Teacher Readiness in Implementing Children's Literature to Enhance English Language Learning in Young Learners Classroom

Abstract

This study employs a qualitative approach as a research design. This qualitative study aims to investigates teacher readiness for incorporating children's literature into English language learning with young learners. The research employs in-depth interviews as the primary data collection method. This study involves two young learner English teacher as the participants who were selected purposively, one from an international kindergarten and one from a state primary school. The findings of this study reveal that teachers are generally aware of the benefits of using children's literature in the classroom and acknowledge the importance of preparation. Teachers emphasize the need to be well-prepared before entering young learners' classrooms, ensuring that everything is ready for effective implementation. They emphasize that children's literature not only benefits young learners but also aids teachers in delivering content more effectively. Teachers report that children's literature creates a fun and active learning environment that fosters enthusiasm among students.