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Teaching English in Primary Schools: Benefits and Challenges

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DOI: 10.2991/iccie-18.2019.68

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Primadina Cahyati Suwarsih Madya

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 Advances in Social Science, Education and Humanities Research, volume 326
3rd International Conference on Current Issues in Education (ICCIE 2018)

Teaching English in Primary Schools: Benefits

and Challenges
Primadina Cahyati Suwarsih Madya
Faculty of English Language Education Faculty of English Language Education
Universitas Negeri Yogyakarta Universitas Negeri Yogyakarta
Yogyakarta, Indonesia Yogyakarta, Indonesia
primadina1994@gmail.com suwarsihmadya@uny.ac.id

Abstract—Teaching English in primary schools Teaching English in primary schools means

relates to the readiness of the schools and the students’ teaching students aged 6-12 years, regarded as young
proficiency levels. If the schools have the sufficiency of learners [4]. As they are still young, they will come to
English teachers, media, and textbooks, they will be
ready to teach English. It is because primary schools
the class with different levels of English knowledge.
deal with young learners aged 6-12 years and this period They may come with excellent English; the others
is believed as the best moment to gain knowledge. It is in may know nothing about English at all. This
line with the basic principle stating that young learners condition causes a difference among students’
can learn English better [11]. Teaching English in motivation in learning English. Some of them feel
primary schools provides both benefits and challenges. that English is easy and enjoyable, and others think
The benefits are reported by Moon [16], Singleton [10], that English is difficult and tedious [5]. Furthermore,
and Read [18], and the problems are pointed by the students who are very interested in English need
Copland, et al. [9], Khamari et al. [8], and Wei-pei [7]. to be facilitated to experience an appropriate English
Regarding the issue, this article identifies the benefits
and challenges based on theories and research findings
lesson, while they who are not interested in learning
and then proposes several solutions of the difficulties English need to be motivated and supported more by
which can be the references for the schools to provide showing that English is exciting and fun.
high-quality English teaching and learning. Consequently, if the schools have appropriate
facilities, such as English books, media, and
Keywords—teaching English in primary schools, competent teachers, they can facilitate and support the
benefits, challenges, solutions students well to learn English.
I. INTRODUCTION It can be concluded that teaching English in
English in Indonesia becomes one of the foreign primary schools must have many challenges. English
languages that are taught in the schools besides local can be profitable and destructive for young learners
and national languages [1]. However, it is only [6]. It might be beneficial if the activities are exciting
considered a local content subject [2], which means and related to young learners’ life. It will also make
that the schools have their right to teach English or them willing to learn English. In contrast, it can be
not by taking into account their local needs and destructive if the activities are not fun and related to
regional condition. In the past, English was not learnt young learners’ life. Hence, it will make them dislike
in the primary school level, but then English is learning English.
considered essential for several purposes, such as Along with that statement, several studies in the
science, technology, culture, and the like. Therefore, area of teaching English in primary schools have been
the Indonesian government decides to include English conducted. They are in the case of textbooks, English
in the primary school’s curriculum, known as teachers, parents’ awareness, students’ social status,
curriculum 1994, curriculum 2004, and curriculum students’ interest, and so on [7,8]. From these
2006 or it is called as School-Based Curriculum [3]. phenomena, the statement saying that there are many
In Indonesia, only several primary schools teach problems and challenges in teaching English in
English to their students. For example, in Yogyakarta, primary schools is true [7,8,9]. Therefore, providing
there are only 67 out of 166 primary schools that the solutions can help the schools to solve those
teach English to the students (Dinas Pendidikan, problems that may happen in the real implementation
Pemuda, dan Olahraga Provinsi DIY, 2017). It shows of English teaching-learning processes at schools. The
that the number of primary schools teaching English answers can be obtained by giving training for
has not reached half the number of primary schools, English teachers, educating parents that English is
so the level of English language teaching readiness in fundamental, motivating the students with attractive
the primary schools has not been encouraging enough. teaching materials, and the like.
As many challenges happen in teaching English in
primary schools, these issues need more attention to be

Copyright © 2019, the Authors. Published by Atlantis Press.

This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). 395
 Advances in Social Science, Education and Humanities Research, volume 326

analyzed. Therefore, several research questions are background. If they do not support them in learning
proposed; What are the benefits of teaching English in English, success cannot be reached.
primary schools?, What are the challenges in teaching
By recognizing several factors determining the
English in primary schools?, And what are solutions of
success in teaching English in primary schools, the
the problems in teaching English in primary schools?
teachers are expected to analyze the benefits,
Therefore, the research aims are to identify the
challenges, and solutions. The next discussion is how
benefits and challenges in teaching English in primary
teaching English in primary schools is conducted.
schools and to find out the solutions related to the
problems. B. Teaching English in Primary Schools
II. THEORETICAL REVIEW Teaching English in primary schools includes one
that needs to be underlined. It is because it deals with
A. The Younger, The Better young learners who have unique characteristics.
Before discussing further the benefits and the Several characteristics of young learners are
challenges in teaching English in primary schools, the egocentric, imaginative and active, self-centered, get
writers show several theories and studies which bored easily, and find difficulties to differentiate the
support that learning a foreign language at an early concrete and abstract things; they also have a low
age is better. “Children between three and six years of concentration level, prefer to do their task by
age are at the optimal age for learning foreign themselves, and love to learn new things [4,14,15].
languages, because, when children learn their first They learn by doing to acquire a new language.
language, they can use the same method to learn Teaching English in primary schools has several
foreign languages” [5]. Besides, the Critical Period purposes. They are categorized into two major parts,
Hypothesis (CPH) claims that there is a biological such as interaction and socialization [12]. The aims of
timetable for foreign language acquisition which can interaction are to help children to acquire and use
be done more optimally. information, like learning how to spell; to help
Consequently, if it is acquired after the optimal children to acquire other physical skills, such as
period, it will become more challenging to learn the cutting, handwriting; and help children to acquire
language. The optimal period is 2-14 years of age complex skills such as reading. Meanwhile, the
[10]. It means that more than 14 years of age or adults purposes of socialization are to help children to
will have more challenges when they learn English. In recognize a wider society, and enable them to mingle
another reference, most schools start teaching a with their peers and to work with them. For example,
foreign language to the students at the age of 8–9 the activities in the class can be done through working
[11]. They believe that in those ages, learners will not in pairs, playing games, singing a song, and the like.
fail to learn a foreign language because it is the best In addition, young learners acquire a language
period to gain knowledge from the teacher. effectively and efficiently if the environment supports
Furthermore, “pre-school children have brains them. They will learn through their experiences and
which are more active, connected, and flexible than activities [16]. It means that they explore their
adults’ ” [12]. It means that children like to move and backgrounds and skills to acquire a language more
play, are creative and imaginative, and have an easily because they directly interact with them. As
excellent social skill. Thus, the English teaching and mentioned previously, children also like to make
learning process in class will be more successful if physical movements, so that fun activities such as
English teachers take into account their learners’ playing games, singing songs, storytelling, role-
needs and can identify the learners’ backgrounds such playing, and so on can be recommended exercises to
as environment, culture, and interest. help young learners pick up the target language
quickly [17]. Other fun learning activities that can be
Age is not the only factor that facilitates young applied by teachers to teach English for young
learners to learn a language quickly [13]. Other learners can also be found in other references [16],
factors that can also determine the success of English and so on. They propose fun activities like “Get
introduction in primary schools are motivation, together activities, spider mobile, the giant potato
language aptitude, and quality of the teachers, story, learning diaries, matching, and so on.”
learning strategies, socioeconomic background,
learning materials, and media, social interaction, and The next discussion is the main idea of the study
family background [4]. It means that if young learners mentioned previously. It is the benefits of teaching
do not have motivation in learning English and their English in primary schools, challenges, and the
aptitude is not supported even when they are young; it solutions of the issues. These ideas are collected from
seems that they will get difficulties to learn it. It also several studies on the teaching of English in primary
happens in the quality of the teachers, learning schools.
strategies, socioeconomic background, learning C. Benefits of Teaching English in Primary Schools
material and media, social interaction, and family
There are several studies conducted under the
issue of teaching English in primary schools. They

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mention several benefits when learning English in as a means for communication, and which ones belong
primary schools [10, 16, 18]. All of them agree that to the first, second, and the foreign languages. If they
teaching English in primary schools will give more understand which ones belong to the first, second, and
advantages rather than the disadvantages. The foreign languages, they will raise their awareness of
benefits are in terms of awareness, language aptitude, their first language and a foreign language they are
time, and confidence. Those benefits which are learning. They also will be more confident to speak in
mentioned by the researchers will be discussed English. It is because they have better pronunciation
further. and fluency than others who are not confident in using
English.
In terms of awareness, [16] found that teaching
English in primary schools can make the students D. Challenges in Teaching English in Primary
more aware of their first language. It is so weird, for Schools
example, Indonesian students have good English, but Teaching English in primary schools is not easy
their Indonesian language is not sufficient. Therefore, since the way how to teach children is different from
to learn English, Indonesian students should have the how to teach adult learners. It also has many
basic foundation of communication, which is the challenges [9] [8] [7]. The problems are in terms of
Indonesian language as their first language. It means internal and external factors. The internal factor refers
that the role of the Indonesian language is very crucial to pedagogy, motivation, and identity. The external
before the students want to learn English as a foreign factor includes textbooks, learning resources,
language. On the other hand, teaching English in teachers’ level of English, and class size. Those
primary schools also makes the students have the challenges are discussed below.
possibility of more significant global awareness and
intercultural competencies [16, 18]. It means that by The first challenge that relates to the internal
learning English, the students can have more factors is a pedagogy competence dealing with the
opportunities to understand that there are many proper use of teaching strategies. Several new
countries with their cultural differences. It leads the learning strategies such as Communicative Language
students to have a positive attitude, to be more Teaching (CLT), Task-Based Learning and Teaching
respectful and tolerant [10, 16]. It is also believed that (CBLT), and the like exist in language teaching and
English as an international language can be one of the learning. However, the teachers may find it
effective ways to understand other cultures and challenging to introduce those strategies for several
communicates with other people from different reasons [9]. For example, it may be inappropriate for
countries. teaching large groups of students where the resources
are limited. Therefore, [9] the teachers need to try
Teaching English in primary schools is also harder to implement those learning strategies
beneficial for students to acquire better pronunciation effectively.
and fluency [18]. It is because, in primary schools, the
students have more time to learn the foreign language In terms of motivation, it is difficult to motivate
instruction [10]. If they have a lot of practice to children to learn the language, because they have
pronounce words in English, better fluency will be different motivations [9]. Some of them may struggle
reached. to understand English, while others may not. Also, the
progress of the students is not frequently assessed. It
Another benefit is to achieve confidence. Self- brings a bit problem because the assessment is needed
confidence is one of the keys to motivate students to to know how far the students understand the lesson.
learn. When they find difficulties to follow the lesson, Therefore, if their progress is not frequently assessed,
it can lower their self- confidence. It is expected that those who have a low proficiency level in English are
learning English in an early age can be one of the not interested in learning, and even have no
efforts to improve their self-confidence [16]. If they motivation for it. It is worse actually because if they
have sufficient knowledge of English, they will be do not have motivation in learning English, it will be
more confident to follow the lesson, for example by difficult for the teacher to explain the materials and
answering the teacher’s questions. involve them in activities. On the other hand, support
In addition, children are better learners because from parents also plays a vital role for the students
learning in their age is going natural, exciting and [8]. If there is no support from parents in learning
enjoyable, relevant, social, belongs to the child, English, the students will have no motivation for it.
multisensory, active and experiential, memorable, etc. Another challenge relates to identity. It is not easy
[18]. When all of these optimal conditions are to teach English to young learners with global
provided, they will reach a high achievement in insights, but not keeping them away from national
language knowledge. identity. National identity is “a condition in which a
Based on those findings, several benefits in mass of people make the same identification with
teaching English in primary schools are found. These national symbols – have internalized the symbols of
findings show that it is better for children to the nation” [19]. It regards that every country has its
understand that in this world there are many languages uniqueness of the national identity; they are different

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from one another. It means that by understanding difficulties the teachers find and it is hard to create
Indonesian and local languages, the students are learner-centered learning. Otherwise, if the size of the
proud of their country. However, to make the students room is too small or not appropriate for the number of
proud of their national identity when they are learning the students, they will get difficulties to move, so they
English is not easy to do. For example, they are do not have enough space to do their activities [9].
interested more in foreign culture rather than in their
Based on those findings, the challenges come from
culture. That is why sometimes in a writing activity,
many aspects. Therefore, the government together
instead of writing the history of things in Indonesia;
with the teachers and the schools’ committee take into
they write the history of Eiffel Tower.
account those challenges by finding the solutions so
The second challenge is one of the external that the better quality in teaching English in primary
factors, i.e., textbooks. In several counties, the books schools can be reached.
are not available [8]. It creates another problem;
E. Solutions of the Challenges in Teaching English in
textbooks play an important role in supporting the
Primary Schools
students to acquire knowledge on English. In
Indonesia, the government has decided to use Based on the several challenges presented
textbooks, but it does not limit the use of another one previously, the writers propose several solutions to
which can support the teacher in teaching the lesson. those challenges found in teaching English in primary
However, in the selected textbooks found in the schools. They are based on several theories
school, the materials were often poorly organized and [4,14,15,16,17].
illustrated [7]. It is also known that the existence of The first solution is that it is better for
appropriate materials can support the teachers to stakeholders having a responsibility for the issue of
prepare the activities to be used in teaching-learning teaching English to young learners to provide some
activities. Regarding this, the content or the lesson training for English teachers of primary schools. The
from textbooks or other sources of learning needs to training also needs to be well designed and prepared,
be adapted based on the students’ needs and skills and such as by providing a competent trainer, appropriate
is simply designed so that the teachers and the materials, and a proper method. It is because teachers
students can easily follow the path. who teach young learners are different from the
In terms of source, children need to be explained teacher teaching adult learners. Some qualifications of
concretely through demonstrations and realia. It English teachers in primary schools should be
means that they need something real rather than fulfilled [4,20]. The qualifications mentioned are:
theories [9]. They need media that can help them teachers should have adequate English skills and
understand the lesson. However, most of the schools develop the competencies all time; they are
do not have sufficient teaching aids [8]. It will create multitalented and conduct assessment and manage
a problem if there are no adequate media and teaching their English class well; they are patient, kind,
aids; the teachers are not able to provide fun activities friendly, humorist, and highly energetic; they are
which engage the students’ physical movements. professional and want to join activities which can
develop their skills, such as training or workshops;
Next, the teachers’ English proficiency can and they communicate effectively with children,
influence their teaching. In other words, those who colleagues, parents, and so on.
have a low proficiency level are indicated to lack self-
confidence, find difficulties to interact with children, Secondly, to motivate the students in learning
and understand the materials slowly [9]. Therefore, English, the teachers need to understand the students’
the teachers who have no sufficient knowledge in characteristics because they are still young and they
teaching English, especially to teach young learners need to get a special treatment from the teachers.
need some training which can help them develop their Several experts also explain young learner’s aspects
competencies. However, most of the English teachers [4,14,15]. Therefore, if the teachers understand their
joining the training felt dissatisfied. One of the students’ personalities, they can encourage their
reasons is they are not well trained using the students to be interested in learning English, because
concerned method [7, 8]. It brings another problem different nature will need a different treatment. For
when the training does not facilitate the teacher well, example, the teachers can provide activities which are
in terms of how they can improve their competencies. interesting and enjoyable, belong to the child, active
Those problems raise serious issues about the overall and experiential, memorable, and so on [18].
quality of teaching English in primary schools. Dealing with inappropriate textbooks and teaching
Therefore, providing appropriate training for English aids for the primary school level, the English teachers
teachers who teach in primary schools can help them are required to be creative in class because they still
to be ready with various characteristics of their have to provide fun learning activities. Several
students. recommended fun learning activities in teaching
Then, the size of the class is believed as a English to young learners are storytelling, games,
common challenge. The larger the class, the more songs, mini role play, and so on. The important thing
is that English teachers need to be selective in

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 Advances in Social Science, Education and Humanities Research, volume 326

choosing and using textbooks and media to support teaching performance. In addition, open-minded
their teaching-learning activities, especially in thought, willingness to ask, reading habit, and
teaching young learners. They need to decide whether curiosity to open a dictionary will make them
the content, materials, and lessons are appropriate for professional in their expertise, especially teaching
the students and their language skills. For example, primary students.
the teachers can provide topics talking about foreign
In addition, the next study under the same issue is
countries as the input and other issues discussing
expected to be able to measure or to analyze within a
whatever related to the students’ country as an output
broader context. It is because the researchers realize
[21]. That is to show that national identity is
that this study has a few preliminary studies under the
important; although the students are learning a foreign
same issue to know further the benefits and challenges
language, they do not lose and forget it. Moreover, for
in teaching English to primary students. Therefore, the
English teachers, they should have an open-minded
solutions provided are not yet sufficient. Thus, the use
thought for asking, learning, trying a new thing, and
of more comprehensive methods and both quantitative
improving their competencies to help their students
and qualitative approaches can be one of the
[16][17]. Furthermore, it is essential to anticipate the
suggestions to have broader and more explicit
lack of learning sources, because those will be used to
findings. Survey studies may be used to explore the
support the teaching-learning process in class.
perceptions of stakeholders who get involved in the
Next, English teachers are required to design the development of teaching English in primary schools.
class as comfortable as possible because the students Another research could be an ethnographic
like to move around and the physical movements will observation study which may be used to explore the
dominate the activities [16][17]. Sometimes, teachers actual practices of teaching English in primary
also need to design an outdoor activity to introduce schools, not only in the big city but also in the rural
the surrounding environment to the students. They area.
also need to take into account the existence of a report
book for reporting the students’ progress since they ACKNOWLEDGMENT
learn English. It is crucial for the teachers to be the I would first like to thank my colleagues who
basis in designing the activities which are appropriate helped me revise this article. They helped me to
for the students’ needs and skills. correct my writing errors. I would also like to express
my gratitude to Ashadi, Ed.D. as my lecturer in
Finally, another duty of the teachers is to explain to guiding me to produce a good piece of writing. He
parents that English is also prominent to learn because even gave me several books on academic writing and
it is an international language in today’s era. They can publishing, etc. Lastly, my special acknowledgment
convince the parents by showing that many students goes to Prof. Hj. Suwarsih Madya, Ph.D. as my thesis
can be successful in learning English, for example, by supervisor who supported me to finish this article. Her
joining an international debate competition, and the care and spirit of open-minded thought have been a
like. If the parents finally support their children to great inspiration and guidance for me.
learn English, the teachers have to provide more
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