Student Teachers’ Strategies In Teaching English To Young Learners During The Edupreneurship English Courses

Abstract

This research aims to explore the strategies employed by student teachers in teaching English to young learners during the Edupreneurship English Courses. The study utilized a descriptive design, focusing on observing student teachers' strategies across five English courses. A total of 27 student teachers were observed three times each, with data collected using an observation list comprising teaching strategies for primary-level students. The analysis involved checking the observation results, classifying the data, interpreting findings, and drawing conclusions. The results show that Choral drill, implemented 60 timesn (14,1%). Following closely behind, Read and say was employed 55 times (12,9%), while Association was used 53 times (12,4%). Questioning was utilized 49 times (11,5%), and Look and say was implemented 48 times (11,2%). Pictorial illustration was employed 47 times (11%), Demonstration 44 times (10,3%), Verbal illustration 41 times (9,6%), and Narration 30 times (7%). In conclusion, the findings suggest that the surveyed student teachers employ a diverse range of teaching strategies, indicating a holistic approach to instruction. Key strategies such as Choral drill, Read and say, Association, and Questioning are prominently utilized, reflecting an emphasis on active engagement, repetition, and critical thinking in the classroom. Additionally, the consistent use of visual aids like Pictorial illustration and demonstrations underscores the importance of facilitating comprehension through visual representation and hands-on learning experiences.