Teachers’ Perceptions of Montessori’s Pedagogy in Teaching English Through Poetry to Indonesian EFL Young Learners

Abstract

The study explores the perceptions of Indonesian teachers in the EFL classroomusing Montessori’s pedagogy in poetry teaching. This study employs a descriptive study using the purposive sampling technique. The participants are teachers of an elementary school in the Makassar metropolitan area. The questionnaire and interview were used to collect data on perceptions of EFL teachers in using Montessori’s pedagogy in teaching English through poetry to young learners. The observation was applied to gain the data on the EFL teacher’s teaching practices in implementing the Montessori’s pedagogy in teaching English. The results of the study demonstrate that there were marked differences in the way the teachers perceive Montessori’s pedagogy in teaching English through poetry. The differences fall into 3 categories: (1) Highly Implemented of Montessori’s pedagogy (HIMM); (2) Moderately Implemented of Montessori’s Pedagogy (MIMM); and (3)Lowly Implemented of Montessori’s Pedagogy (LIMM). This study expects to be a beneficial reference for teachers, the government, and other young learner practitioners.