Investigating Non-Native English Teachers’ Strategies in Teaching English Speaking to Young Language Learners: A Case Study

Mega Fadhilah, Nuraeni Nuraeni


Teaching English speaking to young language learners requires particular treatments. For non-native English teachers, certain problems might be the difference of both students’ and teachers’ language and cultural shock. The aims of this study were to investigate non-native English teacher’s strategies in teaching speaking to young learners, to find the barriers faced by the teacher and also how they overcome the barriers. Qualitative method was employed to conduct this study. Two non-native English teachers who taught in elementary level in Southern Thailand were the participants of this study. The data and information needed were collected trough twenty five questions in a questionnaire sheets and several questions related with the topic were asked in an interview session. The result of this study revealed that the respondents used several strategies while teaching speaking in elementary level, such as applying Audio Lingual Method and Communicative Language Teaching method, playing games, doing group-work and drilling activities to enrich the students’ speaking ability. Besides, the non-native English teachers also implemented intrinsic method in order to make students interested in learning, such as keep motivating students about the importance of learning English, giving reward as an appreciation of what they reached and creating a stress-free environtment in the classroom. The non-native English teachers also agreed that they needed a lot of patience in facing the young learners’ behaviour during the English teaching learning process.


speaking; teacher strategies; non-native teachers; young learners

Full Text:



Anjaniputera. (2013). Teachers’ strategies in teaching speaking to students at secondary level, Journal of English and Education,1, 1-8

Cameron, D. 2001. Working with spoken discourse. Oxford: SAGE

Publications, Ltd.

Chintya. (2015). A comparative study of oral proficiency between argumentative essay debate and spontaneous argumentation debate. Ibn Khaldun University of Bogor.

Crosse, K. (2007). Introducing english as an additional language to young children. London: SAGE Publication.

Derakhsan, A., Khalili, N., & Behesti, F. (2016). Developing EFL learner’s speaking ability, accuracy and fluency, Canadian Center of Science and Education, 6, 177

Edmonds, A., & Kennedy, T. (2013). An applied guide to research design. Los Angeles: SAGE Publication.

Flick, U. (2009).An introduction to qualitative research.London: SAGE publication.

Good, T. & Brophy, J. (2000). Looking in classrooms. (8th ed). New York, Longman.

Gordon, T. (2007).Teaching young children a second language.London: Praeger Publisher.

Harmer, J. (2007). How to teach English. England: Pearson Education Limited.

He, Y. (2009). Motivational strategies: Students’ and teachers’ perspectives”. Kent State University.

Istamela, R. (2014). Code mixing phenomenon in social networking. Ibn Khaldun University of Bogor.

Khameis, M. (2006). Using creative strategies to promote students’ speaking skills

Linse, C.T., & Nunan, D. (2005). Practical English language teaching: Young learners. New York : McGraw-Hill.

Martinez, F., & Esther U. 2006. Current trends in the development

and teaching of the four language skills (studies on language

acquisition). Walter de Gruyter Gmbtl. & Co. KG.

Melendez, R., Zavala, G., & Mendez, R., (2014). Teaching speaking strategies to beginners, European Scientific Journal, 1, 548-554

Newton, J., &Nation, P. S. I. (2009).Teaching ESL/EFL listening and speaking.New York:Routledge

Nirmawati. (2013).Improving students’ speaking skill trough speaking board games in eighth grade of junior highshcool. Universitas Negeri Yogyakarta.

Oradee, T. (2012). Developing speaking skills using three communicative activities (discussion, problem-solving, and role playing). International journal of science and humanity, 2, 553-555

Penate, C., & Bazo, M,. (2001).The effects of repetition, comprehension checks, and gestures on primary school children in an EFL situation. ELTJournal, 55 (3)

Photongsunan. (2014). Investigating Thai university students’ attribution of english learning success: An international university context, the 2014 WEI International Academic Conference Proceedings, 79-82

Pinter, A. (2011). Children learning second languages.United States : Palgrave Macmillan

Pratama, E.,&Awalia, Y. (2015). Teaching speaking to young learners, English Journal, 17, 19-20

Richards, J. (2008). Teaching listening and speaking, from theory to practice. New York : Cambridge University Press.

Richards, J, C., & Charles L. (1994). Reflective teaching in second language classroom. New York: Cambridge University Press.

Sasson, D. (2013). Speaking and writing for english language learners: Collaborative teaching for greater success with k-6. United Kingdom:Rowman& Littlefield Education.

Shak, J., & Gardner, S. (2008) Young learners’ perspectives on four focus on form

tasks. Language Teaching Research, 12 (3): 387–408.

Sinwongsuwat, K., &Teng, B. (2015). Teaching and learning english in thailand and the intergration of conversation analysis (ca) into the classroom, English Language Teaching, 8, 13-24

Slattery, M., & Willins. (2001). English for primary teachers. New York: Oxford University Press.

Torky, S. (2006). The effectiveness of a task-based instruction program in developing the English language speaking skills of secondary stage students. Ain Shaams University


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Linguists : Journal Of Linguistics and Language Teaching

Program Studi Tadris Bahasa Inggris, Gedung C.4.2
Fakultas Tarbiyah dan Tadris
UIN Fatmawati Sukarno Bengkulu
Jl.Raden Fatah, Pagar Dewa Kota Bengkulu, Bengkulu, Indonesia
Telp. (0736)51171,51172,51276 Fax.(0736) 51172
Website :
Email : 




Google ScholarGarudaRelated image