What Students Usually Need Help With in English

English is the second most requested subject for tutoring in Bali. The reasons are different from maths. With maths, the problem is usually curriculum transition. With English, the problem is often language. Many children in Bali's international schools are not native English speakers. They may speak Indonesian at home, study in English at school, and speak another language with one parent. This multilingual environment is enriching but can create specific English-learning challenges.

The most common English problems we see are:

EAL/ESL struggles — children who are fluent in spoken English but struggle with academic reading, writing, and vocabulary. This is especially common for children who moved to Bali from non-English-speaking countries.
Reading comprehension — children who can read the words but do not understand the meaning, especially with complex texts, inference, and analysis.
Writing structure — children who have ideas but cannot organise them into coherent paragraphs, essays, or stories. This is a major issue for IB and IGCSE students.
Phonics and spelling — younger children who have missed foundational phonics instruction and struggle to decode words or spell accurately.
Academic vocabulary — children who understand everyday English but lack the formal vocabulary needed for essays, exams, and academic discussion.
Essay writing for IB and IGCSE — students who need help with argument structure, evidence use, critical analysis, and exam writing under time pressure.
Speaking confidence — children who are shy about speaking in class, giving presentations, or participating in discussions.
Bilingual interference — children who mix English and Indonesian syntax, or who translate directly from Indonesian into English, producing grammatically awkward sentences.

Age Groups and Levels

Early Years (Ages 4 to 6): We focus on phonics, letter recognition, and emergent reading. We use songs, games, and stories to build a love of reading. For children in Indonesian preschools who are preparing for English-medium international schools, we provide pre-reading and pre-writing support.

Primary (Ages 6 to 11): We cover reading comprehension, writing genres (narrative, persuasive, informative), spelling, grammar, and vocabulary. For Year 6 students, we prepare for the transition to secondary English expectations.

Lower Secondary (Ages 11 to 14): We cover literature analysis, essay writing, creative writing, grammar, and exam preparation. This is the level where many students who were fine in primary suddenly struggle because the texts are harder and the writing expectations are higher.

IGCSE (Ages 14 to 16): We cover both English Language and English Literature. For Language, we focus on reading comprehension, writing for different purposes, and exam technique. For Literature, we focus on text analysis, context, and essay writing. We support all major exam boards (Cambridge, Edexcel, AQA).

IB MYP (Ages 11 to 16): We support all MYP Language and Literature objectives. We focus on textual analysis, essay writing, and the MYP criteria (A: Analysing, B: Organising, C: Producing Text, D: Using Language).

IB Diploma (Ages 16 to 18): We support both English A (Language and Literature) and English B. For English A, we focus on textual analysis, comparative essays, and the Individual Oral. For English B, we focus on receptive and productive skills, intertextual reading, and exam technique.

A-Level (Ages 16 to 18): We support English Language and English Literature for all major exam boards. We focus on linguistic analysis, literary criticism, and essay writing at degree level.

Curriculum Support

IB (PYP, MYP, Diploma): For PYP, we focus on emergent literacy, phonics, and reading for pleasure. For MYP, we cover all four Language and Literature criteria with an emphasis on analysis and writing. For Diploma, we provide deep subject support for English A and English B, plus IO preparation and exam technique.

Cambridge IGCSE: We follow the Cambridge syllabus for both English Language and English Literature. For Language, we focus on reading comprehension, directed writing, and composition. For Literature, we focus on set texts, poetry analysis, and essay writing. We use past papers from the last five years to identify common question types.

A-Level: We support all major exam boards. For English Language, we focus on linguistic analysis, language change, and child language acquisition. For English Literature, we focus on critical theory, context, and advanced essay writing.

Indonesian National Curriculum: For children attending Indonesian national schools, we provide English language support aligned with the national curriculum. We also help students prepare for English proficiency tests needed for international school admission.

Primary (UK National Curriculum): We follow the UK National Curriculum for English, covering reading, writing, grammar, and vocabulary from Year 1 to Year 6. We focus on phonics, comprehension, and writing for different purposes.

Common Problems

"My child is fluent in spoken English but cannot write an essay."

This is the most common problem we see for EAL students. Spoken fluency does not guarantee academic writing ability. Academic writing requires formal vocabulary, complex sentence structures, and organisational skills that are not needed in conversation. We teach writing explicitly — sentence by sentence, paragraph by paragraph, essay by essay.

"My child reads but does not understand."

Reading comprehension is a skill, not a natural ability. We teach specific comprehension strategies: predicting, questioning, clarifying, summarising, and inferring. We also teach students to read actively — annotating the text, asking questions, and making connections.

"My child spells everything phonetically."

This is common for children who have learned to read through whole-word methods rather than phonics. We teach systematic phonics and spelling rules. For older children, we teach spelling strategies: breaking words into syllables, identifying roots and prefixes, and using visual memory.

"My child has good ideas but cannot get them on paper."

This is usually a writing process problem, not a content problem. We teach the writing process explicitly: planning, drafting, revising, editing. We also teach graphic organisers (mind maps, storyboards, Venn diagrams) to help students plan before they write.

"My child is shy about speaking in class."

Speaking confidence is built through practice in a safe environment. We provide low-stakes speaking opportunities: reading aloud, discussing books, giving short presentations, and debating. We build up gradually from one-to-one speaking to small group to whole class.

How the Tutor Assesses the Student

Every English tutoring journey starts with an assessment. This is not a formal test. It is a diagnostic conversation and a few tasks designed to identify gaps, strengths, and preferences.

What we assess:

Reading level and comprehension
Phonics knowledge (for younger children)
Spelling accuracy and strategies
Writing ability (structure, vocabulary, grammar, creativity)
Speaking confidence and fluency
Listening comprehension
Academic vocabulary
Grammar knowledge
Attitude and confidence towards English

How we assess:

Informal reading and conversation (10-15 minutes)
A short writing task (15-20 minutes)
A spelling check (5-10 minutes)
Discussion with the parent about the child's school experience, teacher feedback, and any concerns

What happens after the assessment:

We write a brief assessment report identifying strengths, gaps, and priorities
We propose a tutoring plan with specific goals and a timeline
We agree on session frequency, length, and focus with the parent
We set a review date (usually four weeks later) to assess progress

Lesson Structure

A typical English tutoring session follows this structure:

Warm-up (5-10 minutes): A short reading or vocabulary game. This primes the brain for English and builds enthusiasm.

Main topic (30-45 minutes): The tutor introduces the topic, models a skill, guides the student through practice, and provides feedback. The topic might be: reading comprehension, essay writing, creative writing, grammar, spelling, or speaking practice.

Independent practice (10-15 minutes): The student works independently on a task while the tutor observes and provides support. This builds independence and resilience.

Review and homework (5-10 minutes): The tutor summarises the session, highlights key takeaways, and sets homework if appropriate. Homework is usually reading or a short writing task.

For exam students (IGCSE, IB, A-Level): We also include exam practice in every session. This might be a timed essay, a past paper section, or a review of a recent school test.

Progress Plan

We use a structured progress plan for every English student:

Short-term goals (2-4 weeks): Specific skills to master. For example: "Use paragraph structure correctly" or "Read a chapter book with 90% comprehension."

Medium-term goals (1-3 months): Broader objectives. For example: "Write a five-paragraph essay with a clear argument" or "Improve IGCSE English mock result by one grade."

Long-term goals (3-6 months): Big-picture outcomes. For example: "Achieve a grade 6 in IGCSE English Language" or "Be confident giving an oral presentation in English."

Parent Reporting

After every session, the tutor sends a brief WhatsApp message. Every four weeks, we send a formal progress report with a summary of topics covered, assessment of progress, and recommendations.

Related Subjects

English tutoring is often combined with:

History tutoring — for students who need help with essay writing and source analysis
Geography tutoring — for students who need help with report writing and data analysis
IB Theory of Knowledge (TOK) — for students who need help with essay writing and presentation skills
Study skills — for students who need help with organisation, note-taking, and revision
EAL/ESL support — for children who need intensive English language support before or alongside mainstream tutoring

FAQ

My child is not fluent in English. Can you help?

Yes. We have tutors with EAL/ESL expertise who can support children at all levels of English proficiency. We start with the child's current level and build gradually.

How do you teach reading comprehension?

We teach specific comprehension strategies: predicting, questioning, clarifying, summarising, and inferring. We also teach students to read actively — annotating the text, asking questions, and making connections.

Can you support IB English?

Yes. We have tutors with IB English A and English B experience. We can support textual analysis, essay writing, the Individual Oral, and exam preparation.

What writing frameworks do you use?

We teach a range of writing frameworks depending on the genre and level. For essays, we use PEEL (Point, Evidence, Explanation, Link) and TEEL (Topic, Evidence, Explanation, Link). For creative writing, we use story mountain and character development frameworks. For younger children, we use simple paragraph templates.

How do you handle bilingual children?

We respect the child's bilingualism and use it as a strength. We teach metalinguistic awareness — understanding how English and Indonesian work differently. We also teach strategies for code-switching and translation.

What materials do you use?

Our tutors bring their own materials, including novels, short stories, poetry anthologies, grammar workbooks, and past papers. We also use online resources such as BBC Bitesize, CommonLit, and exam board websites. For IB students, we use the prescribed texts and past papers.

Do you set homework?

We set short, focused homework (15-20 minutes) to consolidate what was learned in the session. Homework is usually reading, a short writing task, or vocabulary practice. Homework is optional for younger children and recommended for exam students.

English Tutor in Bali