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Problems with learning English commonly experienced by Indonesian students.

After a great deal of time spent teaching in Indonesia and talking to other teachers, it is clear that it is possible to identify a number of challenges specific to Indonesian language learners. While this brief article is clearly generalising about a huge, diverse nation, there do seem to be common difficulties, mostly resulting from interference from their first language and from the education system which they have been through. This article will highlight some of these challenges in the hope that awareness among both teachers and students benefit students studying English in the future. First, the Indonesian education system (or at least the system which today's teenage and adult language learners passed through) tends to produce students with preconceived notions of ways to be taught. Often this means passive learners expecting to absorb information from the teacher, who is the center of a class, an authority figure, and someone who must not be questioned. Language learning is most effective in an environment where active students feel free to participate, get involved and ask questions; an environment where students know that making mistakes is the best way to learn, and where making a mistake does not result in loss of face. While this article is not intended to criticise the education system in Indonesia, it does seem that the content of a great deal of Indonesian schools' English language curriculum is based on the teaching of theoretical knowledge as opposed to developing functional, communicative language skills. Often this means that the Indonesian ESL student is able to produce complex grammatic forms, but has little awareness of the actual meaning of the language they are producing. Upon prompting, A student would be able to write a correct sentence using, for instance, the present perfect continuous tense, but when questioned as to the real usage and the meaning of the grammatical form, many high school graduates are stumped. Then there are the problems resulting from L1 (first language) interference. In terms of pronunciation, many Indonesians have trouble pronouncing consonant clusters (3 or more consonants together is a word), as these clusters do not occur in Bahasa Indonesia. The rolling of the letter 'r' is another common issue, but not one which causes any kind of strain for the listener. In general, pronunciation is not a huge problem for Indonesians, especially when compared to learners from Asian countries with tonal languages such as China and Vietnam. Bahasa Indonesia does not have tenses as such, and a simplified method of talking about different points in time is often attempted in English (for example, 'yesterday I go'). The concept of tenses, especially the more complex perfect tenses, is often difficult to grasp for Indonesian students. Similarly, Indonesian English students often have trouble creating sentences with correct word order, again caused by the word order patterns in their first language (for example, 'the tree big'). Finally, most Indonesian words are spelled phonetically, creating problems with learning the inconsistent, almost random way in which many English words are spelled.

While the few problems mentioned above do create barriers for Indonesians, they are relatively easy to overcome. Good teachers with an awareness of these difficulties can adjust the way they teach and the materials they use to suit Indonesians. Courses can be created which have Indonesian students in mind, rather than generic courses designed for European learners. Again generalising, it can also be said that, given the right environment and encouragement, Indonesians soon become active, communicative students. Indonesians are hard working, dedicated, enthusiastic and, in general, a pleasure to teach. One school which recognises the importance of tailoring language education to suit Indonesians is 'Aim for English' www.aimjakarta.com, a pioneering Jakarta-based language centre. Their incredible facilities, custom-designed courses and experienced teachers all combine to provide the very best language education for Indonesians.

Learning English for Indonesian learners is still difficult for grammatical rules Submitted by M Husni Thamrin on 5 August, 2011 - 18:13

Hi, I am very happy being able to write on my blog anymore after long time I left it. Herewith I would like to tell a little about my experience in teaching English.

Okay, I have been teaching English for Secondary School students for about 13 years. I found that most of them are worried of grammatical rules of English. They think English has many differences of rules compared to their mother tongue's, Bahasa Indonesia. Is it true? That question always comes to my mind.

I have been really curious to find a way so that English class would not be worrying my students anymore. I think when English was a worrying thing, the students tended to avoid the teachers. What a scare thing to me, as an English teacher! It could influence my performance for students' withdrawal in my class. Then, I asked them of what thing was scare in learning English? In average they answered that the grammar was. I understand why?

Meanwhile, I think grammar is very important for them when they would get start to build a communication in English. How could other people from other countries or who are from English speaking countries understand what they are talking about if they loosed the grammar. It could bring misunderstanding. So, how to teach them grammar without making them worried of making mistakes? I thought it over myself. Finally, I tried a way of comparing Bahasa Indonesia grammar with English grammar in a very simple way. I started encouraging them to make a simple sentence in Bahasa and English, and then I called it, 'Basic Sentence'. Here I emphasized them to use the basic words of "Noun, Verb, Adjective and Adverb".

This way seemingly was helpful at least for my students. We found that actually the sentence pattern of Bahasa and English is not so far different. Both have the same pattern of "SubjectPredicate-Complement (Object)". It is really no difference. Considering this, I could see there is a smile on their face. I was happy. Then, I encourage them to make their own simple sentences in Bahasa to transfer into English, and they found it was the same. Once again it was really no difference.

Later on in my class I continued to next steps of making complex sentences, but still using basic words of what we called noun, verb, adjective and adverb. They found it was still in the same pattern. Wow! They seemingly got a better spirit of learning English. It made me very happy. For this way, they called me, Mr. Basic Sentence. No problem, as far as they made much improvement in making sentence in English and considered grammar is not a worrying thing anymore.

Regardless of that case, most of Indonesian students especially who live in a remote village like where I am teaching, English teaching's tools and media are still very limit other than the capacity of the English teachers. Books for learning English is difficult to find, even more the listening tools. English teachers must have an innovation to cover with the problems. How to build and arise the spirit of teacher making an innovation? They need up-grading and advance training since, in my opinion, most of us, the English teachers, are still categorized into a low level teacher's capacity for our education graduates level.

Well, that's all one of my experiences when running on my English class. I would be very happy to get any comment or suggestion.

English as a second language (ESL), English for speakers of other languages (ESOL), English as an additional language (EAL), and English as a foreign language (EFL) all refer to the use or study of English by speakers with different native languages. The precise usage, including the different use of the terms ESL and ESOL in different countries, is described below. These terms are most commonly used in relation to teaching and learning English, but they may also be used in relation to demographic information.[citation needed] English language teaching (ELT) is a widely used teacher-centred term, as in the English language teaching divisions of large publishing houses, ELT training, etc. Teaching English as a second language (TESL), teaching English to speakers of other languages (TESOL) and teaching English as a foreign language (TEFL) are also used.[citation needed] Other terms used in this field include English as an additional language (EAL), English as an international language (EIL), English as a lingua franca (ELF), English for special purposes, or English for specific purposes (ESP), English for academic purposes (EAP). Some terms that refer to those who are learning English are English-language learner (ELL), limited English proficiency (LEP) and culturally and linguistically diverse (CLD).

Terminology and types

The many acronyms and abbreviations used in the field of English teaching and learning may be confusing. English is a language which has great reach and influence; it is taught all over the world under many different circumstances. In English-speaking countries, English language teaching is essentially evolved in two broad directions: instruction for people who intend to live in an English-speaking country and for those who do not. These divisions have grown firmer as the instructors of these two "industries" have used different terminology, followed distinct training qualifications, formed separate professional associations, and so on. Crucially, these two arms have very different funding structures, public in the former and private in the latter, and to some extent this influences the way schools are established and classes are held. Matters are further complicated by the fact that the United States and the United Kingdom, both major engines of the language, describe these categories in different terms: as many eloquent users of the language have observed, "England and America are two countries divided by a common language." (Attributed to Winston Churchill, George Bernard Shaw, and Oscar Wilde.) The following technical definitions may therefore have their currency contested. English outside English-speaking countries

EFL, English as a foreign language, indicates the use of English in a non English-speaking region. Study can occur either in the student's home country, as part of the normal school curriculum or otherwise, or, for the more privileged minority, in an anglophone country that they visit as a sort of educational tourist, particularly immediately before or after graduating from university. TEFL is the teaching of English as a foreign language; note that this sort of instruction can take place in any country, English-speaking or not. Typically, EFL is learned either to pass exams as a necessary part of one's education, or for career progression while one works for an organisation or business with an international focus. EFL may be part of the state school curriculum in countries where English has no special status (what linguist Braj Kachru calls the "expanding circle countries"); it may also be supplemented by lessons paid for privately. Teachers of EFL generally assume that students are literate in their mother tongue. The Chinese EFL Journal[1] and Iranian EFL Journal[2] are examples of international journals dedicated to specifics of English language learning within countries where English is used as a foreign language. English within English-speaking countries

The other broad grouping is the use of English within the Anglosphere. In what theorist Braj Kachru calls "the inner circle", i.e. countries such as the United Kingdom and the United States, this use of English is generally by refugees, immigrants and their children. It also includes the use of English in "outer circle" countries, often former British colonies, where English is an official language even if it is not spoken as a mother tongue by the majority of the population.

In the US, Canada and Australia, this use of English is called ESL (English as a second language). This term has been criticized on the grounds that many learners already speak more than one language. A counter-argument says that the word "a" in the phrase "a second language" means there is no presumption that English is the second acquired language (see also Second language). TESL is the teaching of English as a second language. There are also other terms that it may be referred to in the US including; ELL (English Language Learner) and CLD (Culturally and Linguistically Diverse).

In the UK, Ireland and New Zealand, the term ESL has been replaced by ESOL (English for speakers of other languages). In these countries TESOL (teaching English to speakers of other languages) is normally used to refer to teaching English only to this group. In the UK, people usually use the term EAL (English as an additional language), rather than ESOL, when talking about primary and secondary schools, in order to clarify English is not the students' first language, but their second or third.[3]

Other acronyms were created to describe the person rather than the language to be learned. The term LEP (Limited English proficiency) was first used in 1975 by the Lau Remedies following a decision of the US Supreme Court. ELL (English Language Learner), used by United States governments and school systems, was created by James Crawford of the Institute for Language and Education Policy in an effort to label learners positively, rather than ascribing a deficiency to them. LOTE (Languages other than English) is a parallel term used in Canada, Australia, and New Zealand.

Typically, a student learns this sort of English (called ESL in the United States, Canada, and Australia, ESOL in the United Kingdom, Ireland and New Zealand) to function in the new host country, e.g. within the school system (if a child), to find and hold down a job (if an adult), to perform the necessities of daily life. The teaching of it does not presuppose literacy in the mother tongue. It is usually paid for by the host government to help newcomers settle into their adopted country, sometimes as part of an explicit citizenship program. It is technically possible for ESL to be taught not in the host country, but in, for example, a refugee camp, as part of a pre-departure program sponsored by the government soon to receive new potential citizens. In practice, however, this is extremely rare.

Particularly in Canada and Australia, the term ESD (English as a second dialect) is used alongside ESL, usually in reference to programs for aboriginal Canadians or Australians, respectively.[4] It refers to the use of standard English, which may need to be explicitly taught, by speakers of a creole or non-standard variety. It is often grouped with ESL as ESL/ESD. Difficulties for learners

Language teaching practice often assumes that most of the difficulties that learners face in the study of English are a consequence of the degree to which their native language differs from English (a contrastive analysis approach). A native speaker of Chinese, for example, may face many more difficulties than a native speaker of German, because German is closely related to English, whereas Chinese is not. This may be true for anyone of any mother tongue (also called first language, normally abbreviated L1) setting out to learn any other language (called a target language, second language or L2). See also second language acquisition (SLA) for mixed evidence from linguistic research.

Language learners often produce errors of syntax and pronunciation thought to result from the influence of their L1, such as mapping its grammatical patterns inappropriately onto the L2, pronouncing certain sounds incorrectly or with difficulty, and confusing items of vocabulary known as false friends. This is known as L1 transfer or "language interference".

However, these transfer effects are typically stronger for beginners' language production, and SLA research has highlighted many errors which cannot be attributed to the L1, as they are attested in learners of many language backgrounds (for example, failure to apply 3rd person present singular -s to verbs, as in 'he make').

Some students may have very different cultural perceptions in the classroom as far as learning a second language is concerned. Also, cultural differences in communication styles and preferences are significant. For example, a study looked at Chinese ESL students and British teachers and found that the Chinese learners did not see classroom discussion and interaction as important but placed a heavy emphasis on teacher-directed lectures Pronunciation Main article: Non-native pronunciations of English

English contains a number of sounds and sound distinctions not present in some other languages. Speakers of languages without these sounds may have problems both with hearing and with pronouncing them. For example:

The interdentals, // and // (both written as th) are relatively rare in other languages. Native speakers of Japanese have difficulty distinguishing /r/ and /l/. Native speakers of Spanish, Arabic, Tagalog, Japanese and Korean have difficulty distinguishing [b] and [v].

Languages may also differ in syllable structure; English allows for a cluster of up to three consonants before the vowel and five after it (e.g., straw, desks, glimpsed, strengths). Japanese, for example, broadly alternates consonant and vowel sounds so learners from Japan often try to force vowels in between the consonants (e.g., desks becomes "desukusu" or milk shake becomes "mirukushku"). Grammar

Tense, aspect, and mood - English has a relatively large number of tenseaspectmood forms with some quite subtle differences, such as the difference between the simple past "I ate" and the present perfect "I have eaten." Progressive and perfect progressive forms add complexity. (See English verbs.)

Functions of auxiliaries - Learners of English tend to find it difficult to manipulate the various ways in which English uses auxiliary verbs. These include negation (e.g. He hasn't been drinking.), inversion with the subject to form a question (e.g. Has he been drinking?), short answers (e.g. Yes, he has.) and tag questions (has he?). A further complication is that the dummy auxiliary verb do /does /did is added to fulfil these functions in the simple present and simple past, but not for the verb to be. Modal verbs - English also has a significant number of modal auxiliary verbs which each have a number of uses. For example, the opposite of "You must be here at 8" (obligation) is usually "You don't have to be here at 8" (lack of obligation, choice), while "must" in "You must not drink the water" (prohibition) has a different meaning from "must" in "You must not be a native speaker" (deduction). This complexity takes considerable work for most English language learners to master. Idiomatic usage - English is reputed to have a relatively high degree of idiomatic usage.[citation needed] For example, the use of different main verb forms in such apparently parallel constructions as "try to learn", "help learn", and "avoid learning" pose difficulty for learners. Another example is the idiomatic distinction between "make" and "do": "make a mistake", not "do a mistake"; and "do a favor", not "make a favor". Articles - English has an appreciable number of articles, including "the (the definite article) and "a, an (the indefinite article). At times English nouns can or indeed must be used without an article; this is called the zero article. Some of the differences between definite, indefinite and zero article are fairly easy to learn, but others are not, particularly since a learner's native language may lack articles or use them in different ways than English does. Although the information conveyed by articles is rarely essential for communication, English uses them frequently (several times in the average sentence), so that they require some effort from the learner.

Vocabulary

Phrasal verbs - Phrasal verbs (also known as multiple-word verbs) in English can cause difficulties for many learners because they have several meanings and different syntactic patterns. There are also a number of phrasal verb differences between American and British English. Prepositions - The correct use of Prepositions in the English language frequently creates confusion and can turn out to be quite a frustrating learning experience for ESL/EFL learners. For example, the prepositions "on" (come on, rely on, turn on), "of" (think of, because of, in the vicinity of), "at" (turn at, meet at, start at), "in" (listen in, turn in, step in) "up" (make up, give up, look up, turn up, get up) are used in so many different ways and contexts, it is very difficult to remember the exact meaning for each one. When translating back to the ESL learners' respective L1, a particular preposition's translation may be correct in one context,

but when using the peposition in another context, the meaning is sometimes quite different. One "of" my friends translates to (transliterated) "wahed "min" isdiqa'i" in Arabic. "Min" is the Arabic word for "from" .... so one "from" my friends. "I am 'on' page 5" translates to "ich bin 'auf' Seite 5" in German just fine but in Arabic it is "Ana 'fee' safha raqm 5" .... I am "in" page 5. Word derivation - Word derivation in English requires a lot of rote learning. For example, an adjective can be negated by using the prefix un- (e.g. unable), in- (e.g. inappropriate), dis(e.g. dishonest), or a- (e.g. amoral), or through the use of one of a myriad related but rarer prefixes, all modified versions of the first four. Size of lexicon - The history of English has resulted in a very large vocabulary, essentially one stream from Old English and one from the Norman infusion of Latin-derived terms. (Schmitt & Marsden claim that English has one of the largest vocabularies of any known language.) This inevitably requires more work for a learner to master the language. Collocations - Collocations in English refer to the tendency for words to occur regularly with others. For example, nouns and verbs that go together (ride a bike/ drive a car). Native speakers tend to use chunks of collocations and the ESL learners make mistakes with collocations in their writing/speaking which sometimes results in awkwardness. Slang and Colloquialisms In most native English speaking countries, large numbers of slang and colloquial terms are used in everyday speech. Many learners may find that classroom based English is significantly different from how English is spoken in normal situations. This can often be difficult and confusing for learners with little experience of using English in Anglophone countries. Also, slang terms differ greatly between different regions and can change quickly in response to popular culture. Some phrases can become unintentionally rude if misused.

Differences between spoken and written English As with most languages, written language tends to use a more formal register than spoken language. The acquisition of literacy takes significant effort in English.

Spelling: probably the biggest difficulty for non-native speakers since English spelling does not follow the alphabetic principle consistently. Because of the many changes in pronunciation which have occurred since a written standard developed, the retention of many historical idiosyncrasies in spelling, and the large influx of foreign words (mainly from Danish, Norman French, Classical Latin and Greek) with different and overlapping spelling patterns,[11] English spelling is difficult even for native speakers to master. This difficulty is shown in such activities as spelling bees that generally require the memorization of words. The generalizations that exist are quite complex and there are many exceptions leading to a considerable amount of rote learning. The spelling system causes problems in both directions

- a learner may know a word by sound but not be able to write it correctly (or indeed find it in a dictionary), or they may see a word written but not know how to pronounce it or mislearn the pronunciation. However, despite the variety of spelling patterns in English, there are dozens of rules that are 75% or more reliable.[12] For further discussion of English spelling patterns and rules, see Phonics.

Varieties of English

England, the historical home of English, has significant regional language differences in pronunciation, accent, vocabulary and grammar. The thriving communities of English native speakers in countries all over the world also have some noticeable differences in pronunciation, vocabulary and grammar. English has no organisation that determines the most prestigious form of the language unlike the French language which has the Academie de la langue franaise, Spanish language's Real Academia Espaola, the Brazilian Portuguese Academia Brasileira de Letras, or the Italian Accademia della Crusca.

Teaching English therefore involves not only helping the student to use the form of English most suitable for his purposes, but also exposure to regional forms and cultural styles so that the student will be able to discern meaning even when the words, grammar or pronunciation are different to the form of English he is being taught to speak.

Social challenges and benefits Class placement

ESL students often suffer from the effects of tracking and ability grouping. Students are often placed into low ability groups based on scores on standardized tests in English and Math.[13] There is also low mobility among these students from low to high performing groups, which can prevent them from achieving the same academic progress as native speakers.[13] Similar tests are also used to place ESL students in college level courses. Students have voiced frustration that only non-native students have to prove their language skills, when being a native speaker in no way guarantees college level academic literacy.[14] Studies have shown that these tests can cause different passing rates among linguistic groups regardless of high school preparation.[15]

Dropout rates

Dropout rates for ESL students in multiple countries are much higher than dropout rates for native speakers. The National Center for Educational Statistics (NCES) in the United States reported that the percentage of dropouts in the non-native born Hispanic youth population between the ages of 16 and 24 years old is 43.4%.[16] A study in Canada found that the high school dropout rate for all ESL students was 74%.[17] High dropout rates are thought to be due to difficulties ESL students have in keeping up in mainstream classes, the increasing number of ESL students who enter middle or high school with interrupted prior formal education, and accountability systems.[16] The accountability system in the US is due to the No Child Left Behind Act. Schools that risk losing funding, closing, or having their principals fired if test scores are not high enough begin to view students that do not perform well on standardized tests as liabilities.[18] Because dropouts actually increase a schoo ls performance, critics claim that administrators let poor performing students slip through the cracks. A study of Texas schools operating under No Child Left Behind found that 80% of ESL students did not graduate from high school in five years.[18] Access to higher education

ESL students face several barriers to higher education. Most colleges and universities require four years of English in high school. In addition, most colleges and universities only accept one year of ESL English.[14] It is difficult for ESL students that arrive in the United States relatively late to finish this requirement because they must spend a longer time in ESL English classes in high school, or they might not arrive early enough to complete four years of English in high school. This results in many ESL students not having the correct credits to apply for college, or enrolling in summer school to finish the required courses.[14]

ESL students can also face additional financial barriers to higher education because of their language skills. Those that dont place high enough on college placement exams often have to enroll in ESL courses at their universities. These courses can cost up to $1,000 extra, and can be offered without credit towards graduation.[14] This adds additional financial stress on ESL students that often come from families of lower socioeconomic status. The latest statistics show that the median household income for school-age ESL students is $36,691 while that of non-ESL students is $60,280.[19] College tuition has risen sharply in the last decade, while family income has fallen. In addition, while many ESL students receive a Pell Grant, the maximum grant now only covers about a third of the cost of college.[20] Interaction with native speakers

ESL students often have difficulty interacting with native speakers in school. ESL students avoid interactions with native speakers because of their frustration or embarrassment at their English ability. Immigrant students often also lack knowledge about pop culture, which limits their conversations with native speakers to academic topics.[21] In classroom group activities with native speakers, ESL students often do not participate, again because of embarrassment of their English, but also because of cultural differences which value silence and individual work at school over social interaction and talking in class.[13] These interactions have been found to extend to teacher-student interactions as well. In most mainstream classrooms, teacher led discussion is the most common form of lesson. In this setting, ESL students will fail to participate, and often have difficulty understanding teachers because they talk too fast, do not use visual aids, or use native colloquialisms. ESL students also have trouble getting involved with extracurricular activities with native speakers for similar reasons. Students fail to join extra-curricular activities because of the language barrier, cultural emphasis of academics over other activities, or failure to understand traditional pastimes in their new country.[21] Social benefits

Supporters of ESL programs claim they play an important role in the formation of peer networks and adjustment to school and society in their new homes. Having class among other students learning English as a second language relieves the pressure of making mistakes when speaking in class or to peers. ESL programs also allow students to be among others who appreciate their native language and culture, the expression of which is often not supported or encouraged in mainstream settings. ESL programs also allow students to meet and form friendships with other non-native speakers from different cultures, promoting racial tolerance and multiculturalism

Definition of English Teaching as Foreign Language Definition of English Teaching as Foreign Language Kenneth Beare (about.com, 2012) said that TEFL is most commonly used when speaking about teaching English to learners those who live outside a native English speaking country. TEFL is sometimes used in place of TESOL (Teaching English to Speakers of Other Languages) or TESL (Teaching English as a Second Language). As I note in the first chapter that Indonesia uses English as foreign language both in education and the society contact. Teaching English as a foreign language (TEFL) refers to teaching English to students whose first language is not English. In Indonesia, especially in rural area, most of the students first language is their traditional language that they use at home and Bahasa Indonesia is as their second language that they use in social contact and in the school. In this case, the position of English is as foreign language. TEFL usually occurs in the student's own country, either within the state school system, or privately, e.g., in an after-hours language school or with a tutor. TEFL teachers may be native or non-native speakers of English.

Teaching English as a Foreign Language Resources for teaching English as a foreign language

Unlike most other language teaching companies, EF has a dedicated group of scientist, linguists and professors who comprise EF's academic research team. The result is an advanced system of teaching English as a foreign language, which is a fundamentally better way for students of foreign language to learn and teachers to teach. When you teach with EF, you will be supported by our Efekta learning system and have access to EF's customized educational materials, technology and teaching aides. Language teaching methodology that boosts skills and confidence

Many schools focus on teaching foreign students the building blocks of the English language - reading, writing, vocabulary, and grammar. However at EF, we also believe that having the softer skills - fluency, confidence, social skills, creativity and accuracy - enable students of foreign languages to actually use their English. Our learning system is specifically designed to help students gain both English skills AND the confidence to actually speak it. Exclusive educational TEFL materials

What makes EF a leader in the teaching English as a foreign language industry is not only the teaching methodology we use, but also the TEFL educational materials we produce. Our educational materials range from supplemental resources to award winning complete courses, flashcards to online virtual classrooms and are developed exclusively for students of foreign language. We take great pride in our academic excellence and producing specific materials for teaching English as a foreign language.

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