Universal Journal of Educational Research 8(2): 723-729, 2020 http://www.hrpub.

org
DOI: 10.13189/ujer.2020.080246

Overcoming the Problem of Learning Foreign

Language Skills in the Classroom
Sokip

Department of Arabic Education, Faculty of Education, State Islamic University, IAIN Tulungagung, East Java, Indonesia

Received October 20, 2019; Revised January 10, 2020; Accepted January 17, 2020

Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under
the terms of the Creative Commons Attribution License 4.0 International License

Abstract In the Education sector, there are severalaware of and improved based on students’ circumstances
obstacles faced by non-native speaker students who learn and era development.
a foreign language. Although, they currently have got Speaking about language definitely holds an exciting
their first language to help them learn a foreign languageterm to be discussed. Moreover, the problems that occur
such as English and Arabic, while it does not rule out thein language learning on students considered as
possibility of acquiring a second language. Language “non-native speakers”. According to Izzan, the function of
learning is always driven by the language skills, in whichthe second language is that language is used by people to
each student must pass on four language skills that have express their feelings, emotions, hopes, desires, ideas, and
different difficulties in each skill. In this case, it is very
thoughts. Conversely, language also displays a tool for
interesting to explore the problems and effective strategies
understanding and living the feelings, hopes, desires, and
used to help non-native speaker students overcome the thoughts of others [2]. Therefore, it can be said that the
existed language problems. This writing aims to find out existence of language can be a necessary thing for every
the various problems faced by students in obtaining single human being to carry out interaction.
foreign languages such as English and Arabic and by Meanwhile, learning the second language is not as easy
knowing the existed problems the researcher also finds outas turning the palm of the hand. The studies of
the solution to at least reduce the problems. Hence, to Al-khresheh [3-8] showed different problems that foreign
answer the research objectives, the researcher used the and second language learners face. These problems fall
Library research method. The findings revealed several into different linguistic categories and affect all language
problems within each language skill and found several skills.
solutions in the form of teaching strategies to reduce There are various challenges faced by users who
problems in language understanding in students. considered “non-native speaker” students. Although they
Keywords Language Competence, Problem, Solution, are currently have got their first language at home or
Teaching Strategy Indonesian, however, it does not rule out that the
possibility of acquiring a second language (English or
Arabic) is much more challenging to learn. Other factors
play a role also in case of understanding learning within
each competency (language skills) which consists of four
1. Introduction abilities. Furthermore, English in Indonesia is mostly
Enhancing the competence of language skills cannot be taught in classroom learning. It also occurs globally in
separated from the aspects of education. The aspects are Jordanian schools that as a foreign language, English is
professional educator, teaching material, curriculum, taught in the field of the school, college, and higher
teaching strategy, teaching media, infrastructure, and so education level [7]. As a result, English is only learned by
on. For instance, in the level of elementary school, the students while they are entering their classroom, or shortly
students experience how they change their abilities, both not much attention to practice English competency
achieving better or worst ones [1]. This case has beyond the institution.
commonly emerged in the Indonesian Educational system In general, all language learning experts agree that
and process. Hence, to help students encounter their language skills are divided into four, namely listening
problems, the educational institution must always be skill, speaking skill, reading skill, and writing skill, [10].
724 Overcoming the Problem of Learning Foreign Language Skills in the Classroom

These four skills are made into the foundation or basic to learning the ability to speak in a second language context,
determine the type of learning strategy which is suitable this confidence is the stage of determining the
and effective on language in use. “demonstration” of self that is recognized by the teacher
and fellow students, (4) the problem comes from the
teacher's side, refers to the teacher who does not foster a
2. Literature Review sense of professionalism which results in a bad outcome
on students, the teacher as the student coach in learning so
The term “problem” comes from English which means the teacher must sharpen on the student's personality in
difficulty or obstacle. Meanwhile, in the Indonesian term, learning revival, (5) learning facilities and infrastructure
the word “problem” defines as something that cannot be inadequate, this holds a tool that helps the language
overcome yet. While other experts say that problems learning process or it can be said that the complete
mean a gap between expectations and reality that are learning infrastructure facilities that are provided must be
expected to be able to resolve or in other words can well condition to support a good learning circumstance.
reduce the gap [10]. So that in the context of learning To ensure the gap, this research shows some related
problems can be described as problems when learning previous studies that are associated with the present
science. This is in accordance with the opinion of Dimyati research regarding the problem of learning a foreign
and Sudjiono [11] that the problem of learning is the language. First, Ozdemir [14] found that in learning
challenge that hinders learning. Turkish as a foreign language, male students were pointed
According to Sumardi as cited in Syahputra [12] the to get more problems in listening and writing while
learning process and teachers dominate in learning. The females got more problems in reading and speaking class.
teacher gives more provisions in the form of theory and Second, Metboki [15] revealed that the problems in a
knowledge of a language than prioritizing language skills professional teacher were indicated student teachers were
both oral and written. According to Thu'aimah, [13], the still lacking to grounded concepts especially in case of
meaning in second language learning is caused by various what and how to develop ELT materials that fit students’
factors. These factors can come from students, they are needs. Third, Hidayati [16] stated that the problem in
weak of hearing, weak of vision, weak of memories, teaching writing for ELT class was from internal and
impaired speech, mental disorders, less able to get along external factors, the internal factors are classified as
with friends, and some have certain individual or social linguistic competence, native language interference,
problems. Moreover, lack of experience with second reading habit and motivation of the learners, while
languages. Based on the several factors mentioned external factors were a class condition, teaching media for
including the characteristics of foreign languages that are writing, and time management.
different from the learner’s mother tongue has an
important role in this matter. English speakers, for
example, they write from left to right. Meanwhile, Arabic 2.1. Objective of Research
writing emphasizes the writer to write the letter starting From those explanations above, this paper aims to be
from right to left. Likewise, it is very far differences in the more specific to describe the usual problems faced by
form of letters between English and Arabic. For speakers non-native speaker students in Indonesia particularly in
of English, they must get applied to associate the new the context of “four language skills” and the language
letters with the sounds of the letters. Besides in the strategies used to overcome those problems in each
problem of Arabic writing is different because some language skill.
sounds are spoken but not written and also letters that are
written but not spoken [6]. As a result, it signifies easy to
be known that in learning foreign language nobody can 2.2. Significance
acquire any language without doing some mistakes [7]. The significance of this research is addressed to the
By making mistake is indicated that the students English and Arabic teacher who teaches Indonesian
experience what they have done and they know the next students. The findings of this research will be further
step to be better in learning. consideration of teacher preparation before beginning the
Besides, the problems of language learning can be class also for their evaluation while facing the difficulties
interpreted into several factors that influence the ability in teaching a foreign language.
and willingness of students to learn their second language.
According to Dimyati and Mudjiono [6], these factors are
categorized into some such as (1) the low motivation of
students in partaking of learning, motivation to learn is the
3. Materials and Methods
mental strength that strengthens the learning process, (2) This study used the library research method to obtain
lack of concentration on learning, this concentration data answering the research question. The library research
signifies the ability to focus on learning, (3) lack of method holds as a method of data collection by reviewing
feeling student confidence, especially when they are several library works that are relevant and related based
 Universal Journal of Educational Research 8(2): 723-729, 2020 725

on existing problems [17]. if students recognize the diction used by the speaker.
According to this design, the data sources were taken Conversely, if students find many words that have more
selectively from the relevant literature such as Journal, than one meaning and if the words are not used under the
Article, Research report and Book ab. The relevant context of student life, it will confuse understanding [20].
literature was considered with the theme of this study,
such as the problems commonly emerged in facing and Students who learn foreign languages at the beginning
learning Arabic and English, the article that is discussed of learning generally encounter major problems in their
about the strategy usually used to overcome the problems ability to listen and understand them. They think that the
in learning a foreign language, and so on. reader or speaker is too fast in reading or speaking. This is
While after collecting the data needed, then the data because the sentences are close to each other, where they
were analyzed through two ways of thinking such as are less accustomed to hearing the words in a continuous
inductive and deductive. Inductive analysis was a way of sentence. Besides, this can also be caused by the fact that
thinking to draw conclusions starting from specific facts they first translated into their mother tongue to understand
to general conclusions, while deductive analysis was a the meaning. Therefore, the concentration is divided and
way of thinking to draw conclusions starting from general stacked because of the process of translation and
statements to specific questions using reasoning. understanding. But by doing listening exercises, students
will be accustomed to distinguishing words in a sentence
with the usual tempo of pronunciation. The language will
move from a sense to a sense when the meaning has been
4. Results and Discussion connected with a certain position or with the sound of the
pronunciation without the translation process [21].
4.1. Problems Then it should be when the teacher reads a theme or a
story, he also pays attention to the students’ linguistic
4.1.1. Listening Skill
abilities, speed in distinguishing words, ability to
Problems which were occurred on students while concentrate, and ability to follow audio until
learning to listen to the second language were very understanding it. The teacher should also give a story to
complex and various. They did not just listen to it though students that inherent toward their souls from what they
they must understand the context of the theme delivered heard and discussed [21].
by the speaker or the sound media. According to Bingol et
al. [18], there are four problems faced by students in 4.1.2. Speaking Skill
listening class among others; Speaking represented as language skill that was pointed
on the organ of humans called a mouth. According to
a) The quality of recording equipment Nakhalah [22] states that speaking indicates the process of
The teachers use recording equipment that does not conveying language through mouth. To speak, we created
have any good quality. The quality of the sound system the sound using organs such as the throat, tongue, teeth,
can influence students’ listening comprehension. and lips. This skill was not an easy thing alike something
that was mostly avoided for certain parties, because
b) Different culture actually, the students had a feeling of less confidence to
directly speak in public by using foreign languages.
Students belong to recognize language culture that has These statements were supported by Celce-Murcia and
an important impact on their understanding of learning. If Olshtain [23] that speaking skill can be considered as the
this task capability involves different cultural lessons most difficult ability in producing sound with vocabulary,
entirely then what will occur is that students will face proper use of grammar, and socio-cultural abilities [24].
critical problems in understanding. At least there were 4 problems faced by students in
developing a speaking skill. According to Nakhalah [22]
c) Accent
mentions it among others;
Many different accents can lead to a decreased a) Fear doing mistakes
understanding of listening skills. According to Goh [19],
66% of students mentioned that the accent of the speaker A student acts afraid to make a mistake such as worry if
his friends will laugh at him later and finally receive a
is one of the most important factors that influence a
negative judgment if they make a mistake in speaking
listening understanding. By not recognizing the accents, it
English. According to Anandari [25], most of the students
will be assumed to be a serious problem and vice versa.
agree that their increased level of fear and anxiety due to
Even without knowing the accent used by the speaker, it
they realized that they did not master in an aspect of
can disrupt the learning process itself.
content well, although they have written the speeches by
d) Unfamiliar vocabulary themselves.

When the listening process is going on, it will be easier b) Shy

726 Overcoming the Problem of Learning Foreign Language Skills in the Classroom

This feeling of shy is related to performance in public author. According to Rivers cited in Qarqez and Rasyid
especially in front of the class. Students will feel more [29], reading is the most important activity in language
uncomfortable until at last their minds directly out of classes, not only as a source of information and fun
focus or blank or can even make them forget what to say. activities but also as a means of combining and expanding
language insight.
c) Anxiety Regarding the word, “understanding” was not
This concern can influence the performance of students. something easy during reading a text. According to
In this case, it influences the quality of producing sound Nezami [30], the problem of reading arises through the
and becomes not fluent than before or original. The frequency of students facing spelling and pronunciation of
indication of the anxiety occurrence is due to the student’s words broadly. Besides that, there was statement related
feelings in terms of discomfort in his environment. with this case from another study. Elwér [31] reveals that
According to Prastiyo, et al. [26] anxiety describes as one a lack of interest read academic texts both containing the
of the psychological conditions that commonly emerged first and second languages. Clearly, the problems faced by
in the teaching and learning process while students students in developing the skill of reading are; (1)
especially are uncertain toward what they are facing to ambiguous words, (2) foreign vocabulary, (3) limited time
learn. to understand the text.
Learning Arabic sometimes encounters some problems
d) Less motivation in reading. Among these problems are [32]:
Additional letters. In some Arabic texts, there are
The existence of motivation is quite important as a key several letters that are written but not pronounced, such as
consideration in determining communication on student the alif letter in the word ( Ϯ Β ), alif in the word ( ΪΒ ),
preparation. In fact, according to Zua [27], adds that wawu in the word. ( 㔨ᐣ⺒. These letters cause problems for
motivation can increase students' interest in learning some students.
which results in their achievement scores are improved. The letters that have changed. Some letters are not read
So if no motivation inside the learning process, speaking as written. However, the letter changes into another sound
is very possible to be a burden for students because there according to the rules. Like lam, which is before
is no interest in this language skill [28]. The sense of syamsiyyah letter, due to these letters must be replaced at
motivation is very significant implied in the learning the letter sound afterward. Then the sound goes into the
process, due it is easily motivated students’ learning and letter after it sounds like the word ash-syamsu. Some
conversely less motivation will easily weaken the spirit of students say this word by speaking lam without changing
learning until the students will be frustrated and bored in it. This is contrary to the application of the right rules.
participating learning class [29]. Unclear sounds. Most students face problems in
When someone learned Arabic, they ordered to pronouncing some sounds of Arabic, especially the
encounter some problems related to articulation. This is sounds of thibaqiyyah ( ) sounds of halqiyyah ( ),
caused by several factors as follows [30]: and bold letters such as ( ). This problem arises
 Students experience problems when speaking Arabic when students read hard and will not appear when they
sounds that do not exist in their mother tongue read slowly.
 Students usually hear some Arabic language sounds Ibrahim [33] states that the problem in reading for
and speculate that the sound of the language is students is caused by two things, namely:
similar to the sound of their mother tongue, although  Physical health which consists of particular kinds,
they realize that the sound is different. namely general health, vision, and hearing
 Students usually experience problems when they  Preparation in reading some students cannot prepare
listen to something and say it based on what they mentally when they want to review a reading.
hear. Incorrect hearing, in this case, causes incorrect Among these preparations are intelligence, alertness,
pronunciation. and the ability to focus the mind.

4.1.3. Reading Skill 4.1.4. Writing Skill

The process of reading was similar to the process of The skill to write defined as a process of expressing
obtaining the contents written in the text or so on. Reading ideas from thoughts into written form. According to Nuha,
described the process of seeing and understanding the [9] writing skill or al-kitabah is the ability to describe or
contents of what was written by orally or in heart and express the contents of the mind, starting from the
spelling or reciting what is written [2]. This skill aims to simplest aspects, such as writing words, to complex
gain interaction between the reader and the text to be read aspects of writing. Richard and Renandya [34] state that
[29]. In terms of the reading process what is belonged to there is no doubt that writing is a very difficult ability for
be needed was an understanding of the meaning of words, students, this difficulty occurs because in writing not only
which had written was ably interpreting the intent of the be able to process ideas but make the writing to be
 Universal Journal of Educational Research 8(2): 723-729, 2020 727

readable and easily understood by the reader. which eventually they did not try to speak at all. Therefore,
Writing problems mentioned above were usual the right thing to reduce or even eliminate these feelings
explanation however what was said to be difficult here in students was a teacher should;
was about the content of writing which contained several a) Designing a class with pleasant states can be through
features inside. Husna et al. [35] states that in writing by play. Learning by playing can create an exciting
using a foreign language, students have difficulties in atmosphere and free up full and unobstructed
terms of knowledge of content, vocabulary, paragraph intelligence can give many advantages [37]. One
organization, and others. These was added by Utami [36] example is the method of playing “guess what” or
who examined the writing of students using English that guessing between two people.
in addition to what was revealed by Husna et al. [35] there b) Creating a friendly class and an open environment
were other aspects such as the use of appropriate sentence which will make the student feel not worried about
structures, giving punctuation, spelling, formations or making mistakes. Chinmony [38] proposes that in
writing because these aspects made students are confused terms of helping students to emerge their confidence
and even have difficulty in learning of writing skill about is by convincing students directly and say “don't be
second language [37]. afraid to fail or be successful” [22].
Therefore, there must be a strategy to handle it, so that
students were easier to go forward for creating good and 4.2.3. Reading Skill
correct writing according to the rules that applied. The strategies used in improving reading skills and to
When the teacher reviews free essay done by the reduce the problems within reading process can be done
students, he will find some things that are not easy based by several learning strategies. One of them is by doing the
on the following description [32]: method of “al-Muwasa’ah”. This reading model is used
a) Several errors in writing. usually for understanding the long text. Students listen to
b) Several linguistic elements that require correction text outside the classroom according to the teacher’s
and evaluation. This includes the structure of advice. Then they discuss the main idea of the text in the
sentences, paragraphs, ideas, blessings, nahwu, imla’, classroom to empower their understanding. The unique of
khoth, cohesiveness, which require teacher guidance. this method is that the text what students read is an
c) Limited teacher time initiative from students' own. It can be said that students
are given the freedom to choose texts that they like or are
4.2. Learning Strategy interesting in [9].
4.2.1. Listening Skill 4.2.4. Writing Skill
Some ways can do at listening to class. Among them a To sharpen students' writing skills and minimize
teacher should do; boredom in writing, a teacher must change his strategies
a) Providing and preparing different input as learning or teaching methods. One of these methods is to compose
media for instance; the use of interesting radio news or al-insya’. Writing is a category of writing that is
media, videos, announcements, daily conversations, oriented towards the expression of the main thoughts in
and interviews which the theme that will be taken the form of ideas, messages, feelings, and others into
sources from students’ needs. written language [9]. This method can be done with
b) The teacher becomes a facilitator and someone who several stages, among others;
enthusiast in correcting any accent which is confused a) Looking for topics that are under the level language
by the students. So that the students more understand of students with the scope of their daily life
and know well on what is correct and false catch by b) Determining goals; why does the author compose the
their ears. writing
c) Giving motivation in form of “feedback” on students’ c) Determine for whom the essay is intended
work after they finished listening session. d) Make an outline plan
d) The teacher should invite the students to practice e) Realizing essays on paper. In this case, starting from
independently in each day, such as doing activity a crude or raw concept, then revised and edited,
such as listen to music related to the second language neatly written on paper [39].
either Arabic or English, listening to news from
either radio or TV, if there is an opportunity student Thua’imah reveals that in writing class should involve
may ask to talk with foreigners or “native speaker” the time for writing with a free theme. The teacher should
[32]. accept all the students’ thoughts either in all mufrodat,
tarkib and ideas. Teacher acts as a corrector of student
4.2.2. Speaking Skill mistakes. This is undoubtedly more significant than
In the case of speaking skills learning, the most often requiring them to memorize a set of tarkibs as well as
arises was a lack of motivation that made students often language rules [13].
feel worried, embarrassed, and afraid to make a mistake The comparison between two research questions in this
728 Overcoming the Problem of Learning Foreign Language Skills in the Classroom

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