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Challenges in Teaching English to Young Learners Dita Rizki Anggraini
Jurnal Bahasa dan Sastra Vol 18, No 2 (2018)
Publisher : LINGUA: Jurnal Bahasa dan Sastra

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Abstract: The consideration of English to be introduced at the earlier age has been arisen, especially in Indonesia. EF EPI in 2018 shows that Indonesia is in the 51st place out of 88 countries which indicates as having a low English proficiency. Likewise, in Asia, Indonesia is placed in the 13th place out of 21 countries which also categorizes Indonesia of having a low proficiency. Thus, it is crucial to teach English as early as possible. However, teachers of EYL all over the world, including Indonesia are facing some challenges in carrying out their profession. In Indonesia, specifically, the challenges or problems come from the status of English in Indonesia, teachers’ pedagogical competency, and parents’ socio-economic background. Keywords: challenges, English for young learners, teaching English to young learners Abstrak: Pertimbangan akan pentingnya pengenalan bahasa Inggris sejak dini kini semakin meningkat, khususnya di Indonesia. EF EPI pada tahun 2018 menempatkan Indonesia pada posisi ke-51 dari 88 negara yang mengindikasikan rendahnya kemampuan siswa dalam berbahasa Inggris. Bahkan di tingkat Asia, Indonesia juga termasuk salah satu negara dengan kemampuan bahasa Inggris yang rendah (peringkat 13 dari 21 negara). Oleh karenanya, mengajarkan bahasa Inggris sedini mungkin menjadi suatu hal yang krusial. Akan tetapi, guru-guru bahasa Inggris di sekolah dasar maupun sekolah menengah pertama di seluruh dunia, termasuk Indonesia, kerap menghadapi tantangan-tantangan dalam menjalankan profesi mereka. Terkhusus di Indonesia, tantangan-tantangan atau masalah-masalah tersebut berasal dari status (mata pelajaran) bahasa Inggris di Indonesia, kompetensi pedagogik guru, dan latar belakang sosio-ekonomi para orang tua.Kata-kata kunci: tantangan, Bahasa Inggris untuk pembelajar muda, pengajaran Bahasa Inggris pada pembelajar muda

PAVE Strategy to Improve Students’ Vocabulary Achievement D Dita Rizki Anggraini
Jurnal Bahasa dan Sastra Vol 20, No 1 (2019)
Publisher : LINGUA: Jurnal Bahasa dan Sastra

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Abstract: The objectives of this study were to find out whether or not: (1) there was a significant difference in students’ vocabulary achievement between before and after they were taught by using Prediction, Association, Verification, and Evaluation (PAVE) strategy and (2) there was a significant difference in vocabulary achievement between the students who were taught by using PAVE strategy and those who were not. The samples of this study were 68 eleventh graders of SMA Negeri 6 Palembang divided into two groups (i.e. an experimental group and a control group) chosen through a purposive sampling method. To collect the data, each group was given a pre-test and a post-test. The data were analyzed by using Paired Samples t-Test and Independent Samples t-Test. The results from Paired Samples t-Test showed that there was a significant difference in students’ vocabulary achievement between before and after they were taught by using PAVE strategy. Likewise, the results from Independent Samples t-Test showed that there was a significant difference in vocabulary achievement between the students who were taught by using P VE strategy and those who were not. In conclusion, PAVE strategy was effective to be applied.Keywords: Teaching vocabulary, vocabulary achievement, PAVE strategyAbstrak: Penelitian ini bertujuan untuk mengetahuai apakah: (1) ada perbedaan signifikan pada pencapaian kosakata siswa sebelum dan sesudah diajar menggunakan strategi PAVE (Prediction, Association, Verification, and Evaluation) dan (2) terdapat perbedaan signifikan pada pencapaian kosakata diantara siswa yang diajar menggunakan strategi PAVE dan yang diajar dengan strategi konvensional. Sampel pada penilitian ini adalah 68 orang siswa kelas XI SMA Negeri 6 Palembang yang dibagi dalam dua kelompok, kelompok eksperimen dan kelompok kontrol, yang dipilih menggunakan metode purposive sampling. Untuk mengumpulkan data, kedua kelompok diberikan pretes dan postes. Data kemudian dianalisis menggunakan Paired Samples t-Test dan Independent Samples t-Test. Hasil dari Paired Samples t-Test menunjukkan bahwa terdapat perbedaan yang signifikan pada pencapaian kosakata siswa sebelum dan sesudah diajar menggunakan strategi PAVE. Serupa, hasil dari Independent Samples t-Test menunjukkan bahwa terdapat perbedaan signifikan pada pencapaian kosakata diantara siswa yang diajar menggunakan strategi PAVE dan yang tidak. Dapat disimpulkan bahwa strategi PAVE efektif untuk diterapkan pada pengajaran kosakata Bahasa Inggris untuk siswa kelas XI SMA Negeri 6 Palembang.Kata-kata kunci: Pengajaran kosakata, pencapaian kosakata, strategi PAVE

Eight Grade Students' Speaking Achievement and Perception of Using Spying Method Hengki Ripaldi; Nike Angraini; Dita Rizki Anggraini; Dio Resta Permana
J-CEKI : Jurnal Cendekia Ilmiah Vol. 4 No. 2: Februari 2025
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v4i2.6494

This research was based on students’ English speaking achievement at school during the 2024/2025 academic year, thus the students’ English speaking achievement was pathetic. Speaking is very important in language learning because it helps students acquire the target language and academic content. English teachers try to use the spying method to help students improve their speaking skills. The spying method uses spies to gather information, in order to support and increase students' confidence in their English language skills Thus, the objectives of this study were to find out: (1) significant improvement in speaking skills using or not using the Spying method and (2) whether there were significant mean difference between the students’ who are taught.. Quasi-experiment research was used in this study. There were 69 students as a sample, 35 students for the experimental class and 34 students for the control class. The data were collected using a speaking test. Data were analyzed using paired sample t-test and independent sample t-test. Based on data analysis, it was found that there was a significant increase in students' speaking skills. Before being proven by the t- test results of the paired sample with the t-test obtained (-26.998) and the significance value (0.00) was lower than α (0.05). That shows that students' speaking skills have been improved. In addition, the independent sample t-test results show that the obtained t-test (12.342) and significant value (<.001) was lower than α (0.05). The results shows significant mean difference in students' speaking achievement between students who were taught by using spying method and those who were not taught.

Language Learning Strategies And Student Thinking Style: A Case Study of Marginal Children at Relawan Anak Sumatera Selatan (RASS) Diana Fridayanti; Jaya Nur Iman; Dita Rizki Anggraini
J-CEKI : Jurnal Cendekia Ilmiah Vol. 4 No. 2: Februari 2025
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v4i2.6549

This research explores the relationship between language learning strategies and the thinking styles of marginalized children under the care of the Relawan Anak Sumatera Selatan (RASS) community. The research aims to identify how these students, who face various socio-economic challenges, adopt specific language learning strategies and how their unique thinking styles influence these choices. Through qualitative methods using field Observations and in-depth interviews. Findings show that marginalized students often use social and memory strategies due to resource constraints and external support, and their thinking styles, This research contributes to the broader discourse on inclusive education by highlighting the importance of adaptive teaching methods that address the diverse cognitive and socio-economic backgrounds of students.

From Strategy to Fluency: EFL Learners’ Preferences for Cognitive Learning Strategies to Overcome Psychological and Linguistic Challenges in Speaking Agustina, Rahmawati; Dio Resta Permana; Dita Rizki Anggraini
Tarling : Journal of Language Education Vol. 9 No. 2 (2025): Juli 2025
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan UIN Saizu Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v9i2.15204

English as an international language has a crucial role, especially focusing on speaking skill among EFL learner. Many Indonesian students face difficulties in speaking English due to linguistic challenges (vocabulary, grammar, pronunciation) and non-linguistic factors (anxiety, low motivation, lack of confidence). The 2024 English Proficiency Index places Indonesia in the "Low" category, highlighting the need for effective cognitive learning strategies to overcome these challenges. This research aims to identify the most frequently used cognitive strategies among English Education students at IGM University and analyze how these strategies relate to their speaking proficiency. Employing a qualitative descriptive approach with purposive sampling of 76 students from various semesters, data were collected via open-ended questionnaires and in-depth semi-structured interviews with nine participants. Analysis using interactive models and thematic approaches found that repetition and practice, problem-solving and transfer, and elaboration and integration are dominant cognitive strategies. The most usage strategy users tended to exhibit higher confidence and better vocabulary handling, while the least strategy users preferred reflective, individual strategies. Both prefer for interactive methods like role-play and group discussions. Recommendations emphasize adaptive, personality-sensitive teaching approaches and encourage learners to explore diverse strategies consistently. This study contributes to developing inclusive and effective English-speaking instruction.

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