Strategies in Using Ict for Teyl: Difficulties, Possibilities and Pitfalls Essay Example

learners is important. They categorize young learners as individuals aged 7-12 years, while Very Young Learners (VYL) refer to those under 7 years old. Therefore, kindergarten students are classified as VYL and Elementary Students as YL. For the purposes of this study, both levels of students are considered young learners. Teaching young learners differs from teaching adults due to their distinct characteristics.

According to Klein (2005), children have a greater drive than adults to participate in activities they find intriguing, which poses a difficulty for them to stay seated for long periods due to their frequent shifts in mood. Shin (2006) states that swiftly transitioning from one activity to another is advantageous, particularly for young students aged 5-10. To keep their focus, teachers can employ different types of stories such as fictional works, fables, or folk tales. Hines (2005) recommends using stories particularly when students are tired or nearing exhaustion.

Storybooks can be beneficial for students who have a fear of making mistakes or struggle to produce words they recognize. They allow students to actively use the language and provide them with usable vocabulary. Neyman (2001) states that selecting appropriate storybooks can offer "comprehensible input," which is important in communicative classrooms. Reading stories greatly influences motivation, a crucial aspect of language learning. When beginning readers successfully read an entire book, it enhances their confidence and showcases the practical application of the language they are studying.

The use of pictures to teach new words to young learners is an effective method. Different types of visual storytelling, such as cartoons, comic strips, comic books, and graphic novels, are well-known to many children. However, in the United

States, some parents and educators view comic books negatively in terms of academic performance. Nevertheless, research disproves this notion by demonstrating that comic books actually help children expand their vocabulary in the target language.

Furthermore, according to Batianoni (2006), music, games, and movement activities are an essential part of children's learning process. Children also need a variety of activities to acquire a second or foreign language in the classroom. Students' skills and learning styles are influenced by their upbringing and innate abilities. Additionally, using humor can be beneficial in teaching young learners. Chee (2006) suggests that when used properly, humor can reduce the "distance" between teachers and students, leading to increased enjoyment and better retention. However, inappropriate humor can have the opposite effect and increase this distance.

In order to enhance the English language learning experience for children, it is essential to have a well-prepared lesson and incorporate positive humor in the classroom. Alongside this, the educational background of teachers plays a pivotal role when instructing young learners. According to Coltrane (2003), teachers need to possess extensive knowledge of child development and its application in designing appropriate instructional methods tailored to their developmental level. Additionally, they should be mindful of students' and parents' cultural backgrounds and possess the ability to foster positive relationships between home and school. However, as stated by Moon (2005), finding primary teachers who possess both professional expertise and linguistic competence can pose a challenge.

The provision of qualified TEYL teachers is crucial for the successful implementation of a TEYL program, as they play a vital role in motivating children and providing language input. Additionally, technology is increasingly important

in education, including in the field of TEYL. According to Lince (2007:4), the use of ICT in TEYL is not intended to make lessons more challenging but to make them easier, more interesting, and enjoyable for students. One technological tool used in TEYL is Computer Assisted Language Learning (CALL).

According to Smith (2006), incorporating CALL software such as Window Messenger, E-mail, the Internet, and other specific and non-specific software can lead to a powerful language learning program. This approach effectively supports and even stimulates young second language learners in their development of listening, speaking, writing, reading, and critical thinking skills. Given the influence of technology in TEYL and the natural aptitude of children for learning a new language, it is crucial for teachers to explore the most effective ways to integrate these tools. In light of these factors, this research aims to explore the significance and impact of a teacher's background, teaching strategies, institutional role, classroom design, and the use of ICT in teaching English to young learners. By addressing the challenges, difficulties, opportunities, and potential pitfalls encountered in TEYL, this study will demonstrate how ICT can enhance and support teachers in this context.

The research methodology involved conducting a fact-finding survey at TK. Harapan Mulia in Palembang in October 2007. Questionnaires were distributed to 24 teachers at the kindergarten, consisting of both closed and open-ended questions. These questions covered various aspects such as the teachers' background, the institution, teaching strategies, and the classroom. The initial six questions focused on gathering data regarding the teachers' education, teaching experience, and the importance of psychology in TEYL. Questions 7 to 11 aimed to evaluate how

the institution influenced the teaching-learning process.

The investigation focused on teaching strategies, specifically questions 12 to 21, in order to identify the methods employed by teachers in Teaching English to Young Learners (TEYL). Additionally, the last three questions aimed to determine the impact of classroom design on TEYL. In addition to these 24 closed-format questions, the questionnaire included five open-format questions. The first question sought to determine the amount of time young learners spend on learning each day. The second question aimed to understand the motivation of teachers in teaching young learners. The third question focused on the media used in teaching. The fourth question investigated the activities utilized by teachers, and the final question sought to determine the average age of the students.

The survey revealed that the age range of the respondents is between 21 and 37 years old, with 20 respondents or 83.33% being under 30 years old and only 16.67% being over 30 years old. In contrast, the young learners at this kindergarten are aged between 16 months and 6 years old.

The research findings show that 45.83% of the 11 respondents have a strong preference for teaching young learners (YL) and previous experience in teaching children. Among these teachers, 70.83% are from the faculty of teacher training, while only 3 teachers come from other backgrounds. When asked about their motivation to teach young learners, they provided various responses. These motivations include enhancing students' language skills, recognizing the global importance of English as a language, acknowledging the increasing significance of English, emphasizing the ease of teaching YL, highlighting students' enthusiasm for learning English, finding satisfaction in witnessing YL

speaking English, aiming to transfer knowledge to students, instilling discipline in them, and experiencing fulfillment when seeing students speak English.

Among the respondents, 12 teachers (50%) have less than 2 years of experience teaching English, while only 4 teachers (16.67%) have more than 2 years of experience teaching young learners. Moreover, a vast majority of respondents, specifically 23 (95.83%), acknowledge the significance of studying children's psychology in TEYL.