CHAPTER I

PRELIMINARY

1.1 Background

In the context of EFL instruction, it seems that both teachers and learners face many
problems during the classroom activities. Various responses can be seen as the result of this
situation, particularly at the attitude during the learning process, the result in completing the
task, and the contribution in team work. This study aimed to describe English learning
problems reported by the learners as non – English Department students. This study applied
qualitative research method, use observation, and questionnaire as the instruments. The data
were analized through three stages: data reduction, data display, and conclusion
drawing/verification. The results of the study show that EFL learners experience a range of
English learning problems. It happened due to different proficiency level of the students.

1.2 Purpose
1.3 Benefit
 CHAPTER II
LITERATURE REVIEW

Master the international language is a necessary developed at this time. With the
enactment of Indonesia as a member of the AEC (ASEAN Economic Community), hence
the generation of more advanced nations in terms of science and technology supported by
the mastery of the language of instruction is good and right. English is the international
language is important to connect people with the world in various aspects including
education. This has been demonstrated by government regulations that make subjects of
English as a compulsory subject to be studied students from primary school to senior high
school level. Even at the higher education level, the entire course definitely provide
English courses for one or two semesters although disciplines are taken not related to
English. This shows the importance of foreign languages, especially English as one of the
successful introduction of academic fields as well as to support a person's career in the
world of work (Sinaga, 2010).
In addition there are three elements of the language that was instrumental in
supporting the four skills, namely pronunciation (pronunciation), vocabulary (vocabulary)
and grammar (grammar). To achieve optimal English skills, necessary professional
language instructors to produce learners who qualified. In addition, the mastery of the
material and practice should be provided with a balanced portion. However, to realize the
ideal language class is not easy. In addition to having enough material pengasaan, a
language teacher should know the level of proficiency of each learner. If all conditions of
generalized, it would seem difficult to achieve the expected learning goals. Because,
basically, every student has different characteristics, including the techniques learned and
the portion of the absorption of the subject matter as in the concept of multiple
intelligence (Stanford, 2003).
Problems on English language learning is not only found at the level of primary,
secondary, and above, but will continue until the college level. Several studies have
shown that in each of English language skills (Kharma, 1981; Megawati & Mandarani,
2016; Lituanas et al. (1999); Hasan, 2016). This applies also to the students who did not
come from the Department of English. Each student would have an interest in different
fields. So it is not all like the English and majored in English. It can not be separated from
the problems that will arise when the learning process. To fulfill its obligations as a
student at a university, they are required to take courses in English and even had to pass
the TOEFL test with a high enough value. For students who do not have the background
knowledge gained strong language from elementary through high school would feel so
burdened by this. So as learners of English is not studied science in the field (ESP
learners) have the potential to generate a mixed response in the learning process (Zuomin,
1995).
Based on the concepts presented in the introduction, it can be concluded that there are
many difficulties faced by students when learning English, mainly as a foreign language
because the language is used on certain conditions and not on daily activities. Therefore,
in this article the researchers are interested in digging deeper into the barriers experienced
by students in the four language skills, particular on learning English instead of English
major or commonly called ESP learners. It is necessary to be done as a matter of
information that can later be used for the improvement of the concept of effective English
language learning for students who are not majoring in English (ESP learners).
 CHAPTER III
METHOD OF RESEARCH
CHAPTER IV
CLOSING
 BIBLIOGRAPHY
Afisa, P., & Yolanda, S. (2015). The Students’ Difficulties In Speaking At The Tenth Grade
Of SMA Negeri 1 Sine In 2014/2015 Academic Year (Doctoral dissertation,
Muhammadiyah University of Surakarta).
Hasan, A. S. (2000). Learners' perceptions of listening comprehension problems. Language
Culture and Curriculum, 13(2), 137-153.
Johnson, G. R. (1930). An objective method of determining reading difficulty. The Journal of
Educational Research, 21(4), 283-287.
Kharma, N. (1981). Analysis of the errors committed by Arab university students in theuse of
the English definite/indefinite articles. IRAL-International Review of Applied
Linguistics in Language Teaching, 19(1-4), 333-345.
Lituanas, P. M., Jacobs, G. M., & Renandya, W. A. (1999). A study of extensive reading with
remedial reading students. Language instructional issues in Asian classrooms, 89-
104.
Megawati, F., & Anugerahwati, M. (2012). Comic Strips: AStudy on the Teaching of Writing
Narrative Texts to Indonesian Efl Students. Teflin, 23(2).
Paakki, H. (2013). Difficulties in Speaking English and Perceptions of Accents: A
Comparative Study of Finnish and Japanese Adult Learners of English. Unpublished
Master‟ s Thesis, University of Eastern Finland.
Rahmawati, I. F. (2011). Improving Eighth Graders’ Reading Comprehension through
Autonomous Strategy. SKRIPSI Jurusan Sastra Inggris-FakultasSastra UM.
Rukmini, A. S. (2011). The Implementation of Teacher Corrective Feedback in Teaching
Writing Descriptive Text to The Second Year Students of SMPN 1 Tunjungan in
2010/2011 Academic Year (Doctoral dissertation, Univerversitas Muhammadiyah
Surakarta).
Stanford, P. (2003). Multiple intelligence for every classroom. Intervention in school and
clinic, 39(2), 80-85. Peranan Bahasa Inggris.
Zuomin, N. (2005). Approaches to the bottlenecks of interdisciplinary education of English
majors—Starting from the problems of ESP in the education of English majors [J].
Foreign Language World, 5, 006.