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12 

 

 
ELT FORUM 10 (1) (2021) 

 

Journal of English Language Teaching 

 
http://journal.unnes.ac.id/sju/index.php/elt 

 
 

Identifying the teaching of English to early young learners at Stepping Stones 

School Surabaya 
 

Margareta Desi Restuti 

 
Stepping Stones School Surabaya, Indonesia 

 

Article Info 
________________  
Article History: 

Received in 8 

December 2020  
Approved in 16 March 

2021 

Published in 26 March 

2021 

________________  
Keywords: early young 

learners; teaching 

English; TEYL  
____________________ 

 

 

 

 

 

 

 

Abstract  
___________________________________________________________________ 
In Indonesia, learning English becomes one of the important parts of the process of 

learning at the school. There are notes to be considered in introducing English as a 

Second Language to young learners. The research was conducted to find out that 

there are key factors to be considered dealing with teaching English to early young 

learners. As a qualitative descriptive case study research, the research was conducted 

at Stepping Stones School Surabaya as it is a school for very young learners. The 

method of the research is qualitative descriptive research. The research found out that 

a full English school and a school with a fun learning environment are important for 

young learners. Besides identifying the key factors of teaching English to young 

learners, the research also aims to identify the underlying methods of teaching 

English at the Stepping Stones School Surabaya as the school has a preschool and 

kindergarten level program with a well-designed curriculum;  the school also support 
the programs with well-qualified teachers; the school pays attention to the age of the 

students especially in applying the full English method; the school involves the 

parents to be in part of the learning by having similar ways in treating the children at 

home. This research was conducted as a way to give insight, especially to the opinion 

of worrying about introducing English as a second language too early young learners 

and for the parents who do not have English skills to accompany their children's 

process of learning.    
 
 © 2021 Universitas Negeri Semarang 

Correspondent Address: p-ISSN 2252-6706 | e-ISSN 2721-4532 
B3 Building FBS Unnes  

Sekaran, Gunungpati, Semarang, 50229  

E-mail: margaretadesirestuti@gmail.com  

http://issn.pdii.lipi.go.id/issn.cgi?daftar&1333515478&1&&
http://issn.pdii.lipi.go.id/issn.cgi?daftar&1576658845&1&&


Margareta Desi Restuti / ELT Forum 10 (1) (2021) 

13 

 

INTRODUCTION 

The influence of English in Indonesia can not be prevented, (Sadtono, 2013) English has become a 

subject in lessons of the educational process of the students in Indonesia that was managed by the 
state through the Educational Ministry (Septy, 2000). The experience of the researcher shows that the 

curriculum of the school and the teacher's role are important to apply the curriculum (Restuti, 2017)  

of teaching English to Indonesian students especially the young learners. For example, one of the 

characteristics of the early young learners is they have a short attention pan, here the teachers should 
makea creative lesson where it shows the various activities to be presented or done together with the 

children. The curriculum of the school must consider this as a very important thing then the teacher 

must apply it in daily based planning and teaching. The other characteristics of early young learners 
are enjoying imitating and are skillful in listening accurately so the teachers should master English 

especially in the term of pronunciation that the learners are accustomed to hearing the correct 

pronunciation of English words. This supports the statement that language (English) is a good 

example of an area in which children come to preschool and the importance of teachers' role to 
recognize the language children have and to provide the use of the language with its growth and 

meaningful conversation so the children have many opportunities during the preschool to interact 

with new peers and adults (Clark, 2000). 
Meanwhile, many people realize that English has become an important language to be used 

nowadays school should consider carefully how to teach English to the students, especially to the 

young learners. There were questions and worries if English is introduced earlier to the students such 

as an opinion that the English teaching would ruin the first language acquisition of the early young 
learners, while as stated that the children's brain is programmed to learn the language (Matthews, 

2005). About teaching English to young learners especially in Indonesia, other researchers have found 

out important findings such as the teachers teaching English to young learners in Lampung were not 
ready to teach English that they teach English fully in Bahasa Indonesia (Apriliana, 2018). The 

findings of the previous researchers mostly about the readiness of the teacher that they need further 

training in the using of English though those teachers were confident enough to teach English to the 

young learners (Mutiah et al., 2020) as also stated by the other researcher (Nufus, 2019). In West 
Sumatra, a researcher found out that there were some essential requirements in teaching English to 

young learners such as curriculum, teacher competency, media, and method used (Pransiska, 2016). 

Another researcher also highlighted the teachers' readiness in teaching English to young learners in 
the field of pedagogical values that the teacher should know the principles and should be able to do 

things to facilitate children learning English as a foreign language in Indonesia by determining who 

children are, how children learn, how children learn a language, and how children learn English as a 

Foreign Language (Musthafa, 2013).  The researcher expected that the research would help on how 
to teach English to early young learners especially the technical things to be done and applied in 

teaching English to young learners in Indonesia as a portrait at the Stepping Stones School of Surabaya 

that has run the system since the year of 2000. One of the researcher's experiences at the Stepping 
Stones School was she found that the children did not find it difficult to speak Bahasa Indonesia while 

they are exposed to English fully at school from a year old to four years old of age. 

 
Literature Review 

The research was conducted to find out the key factors of teaching English to young learners at 

Stepping Stones School Surabaya by describing the teaching English at the school and the key factors 
underlying the methods of it.  

To support the research, there were many literature reviews about teaching English and young 

learners. About the young learners, Montessori has become an important expert to be cited that she 
said that education is to be focused on the children to help them during the development in the process 

to be a complete adult human being that has the competence and to contribute to the society and 

humanity generally. The Montessori approach is centered on supporting the human being's natural 

development. This concept could support the development of language in young learners especially 
about English (Restuti, 2017). Other expert stated that in the areas of vision, hearing, social 

attachment, language, motor skills, math/ logic, music, and foreign languages where the windows of 

opportunity for brain development, and so there are important things to be done to develop the 
children's capacities to guide them to bea fine adult (Stiles & Jernigan, 2010). 

Montessori has thought about the substance of the human being including the integration of 

the character development and the whole personality that should be instilled into the child. This has 



Margareta Desi Restuti / ELT Forum 10 (1) (2021) 

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changed the paradigm of education for centuries especially that the children could guide their 

development, even to guide the educators in supporting the children (Nicholas, 2014).  
Montessori stated that the role of the adults is to help the children meet their potential. 

Montessori supported the idea that the children possess great constructive energies that would support 

the formation of the children's mind and body. Montessori's approach has been seen as the appropriate 

tool to develop education for early young learners (Sacks & Ruzzi, 2005). One of the results  of the 
approach is that the children should become the center of the education process such as the class and 

its environment should support the children, for example with the multi-sensory equipment, and 

enough space for motor development. Those are to provide rich experiences to support the 'wiring' 
process in the children's brain. In early education for young learners, a school should provide a suitable 

curriculum to fully support the children's growth and development. The curriculum should provide 

the multi-sensory experience with repetition that would strongly support the brain connections 

(Matthews, 2005). 
A discussion about teaching English as a Second Language can be related to bilingual education 

where the use of languages focused on the teaching of subject matter content, not merely the use of 

the language itself (Damico, 2010).  In that book section, Cummins (2010) explained that there are 
types of bilingual educations focusing on the goals of the program, organizational structures, and 

characteristics of students in the program. 

According to Cummins, bilingual education carries a positive impact on the children especially 

on the aspect of the development of linguistic of the children involved in the program and on the aspect 
of the development of the children's education themselves. He concluded that the positive 

development could be seen in the children continuing to develop their abilities in two or more 

languages, it has been comprehended through the program that has been followed by the children 
since their primary level including the early learner stage of the education. The benefit of the program 

could be seen in the term of gaining a deeper understanding of the used language and how to use the 

language effectively. The children have the chance to process the language, to apply the language in 

the literacy process in both languages. The children also would be able to compare and contrast the 
ways of using both languages separately in daily practice. The result of the bilingual program has 

supported what Goethe ever stated that the person who knows only one language does not truly know 

the language (Cummins, 2001). On the other hands, bilingual children develop more flexibility in the 
way they are thinking as a result of information processing the experiences, they have in a bilingual 

education program. 

The stage of human growth and development that now becomes a very important thing is the 

young stage of human or even the early young stage of human being development. Many countries 
are now (or has paid) attention to anything needed to deal with the early young generation. 

Human development especially brain development is very significant to determine someone's 

future. It happens dominantly in the Golden Age of an individual. It was mentioned that the 
foundations for thinking, language, vision, attitudes, aptitudes, and other characteristics are laid down 

during the preschool period especially the first three years of life (Kotulak, 1997).  .  

The other experts mentioned the importance of the early life of the human being especially 

during the first ten years of life especially related to the development of the language at the acquisition 
stage. Once again it was related to the development of the brain, the 'wiring' process that could be 

happening in the sound aspect of the language. Again the repeated exposure of the language becomes 

an important aspect in this stage. It was also noted that the existence of the adults around the children 
play a very important role in the children's language development and so the brain development 

(Graham & Forstadt, 2011). 

The role of English as a Second Language will innate the children's ability to use the language 

when the language is presented within a context that is meaningful and communicative. The 
environment for L1 and L2 acquisition can be quite different although children may use similar 

processes for acquiring L1 and L2 (Karavas, 2010). So, in teaching L2, the teacher needs to remember 

to provide the language itself in very rich contexts that are meaningful and communicative. As 
required that the teaching should provide highly contextualized language, the use of authentic 

language in the real world, and the highly motivated learners; as the young learners can learn L1 

(Restuti, 2017). 

 

 

 



Margareta Desi Restuti / ELT Forum 10 (1) (2021) 

15 

 

METHODS 

The research design refers to a qualitative descriptive case study research that this research focuses on 

covering the background information and accurate descriptions of the tcase in question (Johansson, 
2007). The purposes of this research are mainly stated as to describe the teaching of English to young 

learners at the Stepping Stones School Surabaya and to describe the key factors underlying the 

methods of teaching English at the Stepping Stones School Surabaya. 

The source of data of the research was from the documents of the school, the students, the 
parents of the students, and the teachers of the school. Parents are the closest resources to observe and 

to realize the children's development on the students. They are not only the parents of the current 

students but some parents are the parents of the alumni (Baxter & Jack, 2008). 
The data resources were the school documents, the recorded interview with some parents of 

the students, and also the teachers. There were also the parents' notes and observations when they 

attend the Open Class Program. There was an important thing related to the research that the 

researcher has got permission from the school founder and the school manager to reveal the name of 
the school in the research and its related publication. 

The unit of analysis is related to the fundamental problem of defining the case; that the case 

might be an individual or individuals that might also involve the influence of early childhood or the 
role of peer relationship; the case also can be some events, decisions, programs, the implementation 

of process and about organizational change (Yin, 2013), the unit of analysis of this research would 

cover the key factors of teaching English to young learners at the Stepping Stones School Surabaya: 

the school curriculum, the teaching by the teachers, the learners' experience, the classroom context, 
the materials and resources, the learners and the parents of the learners.  

There are many approaches in the way of teaching English to young learners. The most 

important thing is the fun things, young learners should have fun with English (Kang Shin, 2006), 
here, the design of the teaching is important. Hence curriculum of the Stepping Stones School and the 

way teachers plan the English teaching would become one of the units of analysis to this research. The 

curriculum would cover also the learning and teaching style at Stepping Stones School Surabaya 

especially that the tagline of the school is Where Learning is Fun. As mentioned, that the curriculum 
should emphasize communicative competence in teaching English to young learners (Copland & 

Garton, 2014).  

Many aspects that should be seen and considered deeply such as approaches to language 
teaching, recruitment, and training, teacher's level of English proficiency, the classroom context, 

examinations and assessment, materials and resources, learners (Garton et al., 2013),  beside the 

curriculum represented by the school documents of the Stepping Stones School of Surabaya, there 

would be the teachers' comment about the Stepping Stones School, the parents' comments about the 
Stepping Stones School and the students of Stepping Stones School itself, the students' learning result, 

and the field observations that also covers the class observations done at the Stepping Stones School 

as the unit analysis of this research. 
To sum up the methods of the research, here are the steps were taken by the researcher: 1) Read 

and comprehend the school documents as the guidance of the curriculum of the school. 2) Observed 

the running of the class to see how the teachers plan and conduct the class. 3) Conducted discussion 

and evaluation with the teachers about the running of the class. 4) Together with parents the researcher 
observed the running of the class of the school. 5) Conducted discussion and evaluation with the 

parents about the running of the class. 6) During those observations, the researcher also observed the 

students of the school. 7) The researcher did the data analysis.   
 

Subjects/ Participants 

The subjects of the research are the students, the parents, and the teachers of Stepping Stones School 

Surabaya. In 2017 there were around 70 students at the school with 15 teachers involving in the 
educational process at the school. 
 

Instruments 

The instruments that were used in the research area in a form of taking notes upon the related 
documents: the school documents that cover the curriculum and the learning result of the students. 

Other note-taking would be also about the field observation that covers the class observation (Baker, 

2006) and (Allen, 2017). Here the students became the observation target when the researcher took 
notes about the students’ performance, attitude, response, knowledge, language skills, habit, and 



Margareta Desi Restuti / ELT Forum 10 (1) (2021) 

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relationship with peers, teachers, parents, and other people at the school. The other instrument would 

be on interview guidance or questions for the parents beside the form of observation with certain theme 
or rubrics of evaluation or assessment related to the application of the curriculum of the school 

specially to facilitate the students’ learning and the school already have those documents as the school 

property that the researcher adopted from the literature and reflected them into research object. The 

researcher expected that those instruments would help the researcher to get suitable data for the 
research. 

 

Data collection procedures 

To conduct this research, the data collection procedures done by the researcher were: 1) the researcher 
collected the data by reading and comprehending the school documents since 2011 about the school. 

2) The researcher also collected the data using a scheduled observation and the incidental observation 

to the classes of the school. 3) There was the recording of the interview to parents and the teachers 

that would be the data collection of the research. 4) The observation was done by recording the class 
activity and taking notes during the observation of the class. 

In terms of the rubric of evaluation used during the Open Class Program, the questions or the 

rubric have been prepared as the school property. The Open Class program was conducted every 3 
months with random parents to be invited. The invited parents came to attend the process of learning 

of each class in a day. The parents might observe and give notes about the whole activities in the class 

including the interaction between the teachers and the children, the teachers' preparation, and also the 

teacher's language fluency. Then the parents might fill the form based on their observation as the result 
of an evaluation or in case input for the teacher specifically and to the school generally. This data 

collection was the activities done by the researcher since 2011 when she joined the school and needed 

to know and comprehend the school well. 

 

Data analysis 

The data analysis activity was to analyze the primary data and the secondary data. The primary 

data that the researcher got was the result of observations of the class including the observation of the 

students, discussion, and evaluation result with the teachers and the parents of the students. The 
secondary data was documents both the documents about the Stepping Stones School and the 

document from the government about early young learners' education. 

 

FINDINGS AND DISCUSSION 

Table 1. Findings of the Research 

Finding 1 Finding 2 

 

• Stepping Stones School Surabaya is a school 

with a full English system.  

• the school should become a high-quality 

preschool program 

• to be a high-quality pre-school, one of the 

important ways is that the schools for young 

learners need qualified teachers.  

• Stepping Stones School Surabaya sets the 

fun learning reflected in the entire program 

of the school that can be found in its history 

and profile. 

 

• dealing with teaching English to young 

learners, the schools themselves have to be a 

full English school by considering the period 

of age of the students to support the children 

in having a rich English exposure 

environment.  

• dealing with the young learners, the schools 

need to remember to always involve the 

parents of the students. . 

 

Following the characteristics of young learners, they enjoy imitating and are skillful in listening 

accurately; interpret meaning without necessarily understanding the individual word; understand 



Margareta Desi Restuti / ELT Forum 10 (1) (2021) 

17 

 

language as units, not as separate words. It is important to provide a rich environment that exposes 

English more. It is also suitable to support the characteristics of early young learners who are very 
active and imaginative and enjoy learning through playing, acting, making, and doing. 

That four key factors are underlying the methods of teaching English at the Stepping Stones 

School Surabaya, first, the school should become a high-quality preschool program, because the 
schools would cause positive long-term improvements in participants' school performance and social 

outcomes. The school should be ready with a very well-designed curriculum. A well-designed 

curriculum is a curriculum that is suitable for the early young learners, fulfills the young learners' 
needs, and research-based curriculum. Remember also that the brain wiring would be affected by the 

early interactions, so it is very important to give rich experiences to early young learners to have a 

great effect on their brain wiring by providing the required environment of learning for them. It is also 

a matter of fact that a child's brain is two and half times as active as an adult, this is important to do 
something not to lose the chance (Sacks & Ruzzi, 2005). Second, to be a high-quality pre-school, one 

of the important ways is that the schools for young learners need qualified teachers. These teachers 
are the ones interpreting the curriculum to be daily based practices in teaching.  

Moreover, as the main resource of the students, the teacher should have qualified English skills. 

There is evidence also that the non-native speaker teachers can be trusted to deliver a very good 

English skill as long as the teachers have qualified pronunciation, rich vocabularies, and the ability to 
deal with young learners. Third, dealing with teaching English to young learners, the schools 

themselves have to be a full English school in such period of the age of the students to support the 

children in having a rich English exposure environment. As stated, that preschools have the greatest 
impact on children living in poverty and those who do not speak English at home, there is evidence 

that the children have the capacities to learn English and to apply their English in communicative 

ways. There is no reason to be afraid that the students would undergo the loss of the first language 

skill because the right bilingual education would make the students master the languages well (Sacks 
& Ruzzi, 2005). Fourth, dealing with young learners, the schools need to remember to always involve 

the parents of the students. The parents are the basic need for every child. By involving the parents, 

the schools communicate well with the parents, so the parents may have similar ways of treating the 
children at home. On the other hand, the parents have the right to know and comprehend things 
delivered by the schools to every child they send to the schools. 

 

Discussion 

In designing or conducting the teaching of English to young learners, it is important to pay attention 

to the characteristics of young learners. They are different from teenagers and adults (Bessie, 2014) ) 
for example young learners have a short attention span. It is applied by the school that the teacher 

must be creative in designing their lesson plan where there are many activities to attract the students' 
attention and in order not to make the students get bored in the class with a specific period. Time 

becomes a very important consideration when the teachers designing their lesson plan as the daily 

based application of the school curriculum. 
The next characteristic of young learners is understanding language as units not separate words, 

at the Stepping Stones School Surabaya, it is applied by providing the full English environment with 

fun learning where the teachers are challenged to design a creative lesson plan and apply it in the class 

activity. 
Dealing with teaching English to young learners, schools for early young learners need to use 

the opportunity well. The school should become a high-quality preschool program. The schools would 

cause positive long-term improvements in participants' school performance and social outcomes 
(Sacks & Ruzzi, 2005). The school should be ready with a very well-designed curriculum. A well-

designed curriculum is a curriculum that is suitable for the early young learners, fulfills the young 

learners' needs, and research-based curriculum. It is important to remember also that early interactions 

also affect brain wiring, so it is very important to create such an environment to support the early 
young learners to have their best experience to have a great effect to their brain wiring and it is also a 

matter of fact that a child’s brain is two and half times as active as an adult, this is important to do 

something not to lose the chance of stimulation to wire the brain of early young learners. 
To be a high-quality pre-school, one of the important ways is that the schools for young learners 

need qualified teachers. These teachers are the ones interpreting the curriculum to be daily based 

practices in teaching. Moreover, as the main resource of the students, the teacher should have qualified 

English skills. There is evidence also that the non-native speaker teachers can be trusted to deliver a 



Margareta Desi Restuti / ELT Forum 10 (1) (2021) 

18 

 

very good English skill as long as the teachers have qualified pronunciation, rich vocabularies, and 

the ability to deal with young learners. 
Dealing with teaching English to young learners, the schools themselves have to be a full 

English school in such period of the age of the students to support the children in having a rich English 

exposure environment. Preschools have the greatest impact on children living in poverty and those 

who do not speak English at home (Sacks & Ruzzi, 2005). There is evidence that the children have 
the capacities to learn English and to apply their English in communicative ways. There is no reason 

to be afraid that the students would undergo the loss of the first language skill because the right 

bilingual education would make the students master the languages well. 
The schools need to remember to always involve the parents of the students. The parents are 

the basic need for every kid. By involving the parents, the schools communicate well with the parents, 

so the parents may have similar ways of treating the children at home. On the other hand, the parents 

have the right to know and comprehend things delivered by the schools to every child they send to the 
schools. 

 

CONCLUSION 

The conclusion of the research as stated below as the methods of teaching English to young learners 
at Stepping Stones School Surabaya are full English schools with the fun learning process that is 

applied in all aspects of the educational process for the children. The important key factors to be 

considered as following: 1) The set of curriculums that consider the characteristics of early young 

learners including the certain ground rules, certain programs with the guidance of lesson plans and 
observation chart, the set of clear scope and sequence for each specific range of age of early young 

learners.2) The application of the curriculum by the competent teacher to reach the students' ability in 

using English and provide the fun process of learning. There was also discussion and evaluation 
among the teachers to provide the appropriate process of learning for the students besides the creative 

ways of the teachings to walk in line with the tag line of the school which is where learning is fun. 3) 

English environment. It is important to create an English environment for the young learners such as 

the lessons were delivered in English.4) Involving parents is a great resource of the process of learning 
and the most important support part needed by each child. 5) Get the research or information about 

young learners learning and teaching especially also the government document to make sure the path 

is taken by the school. 
For teachers and future researchers dealing with teaching English to young learners the 

researcher would suggest some matters first, the well-designed curriculum for early young learners is 

very important to set a consistent and continuous learning environment such as the full English 

system. The curriculum also needs to be interpreted in daily based activities by the teachers. Involving 
the parents during the process of learning is also a crucial thing to do. The bilingual education research 

would help the researcher in understanding that properly learning other languages would not ruin the 

mother tongue is important for those who are interested in developing the teaching English to early 
young learners. It should be noted that there are some effects on this kind of education when school 

is trying to introduce more than one language in the classroom. It is also important to be remembered 

that bilingualism has positive effects on children's linguistic and educational development. 

When children continue to develop their abilities in two or more languages throughout their 
primary school years, they gain a deeper understanding of language and how to use it effectively. They 

have more practice in processing language, especially when they develop literacy in both, and they 

can compare and contrast how their two languages organize reality (Damico, 2010).  Researchers 
assured that when the bilingual education system is applied well, it will help the early young learners 

a lot such as on children's linguistic and educational development. 
 

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