Teaching English to Young Learners

The emergence of generative AI has significantly impacted English Language Teaching (ELT), presenting both opportunities and challenges. This study adopts a hermeneutic phenomenological approach to examine the experiences of four university-level English teacher educators who have incorporated generative AI into their teaching methodologies. By employing theoretical frameworks such as sociocultural theory and connectivism, the research explores how generative AI can tailor learning experiences, enhance language practice, and promote greater accessibility and inclusivity. The study also addresses issues related to the accuracy of AI outputs, ethical concerns, the need for teacher training, and the associated costs. Through semi-structured interviews and thematic analysis, the research offers comprehensive insights into the practical ramifications of AI in ELT. The results emphasize the importance of thoughtful integration, ongoing evaluation, adherence to ethical standards, and extensive professional development. This study contributes valuable perspectives to the discussion on AI in education and provides actionable insights for educators, policymakers, and developers.

Environmental project-based language learning (EPBLL) is a
promising approach for promoting language acquisition, environmental
consciousness, and sustainable education among young learners.
However, the present state of research on EPBLL in English language
education for early learners needs to be better understood. This
bibliometric study examines the state of EPBLL research over the past
ten years. We conducted a bibliometric analysis of articles published
between 2013 and 2023 that met our inclusion criteria using Scopus.
Our analysis focused on publication trends, journal sources, citation
counts, and identifying major research topics and themes in EPBLL
research. Our study found a steady increase in EPBLL publications over
the past ten years, with numerous journals contributing to this research
field. We identified several important themes and areas of emphasis,
such as the role of technology in EPBLL, the impact of EPBLL on
language acquisition and environmental awareness, and the
effectiveness of various pedagogical approaches to EPBLL. Our
findings have significant implications for educators, researchers, and
policymakers promoting sustainable education and language
acquisition through project-based learning. This study provides insights
into the state of EPBLL research in English language education for
young learners and highlights essential research themes that can inform
future studies in this area.

Atualmente, o ensino do idioma inglês tem ocupado um lugar privilegiado, não só no âmbito da educação regular, mas principalmente em cursos especializados no ensino de línguas, uma vez que, no cenário mercadológico, a língua inglesa é influente, devido às demandas de um mundo globalizado. Nesse sentido, o aprendizado do inglês não é visto como um processo de desestabilização subjetiva, que tira o sujeito de seu universo logicamente estabilizado pela língua materna, mas é apenas, estrategicamente, diferenciar-se na busca por posições de liderança no mercado. Nesta lógica individualista e concorrencial, a produção discursiva publicitária acaba construindo o imaginário de que não há espaço destacado sem o domínio pleno da comunicatividade no idioma inglês. Neste viés, sob a ótica da Análise do Discurso francesa dialogando com a contextualização sociológica do período atual do capitalismo, este artigo faz um esboço desta conjuntura e analisa alguns slogans publicitários de um curso de idiomas a fim de apresentar como a língua é vista como um produto a ser consumido.

Pendidikan merupakan suatu hal yang penting bagi kehidupan. Terutama pada pembelajaran Bahasa Inggris yang dapat berpengaruh terhadap keterampilan berbicara seseorang. Penelitian ini bertujuan untuk mengetahui proses dan kendala keterampilan berbicara menggunakan metode Team game Tournament pada pembelajaran Unit 1; Ask For Information kelas V di SD Muhammadiyah Blora. Dengan menggunakan jenis penelitian kualitatif deskrif Penelitian ini dilakukan pada seluruh peserta didik di kelas VA yang berjumlah 21 anak. Dalam pengambilan sempel wawancara dan observasi dilakukan secara acak yang berjumlah 6 responden yaitu 1 guru Bahasa Inggris dan 2 peserta didik dan angket untuk seluruh peserta didik kelas VA, dengan menggugunakan teknik trianggulasi (gabungan) yang kemudian data akan dianalisis. Proses penerapan keterampilan berbicara menggunakan metode Team Game Tournament pada pembelajaran Bahasa Inggris di kelas V adalah guru akan menjelaskan menggunakan Bahasa Inggris dan akan diartikan. Terdapat kendala ketetampilan berbicara yaitu ragu dalam berbicara Bahasa Inggris, kesulitan dalam kosakata (vocabulary), dan malu ketika berbicara dalam Bahasa Inggris sendirian di depan kelas. Dalam menerapkan metode Team Game Turnament dapat menjadi salah satu metode yang digunakan untuk mengasah keterampillan berbicara.

The study investigated the effectiveness of alphabet videos from YouTube in improving the phonemic awareness skills of kindergarten pupils at Juan B. Tabla Elementary School. Motivated by the challenges in learning reading basics, the research aimed to assess the impact of digital tools, particularly YouTube videos, in enhancing phonemic awareness. An action research approach with a descriptive-comparative design was employed. The study was conducted during regular class days, involving 25 kindergarten pupils as subjects. Pretest and posttest assessments, using the Comprehensive Rapid Literacy Assessment (CRLA), were administered to measure progress. The intervention included selecting appropriate videos, guiding students, monitoring progress, and providing reinforcement. Findings revealed a significant improvement in phonemic awareness skills, with a 100% success rate in various aspects. Most subjects demonstrated a highly significant improvement in their phonemic awareness skills. It was found out that none of the subjects who performed excellent in their phonemic awareness skills went up to 60% (15 respondents) and leaving the 40% (10 subjects) at above average level. Thus, showed that no subjects were on the poor, below average, and average levels. The results highlighted the potential of incorporating YouTube alphabet videos as an effective instructional tool. For Juan B. Tabla Elementary School, these insights support the integration of digital resources in early literacy education. Further research is recommended to explore its applicability in different learning contexts.

English is important in global education, so teaching it early helps children build strong language skills. One approach to teaching English is the singing method, which is effective and engaging because it utilizes repetition and rhythm to enhance memory and encourage participation. Teachers at TK Al-Aqobah II recognize the importance of English instruction but face challenges in implementation. Therefore, they require support to effectively apply methods like singing to improve students' speaking skills. This community service project aims to empower teachers to teach English speaking skills through the Singing Method at TK Al-Aqobah II. The program was conducted through the training session, model teaching demonstration, and mentoring activity. The implementation revealed that the teachers demonstrated increased confidence in using English during lessons, and students responded positively with improved participation and pronunciation. This method also fostered a more engaging and joyful learning atmosphere , making English more accessible and enjoyable for young learners. Overall, the activity successfully strengthened the teachers' capacity to deliver effective and interactive English speaking lessons.

This study aimed to identify the unique effects of programs created to raise parental awareness of phonemics on their children's reading achievement levels. It determined the profile of the respondents in terms of age and sex. It revealed parental awareness of the role of phonemics in developing learners' reading proficiency, specifically in enhancing reading comprehension, word recognition, and spelling proficiency. It also showed the pupils' performance during the pre-test and post-test. The researcher employed a descriptive research method. This study employed a purposive sampling method. Under this procedure, the researcher considered using 30 parents and 30 grade 2 pupils, both male and female, in San Diego Elementary School in Buenavista, Quezon, as the respondents of the study. The findings revealed that most of the respondents were between 31 and 40 years old. The female respondents outnumbered the male population. The respondents consisted of 30 parents and 30 grade 2 pupils.

Engagement is crucial for creating meaningful learning experiences, yet studies on young learners' EFL reading engagement remain limited. This study explored the engagement of 102 Indonesian third graders during a 24-week intervention using the gradual release of responsibility (GRR) framework. The instruction included phonics, guided, collaborative, and independent reading stages. Behavioural, emotional, and cognitive engagement was assessed through rubrics and a questionnaire, while pronunciation and comprehension were measured by pre-and post-tests. Results showed that over two-thirds of students enjoyed and actively participated, favouring independent reading most. Engagement increased across stages, with ratings rising from

Academic writing and publication of scholarly work might be a troublesome process, especially for the novice researcher. In a rapidly growing community of academic researchers, where hundreds of papers are published periodically, the quality and quantity of articles present in the literature gradually increase, which makes it harder to publish. The body of knowledge in academic writing and publication usually focuses on the subject from a theoretical perspective or lays down practical instructions in the form of handbooks or short journal articles (Hall, 2014; Nesi & Gardner, 2012). Such works help the scholar audience become familiar with the steps to take in academic writing and publication, as well as the conventional rules for and expectations of academic writing from the reader’s perspective. Numerous seminars, conferences, and speeches exist on the matter to guide researchers in disseminating their work in the most suitable way possible. The purpose of the current project is to contribute to this body of practical guides for researchers. Therefore, the project aimed to give online lectures via a MOOC (Massive Open Online Course), within the scope of a webinar called “Academic Writing: How to Get Your Research Published”, on the topics of academic writing, avoiding plagiarism, and the publication process for papers. More than 1200 online learners participated in the study and new participants can join the project as the webinar is now available (esertifika.comu.edu.tr). The participants were anticipated to be knowledgeable about the overall procedure for academic writing, publication, and publication ethics after completing the webinar. In this regard, the element of research interest in the project is the participants’ overall satisfaction with the webinar. So, in this study, the satisfaction levels of participants are assumed to be an indicator of their understanding and success in academic writing and publication processes as it would be impractical to longitudinally monitor and report on the quantity and quality of their published research articles.
I, as the project coordinator, express my gratitude to the International Association of Educators for funding this research. I would like to extend my kind regards to all partnering institutions and my project team of dear colleagues. The contribution we aspire to make to the community of scholars and their contentment with us in this project are held dear by us. Hence, it is anticipated that the webinar created, and the findings revealed in accordance will contribute to the body of relevant works.

Increase in the rate at which students fail science is alarming while interest at studying science oriented subjects continue to dwindle as the days pass by. Efforts of the government and corporate bodies including individuals, are not in any way reciprocated with any result. Language has been observed to be a factor that should be considered important in the development of science and therefore, it should be treated alongside other problems confronting the development of science education. As a result, this paper set out to raise the issue of people's ignorance about the relationship between language and science. It was observed that people's concept was that language and science were two opposing concepts which have no relationship and that this concept which is wrong, contributed immensely to the present poor performance and low interest of students in science. The concept of people about language and science's relationship was highlighted, language was observed to be the means through which science is created, expressed, interpreted and transmitted. It was suggested that supplementary readers, songs and poems, drama and passages developed with science concepts and terminologies should be used in the primary school in order to lay e solid foundation of science interest and performance in students.

Bu araştırmanın amacı, öğrenen merkezli yeni eğitim yaklaşımlarının (paradigma), öğretmenler tarafından nasıl algılandığı ve bu değişimlerin öğrenme-öğretme sürecine ne derecede yansıdığını, belirlemektir. Araştırma, çeşitli branşlardan toplam 255 ortaöğretim öğretmeni üzerinde yürütülmüştür. Veriler, likert tipi maddelerden oluşan anketle elde edilmiştir. Bulgular, öğretmenlerin öğrenen merkezli yeni eğitim yaklaşımlarını, fikir olarak benimsemekle birlikte, bunu öğrenme-öğretme sürecine tam olarak yansıtamadıklarını göstermiştir. Öğretmenler, ağırlıklı olarak geleneksel anlatım yoluyla ders işlemeye devam etmektedir. Ayrıca, akademik gelişme konusunda kendileri yeterli bulan öğretmenlerin, duyuşsal gelişim ve materyal sunma ile yeni eğitim yaklaşımlarına uygun öğretim yöntemleri ve ölçme-değerlendirme konularında kendilerini yetersiz buldukları belirlenmiştir. Araştırma sonunda, özellikle son yıllarda sıklıkla dile getirilen değişim ve yenilik söylemlerine rağmen, ortaöğretim okullarımızda hala geleneksel eğitim anlayışının hakim olduğu ve öğretmenlerin yeni eğitim yaklaşımlarını tam olarak benimsemedikleri sonucuna ulaşılmıştır.

Ada banyak komponen yang bias dikategorikan sebagai teknologi informasi dan komunikasi. Jenis teknologi ini sudah taka sing lagi dalam keseharian. Banyak individu memanfaatkan teknologi ini dalam hidup mereka. Mereka menggunakannya dalam berbagai aspek kehidupan. Penerapan teknologi ini membuat hidup mereka menjadi lebih mudah. Mereka menganggap teknologi informasi dan komunikasi memberikan kontribusi berharga dalam hidup mereka. Hal yang sama juga terjadi dalam bidang pendidikan. Para guru memasukkan teknologi informasi dan komunikasi dalam kelas. Mereka menganggap teknologi ini membantu proses belajar mengajar, baik di dalam maupun di luar ruangan. Banyak jenis teknologi informasi dan komunikasi bias diterapkan dalam proses belajar mengajar, seperti computer atau notebook, telepon atau telepon genggam, LCD atau OHP, laboratorium bahasa dan lain-lain. Dengan menggunakan teknologi informasi dan komunikasi dalam proses belajar mengajar, para guru mendapati adanya peningkatan antusiasme para murid dalam keikutsertaan mereka dalam proses belajar mengajar. Mengacu pada hasil yang positif ini, sangat direkomendasikan bagi para guru yang telah menerapkan teknologi informasi dan komunikasi untuk berbagi pengalamannya dengan yang lain. Di sini penulis mempersembahkan penelitian reflektif tentang penerapan teknologi informasi dan komunikasi dalam kelas bahasa inggris.

Technology enters our life in all aspects. Different from many years ago, nowadays even kids use technology in their daily activities. Seeing this as a factor, we can use technology and bring it to our class to teach our children in interactive ways. Unlike the old method which is only one way communication, expertise in education try to improve the method in teaching. They try to find unique ways to make the class more alive than it used to be. In conducting this research, the writers use field approach. The writers observe the classes in real situation. Also, the classes are given some techniques to be applied in their routines. Then the results are compared between the class before applying new techniques and after applying them. The result shows that after applying new techniques, the class is more alive. The students feel enthusiastic in conducting their class activities. The students feel comfortable with the teachers' techniques by bringing technology into their classes.

Bahasa Inggris merupakan bahasa asing yang mulai diperkenalkan di Sekolah Dasar (SD). Sekolah dasar merupakan jenjang pendidikan awal. Pada pendidikan awal ini para guru perlu memberikan fondasi yang kokoh untuk melangkah ke jenjang pendidikan selanjutnya. Untuk itu guru perlu memberikan pengalaman pembelajaran bahasa Inggris yang menarik agar anak merasa senang dan tertarik untuk belajar bahasa Inggris yang ucapan-ucapan dan tulisannya masih asing bagi mereka. Untuk memberikan pengalaman pembelajaran bahasa Inggris terutama dalam pengucapan/pelafalan yang menarik diperlukan kreativitas guru dalam memanfaatkan dan merancang sumber-sumber belajar yang ada di lingkungan sekolah dan rumah. Lagu-lagu anak yang ssering didengarkan dalam keseharian merupakan sumber belajar yang sangat bermanfaat untuk digunakan sebagai media pembelajaran pronunciation dalam berbahasa Inggris bagi anak SD. Hal ini disebabkan oleh karakteristik anak SD yang masih senang bernyanyi, belajar sambil bermain, berpikir secara holistik, dan masih menyenangi benda-benda yang konkrit. Selain itu, penelitian ini merupakan penelitian lanjutan dari penelitian-penelitian pembelajaran bahasa Inggris sebelumnya. Penelitian ini akan fokus mengkaji secara mendalam mengenai pembelajaran pronunciation melalui lagu anak berbahasa Inggris di SD Kramat Kabupaten Kudus dengan menggunakan metode kualitatif yang akan memperdalam kajian tentang pembelajaran pronunciation bahasa Inggris beserta solusinya untuk meningkatkan kualitas pendidikan sekolah dasar secara global. Sehingga pada akhirnya ditemukan upaya implementasi yang efektif dan efisien bagi sekolah dasar. Oleh karenanya penelitian ini menjadi sangat penting untuk dikaji. Penelitian ini juga dapat menjadi dasar penelitian lanjutan untuk meningkatkan kualitas implementasi bahasa Inggris di sekolah dasar.

Children's mental health and social-emotional well-being are critical global priorities. Recent data show that roughly one in seven adolescents experience significant mental health conditions (World Health Organization, 2025). Yet many primary schools, especially in low-resource contexts, lack structured programs to foster resilience, empathy, and ethical behavior. For example, UNICEF reports that Bangladesh has begun integrating mental health support into the national curriculum (United Nations Children's Fund [UNICEF], 2025), yet educators often still lack formal SEL training (Reza, 2024). This mixed-methods study surveyed primary students (ages 6-11) in Bangladesh, along with their teachers and parents, to identify gaps in SEL awareness and practices. The study found that adults recognize the importance of social-emotional learning but often feel unprepared, while children commonly struggled with anger management, empathy, and understanding fairness. The study proposes a dual-level intervention framework. The first level is a training curriculum for teachers and parents, covering child development, resilience-building, emotional coaching, and ethical reasoning. The second level is an age-appropriate SEL roadmap for students in Classes 1-5, using games, role-play, and stories to build emotional vocabulary and moral skills step by step. Together, these modules aim to strengthen children's coping strategies, improve classroom and home environments, and promote children's long-term well-being.

This study aims to find out how learning English is taught at the elementary school level. This type of research is descriptive qualitative. The research subjects were of 2 classes namely class 4 which amounted to 25 students and class 5 which amounted to 27 students of SD N 01 petompon. Now. The instruments used were interviews, questionnaires, observations and documentation. The results obtained in this study were a). Description of learning process b). The methods and media used in the process of learning English.

Penelitian ini dilatar belakangi oleh guru di sekolah dasar dituntut memberikan pengalaman pembelajaran bahasa Inggris yang menarik dan mudah dipahami oleh siswa. Namun, belum semua guru di sekolah dasar memiliki kemampuan itu. Hanya sedikit guru yang bisa menciptakan pembelajaran bahasa Inggris secara kreatif. Tujuan penelitian ini adalah mengkaji secara mendalam mengenai penggunaan media lagu untuk peningkatan spelling learning anak usia sekolah dasar. Metode dalam penelitian ini adalah kualitatif yang bertujuan untuk memperdalam kajian tentang spelling learning anak usia sekolah dasar beserta solusinya untuk meningkatkan kualitas pendidikan sekolah dasar secara global. Objek dari peneltian ini adalah guru dan siswa SD dengan teknik pengumpulan data observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa penggunaan lagu dalam pembelajaran bahasa Inggris khususnya spelling learning di sekolah dasar mampu memberikan dampak yang positif baik bagi guru maupun siswa. Dampak bagi guru adalah memberi kesadaran bahwa kreativitas adalah sesuatu hal yang penting bagi mereka untuk meningkatkan profesionalisme. Bagi siswa lagu merupakan media efektif untuk meningkatkan motivasi belajar dan kemampuan dalam memahami materi. Simpulan dalam penelitian ini adalah penggunaan media lagu dalam spelling learning berdampak pada kreativitas guru dan peningkatan hasil belajar bahasa Inggris siswa sekolah dasar.

The Covid-19 pandemic is a global problem that has a major impact on various sectors, one of which is education. Various aspects of education have undergone various changes. Educators must ensure teaching and learning activities continue, even though students are at home. The solution, educators are required to design learning media as an innovation by utilizing online media. This also applies to the implementation of English subjects contained in the elementary school curriculum. English teachers at the elementary school level are expected to be able to anticipate this pandemic situation by using media that is suitable for children's development at that level, especially in spelling material for both high and low grades, and this media can facilitate the learning process online. As a way out in facilitating the learning process, researchers chose music education as a media development in online learning about spelling or spelling. The specific objective of this research is to develop spelling media for elementary school age children and to find out the level of effectiveness of spelling media on the English language skills of elementary school students. This study uses the Research and Development method described by Borg and Gall. This research refers to the research and development method disclosed by Sukmadinata and summarized into 6 steps for research purposes, namely (1) research and data collection; (2) planning; (3) product draft development; (4) initial field trials; (5) revising trial results; (6) final product improvement. The output of this research is a scientific publication in the CULTUR journal from Unaki which has an ISSN and is accredited. In addition, it can also be published in the proceedings of scientific seminars, while the targets are the PGSD National Seminar at the PGRI University of Semarang in October 2020; Can be used as input in developing song media to increase spelling learning for elementary school age children on a broader scale, can be used as input for educators to increase their role and function as a basis for carrying out productive professional tasks and can also be used as enrichment of teaching materials. This research is a multi-year research (two years). For the first year we carry out TKT 1 to 3. For the second year we carry out TKT 4 to 6. TKT for now at TKT Level 1 with existing concepts and learning media that will be developed for media so that TKT targets can reach the level TKT 3 is proof of the concept of important functions and / or characteristics analytically and experimentally. Proof of the concept of spellearn function will be carried out for 12 months, one of which is at the sampling elementary school, namely SD Plumbungan, Pati Regency.

English is an international language that needs to be introduced to children from an early age. Many primary schools include English in their curriculum, both as local content and as extracurricular. English is taught in elementary schools as a foundation for higher education. On the basis of this interest, English subjects need to be implemented from the basic education level. In teaching English, teachers are required to be creative so that the English class is not scary because many children think English is a difficult subject. One of the teacher's creativities arises when the teacher chooses interesting learning media for English lessons. Of the many learning media that are out there, teachers must choose shortcuts which are suitable for elementary school level English. This study focuses on examining in depth the creativity of teachers in choosing learning media for English subjects for elementary school children. This study uses qualitative methods that deepen the study of teacher creativity in selecting media and their constraints and solutions. So that in the end this research can be a reference for other elementary school English teachers.

The objectives to be achieved in this study were to determine the difficulties of students in learning English subjects and to know the factors that affect the fifth grade students of SD Negeri 1 Boja, Kendal Regency. This type of research is a qualitative descriptive study. Data analysis used includes data collection, data reduction, data display, verification and confirmation of conclusions. The results showed that in learning English the students experienced some difficulties. (1) memorizing English words, (2) translating English words into Indonesian, (3) pronouncing English words. Internal factors that affect learning English (1) student health, (2) student motivation, (3) students' psychological state in learning. And external factors that affect students in learning English. (1) teachers, (2) school conditions.

Abstrak Penelitian ini bertujuan untuk mendeskripsikan pembelajaran bahasa Inggris sebagai muatan lokal di SD, mendeskripsikan ada atau tidaknya keterkaitan antara pembelajaran bahasa Inggris dengan kurikulum tematik yang terdapat paa materi pembelajaran tematik kelas IV SD Muhammadiyah 01 Kota Tegal. Jenis penelitian ini adalah penelitian kualitatif deskripstif. Populasi penelitian adalah guru kelas IV, guru bahasa Inggris, siswa kelas IV, dan orang tua siswa kelas IV SD Muhammadiyah 01 Kota Tegal tahun ajaran 2020/2021. Metode pengumpulan data dalam penelitian ini diperoleh melalui wawancara, kuesioner, dan dokumentasi. Hasil analisis dari kuesioner dan wawancara guru dan siswa kelas IV SD Muhammadiyah 01 Kota Tegal telah menunjukkan bahwa adanya perbedaan materi pada pembelajaran tematik dan pembelajaran bahasa Inggris di kelas IV, yaitu: Materi pekerjaan pada pembelajaran tematik. Pada pembelajaran bahasa Inggris, mataeri pekerjaan hanya membahas suatu pekerjaan seseorang, dimana tempat bekerjanya, dan bagaimana cara mereka bekerja. Tetapi pada pembelajaran tematik materi pekerjaan SubTema 1 Aku dan Cita-citaku ada keterkaitan antara keduanya. Pada SubTema 1 Aku dan Cita-citaku membahas tentang impian seseorang yang ingin dicapai karena memiliki minat dan kesukaan yang tinggi atas profesi yang mereka inginkan. Profesi sama saja artinya dengan pekerjaan, oleh karena itu jenis-jenis pekerjaan seseorang dimunculkan pada materi tematik Tema 6. Tetapi, pada materi bahasa Inggris hanya fokus pada jenis pekerjaan seseorang.

Belum siapnya sarana dan prasarana yang memadai sehingga pembelajaran tidak bisa berjalan dengan lancar. Tujuan penelitian ini adalah menganalisis proses pembelajaran bahasa inggris. Penelitian ini adalah penelitian kualitatif yaitu penelitian yang bersifat deskriptif dan cenderung menggunakan analisis, serta lebih menonjolkan proses dan makna. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan fenemonelogi. Metode pengumpulan data yang digunakan dalam penelitian ini adalah wawancara, angket, dan observasi. Instrument yang digunakan untuk menganalsis data yaitu kuesioner. Teknik analisis data yang digunakan adalah analisis deskriptif kualitatif. Hasil penelitian ini yaitu terdapat empat factor penting yang mendukung kelancaran berjalanya proses pembelajaran Bahasa inggris: yaitu kepala sekolah, orang tua murid, peserta didik, dan pendidik. Peran kepala sekolah khususnya dukungan kepala sekolah berupa penyediaan sarana dan prasarana menjadi faktor penting karena tanpa adanya pembelajaran ini tidak akan dapat berjalan dengan lancar. Peran orang tua juga penting karena pendampingan mereka kepada siswa akan mampu memberikan suasana belajar. Motivasi siswa juga merupakan kunci penting keberhasilan pembelajaran bahasa Inggris. Penelitian ini dengan hasilnya ingin menunjukkan kepada berbagai pihak untuk memperhatikan empat factor utama demi kelancaran proses kegiatan belajar mengajar. A B S T R A C T Adequate facilities and infrastructure are not yet ready so that learning cannot run smoothly. The purpose of this study was to analyze the process of learning English. This research is qualitative, descriptive research that tends to use analysis and emphasizes process and meaning more. The approach used in this study is phenomenological. Data collection methods used in this study were interviews, questionnaires, and observation. The instrument used to analyze the data is a questionnaire. The data analysis technique used is descriptive qualitative analysis. The results of this study are that four critical factors support the smooth running of the English learning process: the principal, parents of students, students, and educators. The role of the principal, especially the support of the principal in the form of providing facilities and infrastructure, is an essential factor because, without this learning, it will not be able to run smoothly. The role of parents is also essential because their assistance to students will be able to provide a learning atmosphere. Student motivation is also an essential key to the success of learning English. This research with the results wants to show that various parties pay attention to four main factors for the smooth teaching and learning activities process. This is an open-access article under the CC BY-SA license.

Pandemi Covid-19 mempengaruhi tatanan berbagai
aspek termasuk dalam pendidikan. Pembelajaran daring
sebagai dampak pandemi mengharuskan guru menentukan
dengan tepat media sesuai dengan materi pembelajaran dan
karakteristik peserta didik Sekolah Dasar. Spelling (ejaan)
sebagai bagian materi Bahasa Inggris memerlukan media yang
sesuai dan tepat untuk mengajarkan spelling kepada siswa saat
pembelajaran daring saat ini. Tujuan penelitian adalah
mengembangkan sebuah media spelling yang implementatif
pada pembelajaran Bahasa Inggris Sekolah Dasar. Research
and Development digunakan sebagai metode penelitian.
Langkah pengembangan produk mengacu pada pandangan
Borg & Gall yang kemudian diadopsi menjadi 6 langkah
menyesuaikan kepentingan penelitian, yaitu (1) research and
information collecting; (2) planning (3) develop preliminary
form of product; (4) preliminary field testing; (5) main product
revision; dan (6) main field testing. Hasil pengembangan pada
tahap 1 sampai dengan 3 mendapatkan hasil analisis
kebutuhan yaitu guru menemui kesulitan ketika mengajarkan
spelling karena pengaruh logat Jawa, media spelling yang
relevan pada tingkat Sekolah Dasar masih terbatas, perlu
media yang menarik sesuai karakter peserta didik Sekolah
Dasar, serta perlu media yang mudah diakses selama
pembelajaran daring. Berdasarkan hasil tersebut maka peneliti
mengembangkan media spelling berbasis website sebagai
solusinya. Draft produk yang dihasilkan adalah Media
Spellearn. Spellearn adalah media untuk mengajarkan spelling
melalui gambar benda di sekitar kita. Masing-masing gambar
disesuaikan dengan level peserta didik mulai dari kelas 1
hingga kelas 6.

Konteks Penelitian yang mendorong penelitian ini berdasarkan hasil wawancara yang dilakukan kepada Bapak Rizky Aulia, S.Pd., Guru Bahasa Inggris kelas IV SD Negeri Pengkol Jepara , beliau mengatakan bahwa pembelajaran daring menggunakan media online memiliki pengaruh terhadap keefektifitasan pembelajaran daring pada mata pelajaran Bahasa Inggris. Fokus Penelitian ini adalah apakah pembelajaran daring menggunakan media online pada pelajaran Bahasa Inggris di SD Negeri Pengkol Jepara sudah berjalan efektif? Tujuan yang hendak dicapai dalam penelitian ini adalah menganalisis efektifitas pembelajaran daring menggunakan media online pada pelajaran Bahasa Inggris di SD Negeri Pengkol Jepara. Metode penelitian ini menggunakan metode penelitian kualitatif. Subjek penelitian ini adalah Kepala Sekolah, guru Bahasa Inggris Kelas IV, Orang tua dan siswa kelas IV SD Negeri Pengkol Jepara. Teknik pengumpulan data berasal dari observasi. Wawancara, dan angket/kuesioner. Hasil analisis dan pembahasan dari data yang diperoleh bahwa pelaksanaan pembelajaran daring menggunakan media online pada mata pelajaran Bahasa Inggris di kelas IV SD Negeri Pengkol berjalan efektif. Hal ini dibuktikan dari pencapaian keefektifan pembelajaran yaitu 1) Daftar nilai yang diperoleh dari hasil belajar siswa yang diatas KKM 2) RPP dan Silabus berhasil di implementasikan dalah kegiatan belajar mengajar 3) Metode,Model dan Pendekatan yang berhasil diterapkan dalam kegiatan belajar mengajar 4) Media Pembelajaran berupa video yang bersumber dari Youtube berhasil membantu guru dalam kegiatan belajar mengajar. Berdasarkan hasil penelitian ini saran yang dapat disampaikan adalah dalam proses pembelajaran daring pada mata pelajaran Bahasa Innggris sebaiknya peserta didik mulai berdaptasi dengan proses pembelajaran daring, peserta didik mulai beradaptasi belajar menggunakan smartphone atau laptop untuk proses belajar mengajar dan mulai beradaptasi dengan materi pelajaran Bahasa Inggris yang disampaikan guru.

Konteks Penelitian yang mendorong penelitian ini berdasarkan hasil wawancara yang dilakukan kepada ibu Ela Astutik, S.Pd., Guru mata pelajaran Bahasa Inggris kelas IV di SD N 3 Banjarsari, beliau mengatakan bahwa proses pembelajaran online pada mata pelajaran bahasa inggris sangat berpengaruh untuk guru, siswa, dan orang tua. Fokus penelitian ini adalah bagaimana pengaruh pembelajaran Bahasa Inggris di masa pandemi bagi guru, siswa, orang tua dan prosesnya di SD N 3 Banjarsari? Tujuan yang hendak dicapai dalam penelitian ini adalah untuk mengetahui proses pembelajaran bahasa inggris SD N 3 Banjarsari dimasa pandemi dan pengaruh bagu guru, siswa, orang tua. Metode penelitian ini menggunakan motode penelitian kualitatif. Subjek penelitian ini adalah kepala sekolah, guru mapel Bahasa Inggris, orang tua, dan siswa kelas IV SD N 3 Banjarsari. Teknik pengumpulan data berasal dari observasi, wawancara,dan angket. Hasil analisis dan pembahasan dari data yang diperoleh bahwa pengaruh proses pembelajaran online pada mata pelajaran bahasa inggris yaitu memiliki beberapa pengaruh untuk guru,siswa,dan orang tua. Pengaruh untuk guru pada proses pembelajaran daring dan luring adalah pada pembelajaran daring guru dibuat sibuk untuk menyiasati pelaksanaan pembelajaran yang efektif bagi peserta didik. Lalu pengaruh bagi siswa pada hasil belajar yaitu nilai rata –rata pembelajaran daring dan luring didapat hasil pada pembelajaran luring nilai rata-rata siswa kelas IV pada mata pelajaran bahasa inggris adalah 91,selanjutnya pada nilai pembelajaran daring nilai rata- rata siswa yaitu 79,31. Lalu pengaruh bagi orang tua yaitu tugas menjadi bertambah karena harus mendampingi anak saat proses pembelajaran berlngsung. Berdasarkan hasil penelitian ini saran dapat disampaikan adalah adalah guru hendaknya dapat mengembangkan pembelajaran yang dapat membuat kondisi belajar efektif dan berinovasi,sedangkan sekolah hendaknya lebih memfasilitasi guru dalam pelaksanaan pembelajaran terutama pada pembelajaran daring, dan guru dapat memberikan motivasi kepada siswa pada saat pembelajaran agar siswa tetap memiliki semangat yang tinggi walaupun dilakukan secara daring.

Saat ini pandemi covid-19 telah menghambat proses pembelajaran secara tatapmuka di sekolah, untuk mengurangi hambatan tersebut pembelajaran secara online menjadi suatu cara yang dapat digunakan oleh guru dan siswa untuk mengatasi masalah tersebut. Menjelaskan sebuah materi membutuhkan pendalaman yang lebih dalam, terutama dalam pembelajaran bahasa Inggris. Diwaktu pandemi covid-19 saat ini banyak guru yang memanfaatkan media pembelajaran untuk digunakan dalam pertemuan jarak jauh yaitu dengan cara pembelajaran secara online. Pemanfaatan media dalam pembelajaran dapat membangkitkan keinginan dan minat baru, meningkatkan motivasi dan rangsangan kegiatan belajar, dan bahkan berpengaruh secara psikologis kepada siswa (Hamalik, 1986; Budiman dkk, 2020; Safitri dkk, 2019). Tujuan yang hendak dicapai dalam penelitian ini yaitu untuk mengetahui cara membuat siswa memahami materi bahasa Inggris melalui pemanfaatan media pembelajaran Youtube, untuk mengetahui media pembelajaran youtube bermanfaat terhadap pemahaman siswa. Penelitian ini menggunakan penelitian kualitatif. Menurut Sugiyono (2012:15) Penelitian kualitatif adalah penelitian yang berlandaskan pada filsafat postpositivisme, digunakan untuk meneliti pada kondisi obyek yang alamiah, dimana peneliti adalah sebagai instrumen kunci, pengambilan sampel sumber data dilakukan dilakukan secara purposive dan snowbaal, teknik pengumpulan dengan trianggulasi,analisis data bersifat induktif/kualitatif dan hasil penelitian menekankan makna dari pada generalisasi. Berdasarkan hasil penelitian yang telah dilakukan peneliti pembelajaran bahasa Inggris berlangsung dalam tiga tahap yaitu pada kegiatan pendahuluan, kegiatan inti, dan kegiatan penutup. Pemanfaatan youtube terjadi pada tahap kegiatan inti, pada tahap kegiatan inti peneliti menyampaikan materi pembelajaran bahasa Inggris dengan memanfaatkan media youtube melalui zoom, video pembelajaran bahasa Inggris yang ditayangkan dalam pembelajaran bahasa inggris tentang materi "Toys". Pemanfaatan media pembelajaran youtube dalam pembelajaran online bahasa Inggris dikelas II SDN Mojoagung 01 menunjukkan bahwa media youtube memiliki manfaat terhadap pemahaman siswa. PENDAHULUAN Menjelaskan sebuah materi membutuhkan pendalaman yang lebih dalam, terutama dalam pembelajaran bahasa Inggris. Ratminingsih (2017) Bahasa Inggris sebagai bahasa asing telah masuk dalam kurikulum pendidikan di Indonesia sejak Indonesia mencapai

Inggris. Penelitian ini bertujuan 1) mendeskripsikan faktor penyebab kesulitan penguasaan kosakata Bahasa Inggris pada siswa kelas IV di SD Plus Latansa Kabupaten Demak, 2) mendeskripsikan solusi kesulitan penguasaan kosakata Bahasa Inggris pada siswa kelas IV di SD Plus Latansa Kabupaten Demak. Jenis penelitian ini menggunakan metode kualitatif deskripsi. Subjek dalam penelitian yaitu siswa kelas IV SD dan guru Bahasa Inggris kelas IV SD Plus Latansa Kabupaten Demak. Metode pengumpulan data diperoleh melalui wawancara, kuesioner, hasil pekerjaan siswa dan dokumentasi. Berdasarkan hasil analisis data dari 12 siswa 66,67% 8 siswa mengalami kesulitan dalam penguasaan kosakata Bahasa Inggris pada materi makanan dan minuman (food and drink). Faktor penyebab kesulitan belajar yang berasal dalam diri siswa (internal) yaitu (1) kondisi tubuh siswa, (2) kecerdasan siswa, (3) minat belajar yang rendah, (4) motivasi belajar yang rendah dan, (5) sikap kebiasaan belajar siswa. Faktor penyebab kesulitan belajar yang berasal dari luar diri siswa (eksternal) yaitu (1) gangguan dari teman saat belajar, (2) peyajian materi yang kurang menarik, (3) penggunaan media yang kurang masksimal dan, (4) pemilihan metode yang kurang tepat. Solusi kesulitan belajar dalam penguasaan kosakata Bahasa Inggris diantarnya yaitu (1) pemilihan metode yang tepat dengan kondisi siswa, (2) pengunaan media harus maksimal, (3) penyajian materi harus lebih menarik dan, (4) menciptkan suasana belajar yang menyenangkan.

This study aims to determine the implementation of English learning during the Covid-19 pandemic at Mataram Elementary School Semarang in the even academic year 2021/2022 which includes the mechanisms, approaches, models, methods, and learning media used. This study uses qualitative research methods with data collection techniques using observations, interviews, questionnaires, and documentation. The subjects of this study were English teachers, school principals, grade III and IV students, and parents of grade III and IV students. The result obtained in this study is that English learning is focused on recovering learning loss and literacy loss through reading, speaking, listening, and writing activities. The mechanism for English learning during the Covid-19 pandemic was carried out according to the 4 Ministerial SKB checklist, local government policies, and SOP learning during the Covid-19 pandemic. The learning approach used is a scientific approach, the learning model used is a problem-based model with the method of discussion, question and answer, lectures, role-playing, assignments, and the learning media used are reality media in the classroom, handbooks, and English dictionaries.

This study aims to determine whether there is a relationship between the English language material and the thematic learning material and what are the similarities and differences between the English language material and the thematic learning material. This type of research is a qualitative research, the data in the study were obtained through interviews with principals, English teachers, students, parents, observation sheets, and documentation. The results of the research that has been carried out are that English material can support thematic learning of class V. The similarity between English material and class V thematic material lies in the subject or topic where English material and thematic material usually contain vocabulary related to events. as well as daily activities. The difference between English material and thematic material lies in the presentation of the material because the presentation of English material usually only contains an introduction to vocabulary related to simple things in everyday life. While the presentation of material in thematic learning which consists of themes and subthemes is usually presented in detail and is more complex.

Learning activities in the classroom are considered successful if the teacher works professionally so that teaching and learning activities run smoothly and the knowledge transferred can be well received by students. Learning English in various elementary schools is still experiencing obstacles in the form of the failure of students to enjoy learning taught by English teachers. Professional English teachers should be able to make the learning process in class fun so that students are not afraid of English subjects. This study aims to analyze the professionalism of English teachers at Bilingual Elementary School Muhammadiyah 1 Purwodadi. This research is a qualitative descriptive study with data collection methods using questionnaires, interviews, and observations. The results of the study indicate that ER as an English teacher has carried out a professional teaching process where she facilitates learning in the classroom optimally by applying various teaching elements (learning methods, learning models, and learning media) properly and correctly. The conclusion of this research is that teachers are able to work professionally because they receive support from various parties (principals, parents, and students). The professionalism of the English teacher at Bilingual Elementary School Muhammadiyah 1 Purwodadi is shown by her ability to make lesson plans that are structured based on her understanding of the character of the students she teaches. By understanding the character of students, she is able to choose various teaching elements (learning methods, learning models, and evaluations) to be included in the lesson plan so that she is able to make learning in class fun.

This type of research is quantitative research in the form of a pre-experimental design using a one-group pre-test-post-test design. The purpose of this study was to determine the effectiveness of audiovisual media on English learning outcomes for fifth grade students of MI Nurul Amanah. The results of the research conducted indicate that audiovisual media affect the learning outcomes of English subjects. This study was measured by student learning outcomes in English subjects when participating in the learning process or during the pre-test and post-test. Based on the calculation results, the pre-test score showed an average of 40.8 and the posttest score showed an average of 86.67. Therefore, student learning outcomes increased by 45.87 from a given KKM of 70. The effectiveness of video-based audiovisual media for students in the classroom supports the learning process when students are very involved and interested in participating in the learning process, making the learning process interesting and active. The media can improve student learning outcomes. This is evidenced by students being more actively involved in discussions, creating projects from their own ideas and creativity, and putting them into works to be presented in class. The conclusion obtained from the results of this study is that the application process of audiovisual media in learning English makes it easier for students to understand the material, remember the material, explore their creativity, and improve their learning outcomes.

The background that drives this research is that teachers have not used learning media, have not applied appropriate learning models and methods in learning English. lack of teacher interaction in learning so that students become passive. This type of research is quantitative research in the form of pre-experimental designs with the form of One-Shot Case Study. The study population was all fourth grade students at SDN Nalumsari, Jepara Regency, in the 2022/2023 academic year. The samples taken were all 4th grade students as many as students. Based on the results of research that has been carried out at SD Negeri 2 Nalumsari, Jepara Regency regarding the effectiveness of powtoon media on English learning outcomes for fourth grade students of SD Negeri 2 Nalumsari, Jepara Regency, the following results were obtained. The results of posttest data recapitulation of the results of learning English for fourth grade students of SD Negeri 2 Nalumsari, Jepara Regency using the Powtoon learning media, the mean or average value is 82.5, for the highest score obtained is 95, while for the lowest score is 70. Furthermore, the percentage There are 25 students who complete the study with a percentage of 89.3% (25 students) and 3 students who have not finished with a percentage of 10.7% (3 students) and the percentage of classical learning completeness is more than 75%, which is 89.3%. For the results of the normality test, the value of Sig (2 tailed) is 0.200 > 0.05 and the hypothesis test is that the average value of English learning outcomes given learning using Powtoon media is greater than the KKM value or 82.5 > 75. From the results It can be concluded that the use of powtoon media is effective on learning outcomes of English subjects in fourth grade students at SD Negeri 2 Nalumsari, Jepara Regency.

Learning English at the elementary school level still faces various obstacles, one of which is the limitation of English learning media for the elementary school level. The purpose of this study was to describe learning English with the help of web-based learning media at State Elementary School 2 Tlogotirto. This research is a qualitative descriptive study with data collection methods in the form of interviews, observations, questionnaires, and documentation as well as pretest and posttest. The results showed that teachers were able to use web-based learning media to teach pronunciation and vocabulary material. The results of the student questionnaire showed that students liked the process of teaching and learning activities in the classroom when the teacher used web-based learning media. The results of the observations show that there is an increase in student participation or activity in the classroom when learning English takes place. From the results of the study, it can be concluded that web-based learning media are able to assist teachers in delivering English subject matter to students in a fun way, where the impact is an increase in student activity during the learning process in the classroom.

The purpose of this study is to describe the application of the recitation method to English lessons, the advantages of using the recitation method in English lessons and the obstacles found in applying the recitation method to English lessons. This research uses a descriptive qualitative approach. The research location is MI Futuhiyyah Kab. Demak Kec, Mranggen. The subjects in this study were English teachers and fourth grade students at MI Futuhiyyah. The data collection techniques used were tests, observations, in-depth interviews and questionnaires. The results showed that the application of the recitation method to English lessons was carried out from the phases of giving assignments, implementation and accountability of assignments that had been made. learning so as to minimize getting a score under the KKM. The average score obtained by students is 70 and the KKM for English is 70. The conclusion obtained is that during learning it proves that students understand learning English using the recitation method.

Abstrak Latar belakang dalam penelitian yaitu rendahnya kemampuan membaca siswa ketika Pandemi Covid-19 telah menyebar keseluruh negara dan mempengaruhi segala sektor termasuk di tingkat pendidikan dasar pada mata pelajaran Bahasa Inggris yang tergolong pembelajaran wajib dipelajari sejak dini, maka perlu dilakukan upaya membantu siswa dalam pembelajaran Bahasa Inggris dengan menciptakan suatu media interaktif yang di beri nama Roda Literasi (Rossi) sehingga mampu meningkatkan motivasi belajar siswa. Fokus penelitian ini yaitu menganalisis tingkat kevalidan serta kepraktisan media pembelajaran yang telah dikembangkan. Subjek dalam penelitian yaitu siswa kelas III SD Negeri 4 Gubug dan Metode yang digunakan yaitu Research and Development dengan menggunakan Teori ADDIE. Data yang digunakan dalam penelitian yaitu Studi Pendahuluan dengan teknik wawancara, Validasi oleh ahli materi dan ahli media, Angket respon Guru dan Siswa terhadap produk media pembelajaran. Hasil penelitian ini yaitu mendapatkan 97% media Roda Literasi telah sesuai dengan materi dan mendapatkan 96% media Roda Literasi valid untuk digunakan dalam pembelajaran. Produk yang dihasilkan memperoleh respon positif dari siswa dengan skor 86.90% dari keseluruhan siswa merasa senang terhadap media Roda Literasi. Merujuk hasil penelitian tersebut, penulis dapat memberi saran agar muatan materi pada media Roda Literasi dapat lebih bervariasi mencangkup mata pelajaran yang lain.

The problem was found that 57% of students found it difficult to learn English. Especially in writing and reading skills, learning media is limited. The aims of this research are 1) to know the characteristics of Scramble Words media, 2) to know the validity of Scramble Words media, 3) to know the practicality of Scramble Words media. This study uses the Research and Development (RnD) method. Data collection techniques using interviews and questionnaires. Data analysis using descriptive qualitative and descriptive quantitative. The results showed that the Scramble Words media was declared valid with a very feasible category with the results of the analysis of the media expert validation of 97.5% and the results of the analysis of material expert validation of 100%. The Scramble Words media was declared practical by obtaining a percentage of 82% in the strongly agree category, through the results of the student response questionnaire analysis. Through the results of the teacher's response questionnaire analysis, a percentage of 80% was obtained in the strongly agree category. Based on the results of this study the Scramble Words media developed was stated to be valid and practical to use in the learning process.

Character education has been a central discourse on education in Indonesia since 2010. Based on research conducted by the Ministry of Education and Culture, the COVID-19 pandemic has caused a significant loss of learning in literacy and numeracy. The students' low interest in reading in English, the lack of utilization of the school library since the pandemic, and student learning outcomes. The focus of this research is how is the implementation of character education for fond of reading in the process of learning English in class IV SD Negeri Rejosari 03?. The purpose of this study was to determine the implementation of character education for fond of reading in terms of learning strategies, motivation, and also student learning outcomes. The method in this research is descriptive qualitative method. This research is located at SDN Rejosari 03 Semarang City, East Semarang Regency. The sample of this study were 19 fourth grade students, English teachers and school principals. The data in this study were obtained through observation, interviews, questionnaires, tests and documentation. The results showed 1) The implementation of character education for fond of reading in class IV SD Negeri Rejosari 03 with indicators (a) the ability to capture reading content, (b) the ability to answer questions based on reading content, and (c) utilization of the school library by students, has not been implemented properly maximum. 2) The strategies used in English lessons based on character education for a love of reading vary according to the learning material. 3) The inhibiting factors for the implementation of character education in English subject in class IV SD Negeri Rejosari 03 are students' lack of interest in reading, lack of human resources that rely solely on the ability of class teachers (no special English teacher yet, teachers have not made teaching modules regularly, and limited time.Thus it can be concluded that the implementation of character education for fond of reading in class IV SD Negeri Rejosari 03 has used various strategies adapted to the learning material, but has not been implemented optimally because several indicators have not been achieved, there are also several inhibiting factors such as lack of interest in reading students, lack of human resources that only rely on the ability of class teachers without special English subject teachers, and limited time.

This thesis used narrative inquiry to find out how two foreigners, who had resided in rural Japan for a long period of time, narrated reflectively how they had changed as a result of their cross-cultural transitions. This thesis came about through my own transition experiences in Japan leading to a hybrid, bicultural notion of myself, and my subsequent curiosity as to how others underwent changes in identity, possibly leading also to hybrid selves. Each participant was interviewed twice. Their changes were contextualised within dominant themes arising from their life stories. ln addition, they were analysed using a modified version of Herbert Hermans' personal position repertoire (200 1 ), which was able to identify key identity positions and underlying beliefs that aided or hindered their transitions. This research found that the participants• respective dominant life themes of estrangement and communion had major impacts on their cross cultural transitions, local relationships, and life satisfaction. The first participant followed a theme of estrangement and evoked identity positions and imagined audiences to justify his stance. The second participant took on a learning model to enhance her relationships with the local Japanese, resulting in alterity, the incorporation of a Japanese identity position in her own personal position repertoire and subsequently a hybrid self. In both participants some identity positions were aligned to Japanese ways of being, consequently coming to the fore in their psyches, whereas others were subjugated. Also new positions were incorporated, while others were lost, with affective outcomes. The participants' transitions were impacted on by their environments. The first participant initially worked within a fo reign enclave and had no close personal Japanese friends. The second participant was immersed in local public schools and enjoyed high recognition in her small, rural town. Motivating factors for being in Japan were also found to be of consequence for the participants' cross-cultural transitions. This thesis was able to capture the complexity of the participants' cross-cultural transitions through considering them as having multiple selves that were revealed through reflective life stories and collated within a personal position repertoire. Writing this thesis has been an experience of both distanced and extended education. I owe immense thanks and gratitude to my supervisors, Associate Professor Jeannie Wright and Senior Lecturer Dr. Penny Haworth, for their patience, wise guidance and encouragement that often shortened the distance and ensured that across its extended duration, both I and the thesis stayed the course. The extra time they put in and numerous emails they wrote, especially during the final drafts of this report, have been invaluable. Thanks also to Peter Roe, who, with an honest discussion about my future on a train platfonn in Japan, saw to it that I was headed in the right direction and hence my masters journey began. Also, thanks to Sue Watson who first introduced me to narrative studies and Herbert Hennans' work. Without her initial guidance and engagement in my studies of narrative, many core concepts of this thesis would not have been applied. I am also gratefully indebted to the two participants who gave up their time in their busy lives and invited me into their homes, to share very personal understandings of themselves. Quite simply, this thesis would not have been possible without them. Thanks also to Michael Waterman, who proof read the latter drafts. Without your hawk-like eyes, many mistakes would have gone on menacingly unchecked. Lastly, this thesis has impacted on the lives of the people closest to me. To my nephews and niece, thanks for being so understanding when Uncle Andy couldn' t go out to play. To my immediate family, thanks for all your encouragement, support and last minute proof reading. But most importantly, to my wife, Misao, who underwent her own cross-cultural transition during the writing of this thesis while adjusting to her new life in New Zealand. While writing this thesis to aid understandings of transitions, ironically, I have been distracted while you have been caught in between what you once were and what you are yet to become here. Despite your own needs in difficult times, thank you for your delicious, sustaining Japanese cooking, the countless cups of tea and coffee, and, most importantly, your patience during the times I typed away our shared evenings or our shared holidays. You are my greatest strength and I dedicate this thesis to you and all the courage you have shown in the face of transition.

This qualitative study examined the understanding of oral fluency among nine Colombian EFL teachers, their practices for promoting it, and the extent to which their classroom EFL textbooks support the development of oral fluency. Data were gathered through semi-structured interviews and a content analysis of textbooks. The findings evidenced that the teachers define fluency as both parallel to overall English proficiency and as an aspect of speech production narrowly related to the cognitive, utterance, and perception aspects of fluency. Furthermore, teachers reported a wide range of fluency activities proven beneficial by research, although their course textbooks seem not to sufficiently foster oral fluency. These results suggest that teachers' fluency definitions are not dichotomous, highlighting the need to relate teachers' cognitions of fluency with theoretical accounts.

In today's globalized world exposure to cultural learning can be regarded as highly beneficial for developing language and content, as well as for raising multicultural awareness. It is with this purpose that the present CLIL project was designed to increase students' awareness of cultural and linguistic diversity and develop awareness of self and other along with citizenship. The project 'our culture, your culture, their culture' was piloted for 14 weeks with 6 th grade students at a primary school, in northern Greece. Its aim was to unfold the different countries and diverse cultural contexts of the immigrant students within the multicultural classroom and build bridges across languages and cultures. Different teaching modes were adopted, and every effort was made so that the teaching strategies employed were tailored to the students' needs and interests. Games and stories were used to support the cultural component, highlight the relationship between the students' own and other cultures, and raise their interest in 'otherness'. The evaluation of the study indicated the positive effect of CLIL on the students' skills development in the target language (TL) along with significantly enhanced multicultural citizenship awareness. Στη σύγχρονη παγκοσμιοποιημένη κοινωνία, η έκθεση στην πολιτισμική μάθηση μπορεί να θεωρηθεί ως ιδιαίτερα αποτελεσματική για την ανάπτυξη τόσο της γλώσσας όσο και του περιεχόμενου, αλλά και της πολυπολιτισμικής επίγνωσης των μαθητών. ΄Το παρόν CLIL πρόγραμμα σχεδιάστηκε με στόχο να καλλιεργηθεί η επίγνωση των μαθητών για την πολιτιστική και γλωσσική πολυμορφία και να αναπτυχθεί η επίγνωση του «εαυτού μου και του άλλου». Το πρόγραμμα «ο πολιτισμός μας, ο πολιτισμός σας, ο πολιτισμός τους» εφαρμόστηκε πιλοτικά για 14 εβδομάδες σε μαθητές της 6ης τάξης ενός δημοτικού σχολείου στη Βόρεια Ελλάδα. Μέσα από το πρόγραμμα επιχειρήθηκε να 'ξεδιπλωθούν' οι διαφορετικές χώρες και τα ποικίλα πολιτισμικά πλαίσια από όπου προέρχονται οι μαθητές με μεταναστευτικό προφίλ, στο περιβάλλον μιας πολυπολιτισμικής τάξη, και να 'μέσα' για να υποστηρίξουν τη σχέση μεταξύ των πολιτισμών που φέρουν οι μαθητές, και να αυξήσουν το ενδιαφέρον τους στην «ετερότητα». Η αξιολόγηση του προγράμματος κατέδειξε τη θετική επίδραση της μεθόδου CLIL στην ανάπτυξη των δεξιοτήτων των μαθητών στη γλώσσα-στόχο, αλλά και τη σημαντική καλλιέργεια της πολυπολιτισμικής τους συνείδησης.

Nature-Nurture debate relates to whether the genetics or the environment is dominant in humankind's cognitive development. While the nativists claim that the inherited features are important in cognitive development, the environmentalists claim that development is through social and physical experience. In his book, Biological Foundations of Language, Lenneberg, as a nativist, theorizes on what evolutionary features give rise to the language skill in human physiology, cognition-language relationship, the nature of language and the biological background of first language acquisition. An integral part of the theory is Critical Period Hypothesis in which Lenneberg claims that the language acquisition is only possible until the onset of puberty. After this age, brain plasticity decreases and brain lateralization is completed. Following Lenneberg's theory, new theories of cognitive and language development have been put forward and new findings have been reached. in the course of...

A tanulmány a gyermekek írásbeliségbe való belenevelődéséről szól középpontba állítva a képkönyvek és a képeskönyvek használatának kérdéseit. Kiemelten foglalkozik a közös figyelmi képesség fejlődésével, annak tanulásban játszott szerepével és azzal, hogy ez a triádikus viszony
(gyermek-szülő-tárgy közti tekintetváltogatások) hogyan határozza meg a tanulás folyamatát. Részletezi továbbá, hogy a legkisebbek (0—6 évesek) számára készült képkönyvek, képeskönyvek nézegetése, a velük való foglalkozás, a kép-szöveg viszonyainak megértése, a felnőtt-gyermek könyves interakciói milyen általános és speciális szerepet játszhatnak a beszédfejlődésben, a gondolkodás fejlődésében, az olvasáselsajátítás és az iskolai tanulás előkészítésében.

Bu betimsel calismanin amaci, yabanci dil ogretiminde edebiyatin onemini irdelemektir. Bir dili konusan toplulugun kulturu en iyi edebiyat araciligi ile tanitilabilir. Kulturu ogrenmeden bir dil ogrenilemeyecegi fikrinden yola cikarsak, edebiyatin ne kadar onemli bir arac oldugu anlasilabilir. Yabanci dil siniflarinda Kulturel Model, Dil Modeli veya Kisisel Gelisim Modeli kullanilarak ogrencilerin daha zevkli bir sekilde dili ogrenmeleri saglanmalidir. Ayrica ders kitaplarinda eksik olan ozgun dil kullanimi da edebi metinler sayesinde sinif ortamina getirilir. Okur-merkezli yaklasimin benimsenmesi ogrencilerin kisisel ve bilissel gelisimi icin de onemlidir. Bu yontemle hazirlanmis aktiviteler ve okuma oncesi verilecek sorular, ogrencilerin baska kulturleri anlamasina ve hosgoru gelistirmesine faydali olabilir

Despite the worldwide curriculum innovations to teach English through meaning-focused communicative approaches over the years, studies report that most language teachers still follow transmission-based grammar-oriented approaches. It is known that the success of any curriculum innovation is dependent on teachers. Therefore, given that teaching grammar has always been a central, but problematic domain for language teachers, what teachers believe and do regarding grammar instruction is an important issue that needs to be investigated. However, studies that research teachers and their grammar teaching are rare, and almost non-existent at the elementary-level English teaching contexts. Therefore, through a questionnaire given to 108 teachers and a focus-group interview, the present study investigated Turkish primary-level English language teachers' beliefs and practice patterns of teaching grammar, and the reasons behind these patterns. The results revealed that teachers predominantly prefer the traditional focus-on-formS approach, which indicates a serious clash with teachers and curriculum goals, on the one hand, and theoretical suggestions on the other. The paper ends with discussions and suggestions for teacher education and language policy-making.

This article reports a study on the implementation of meaningful oral tasks to promote listening fluency in ten pre-intermediate English as a foreign language learners in the English language teaching program at a Colombian public university. The tasks were implemented to overcome the weaknesses these students had to understand oral messages from audio materials and daily-life conversations in classes. A qualitative action-research study with observation field-notes and semi-structured interviews served as the basis for this research. Results indicate that this methodology provided suitable opportunities to foster listening fluency through the development of meaningful oral tasks. Participants developed dynamic assignments that included pre, while, and post intensive-extensive listening practices which allowed them to understand, to interpret oral messages, and to provide suitable responses to do the required tasks.

The course 'Teaching English to Young Learners' is the first stage where pre-service teachers are introduced to a child's world, developmental characteristics, needs, interests as well as teaching and learning techniques for these learners in English language teaching pre-service teacher education programmes in Turkey. This action research study identifies the gap that pre-service teachers experience between the theoretical considerations and realities of teaching, and the problems they face in this course. It provides the opportunity for monitoring and evaluating themselves in a pre-service teacher education programme in Turkey. Hence, this piece of research aims to promote reflective practice at the preservice level in teaching English to young learners through video recorded microteaching sessions, reflective journals, and lesson plans of pre-service teachers. The study reports on the results by highlighting the contribution of these reflective tools to pre-service teachers' professional development, selfand peer-reflections and the preparedness to teach English to young learners. Finally, insights and recommendations concerning teacher educators and pre-service programmes are offered to promote reflective practice and make methodology courses more beneficial before pre-service teachers embark on their practicum experience.