Enhancing Professionalism in Teaching English to Young Learners (EYL)

Tintin Susilowati; Alifia Rahmadita; Raygina Ayu  Mardani; Dhea Putri Hemalia; Fifirina Novia A

Authors

Tintin Susilowati English Education Program, Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo
Alifia Rahmadita English Education Program, Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo
Raygina Ayu Mardani English Education Program, Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo
Dhea Putri Hemalia English Education Program, Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo
Fifirina Novia A English Education Program, Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Keywords:

A Pop-Up Book; An Eclectic Lesson Plan; Interactive English Teaching Skills

Abstract

Building professionalism among English for Young Learners (EYL) teachers has become increasingly important as English will become a compulsory subject in Indonesian elementary schools starting in 2027. As a global language, English requires teachers who possess both language proficiency and pedagogical competence suited to young learners' developmental characteristics. Prospective EYL teachers need to understand children's cognitive and social development, create engaging instructional media, and implement interactive and contextualized teaching practices. Without adequate professional competence, young learners may experience low motivation and difficulties in language learning. This study aims to explore the development of professional competence among prospective elementary English teachers by addressing three questions: (1) What are the steps in creating a pop-up book? (2) What components should be included in an eclectic lesson plan? and (3) What teaching skills are needed to build interactive EYL classrooms? This qualitative study involved 16 students from the TBI.D class of 2025. Data were collected through semi-structured interviews to examine participants' ability to design instructional media and eclectic lesson plans, and through classroom observations to evaluate their teaching performance. The data were analyzed using thematic analysis, while trustworthiness was ensured through source triangulation and participant validation. The findings show that prospective EYL teachers develop professional competence by designing visual and tactile pop-up books, preparing eclectic lesson plans that combine various teaching approaches, and applying learner-centered, interactive teaching strategies. These competencies support meaningful, engaging English learning for young learners and offer practical insights to strengthen EYL teacher education programs in preparation for implementing compulsory English instruction in Indonesian elementary schools.

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