The Using of Picture Books in Teaching English to Young Learners in Indonesian Early Childhood Education

Abstract

Teaching English to young learners has become increasingly important due to the global role of English in education, science, and communication. This study investigates the implementation of picture books in teaching English to young learners and examines how such media influence language learning in an Indonesian early childhood education setting. The research employs a qualitative approach combining a literature study and a small-scale case study. The literature review analyzes scholarly publications related to picture books and English language teaching for children aged 7–12, while the case study examines classroom practices using the picture book We’re Going on a Bear Hunt by Rosen and Oxenbury. Data were collected through classroom observation and informal teacher interviews, and were analyzed using content analysis techniques. The findings indicate that picture books significantly support young learners’ vocabulary development, listening comprehension, oral participation, and learning motivation. The combination of visual illustrations and narrative text helps learners infer meaning, while repetitive language patterns enhance vocabulary retention. Interactive storytelling also creates a low-anxiety learning environment that encourages student participation. Overall, the study concludes that picture books function as effective multimodal teaching media for young learners and should be integrated into early English language instruction.