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All Journal LLT Journal: A Journal on Language and Language Teaching Voices of English Language Education Society
Romadhon, M.Galuh Elga
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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NON-ENGLISH MAJOR TEACHERS' EXPERIENCES OF TEACHING ENGLISH FOR YOUNG LEARNERS (TEYL): A PHENOMENOLOGICAL STUDY Romadhon, M.Galuh Elga; Dzulfikri, Dzulfikri; Ubaidillah, M. Faruq
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i1.6955

Abstract

Non-English major teachers’ experiences of teaching English for young learners in Indonesia have not been widely studied until recent times. To fill the lacuna, this phenomenological study looks at the lived experiences of four teachers with non-English major backgrounds who teach English for young learners. Semi-structured interviews were conducted with the participants and teaching observations were also additionally carried out to triangulate the data. The data were then analyzed following Braun and Clarke’s (2006) thematic analysis. Findings suggest that the participating teachers encountered multi-level complexities in teaching English such as wording arrangement, sentence construction, spelling, mother tongue fossilization, and misbelief of English as a foreign language. The study also revealed the use of digital tools, songs, and games, as mostly utilized by the teachers. Interestingly, despite the non-English major backgrounds attached to the teachers, their teachings led to sustained and engaging English language learning among young learners. This study implies that pedagogical decisions have been of value to effective pedagogy and classroom activities in teaching English for young learners.
Returning to the Classroom: A Narrative Inquiry into the Challenges and Coping Strategies of an EFL Teacher Resuming After Hiatus Romadhon, M.Galuh Elga; Mustofa, Mutmainnah; Elfiyanto, Sonny; Rifyani, Andri Jamaul
VELES Voices of English Language Education Society Vol 7 No 3 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i3.24066

Abstract

This qualitative study employs narrative inquiry to investigate the challenges and coping strategies of T1, an EFL teacher at an Islamic private elementary school, returning to teaching after a hiatus. Through unstructured interviews, it examines the changes in T1's teaching approach before and after the break, uncovering unique challenges and adaptive strategies. The research reveals T1's struggle with readjustment, curriculum changes, and lesson planning without standard textbooks. To navigate these challenges, T1 utilized familial support, embraced technological resources for professional growth, and innovatively combined traditional and modern teaching methods. These findings emphasize the importance of continuous professional development, adaptability, and robust support systems in enhancing the reintegration process for EFL teachers. The study contributes valuable insights into the EFL field, highlighting the need for resources and strategies to support teachers like T1 in transitioning back to the classroom. This research not only sheds light on the specific challenges faced by returning EFL teachers but also underscores the critical role of support systems and professional development in maintaining high-quality EFL education.
Co-Authors Dzulfikri, Dzulfikri Elfiyanto, Sonny Mustofa, Mutmainnah Rifyani, Andri Jamaul Ubaidillah, M. Faruq