CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

English Language Learning

English is widely accepted as a second language and is widely used as a medium of instruction in

both formal and informal settings. English is even used at the tertiary level of education, where

all lectures, journals, and books are written in English (Hashim and Yunus, 2018). English is the

most in-demand language to learn as an international language. In today's global world, the

importance of English cannot be denied or ignored because English is the most widely spoken

universal language. People cannot undervalue or dismiss the importance of learning English

today because it is the language spoken in the majority of the world. The English language is

extremely important because it not only serves as a communication tool, but it also allows us to

adapt to our surroundings and work more efficiently in the present and future. It is now clear

how important the English language is in everyday life (Putra, 2020). English language learning

is beneficial to the ability to communicate in a new language. Continuous practice and patience

are required to learn English. It is common among students to believe that it is impossible to

achieve fluency or mastery of the English language (Nishanti, 2018) Students should be able to

communicate orally and in writing after learning English (Aditama, 2022). Despite the fact that

English is an international language, students face numerous challenges when learning it, one of

which is speaking (Sari, 2020). In general, English language curriculum focuses on grammar and

reading to help students improve their reading and writing skills. The spoken language receives
little attention. As a result, both linguistically and sociolinguistically, learners' speaking

competence is lower than their writing competence (Abdulla, 2004). Language learning is the

process of internalizing a language, whether it is one's native tongue or a foreign language.

Learning a language entail mastering the four basic language skills of listening, speaking,

reading, and writing, as well as other aspects of language (Aditama and Pravitasari, 2022)

Challenges in English Language Learning

Difficulties in Learning English as a Secondary Language

English as a second language is a traditional term for non-native speakers' use or study of the

English language in an English-speaking environment. English is taught as a second language in

many schools, with different approaches for students whose first language is not English. English

language is the second language of most schools. The English language is difficult for the

students to grasp. Specific challenges include unfamiliar vocabulary, grammar, sentence

structure, and word connotative and denotative meanings. Furthermore, language anxiety is also

a challenge in English language learning. It is the feeling of tension and apprehension that

students experience inside and outside the classroom. Language anxiety, on the other hand, is a

distinct set of self-perceptions, beliefs, feelings, and behaviors related to the classroom language

learning process. Darmi and Albion (2013) Other physical reactions from students include a

sense of discomfort in English class. They experienced nervousness, a lack of confidence, and

physical changes. They prefer to be quiet during the language learning process. They try not to
embarrass themselves by responding incorrectly, so they believe it is safe to be passive. At the

same time, they anticipate other students in the class who have better English proficiency. They

are also concerned that their teachers will under-evaluate them and point out their mistakes.

Mother Tongue Influence as a Challenge in English language learning

A child's mother tongue is an important part of his or her personal, social, and cultural identity. It

is our identification with our mother tongue that enforces successful social patterns of

conversing. Early Childhood Care and Education, UNESCO (2007) highlights the benefits of

multilingual education in the early years. When children have the opportunity to learn in their

mother tongue, they are more likely to enroll and succeed in school, and their parents are more

likely to communicate with teachers and participate in their children's learning. Another reason

could be that children are exposed to English at a later age. According to studies, children who

begin learning a second language in their childhood learn it faster. Learning later in life makes it

more difficult because the child has already internalized the sounds of his/her mother tongue and

applies them to English, which is where the problem arises. Finally, it could be due to a lack of

exposure to English. MTI has the following effects. Insecurities about speaking English due to

internalization of sounds from the mother tongue. (Genlish, 2022). Children's first language

acquisition may be weakened or even lost if they are forced to switch abruptly or too soon from

learning in their mother tongue to schooling in a second language. More importantly, their self-

confidence as learners and interest in what they are learning may deteriorate, resulting in a lack

of motivation, school failure, and early school drop-out (Yadav, 2014).

Difficulties in Grammar

Learning English will be more effective if we understand the grammar as well. Grammar is an

important aspect of learning English. However, eagerness to master English is not simple since

learning a new language which is totally different with the first language is not an easy task to

do. Indeed, it is a long and complex process which needs patience throughout the learning

process. It is due to the fact that a learner needs to pay attention to every single aspect of the new

language such as grammar and culture (Brown, 2000). Grammar is regarded as an essential

component of language learning. When students are taught grammar, they are indirectly taught

how to use language. Previous research indicates that teaching grammar to L2 learners is

important for improving their language learning (Thornbury, 1999). Since grammar is a

fundamental feature of a language, learning grammar has always been a part of developing

language skills. Learners will be unable to communicate effectively in that language if they do

not understand the rules of grammar. Grammar is always perceived as the most difficult skill to

teach at every level of learning institution (Brindley, 1984; Baron, 1982) and the most tedious

skill to master (Al-Mekhlafi & Nagaratnam (2011), Leki (1995), and Schulz (2001). Grammar

was perceived as more important than other language skills, especially for L2 learners, in

contrast to current practices that regard grammar as less important (Widodo, 2006). This is

because language development cannot occur without a solid understanding of grammar.

Grammar instruction is the practice of sentence patterns in which learners are taught language

rules. Grammatical rules help students understand and apply sentence patterns (Ur, 1999).

Grammar is very important in English because incorrect usage causes confusion and makes

comprehension difficult. It is necessary for effective communication and for learning the English
language. When grammar is used correctly in English language learning, it provides the intended

meaning, whereas incorrect usage causes complete confusion and changes the meaning of the

sentences. As a result, English grammar is complex and must be applied logically. English

grammar entails learning theories, rules, and regulations that can only be mastered through

practice (Vyomakasisri, 2017).

Difficulties in Vocabulary

Vocabulary is essential in language learning. Vocabulary is also an important skill to develop

when learning to read, speak, write, and listen. People who lack a sufficient vocabulary are

unable to communicate and express themselves both verbally and in writing (Lampung, 2017).

According to Tozcu and Coady (2004: 473), learning vocabulary is an important aspect of

second and foreign language acquisition and academic achievement, and it is critical to reading

comprehension and proficiency, which are inextricably linked. Vocabulary learning helps

acquire language, develop the learners’ reading proficiency, and is beneficial for reading

comprehension (Tozcu & Coady, 2004). Learning vocabulary encompasses four stages:

discrimination, understanding meaning, remembering, and consolidation and extension of the

meanings. However, learning vocabulary usually causes a heavy burden on the learners. In other

words, languages are productive, and they continually create and add new words to their

vocabulary stock through dictionaries. Oxford (1990) argues that generally, no rules are followed

in learning the vocabulary as used in learning the grammar. Students usually encounter hundreds

of words that they need to learn and practice during their studies. English has one of the most
extensive vocabularies of any language. When the complexity of word knowledge exceeds the

dictionary definition, vocabulary difficulties arise. Inadequate grammar understanding and

incorrect pronunciation also contribute to vocabulary difficulties. (Tippabhotla, 2017).

Furthermore, Ur (1996:60) asserts that vocabulary is one of the most important aspects of

learning a foreign language because it is impossible to communicate without a wide range of

words. Those statements imply that teaching vocabulary as a foreign language is critical.

Additionally, a learner must understand how a word sounds, how to pronounce it, and how to

spell it. These are obvious characteristics, and the learner will notice one or both when

encountering the item for the first time. Teachers must ensure that both of these aspects are

accurately presented and learned when teaching (Lampung, 2017)

Difficulties in Pronunciation

A key to good speaking is good pronunciation (Ellis, 1997). Knowing grammar and vocabulary

is important for students, but they need to pronounce those structures or words correctly.

According to Akram and Qureshi (2014), the ability of speaking English embodies the

correctness of pronunciation and intonation and directly affects the appropriate communication

in conversation. Learning how to pronounce English is critical, but it can be difficult, English

users have already been taught this when they were young, which explains why they can

pronounce and effectively state the right information. Furthermore, even if English is your first

language, it can be difficult to correctly pronounce some words (Wilson, 2019). When ESL

teachers defend their students' poor pronunciation skills, their arguments can be described as
either a cop-out for their inability to teach their students proper pronunciation or as a stand

against linguistic influence. When we learn a second language as children, we learn to speak it

fluently and without a 'foreign accent'; when we learn as adults, we are unlikely to achieve a

native accent. Even after years of studying the language, many English speakers as a second

language learners have major difficulties with English pronunciation. In the past, several

researchers have gone to great lengths to suggest the many factors which affect students’

pronunciation. Previous studies have repeatedly shown that factors such as native language, age,

exposure, innate phonetic ability, identity and language ego, and motivation and concern for

good pronunciation ability appear to have an influence on the teaching and learning of

pronunciation. (Zhang & Yin, 2009). Consequently, learners have been reported to make

phonetic errors leading to incomprehensible speech in English, which, to a large extent, weakens

the learner’s confidence both in speaking and listening. (Zhang & Yin, 2009). Pronunciation is

regarded as a sub-skill of communication. To change the way a learner pronounces words, we

must first change the way they think about the component sounds of those words. This applies

not only to individual sounds, but also to larger components of speech such as syllables, stress

patterns, and rhythm (Gilakjani, 2011).