TEACHING ENGLISH IN EARLY CHILDHOOD EDUCATION IN INDONESIA: WHAT’S MISSING AND HOW TO FIX IT

Authors

  • Widya Rizky Pratiwi Universitas Terbuka, Indonesia.
  • Juhana Universitas Terbuka, Indonesia.
  • Nazirah Md Yusof Wawasan Open University, Malaysia.
  • Joanne Echalico Bermillo Central Mindanao University, Philippines.
  • Maulina Muhammadiyah University of Kendari, Indonesia.

DOI:

https://doi.org/10.15408/ijee.v13i1.52576

Keywords:

Early Childhood Education, English Language Teaching, Institutional Support, Professional Development, Teacher Training

Abstract

Early childhood education lays the foundation for lifelong learning by fostering essential competencies such as language acquisition, which is critical for cognitive, linguistic, and socio-emotional development. This study explores the constraints teachers face in implementing English language education in Early Childhood Education Institutions (ECE) across Indonesia and the support systems that can help bridge existing resource gaps. The research employs a qualitative case study design involving 17 institutions selected through purposive sampling. Data were collected through questionnaires, semi-structured interviews, and document analysis, focusing on the challenges, teaching practices, and institutional support systems. The study revealed that teachers faced significant barriers, including limited resources, insufficient training, and lack of institutional support, which hindered effective English language instruction. However, positive influences from professional development opportunities, government policies, and collaborative efforts were identified as key factors in overcoming these challenges. The study recommends enhancing teacher training programs, improving resource allocation, and strengthening institutional policies to support English language education in early childhood settings in Indonesia.

Author Biographies

  • Widya Rizky Pratiwi, Universitas Terbuka, Indonesia.

    Widya Rizky Pratiwi is a Lecturer at Universitas Terbuka, Indonesia. Her research interests include English Language Teaching (ELT), self-regulated learning, learner autonomy, Open and Distance Learning (ODL), and technology-enhanced language education. Her recent work focuses on AI-assisted language learning, speaking competency, curriculum innovation, and pedagogical strategies that foster learner autonomy and meaningful learning. In this study, she conceived the research, collected and analyzed the data, drafted the manuscript, and coordinated the publication process.

  • Juhana, Universitas Terbuka, Indonesia.

    Juhana is a Professor and Lecturer at Universitas Terbuka, Indonesia. His research interests include English language education, English language teaching, academic literacy, and language pedagogy. His recent work focuses on academic writing, technology-enhanced language learning, reading and speaking instruction, teacher feedback, and innovative pedagogical approaches in English as a Foreign Language (EFL) contexts. In this study, he contributed to the research design, critically reviewed the manuscript, provided academic feedback to strengthen the study, and approved the final version of the manuscript.

  • Nazirah Md Yusof, Wawasan Open University, Malaysia.

    Nazirah Binti Md Yusof is a Lecturer at Wawasan Open University, Malaysia. Her research interests include Teaching English to Speakers of Other Languages (TESOL), English for Specific Purposes (ESP), writing skills, and Open and Distance Learning (ODL). Her recent work focuses on digital language learning, online writing pedagogy, formative feedback, and students' learning experiences in blended and distance education. In this study, she contributed to the literature review, critically reviewed the manuscript, and provided academic input to strengthen the study.

  • Joanne Echalico Bermillo, Central Mindanao University, Philippines.

    Joanne Echalico Bermillo is a Lecturer at Central Mindanao University, Philippines. Her research interests include language teaching, language assessment, sociolinguistics, and English language education. Her recent work focuses on classroom interaction, reading and listening comprehension, vocabulary development, language attitudes, and student engagement in English as a Second Language (ESL) learning. In this study, she assisted with data interpretation, critically reviewed the manuscript, and contributed to the discussion of the findings.

  • Maulina, Muhammadiyah University of Kendari, Indonesia.

    Maulina is a Lecturer at Muhammadiyah University of Kendari, Indonesia. Her research interests include Teaching English as a Foreign Language (TEFL), research methods in English Language Teaching (ELT), Mobile-Assisted Language Learning (MALL), curriculum and materials development, and technology-enhanced language education. Her recent work focuses on AI-assisted language learning, digital learning innovations, English language teaching, and technology integration in EFL classrooms. In this study, she contributed to the discussion of the findings, critically reviewed the manuscript, and approved the final version of the manuscript.

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2026-07-17

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Vol. 13 No. 1 (2026): IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 13 | NO. 1 | 2026

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TEACHING ENGLISH IN EARLY CHILDHOOD EDUCATION IN INDONESIA: WHAT’S MISSING AND HOW TO FIX IT. (2026). IJEE (Indonesian Journal of English Education), 13(1). https://doi.org/10.15408/ijee.v13i1.52576