Peer-reviewed article
The Influence English Language Difficulties on Learning Outcomes among Children: A Case Study of State Junior High School Tanjung Morawa
Putri Fadillah, Rini Fadhillah Putri, Siti Mayang Sari ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This case study looks at the difficulties students at a state junior high school in Tanjung Morawa, Indonesia, face when learning English, especially in conversation lessons. It uses a qualitative approach with interviews, a review of journal literature and analysis of student learning outcomes. The study reports that the students had difficulty learning English across various conversation topics. It links this to differences in students' levels of English mastery and to learning outcomes measured against assessment standards.
Key points
- In Indonesia, English is a foreign language, and students and teachers still face obstacles in learning it.
- Language difficulties and student attitudes are linked to less effective learning outcomes and participation in class and group activities.
- Students have not shown maximum seriousness or learning outcomes in conversation material.
- The research subjects had difficulty learning English in various conversation materials.
- The difficulties are attributed to different levels of English mastery and to learning outcomes measured against assessment standards.
Limitations
The abstract gives no sample size, no numerical results and few details on methods, so the strength of the findings cannot be judged. It is a single-school case study, so the findings may not apply to other schools or settings.
Abstract
In Indonesia, English is a foreign language to be studied both at school institutions and not. In practice students and teachers still face many obstacles in the learning process, especially in English proficiency. Various responses can be found in class related to these problems, especially on students' language difficulties, students' attitudes during the learning process. With these problems student learning outcomes, and participation in carrying out learning activities and groups are less effective. So that in conversation material students have not shown maximum seriousness and learning outcomes. This study aims to describe the difficulties faced by students in learning English and the causal factors related to student conversations. This study used a qualitative approach with interview instruments, journal literature, and analyzing student learning outcomes. Analysis of research data was carried out in three ways, namely interviews, reviewing journals, drawing conclusions and verifying student learning outcomes. The results showed that the research subjects had difficulty learning English in various conversation materials. This occurs as a result of different levels of English mastery and learning outcomes according to assessment standards.