. In

addition, the teaching strategies carried out by previous researchers only used

vocabulary, while the writers examined the overall teaching strategies.

Jannah (2019) says teachers of young learners should receive particular

training so they can manage the class effectively and plan engaging learning

activities. Her research involved students from the English department as

participants. Twelve students who had experienced teaching young learners

had taken an EFYL course in the odd semester of 2017. The similarity of the

above research with the writer is that the researcher also investigated teaching

English to young learners to school students. However, it does not focus on

teaching strategies in teaching English to young learners. It only focuses on

student and teacher perceptions of teaching and learning English.

 Nuraeni (2019) examined the Yauma Orphanage's Total Physical

Response (TPR) method of teaching is effective. Data analysis from the pre-

test and post-test can be used to prove this. The researcher concluded that

young learners were highly eager, motivated, and interactive in their learning

activities, particularly when it came to vocabulary and understanding. This

can be shown in how well students can interpret words according to the

context. First, the TPR method can be successfully used with children who

are considered to be early learners. A researcher and a writer both examine

teaching strategies in teaching English to Young Learners. The researcher

focuses on one method, namely Total Physical Response (TPR) while the

writer will write the overall strategy for teaching English. The students used

in the research above were Orphanage students aged five to eleven years,

while the writer would examine students in Kindergarten aged five to seven

years.

It is clear from the previous paragraph that there are key distinctions

between teaching English to children and teaching English to adults. Children

have unique personalities and pedagogical preferences. Teachers of English

face a unique challenge in adapting their young learner’s diverse learning

styles and backgrounds. In order to engage students in the learning process

and help them progress toward their goals, it is thought that a good and

effective teaching strategy is necessary. This study aimed to look at the

TEYL, TEYL teaching strategies and how they are implemented by teachers,

bearing in mind the significance of these strategies while teaching English to

young learners. Moreover, there are several main differences between

previous studies and this study, namely most previous studies focused on

examining EYL at the elementary school level, while this research will focus

on EYL at the preschool level. Unlike elementary school students who have

relatively better understanding of English proficiency, preschool students are

known to need extra attention while learning English. This different level is

interesting to be studied due to the fact that it may have different outcome

from other similar studies.

Furthermore, the researcher will choose TK Islam Al-Jannah as the

research location because this particular kindergarten focuses more on

English Education than other Kindergartens in general. TK Islam Al-Jannah

is a contemporary Islamic school with a focus on the natural world. This

school is located at Kavling Mawar No. 01, Jambon, Pakis Kembar, Pakis -

Malang and operates under the supervision of the Nurussalam Al Jannah

Foundation. Due to its remote location from the city core of Malang, this

school enjoys a pleasant, secure, and lovely atmosphere. This school was

established in 2018 by Mr. Zulfikar Saban, S.Pd, M.Ds., his wife Mrs. Emy

Yuliastuti, and his mother, as evidenced by the issuance of Foundation deed

No. AHU 0011992 AH.01.12 Year 2018.

The motivation behind the foundation of the Al Jannah Islamic educational

institution (KB, TK, and TPQ) is the production of a millennial generation of

empathic, moral, creative, and innovative Muslim academics. These

expectations and aspirations are founded on the notion that every kid

possesses good and complete potential, which can be developed to serve

Allah SWT. The Al Jannah Islamic school defines itself as a school with three
 primary pillars, namely Islam, Modernity, and Nature, through carrying out

its vision and goal. The contents of Islamic, Modern, and Nature Values

produce a typical Al Jannah curriculum in addition to the Ministry of

National Education's conventional curriculum.

Empirically, based on the elimination of schools in Malang City, TK Islam

Al-Jannah is one of the schools that uses the concept of learning English in

early childhood. In addition, the school's location which is far from the city

center is also one of the reasons for choosing this school as a research

location. Meanwhile, in terms of learning, generally, teachers at TK Islam Al-

Jannah have used modern and fun learning methods such as the use of songs,

games, and videos so that learning becomes more optimal. The things that

have been conveyed become one of urgency in itself why the researcher

chose to examine the learning strategies used by English teachers at TK Islam

Al-Jannah, so that it can be known which strategy is considered the most

effective for teaching English to early children. Therefore, the researcher will

conduct research with the title "Teachers’ Strategies to Teach English to

Young Learners in Kindergarten". The researcher hopes the result of this

research can improve knowledge of teaching strategies for the teachers and

also give benefits and advantages to the education in this country.

B. Research Problem

Based on the background of study, the research problems are as followed:

1. What teacher’s strategies are used in teaching English at TK Islam Al-

Jannah?
2. How do the teachers apply those strategies in teaching English to young

learners at TK Islam Al-Jannah?

C. Research Scope and Limitation

This research has a limitation on the problem to be discussed. The

limitation of the problem aims to avoid the discussion so as not to widen from

the focus of the formulated problem. This study focuses to analyze teachers’

strategies to teach English for young learners on five teachers at TK Islam Al-

Jannah in academic year 2022/2023.

D. Research Objective

The research objectives that will be obtained from the research of the

problem above are:

1. To describe the strategies of teaching used by English teachers at TK

Islam Al-Jannah.

2. To describe how teachers, apply those strategies in teaching English to

young learners at TK Islam Al-Jannah.

E. Significant of Study

The result of this study can provide information for:

1. Teachers

a. The teachers will properly implement the strategies used by English

teachers in order to successfully complete the teaching-learning

process.

b. Through this study, English teachers will be better able to use

appropriate teaching and learning techniques with young learners.

 2. Students

Based on the strategies implemented, the students could be more

interested in learning English.

F. Definition of Key Term

The teaching-learning process requires teaching energy because the

teacher needs ways to accomplish the study's stated purpose:

1. Young Learners

According to Nunan (2010) , young learners are considered to be

children between the ages of five and fifteen. Activities appropriate for

their age include acquiring knowledge of and proficiency in English. In

Harmer (2001)
addition, according to , young learners are defined as those

between the ages of three and twelve (very young learners – age: 3 – 6

years old; young learners – age: 7 – 10 years old; late young learners –

age: 11 – 12 years old).

2. Teachers’ Strategies

According to Harmer (2001) , teacher's strategy, also known as a

teaching strategy, refers to the approach that the teacher takes when they

engage in classroom activities and teach their students. Teachers should

employ effective methods in the classroom if they want to see the

intended results from the teaching and learning process.

3. Kindergarten

As part of the transition from home to school, a kindergarten is a

preschool approach to education focusing on playing, singing, useful

 activities like drawing, and social interaction
(Kindergarten - Wikipedia, n.d).

4. English for Young Learners

According to Diyanti & Madya (2021), English for young learners

(EYL) or Teaching English to Young Learners (TEYL) is the process of

teaching English to preschool children for whom English is a second

Brewster et al., (2002) Hawanti, (2015)
language or a foreign language. ; ;
Zein, (2015)
believe that English proficiency will help children ensure

employment in the future.

 CHAPTER II

RESEARCH METHODOLOGY

The researcher discusses the research method used in this study in this

chapter. This chapter discusses the research design, researcher’s role, research

setting, research subjects, data collection, research instruments, data collection

procedure, data analysis, and triangulator / validator.

A. Research Design

The design of this study is qualitative research. The focus of qualitative

research frequently is on how individuals or groups of individuals can view

the world or social phenomena in a variety of ways. Qualitative research is

"usually not set up as experiments, the data cannot be easily measured, and the

analysis is interpretative rather than scientific," according to

(Mackey & Gass, 2015)
Creswell (2014)
. concurs and asserts that text and picture data are used

in qualitative approaches.

In this study, the researcher talks about some of the interesting issues that

come up when teaching and learning English to young learners.

Cameron (2001)
also said that young learners are better than adults at learning a second

language.

So, the researcher collects information to teachers at TK Islam Al-Jannah

to find out what strategies they use to teach English to young learners. This

means they have personal familiarity with and experience interacting with

young learners. Researcher wants to know what strategies they usually use to
 teach English to young learners, since teaching English to young learners is

very different from teaching English to adult learners.

B. Researcher’s Role

The researcher will serve as an observer in this study. The researcher will

observe the situation of the English teaching process in the classroom and the

strategies used by the teacher there. The second role is as an interviewer. Here

researcher will interview teachers there to gather information, including

details about the teachers’ strategies for teaching English to young learners in

the classroom.

The data is collected by the researcher, who organizes the text data

systematically with regard to situations that occurred during the interview,

observation, and learning process. The researcher will take note of the

circumstances and teaching strategies used by the teacher with the students.

The researcher then has to approach and engage with the teacher and the

students, who are young learners.

C. Research Setting

The research will be carried out at TK Islam Al-Jannah which is located at

Kavling Mawar No.01, Jambon, Pakis Kembar, Kecamatan Pakis, Malang

Regency, East Java 65154. TK Islam Al-Jannah is one of the preschools that

integrates school education with Al-Qur'an-based education. In addition, it is

also one of the modern preschools that apply English lessons to young

learners.
 This research will be carried out over five days from 02 to 06 January

2022. The reason the research is conducted for five days is that there are five

teachers who teach at the school and each teacher takes turns to be the main or

lead teacher every day. Therefore, researcher will conduct observations and

interviews for five days with one day one teacher. In addition, the researcher

chooses the school as the research location because there is a phenomenon of

teaching English to young learners. Here are some of the reasons why the

researcher chooses the school:

1. The strategies employed by teachers in the young learners’ class;

2. Teachers are permitted to conduct research;

3. No other researcher has conducted similar research at TK Islam Al-

Jannah;

D. Research Subjects

One of the most important parts of research is the subject. Researchers can

get valid data and information from their research subjects, which will be used

and analyzed in this study. Quantitative and qualitative studies often choose

their topics in different ways. Nonrandom or purposeful selection methods

based on specific criteria are commonly used in qualitative studies, as

(Ary et al., 2010)
described by . The research subject of this study are 5

English teachers who teach English to young learners at TK Islam Al-Jannah.

More specifically, 3 of the 5 teachers are teaching grade A, while the other 2

teach grade B. The background distribution of teachers according to gender,

 highest teaching qualification, and prior teaching experience can be shown in

Table 2.1.

Table 2.1 The Background Distribution of Teachers

Number Percentage (%)

Gender Male 0 0
Female 5 100
Teaching High School 0 0
qualification Bachelor Degree 5 100
Prior teaching Yes 3 60
experience No 2 40

From Table 2.1, it can be seen that all of the English teachers in TK Islam

Al-Jannah are female, and all of the teachers are also Bachelor of Education

graduates. Moreover, only 3 teachers had previous teaching experience, while

the other 2 teachers are teaching at the TK Islam Al Jannah for the first time.

In addition to the aforementioned qualifications, it is known that kindergarten

teachers at TK Islam Al-Jannah are also renowned to possess qualities such as

patience, creativity, innovation, and competitiveness. Therefore, the researcher

chose the five teachers because they were considered to be suitable subjects

for this study based on the backgrounds of these teachers.

E. Data Collection

1. Primary Data

Martono (2015) says that "primary data" is "information gathered

directly from the research location by the researcher through the main ones

(such as informants through interviews) or by the researchers' own

observations." Five teachers at TK Islam Al-Jannah who teach English to

young learners were interviewed in-depth and observed.

 2. Secondary Data

Martono (2015) defines secondary data as "data that is not derived

from the primary source." The research cannot proceed without secondary

data, such as previous studies or studies on related issues. In addition, the

researchers use secondary data collected from various sources whose

holdings are relevant to the research at hand.

F. Research Instruments

Creswell (2012) says that collecting data means finding and choosing

individuals to study, getting their permission to study them, and getting

information from people by asking them questions or watching how they act.

For the purpose of this study, the instruments that are used to gather the

information consist of interview guidelines, observation, and documentation.

1. Interview Guidelines

Interviews were employed by the researcher to collect data. It is

used to learn more about the teachers' strategies used to teach English to

young learners. There are three basic types of interviews, according to

Corbetta (2003)
structured, semi-structured, and unstructured.

a) Structured

Structured interview refers to a situation where respondents are

given a series of questions with the same wording and in the same

sequence.
b) Semi-Structured

Semi-structured interview is flexible. Interviewer only need to

makes reference to an outline of the topics to be covered during the

course of the conversation, allowing new questions to be brought up

during conversation as the result if what the respondent answer. This

way of conducting interview gives both interviewer and the respondent

enough freedom to ensure that all the relevant topics are dealt with.

c) Unstructured

In unstructured interview, interviewer’s only task is to raise the

topics that are to be dealt with during the conversation. The respondent

will be allowed to develop the chosen theme as he wishes and to

maintain the initiative in the conversation. Thus, the interviewer

control over the conversation is intended to be minimal.

The researcher uses semi-structured interviews to get information from

teachers about the condition of the class and how the learning process

occurred. In collecting data from observation and documentation,

researcher will observe one teacher for five days. After the observation

and documentation have been completed, the researcher will conduct an

interview with five questions directly to the teacher who teaches English

that day. The first question is used to collect information from the need’s

analysis. In the need’s analysis, the researcher wants to know about the

kinds of teaching strategies that are generally used by English teachers in

TK Islam Al Janah. The second question is used to collect information

about how the implementation of the teaching strategies in the classroom

 for young learners. From the two questions, it aims to help researchers to

decide what teaching strategies are most often and suitable for use in the

kindergarten. After knowing some of the most commonly used teaching

strategies, the researcher wanted to find out information about the

challenges or difficulties in implementing teaching strategies, as well as

the solutions to overcome these problems in the third and fourth questions.

The last question is used to find out information about whether the

teaching strategies that have been applied are effective and successful for

young learners. During the conduct of this interview, the researcher will

listen carefully and record what the participants said.

2. Observation

In this observation, the subject of observation is teachers in English

class. It focuses on the teachers' strategies to teach English to young

learners. The observation will be done by the researcher in kindergarten

classes A and B in TK Islam Al-Jannah for five days. The researcher will

do the observation by going to the school directly. The observation will be

held five times, from 02 to 06 January 2022. The purpose of the

observation is to gather data on the teaching strategies used by teachers in

TK Islam Al-Jannah. Following these steps to know the most common

teacher strategy types are:

a) The researcher will record the teaching and learning processes in

classes for grades A and B of TK Islam Al-Jannah after asking for

permission from the teacher to conduct the observation. Its purpose is

 to identify the many common teaching strategies. Having information

on teaching strategies is helpful to get data.

b) The researcher will utilize an observation sheet to collect data as it

occurred during class. The researcher will fill out the observation

sheet as part of the observation process. Teachers' strategies can be

evaluated with the help of the observation sheet.

c) As a result, the researcher will be able to learn about the teaching

strategies used there. The researcher will use field notes,

documentation, and recording techniques to gather information on the

English teaching strategies of teachers. The relevant details and the

classroom event are recorded in the note.

3. Documentation

According to Creswell (2012), documents can be a useful source of

data for qualitative research. Newspapers, conference minutes, personal

notebooks, and letters are a few examples of the public and private data

that qualitative researchers gather about a study site or its participants.

These resources offer insightful data that researchers can use to

comprehend key phenomena in qualitative studies. For this study, the

researcher will gather documentation from the video recorder, pictures of

the teaching and learning process, field notes, and a list of interviews that

have influenced the teachers' strategies at TK Islam Al-Jannah for teaching

English to young learners.

G. Data Collection Procedure

This is a sequence of activity in order to collect the data. Based on the

instrument above, researcher formulate procedures in collecting the data as

follows:

1. Researcher will make a plan, choose a place to do the research, get

permission, observe, take some photos and videos for documentation of

the English teachers and students during the English lesson in the class.

2. After the observation and documentation have been completed, the

researcher will conduct an interview with five questions directly to the

teacher who teaches English that day about their English teaching

strategies.

H. Data Analysis

1. Data Reduction

Data reduction is done by summarizing field notes by separating

the most important things that relate to research problems. Then, the data

is organized in a way that makes it easy to describe and find the data if it is

ever needed again. Not all of the research's findings are important. It

implies that only essential information should be considered, while

irrelevant data should be disregarded. In the process of data reduction, the

researcher selected, emphasized, and abstracted the field note data. During

research activity, data minimization occurs. In this case, the researcher cut

down on information during the research process if the information was

not important or did not support the information the researcher needed.
 2. Data Display

Data display is used to get a full description of the result in the

form of a matrix or coding. After the study is done, the researcher can

come to a conclusion and make sure the data is useful. This means

describing the data in a descriptive or narrative way. As the second part of

analyzing data, this method is used to put the information, description, or

story in a way that makes it easier to draw conclusions. By showing data,

the researcher thought about what she does next. Based on what the

researcher knows, the researcher can look at the other action.

3. Conclusion or Verification

The next step is to complete the verification data. The preliminary

conclusions are still tentative, and will change if no strong evidence is

discovered. However, if the conclusions reached early in the process are

supported by valid and consistent evidence when the researcher returns to

the field to collect data, the conclusions reached are credible.

I. Triangulator / Validator

According to Moleong (2018) , to get reliable data from this study's data

sources, researchers must examine their validity. Triangulation tests are data

validity. Triangulation is a data analysis approach that examines data findings

or compares data.

In this research, the researcher uses triangulation technique. According to

Cohen et al. (2017),
“triangulation may be characterized as the employment

of two or more data collection techniques in the study of some aspect of

human behavior.” Thus, the triangulation methodology refers to the

utilization of two or more data collection methods to ensure data authenticity.

Triangulation is used to strengthen the reliability and validity of the results.

Denzin (1970)
added that there are four triangulation approaches. Source

triangulation, investigator triangulation, methodological triangulation, and

theoretical triangulation are the four main types of triangulation.

1. Source Triangulation

In Source Triangulation researcher uses many sources or

participants to verify data.

2. Investigator Triangulation

Investigator Triangulation means a method in which more than one

researcher contributes to data collection and analysis. Some researchers

have theorized that improvements may be made to the validity of data by

changing how it was interpreted and collected.

3. Methodological Triangulation

When a researcher uses more than one method in their research,

Cohen et al. (2017)
this is called "methodological triangulation." said,

"Methodological triangulation means using the same method more than

once or using different methods to study the same thing." So,

methodological triangulation is using more than one way to make sure the

data is correct.

4. Theoretical Triangulation

The researcher triangulates facts with applicable theory. Here, the

researcher must compare research findings with a theory. The researcher

 will employ methodological triangulation to determine the validity of the

data from these types of triangulation. Additionally, the researcher will

employ an observation list, an interview guide, and documentation to

gather the data, all of which can serve as proof that the participants are

legitimate candidates for the study's subject of research.

The researcher will utilize the triangulation of data sources in order to

compare and double-check the validity of the gathered information. The

researcher will compare the data sources, which included interviews,

observations, and documentation, in order to validate the data.

 REFERENCES

Akmal, S., Masna, Y., & Nasution, L. A. (2021). ENGAGING TO NURTURING:

ENGLISH LANGUAGE TEACHING STRATEGIES AND CONSTRAINTS
FOR VERY YOUNG MUSLIM LEARNERS AT KINDERGARTEN IN ACEH.
Jurnal Ilmiah Islam Futura, 21(1), 46. https://doi.org/10.22373/jiif.v0i0.5397

Akram, S., Suffiana, & Malik, K. (2012). Use of audio visual aids for effective
teaching of biology at secondary schools level.

Ary, D., Jacobs, L., Razavieh, A., & Sorensen, C. (2010). Introduction to Research in
Education. 696.

Asher, J. J. (James J., & Adamski, Carol. (1988). Learning another language through
actions.

Astuti, R. J. (2021). AN ANALYSIS OF ENGLISH TEACHERS’ STRATEGIES IN

ENCOURAGING YOUNG LEARNERS’ PARTICIPATION.

Brewster, J., Eilis, G., & Girard, D. (2002). The Primary English Teacher’s Guide.

Cahyati, P., & Madya, S. (2019). Teaching English in Primary Schools: Benefits and
Challenges.

Cameron, Lynne. (2001). Teaching languages to young learners. Cambridge

University Press.

Cohen, L., Manion, L., & Morrison, K. (2017). The ethics of educational and social
research. Research Methods in Education, 111–143.
https://doi.org/10.4324/9781315456539-7

Corbetta, P. (2003). Social Research: Theory, Methods and Techniques.

Creswell, J. W. (2012). Educational research : planning, conducting, and evaluating

quantitative and qualitative research. Merrill.

Creswell, J. W. (2014). RESEARCH DESIGN Qualitative, Quantitative, and Mixed

Methods Approaches.

Dasapratama, H. N. (2020). TEACHER’S STRATEGIES IN TEACHING

VOCABULARY FOR YOUNG LEARNERS (A DESCRIPTIVE STUDY ON
TEACHING VOCABULARY AT EYL CLASS OF OHIO ENGLISH COURSE).

Diyanti, B. Y., & Madya, S. (2021). English for young learners (Eyl) in asean: Policy
and implementation. International Journal of Language Education, 5(3), 224–
243. https://doi.org/10.26858/ijole.v5i3.16382

Ellis, R. (2003). Task-based Language Learning and Teaching.

Freeman, D. L. (2000). Techniques and Principles in Language Teaching - Diane
Larsen-Freeman.

Gustiani, S. (2011). FORM AND FUNCTION IN ENGLISH LANGUAGE TEACHING

AT STATE POLYTECHNIC OF SRIWIJAYA.

Habibi, A., & Sofwan, M. (2015). Teachers of English for Young Learners: An
Analysis on Their English Proficiency and Profile.

Harmer. (2001). The practice of English language teaching.

Hawanti, S. (2015). Implementing Indonesia’s English language teaching policy in

primary schools: The role of teachers’ knowledge and beliefs. Ceased, 9(2), 162–
170. https://doi.org/10.1080/18334105.2014.11082029

Intarapanich, C. (2013). Teaching Methods, Approaches and Strategies Found in EFL

Classrooms: A Case Study in Lao PDR. Procedia - Social and Behavioral
Sciences, 88, 306–311. https://doi.org/10.1016/j.sbspro.2013.08.510

J. Moleong, L. (2018). Metodologi penelitian kualitatif. Bandung: PT Remaja

Rosdakarya. https://opac.perpusnas.go.id/DetailOpac.aspx?id=1133305

Jannah, M. (2019). TEACHING AND LEARNING ENGLISH FOR YOUNG

LEARNERS: STUDENT-TEACHERS’ VIEW THESIS Submitted by Student of
Faculty of Education and Teacher Training Department of English Language
Education.

Juhana. (2014). Jurnal Juhana. Teaching English to Young Learners: Some Points to
Be Considered.

K. Denzin, N. (1970). Sociological Methods: A Sourcebook.

Kindergarten - Wikipedia. (n.d.). Retrieved November 8, 2022, from

https://en.wikipedia.org/wiki/Kindergarten

Long, M. H., & Crookes, G. (1991). THREE APPROACHES TO TASK-BASED

SYLLABUS DESIGN.

Luh, N., Titin Wulandari, P., Ratminingsih, N. M., & Ramendra, D. P. (2020).
Strategies Implemented in Teaching English for Young Learners in Primary
School. Journal of Educational Research and Evaluation, 4(3), 235–241.
https://ejournal.undiksha.ac.id/index.php/JERE

Lungu, I. (2015). A New Model of Professionalization of Teachers in Pre-school and

Primary School Education. Procedia - Social and Behavioral Sciences, 180, 632–
638. https://doi.org/10.1016/j.sbspro.2015.02.171
Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and
design, second edition. Second Language Research: Methodology and Design,
Second Edition, 1–434. https://doi.org/10.4324/9781315750606/SECOND-
LANGUAGE-RESEARCH-ALISON-MACKEY-SUSAN-GASS

Martono, N. (2015). Metode Penelitian: Konsep-Konsep Kunci. 427.

Nguyen, H., & Terry, D. R. (2017). English Learning Strategies among EFL Learners:
A Narrative Approach. In IAFOR Journal of Language Learning (Vol. 3).

Nunan, D. (2010). Teaching English to young learners. 242.

Nuraeni, C. (2019). Using Total Physical Response (TPR) Method on Young Learners
English Language Teaching. METATHESIS: JOURNAL OF ENGLISH
LANGUAGE LITERATURE AND TEACHING, 3(1), 26–34.
https://doi.org/10.31002/metathesis

Pinter, A. (2011). Children learning second languages Four Perspect ives What We
Know About Second Language Acquisit ion : A Synt hesis From Published o… A
Set t ing-Based Oral Language Int ervent ion for Nursery-Aged Children wit h
English as an Addit ional L….

Putu Dewi Ariani, L., Nyoman Padmadewi, N., & Putu Artini, L. (2022). Strategies of
Teaching and Learning for Young Learners during the Pandemic Article. Journal
of Social Sciences and Humanities, 12(1), 2022.

Ratminingsih, N. M., & Budasi, I. G. (2018). Local culture-based picture storybooks

for teaching English for young learners. SHS Web of Conferences, 42, 00016.
https://doi.org/10.1051/shsconf/20184200016

Remer, R., & Tzuriel, D. (2015). “I Teach Better with the Puppet” - Use of Puppet as a
Mediating Tool in Kindergarten Education – an Evaluation. American Journal of
Educational Research, 3(3), 356–365. https://doi.org/10.12691/education-3-3-15

Uysal, N. D., & Yavuz, F. (2015). Teaching English to Very Young Learners.
Procedia - Social and Behavioral Sciences, 197, 19–22.
https://doi.org/10.1016/j.sbspro.2015.07.042

Zein, S. (2015). Factors affecting the professional development of elementary English

teachers Related papers. https://doi.org/10.1080/19415257.2015.1005243
Appendix I
OBSERVATION SHEET

Observer : ____________________________
Teacher : ____________________________
Date : __________
Time : __________

No. Observed Aspects Description

1. Pre-Teaching

2. Whilst-Teaching

3. Post-Teaching

Appendix II
 INTERVIEW GUIDELINE

1. What EYL teaching strategies are used by the teachers in this

kindergarten?

2. How is the implementation of the teaching strategy that you mentioned

previously?

3. Did you find any challenges or difficulties in implementing the teaching

strategy?

4. How did you overcome those challenges or difficulties?

5. Have the strategies used been effective and useful?