The factor of language not only affects students but as well as parents. Most of a student’s childhood academics include the involvement of a parental figure. It is often that parents of non-English speaker feel uncomfortable coming to talk with the teacher because they are not fluent themselves. This might be a barrier to being fully aware of how their child is performing in the classroom. Since parents and students are both not fluent in English most homework may not always be completed.
Data Analysis This section presents and analyzed the data derived from classroom observation and error analysis of the participant's written tasks. The data are classified and then organized into various categories. The findings drawn from the date will be discussed as they are presented. Nature of reading difficulties The following are the main challenges met by FND students in reading class: Lack of decoding skills The first challenge that FND students meet in reading is decoding words. It was noticed that some of them were incapable of decoding words written in English rapidly and accurately.
• Build confidence among the students that they can excel in the target language. • Build a congenial atmosphere to learn and practice the skill in target language. • Choose eclectic approach according to the attitude and learning style of the students. • Take the regular feedback tests and evaluate their standards at regular intervals. • Make use of appropriate teaching methodology and techniques and audio-visual aids to make learning effective.
Students are disheartened because, no matter how hard they might try, they just cannot hear and produce the correct sound. Rather than teachers and students frustrating themselves and each other, why not give teachers the skills to guide their students into achieving an intelligible pronunciation
Language Anxiety Introduction Language anxiety affects the academic achievement and it becomes the fundamental issue that teachers and students needs to overcome. However, people often feel anxious and scared when facing or learning the language, without realizing the existence of language anxiety, especially when students approaching the foreign language. Anxiety experienced in the intimacy of foreign language learning is specific and unique (Horwitz et al., 1986; MacIntyre and Gardner, 1989), which is a heterogeneous, multidimensional phenomenon (Young, 1991). Students in language classes may encounter in negative self-criticism, contemplating a poor performance,
Speaking activities do not work well in the class because many factors prevent students from speaking with their friends. They are afraid to make some mistake, of being laughed at by his or her friends and of having lack of their ability.
Pinter (2006) in Astuti Pratiwi stated that vocabulary as one of the main components should be taught since the beginning level (young learners.) Meanwhile, the main condition faced by elementary school students in learning English is the lack of vocabulary itself. Elementary school students do not have a lot of English vocabulary. In other words, they lack vocabularies and affect their own understanding. Syafei and Sari (2013:128) also said there are several factors that influence students understanding of English vocabulary such as the lack of students’ knowledge, the low quality of student’s assignments, inappropriate technique, and approaches used by the teacher in the learning
In this category involve children not being able to decode the words used in a word problem, not comprehending a sentence, not understanding specific vocabulary and not having confidence or the ability to concentrate when reading. Most of the words that are being used are not really understood by the students therefore with that they find it difficult to answer the questions being asked. Also recognizing and imagining the context in which a word problem is set. These difficulties arise when children cannot imagine the context in which a word problem is set or their approach is altered by the context in which the word problem is given. For example when there is a problem that is being given most students still cannot undertake most of the complex words being used, i.e.
In young learners’ class, especially elementary school students, teachers usually find problems in teaching this subject. In general, their problems were related to low motivation, boring with learning, bad study habit, and bad attitudes toward learning. However, external factors, such as the classroom condition also impeded them in learning English. Most of the students had problems in learning English language skills especially speaking. In general, the problems of students related to learning to speak can be divided into four main groups: First, students feel shy to speak English.
Moreover, the present school curriculum also demands self-learning, which again directs the student towards the world of information and communication technologies. This has spread the importance and need of using English language by the young generation. The future generation teachers hence need to be well prepared and competent to face the students of the digital era. They should study and stay current. Hence, it can be stated that good communicative skills are necessary for those who aspire higher education, for acquiring better jobs, and also for application in one’s day to day life.