The old saying, “Learning as a child is like carving in stone; learning as an adult is like carving on water,” remains highly relevant, especially when considering the importance of learning foreign languages early in life. English, in particular, will become a mandatory subject in Indonesian elementary schools (SD/MI) following the issuance of Minister of Education, Culture, Research, and Technology Regulation No. 12 of 2024, which addresses the curriculum for early childhood education (PAUD), basic education, and secondary education. This regulation will take effect in the 2027/2028 academic year.
While English is not yet a compulsory subject, starting March 23, 2024, schools will have the option to offer it based on their readiness. To support this transition, the Ministry of Education, Culture, Research, and Technology is responsible for organizing teacher training programs, and regional governments are tasked with providing English teachers for SD/MI and equivalent schools (Detikcom, 28/3/2024). These measures are necessary to ensure schools have ample time to prepare.
This article explores why teaching English early is essential, the urgency behind it, and how it should be taught in elementary schools.
Historical Context of English in Indonesia’s Curriculum
The status of English in Indonesia’s education system has fluctuated over the years. In the 1994 curriculum, English was introduced in elementary schools from grade 4, but it became a local content subject in 2003 and 2006. In the 2013 curriculum, English was removed from elementary schools due to concerns that it might cause students to neglect Indonesian or regional languages, thereby eroding their national identity.
However, recent research suggests these fears may no longer be valid. A study by Harjanto, Lie, and Wijaya (Indonesian Journal of Applied Linguistics, 2019) found that high school students in big cities, who frequently interact in English, do not lose their Indonesian identity. On the contrary, they retain a strong sense of national identity. In fact, exposure to English and other foreign languages, especially through the internet and social media, is widespread today. This raises the question: should English not be formally taught in elementary schools to provide structured learning with clear objectives?
Benefits of Teaching English at an Early Age
Research underscores the numerous benefits of early English education. A study by Unsworth, Persson, Prins, and De Bot (2015) published in Applied Linguistics found that formal foreign language instruction significantly improves elementary school students’ foreign language proficiency.
Moreover, learning English in childhood positively impacts cognitive and emotional development. As cited in Jayne Moon’s (2005) article “Teaching English to Young Learners: Challenges and Benefits,” research by Curtain (1990) highlights three key advantages:
- Boosting Self-Confidence and Motivation: Positive early learning experiences build children’s self-esteem and foster motivation to continue learning English throughout middle school, high school, and beyond. I experienced this firsthand when I began learning English in grade 4 at Madrasah Ibtidaiyah (MI). Although the teaching methods were basic, the positive experience with my teacher set me on a path that eventually led me to become an English teacher and lecturer.
- Expanding Cultural Understanding: Learning a foreign language also involves learning about the cultures where that language is spoken. Exposure to different cultures through English enriches one’s understanding of both their own culture and those of others.
- Enhancing Cognitive Development: Introducing students to new and sometimes ‘foreign’ experiences can create what Piaget termed ‘cognitive conflict,’ which promotes cognitive development by making children more aware of their thinking processes.
How English Should Be Taught in Elementary Schools
Understanding the cognitive development of elementary school students is crucial when designing English instruction. According to Jean Piaget’s theory (1976), children aged 7-11 are in the concrete operational stage, characterized by logical thinking but limited capacity for abstract reasoning. Therefore, complex grammar, tenses, and extensive vocabulary should be avoided in early English lessons.
Itje Chodijah, an expert in English language learning, emphasized during a teacher training organized by the Ministry of Education and Culture in collaboration with the British Council, that many teachers struggle with how to teach English to young children. Teachers need to focus on instilling awareness that other languages exist beyond their native tongue.
Scott and Ytreberg (1990) argue that children learn best through their senses—hands, eyes, and ears—with the physical world dominating their learning. The Total Physical Response (TPR) method, developed by James Asher (1977), is ideal for this age group. In TPR, teachers give verbal commands, and students respond physically, such as by touching, walking, or standing, which keeps them engaged and excited about learning.
Since young children have short attention spans, it is crucial to keep their interest through storytelling with colorful pictures, toys, and puppets or by singing English songs (Shin, 2006). Lessons should also be arranged thematically, helping students connect one activity to another and making the learning process smoother. This approach allows children to focus on communication rather than language structure, leading to more effective learning (Shin, 2006).
Conclusion
The Ministry of Education, Culture, Research, and Technology’s decision to reintroduce English into the elementary school curriculum is a positive step forward. To ensure its success, it is essential to recruit qualified teachers and provide them with proper training. With the right support, this initiative can foster a new generation of students who are proficient in English, culturally aware, and prepared for the globalized world.
Waliyadin, Lecturer in the English Language Education Study Program, Faculty of Education and Teacher Training, UIN Syarif Hidayatullah Jakarta; Recipient of the Beasiswa Indonesia Bangkit (BIB) Ministry of Religious Affairs; PhD Student at the University of Canberra, Australia.
Editing/Copy editing by AK, Omong-Omong Media Special English Editor
