Generally students have several reasons why English langugfe is still difficult for them. Such as they have lack of vocabulary to explain their experience or knowledge, they have lack motivation to speak, and they have lack curriusity,and the atmosfer of the class does not encourage student speak English. First, students have lack of vocabulary to their experience or knowledge. Many students in Indonesia doesn’t like to remember or find new vocabullary to gain their knowlege because when they find it is difficult for them to pronounce or speak up the word. Although They still did’t find the enjoy strategy to remember the new vocabulary.
In Indonesia, English is one of subjects in the school which is most difficult. In the teaching learning process, the teachers have to make their teaching interesting for their students. So that, the students enjoy with their lesson. In fact, most of students assume that grammar is difficult. They are still have difficulties in learning English language especially in tenses.
However, most students are facing problems when they reach tertiary level of education as they do not receive sufficient knowledge on English language in primary and secondary school. Therefore, Malaysian educators should tackle the problems that the ESL students face since primary school. This study focuses on identifying the students’ preferred learning style. It is important for the students to know what their learning styles are, so that they could control their method of study and boost their self-confidence in learning. Thus, the students would be able to obtain and absorb information effectively without much assistance from
Speaking is one of the language skills that have an important thing if we learn about English languages. To support the communication between the people or communication in the learning process, speaking can become a key to make it to be successful. Because of this case, speaking is considered as the skill that to be developed. We have noticed that the common challenge which encounters the teachers is that they find it hard to get students to speak, but getting them to speak is more difficult in a foreign language (Merchi, 2012). As we known, there are so many problems that will be happening to the students and the teacher.
Nowadays, English language is become an important language to be learned by everyone. They, who lived in a country where English still become a foreign language, are trying to master all the skills required in English which are writing, listening, reading, and speaking skill. However, although many of them have learned those skills for many years, there are still some them who are shy to practice their ability in English, especially in speaking, even for the students who are taking an English language as their major. After asking the opinions from some students, at least I have discovered that they are unconfident to speak English under some particular reasons. When I tried to ask the reason to the students of why they are still unconfident or shy to speak English, they have their own reasons that is different from others.
To illustrate, students have their own ways or techniques to attain or adopt the new information, therefore, they may get bored spending much time in Presentation. They get engaged mostly in Practice stage due to the teacher guided error corrections. What they believe is that the less mistake they do, the more they learn. This is such a challenge for them, which they expect, because in this stage teacher gives different varieties of exercises and they keep trying to have less mistake and to make sure that new information acquirement is complete, which in general, takes longer time than it is planned. As a result, teacher modifies the lesson according to the needs of the Ss, and to see them trying, makes teacher give them more time in Practice and less in Presentation, and even the least in Production stage.
The reason behind this is the students are tested in the above mentioned areas at the end of academic year in examinations. Thus, speaking turns out to be a neglected skill in many classrooms. Students may be thorough with the knowledge of grammar and a wide vocabulary which is used to pass examinations but they find it more difficult to communicate in the targeted language. The anxiety to perform well in examination creates the child rote-learner than critical thinker. The primary function of English teaching today is to renovate pupils into products and thus an effective communication skill comes into picture.
In order to ensure that students successfully master the writing skills, teachers need to employ methods and approaches which produce positive outcomes in the students learning. Teachers are sometimes out of idea on how to teach writing to the students interestingly. They do not implement the latest approaches or methods that are used nowadays to attract the students’ attention in writing. Many students find it difficult to do the intense and active thinking that is needed for a proper writing convention. It is frightening for them to sit down before a blank sheet of paper or computer screen and know that an hour later, nothing is written on it.
For decades, it has been a disagreement in the public education system on how teachers have to challenge themselves with the new comer that do not know or is proficient with the English language. However, as those teachers are concerned about the education of their students, even though, these teachers recognize that the English language learner are smart students. Yet, there is only one problem the student must meet and that is the lack of language. Thus, these students’ participation in the classroom are minimum, and more in the social studies where it is more competitive than the other subjects, as social studies require more reading and research skills. That’s why, it has become important problems for these teachers as they are trying
With the increasing number of international students from non-English speaking countries in Silliman University, they are all facing one common challenge which is adjusting to the English language barrier. International students spend more time in learning English than the local students. The lack of English vocabulary could affect their academic grades. Limited understanding of the language lead problems such as hard time understanding professors, more effort in absorbing the meaning of uncommon words, correct sentence constructions and getting the meaning of irony in conversations. Non-English speaking students not just faces challenges academically but also mentally and emotionally.