Abstract
The study tries to investigate what learning activities activating kindergartners to learn to speak English and to describe the language producion. It involves four kindergartners from different schools. The data were collected through observations and interviews and then analysed by constant comparisons. The findings revealed there were four commonalities of the learning activities, namely, (1) answering questions in English; (2) listening to a model speaking English; (3) imitating, and (4) repeating the English utterances. Among the four, answering questions was the most frequent way. Meanwhile, the language production varied covering single word utterances, verb phrases, simple sentences (S+V+O) or (S+V+O+Adv.)in simple present tense, and exclamation. The proposition generated from the present study is that kindergartners will learn to speak English if they are often asked questions in English which they understand and are engaged in an interaction in English where they need to listen, imitate, and repeat
Highlights
As an impact of the global era, non-English speaking countries, including Asia, feel the role of English more and more significant today so that they start the English education much earlier in schools
Realizing the important roles of English and human resources who are competent in communication using the language in the information and globalization era, Indonesia has been actively practicing teaching English to young learners since the launching of the 1994 Curriculum
The researcher went to some kindergartens to observe the subjects—kindergartners who can speak English for communication
Summary
As an impact of the global era, non-English speaking countries, including Asia, feel the role of English more and more significant today so that they start the English education much earlier in schools. As Paul (2003) puts it, millions of children in Asia are studying the language. Realizing the important roles of English and human resources who are competent in communication using the language in the information and globalization era, Indonesia has been actively practicing teaching English to young learners since the launching of the 1994 Curriculum. Elementary schools can start teaching English at the fourth grade (Decree of the Minister of National Education, 2006). Certain schools in big cities, even start it from the first grade. Preschools like kindergartens and playgroups introduce English to the preschoolers
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