YOUNG LEARNERS’ PERCEPTIONS OF ENGLISH LEARNING ACTIVITIES IN AN ELEMENTARY SCHOOL IN SURABAYA, INDONESIA: A QUALITATIVE STUDY

Abstract

English has become an important subject in elementary education because it helps young learners develop communication skills and prepare for future academic demands. In Teaching English to Young Learners (TEYL), various learning activities such as games, songs, storytelling, group work, and digital learning are commonly implemented to create meaningful learning experiences. However, many studies have focused on teaching strategies and learning outcomes, while limited attention has been given to young learners’ own perceptions of English learning activities, particularly in Indonesian elementary school contexts. This study employed a qualitative case study design to explore elementary school students’ perceptions of English learning activities in a TEYL classroom in Surabaya, Indonesia. The participants consisted of 18 fifth-grade students selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and field notes. The collected data were analyzed using thematic analysis proposed by Braun and Clarke (2021), involving familiarization, coding, theme generation, theme review, and interpretation. The findings revealed four major themes. First, students perceived interactive activities such as games and group work as enjoyable and motivating. Second, teacher support and positive classroom interaction contributed significantly to students’ engagement in learning English. Third, students experienced several challenges, including limited vocabulary, pronunciation difficulties, and fear of making mistakes. Finally, students expressed a preference for more technology-assisted and collaborative learning activities. Overall, students demonstrated positive perceptions toward English learning when classroom activities were engaging, meaningful, and supportive. The study concludes that young learners value interactive, enjoyable, and supportive English learning activities. Teachers should consider students’ perspectives when designing TEYL instruction to create more learner-centered and motivating learning environments.