Uplifting Indonesian Children Through English Language Education to Reduce Language Barrier at Sanggar Belajar Sentul in Kuala Lumpur, Malaysia

Imelda Lazaro; Satriya Pranata; Purnomo Purnomo; Didik Sumanto

Penulis

Imelda Lazaro Bachelor of Nursing, Universitas Muhammadiyah Semarang
Satriya Pranata Institute for Research and Community Service, Universitas Muhammadiyah Semarang
Purnomo Purnomo Institute for Research and Community Service, Universitas Muhammadiyah Semarang
Didik Sumanto Institute for Research and Community Service, Universitas Muhammadiyah Semarang

Kata Kunci:

English language education, Indonesian children, language barriers, qualitative research

Abstrak

Background: Many Indonesian children in Kuala Lumpur face significant educational challenges due to language barriers that hinder their ability to participate effectively in an English-medium educational environment. This issue is particularly prevalent in Kuala Lumpur, where many mixed-race children live among foreign communities and encounter difficulties in accessing quality language education. Objective: This study aimed to explore the impact of an English language education program at SD Sentul on improving language proficiency and reducing language barriers among Indonesian children. Method: This study employed a qualitative observational approach to assess the effectiveness of the English language education program for Indonesian children aged 5 to 11 years. Data were collected over one month through interviews and observations, focusing on participants’ experiences and perceptions. The study involved 30 children with limited English proficiency who were recruited from a local school. Result: Initial assessments indicated that many children experienced difficulties in understanding English instructions and participating in classroom discussions, which led to feelings of isolation. However, the program’s interactive learning methods, including games and group activities, contributed to increased confidence, participation, and engagement among the participants. Conclusion: The English language education program at SD Sentul significantly improved students’ language skills and learning motivation. Continuous efforts are required to further optimize the program and ensure that it addresses the diverse needs of Indonesian children in Malaysia.

Keywords: English language education, Indonesian children, language barriers, qualitative research

________________________________________________________________

Abstrak

Latar belakang: Banyak anak-anak Indonesia di Kuala Lumpur menghadapi tantangan pendidikan yang signifikan karena hambatan bahasa yang menghalangi kemampuan mereka untuk berpartisipasi secara efektif dalam lingkungan pendidikan berbahasa Inggris. Masalah ini sangat umum terjadi di Kuala Lumpur, di mana banyak anak-anak ras campuran tinggal di antara komunitas asing dan mengalami kesulitan dalam mengakses pendidikan bahasa yang berkualitas. Tujuan: Studi ini bertujuan untuk mengeksplorasi dampak program pendidikan bahasa Inggris di SD Sentul terhadap peningkatan kemampuan berbahasa dan pengurangan hambatan bahasa di kalangan anak-anak Indonesia. Metode: Studi ini menggunakan pendekatan observasi kualitatif untuk menilai efektivitas program pendidikan bahasa Inggris bagi anak-anak Indonesia berusia 5 hingga 11 tahun. Data dikumpulkan selama satu bulan melalui wawancara dan observasi, dengan fokus pada pengalaman dan persepsi peserta. Studi ini melibatkan 30 anak dengan kemampuan berbahasa Inggris terbatas yang direkrut dari sebuah sekolah lokal. Hasil: Penilaian awal menunjukkan bahwa banyak anak mengalami kesulitan dalam memahami instruksi berbahasa Inggris dan berpartisipasi dalam diskusi kelas, yang menyebabkan perasaan terisolasi. Namun, metode pembelajaran interaktif program, termasuk permainan dan kegiatan kelompok, berkontribusi pada peningkatan kepercayaan diri, partisipasi, dan keterlibatan di antara para peserta. Kesimpulan: Program pendidikan bahasa Inggris di SD Sentul secara signifikan meningkatkan kemampuan berbahasa dan motivasi belajar siswa. Upaya berkelanjutan diperlukan untuk lebih mengoptimalkan program dan memastikan bahwa program tersebut memenuhi beragam kebutuhan anak-anak Indonesia di Malaysia.

Kata kunci: pendidikan bahasa Inggris, anak Indonesia, hambatan bahasa, penelitian kualitatif

Unduhan

Data unduhan belum tersedia.

Biografi Penulis

Imelda Lazaro, Bachelor of Nursing, Universitas Muhammadiyah Semarang

First author, corresponding author

Referensi

Zhao P, Hassan A, Burhanuddin NAN. A systematic review of factors influencing English language competency for ethnic minority students: an ecological systems theory perspective. Cogent Educ. 2024; 11(1). https://doi.org/10.1080/2331186X.2024.2415730.

Saefudin A, Jumintono, Rejokirono. National identity in transnational life: the case of dual education of Indonesian migrant children in Sabah, East Malaysia. Kajian Malaysia. 2024; 42(1): 117-138. https://doi.org/10.21315/KM2024.42.1.6.

Siddiqui KA, Asad MM, Rind AA. Learners’ attitudes toward language education based on cultural identities: global citizenship agenda in higher education institutions of Pakistan. J Appl Res High Educ. 2024. https://doi.org/10.1108/JARHE-01-2024-0034.

Melitz, J. (2016). English as a Global Language. In: Ginsburgh, V., Weber, S. (eds) The Palgrave Handbook of Economics and Language. Palgrave Macmillan, London. https://doi.org/10.1007/978-1-137-32505-1_21.

Sahib FH, Stapa M. A review of the issues and challenges to the English language reform at Malaysian primary education. Malays J ELT Res. 2022;19(1):16-33. https://doi.org/10.52696/RLZU4912.

Philp J, Mackey A, Oliver R. Child’s play? Second language acquisition and the younger learner in context. In: Language Learning and Language Teaching. 2008:3-23. https://doi.org/10.1075/LLLT.23.02PHI.

Ng CH, Cheung YL. A synthesis of current educational and literacy practices for multilingualism and inclusive education integration. Brill; 2024; 3. https://brill.com/display/title/70546#page=65.

Jatmika MI. Indonesia-Malaysia collaborative policy to address the issue of education for Indonesian migrant worker family in Sabah Malaysia. Nusant Sci Technol Proc. 2023: 22-28. https://doi.org/10.11594/NSTP.2023.3404.

Slavin RE, Madden N, Calderón M, Chamberlain A, Hennessy M. Reading and language outcomes of a multiyear randomized evaluation of transitional bilingual education. Educ Eval Policy Anal. 2011;33(1):47-58. https://doi.org/10.3102/0162373711398127.

Richards JC, Pun J. Teaching and Learning in English Medium Instruction: An Introduction. London: Routledge; 2022. https://doi.org/10.4324/9781003191445.

Nguyen, L. A. P., & Nguyen, T. H. B. A Study on Adult Learners of English as A Foreign Language in Vietnam: Motivations, Advantages, and Challenges. International Journal of Language Instruction, 2024; 3(1), 31-42. https://doi.org/10.54855/ijli.24313.

Parker E, Tariq A, Smith A. Exploring the effectiveness of peer tutoring in English language learning among young learners. Res Stud Engl Lang Teach Learn. 2023;1(2):103-112. https://doi.org/10.62583/rseltl.v1i2.13.

Peña-Acuña B, Corga Fernandes Durão R. Learning English as a second language with artificial intelligence for prospective teachers: a systematic review. Front Educ. 2024; 9:1490067. https://doi.org/10.3389/feduc.2024.1490067.

Liang L. Teaching English as a foreign language in Chinese kindergartens: a multiple-case study. 2023. https://doi.org/10.25949/23974767.V1.

Richards JC, Pun J. Teaching and Learning in English Medium Instruction: An Introduction. London: Routledge; 2022. https://doi.org/10.4324/9781003191445.

Zein S. Language Policy in Superdiverse Indonesia. London: Routledge; 2020. https://doi.org/10.4324/9780429019739.

Yang K, Gan Z. A systematic review of reading self-efficacy in second or foreign language learning. System. 2024; 125: 103436. https://doi.org/10.1016/j.system.2024.103436.

Duong L, Kanayama H, Ma T, Bird S, Cohn T. Learning crosslingual word embeddings without bilingual corpora. In: Proceedings of the Conference on Empirical Methods in Natural Language Processing (EMNLP). 2016: 1285-1295. https://doi.org/10.18653/v1/D16-1136.

Berns M. World Englishes and communicative competence. In: The Handbook of World Englishes. 2020: 674-685. https://doi.org/10.1002/9781119147282.ch37.

Deane P. The challenges of writing in school: conceptualizing writing development within a sociocognitive framework. Educ Psychol. 2018; 53(4): 280-300. https://doi.org/10.1080/00461520.2018.1513844.

Akki F, Larouz M. The Relationship between Speaking and Writing in Descriptive Discourse in a Moroccan University EFL Context. IJLTS. 2021; 2(1): 124-3. https://www.ijlts.org/index.php/ijlts/article/view/102.

Namaziandost E, Neisi L, Kheryadi, Nasri M. Enhancing oral proficiency through cooperative learning among intermediate EFL learners: English learning motivation in focus. Cogent Educ. 2019; 6(1). https://doi.org/10.1080/2331186X.2019.1683933.

Nian Z. Book review of Foundations and Best Practices in Early Childhood Education. OALib. 2022; 9(8): 1-5. https://doi.org/10.4236/OALIB.1109118.

Oga-Baldwin WLQ. Acting, thinking, feeling, making, collaborating: the engagement process in foreign language learning. System. 2019; 86: 102128. https://doi.org/10.1016/j.system.2019.102128.

Jančič P, Hus V. Treatment of cultural heritage content in the subject social studies in primary school. Creat Educ. 2018; 9(5): 702-712. https://doi.org/10.4236/CE.2018.95052.

Research in the Teaching of English. National Council of Teachers of English., 2025.

Thi Bich Phuong N, My Tham D, Phu B, Thanh District B, Chi Minh City H. Fostering EFL students’ autonomous learning skills through project-based learning at a bilingual school. VNU J Foreign Stud. 2022; 38(3): 101-112. https://doi.org/10.25073/2525-2445/VNUFS.4846.

Ginting D. Student engagement and factors affecting active learning in English language teaching. Voices Engl Lang Educ Soc. 2021; 5(2): 215-228. https://doi.org/10.29408/VELES.V5I2.3968.

Kühl T, Wohninsland P. Learning with the interactive whiteboard in the classroom: its impact on vocabulary acquisition, motivation and the role of foreign language anxiety. Educ Inf Technol. 2022; 27(7): 10387-10404. https://doi.org/10.1007/s10639-022-11004-9.

Rachmayani AN. Language policy in superdiverse Indonesia. 2015.

Mahanani P, Akbar S, Kamaruddin AYB, Hussin ZB. Educational Analysis to Develop Character in Malaysia and Indonesia. International Journal of Instruction. 2022; 15(3): 377-92. https://e-iji.net/ats/index.php/pub/article/view/326.

Peña-Acuña, B (2024). Fostering Cultural Openness regarding Language education. REIDOCREA, 13(50), 743-754. https://digibug.ugr.es/handle/10481/98417.