The Society’s Perception towards the Impact of University Students Goes to Children Community

Diana Achmad, Asnawi Muslem, Riki Muhamanda


This study aims to determine the perception of society on the impact of the University Student Goes to Children (US Goes to Children) community-based teaching program in improving the English competence among young village learners. The data were collected from the communities found in four villages: Lampermai, Kahju, Gampong Jawa, and Darussalam. The findings show that the community-based teaching program fosters positive relationships with the villagers and children in the research locale. The program was able to advocate positive outcomes through a method called Fun-Game-Award. Thus, the parents knew what kinds of activities their children were involved in. Some of the activities done by the teaching community were playing guessing games, singing songs, and telling stories. The results indicated positive perception for the participating community groups which makes it a viable mechanism in teaching English language competence among villagers.
Keywords: US Goes to Children, Fun Game Award, society’s perception, young learners.

Full Text:



Bismoko, A., B. (2016). ASEAN Economic Community and the Competitiveness of Vietnam's Agricultural Sector. (Published Master Thesis). Indonesian Institute of Sciences. Retrieved in 2016.

Crystal, D. (2012). English as the global language. Cambridge: Cambridge University Press.

Curtain, H., & Dahlberg, C. A. (2010). Languages and children— Making the match: New languages for young learners. Fourth edition. New York: Pearson.

Enever, J., & Moon, J. (2009). New global contexts for teaching primary ELT: Change and challenge. In J. Enever, J. Moon, & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp. 5–21). Reading, UK: Garnet Education.

Gimenez, T. (2009). English at primary school in Brazil: Challenges and perspectives. In J. Enever, J. Moon, & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp. 45–51). Reading, UK: Garnet Education.

Haldfield, J. (1999). A collection of games and activities for low to mid -intermediate students of English: intermediate communication games. Hong Kong: Thomas Nelson.

Harmer, J. (1991). The Practice of English Language Teaching. London: Longman.

Listyariani, N. P. R.,. (2018). Teachers’ Perceptions of Teaching English for Young Learners and the Implementation in Public Primary School in Jeembrana Sub-District.

Luhuringtyas, R. A. (2013). Teachers’ and Students’ Perceptions toward Learning English in SD Negeri 1 Baturagung. English Department Faculty of Language and Literature. Satya Wacana Christian University.

Maulana, R., A. (2019). The Use of Board Game for Improving Students’ English Speaking Ability (A Classroom Action Research on the Seventh of Students of SMP Negeri 43 Bengkulu Utara Academic Year 2016/2017). (Thesis). English Education Study Program, Language Education Department, Tarbiyah and Tadris Faculty, State Institute for Islamic Studies of Bengkulu.

Oktaviani, A. and Fauzan, A. (2017). Teachers’ Perceptions about the Importance of English for Young Learners. Journal of Linguistics, English Education and Art (LEEA) 1 (1),2597-3819.

Rajasekaran, W. C., & Anburaj, G. (2015). Ways of Teaching English in Rural Areas. Journal of Humanities and Social Science, 20 (2), 100-102.

Zahro, M., Suharjito B., Sudarsono, S. (2013). The effect of guessing games on the eight year students’ vocabulary achievement at SMPN 03 Balung Jember in the 2012/2013 academic year. Pancaran, 2(3), 115-124.


  • There are currently no refbacks.

Copyright © 2017 Syiah Kuala University

ISSN: 2345-6789

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.