Abstract

This paper mainly explores the ways of enhancing English development among Indonesian preschool learners through modifications of nursery rhymes. Further, some opportunities and challenges of teaching English for preschool learners are merely elaborated in this article. This study belongs to a qualitative research method with an approach to descriptive analysis. In order to collect data, the writer conducted in-depth interviews to Indonesian preschool teachers. These preschools include ―Taman Melati Playgroup‖, ―Ustman bin Affan Playgroup‖, and ―Pertiwi Kindergarten‖ located in Central Java, Indonesia. In addition, observation was carried out to obtain further data. The result reveals that the modified nursery rhymes have been perceived to encourage some Indonesian preschool learners in learning English. Furthermore, they will be happier and easier to understand the material delivered by the teacher. Nonetheless, there are some obstacles faced by the teachers when introducing English to preschool learners. These include the limited attention and concentration of learners to teachers in teaching and learning process, the limited knowledge and experience from teachers, the difficulties of pronouncing English words, the limited facilities in learning English and the lack of input about English from the environment.