TEACHING SPEAKING TO YOUNG LEARNERS: VOICES FROM INDONESIAN EFL NOVICE TEACHERS

This study investigates the challenges faced by English language teachers in developing young learners’ speaking skills and explores the strategies they use to address these challenges in the Indonesian EFL context. Using a descriptive qualitative design, data were collected through semi-structured interviews with three novice teachers and analyzed thematically following Braun and Clarke’s (2006) framework. The analysis revealed that linguistic barriers such as limited vocabulary, pronunciation difficulties, and listening comprehension problems are the most prominent, compounded by affective factors like anxiety and low motivation, as well as structural constraints including large class sizes, diverse learner backgrounds, and limited home exposure. To overcome these, teachers employed learner-centered strategies such as Communicative Language Teaching (CLT), Total Physical Response (TPR), scaffolding through visual aids, and emotional support via positive reinforcement and safe classroom environments. These findings align with previous research in EFL speaking pedagogy but extend understanding by providing qualitative insights from resource-limited classroom contexts. The study highlights the need for teacher training in child-centered approaches, curriculum reforms emphasizing oral communication, and parental involvement to reinforce home exposure. Future research should adopt larger and longitudinal samples to assess the long-term effectiveness of these strategies across diverse EFL environments.