TEACHER CANDIDATES’ EXPERIENCES IN A PROGRAM OF TEACHING ENGLISH TO YOUNG LEARNERS

Mega Mulianing Maharani

Abstract


This study was conducted to know the teacher candidates’ experiences before and after they joined a program of teaching English to young learners. The sixth-semester teacher candidates joined the program in a semester of the class program. Qualitative research was chosen as the design. Implementing open-ended questions was the main data. The teacher candidates answered five questions answered by ten teacher candidates. Those questions were about the teacher candidates’ experiences in understanding teaching English to young learners, classroom management, classroom language usage, classroom activities, and assessing the students. The findings were analyzed and interpreted to know the teacher candidates’ experiences in a program of teaching English for young learners. The findings of the study about the teacher candidates’ experiences in a program of teaching English to young learners were that teaching English to young learners was challenging because it forced to be creative teachers; managing students could be done through grouping because it provided a chance to get closer with their friends; using simple language by providing more time to practice could improve young learners’ freedom; varying activities helped young learners enjoyed the class, and taking notes or adding practice to check the students’ mastery were the ways to assess them

Keywords


teaching, English, young learners

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References


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