Drilling in teaching English to young learners (TEYL) in the Indonesian EFL (English as foreign language) context: a systematic literature review

This item is published by Universitas Islam Negeri Sunan Ampel Surabaya

Ubaidila, Belly (2025) Drilling in teaching English to young learners (TEYL) in the Indonesian EFL (English as foreign language) context: a systematic literature review. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Abstract

Drilling is an effective method for Teaching English to Young Learners (TEYL), particularly in Indonesia, an EFL (English as Foreign Language) country where learners have limited exposure to the target language. Although drilling is considered a traditional method, it remains widely implemented in TEYL classrooms due to its efficacy and simplicity. Numerous studies have explored drilling, revealing that while it offers several advantages, it also comes with certain challenges. Therefore, comprehensive information on this method is essential, particularly for educators to optimize their teaching process, which will directly affect the students’ learning outcomes. This study explores the types of drilling used in Indonesian TEYL classrooms, along with its advantages and challenges. Using a qualitative research approach in the form of a Systematic Literature Review (SLR), the data were collected through content analysis of the 14 selected journal articles published between 2014 to 2024, considering the time-shifted curriculum from K-13 to Kurikulum Merdeka. The findings identify six types of drilling used in Indonesian TEYL classrooms, including repetition drill (the most frequently used type), question-and-answer drill, chain drill, single-slot substitution drill, multiple-slot substitution drill, and snowball drilling. Additionally, four key advantages of drilling were highlighted such as enhancing student engagement & enjoyment in learning, enhancing vocabulary retention & mastery, improving speaking & pronunciation skills, and supporting learning through integrated multimedia. However, four challenges were also identified such as difficulty & error in pronunciation, initial lack of student engagement, initial difficulty in memorizing vocabulary, and feeling bored for advanced students. The findings imply that drilling should be integrated with interactive strategies and supportive media to maximize learning outcomes and address challenges in TEYL. Future research may explore innovative drilling applications to further improve English learning for young learners in the Indonesian EFL context.

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Item Type:	Thesis (Undergraduate)
Creators:	Creators Email NIM Ubaidila, Belly bellyubaidila@gmail.com 06020521037
Contributors:	Contribution Name Email NIDN Thesis advisor Asmiyah, Siti siti.asmiyah@uinsa.ac.id 2025127601 Thesis advisor Syaifudin, Mokhamad msyaifudin@gmail.com 2013107303
Subjects:	Bahasa Inggris
Keywords:	Drilling; pengajaran bahasa Inggris untuk pembelajar muda (TEYL); English as Foreign Language (EFL)
Divisions:	Fakultas Tarbiyah dan Keguruan > Pendidikan Bahasa Inggris
Depositing User:	Belly Belly Ubaidila
Date Deposited:	11 Apr 2025 01:16
Last Modified:	11 Apr 2025 01:16
URI:	http://digilib.uinsa.ac.id/id/eprint/79337

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