FACTORS SLOW SECONDARY LEARNESR DIFFICULTIES IN LEARNING SPEAKING AT HOMESCHOOLING

ABSTRACTThis research deals with factors slow secondary learners difficulties in learning speaking at Homeschooling Global Lentera Kasih Batam. This research was conducted by using qualitative research. The objectives of this study was to investigate the factors causing slow secondary learners difficulties in learning speaking English. The data of this study obtained from documentation and interview. The techniques of collecting data that was applied in this research- they are observation, interview and documentation. The data of this study obtained from the result of interview from teacher and parents of slow learners. The source of data in this study was slow secondary learners grade X and the English teacher. There were 2 English teachers, and 2 classes of secondary level learners in Homeschooling Global Lentera Kasih and both slow learners classes contains 4 students, in class X-1 they are FL, NM, RRH and PLG, while in class X-2, they are DA, KT, SRN and FDF. The results showed that there were two factors caused the difficulties of slow learners in learning speaking, they are emotional and personal factors. Keywords: Factors, Slow Learners, Difficuties , Learning, Homeschooling

Enhancing Listening Skill for Secondary Level Learners through Virtual Learning

Education has become the important aspect of human society. Technology plays a major role in all fields and education is not an exception. The demand for high standard of education is steadily increasing. The systems and methods of teaching change from time to time. In recent years, virtual learning has become effectively employed for better learning. In India, virtual learning is employed at the tertiary level e.g. IIT. But it is not used in the secondary level. Virtual learning renders to high standard of learning and acquisition. It offers diversity of sources and exposures. Virtual learning offers online coaching and videos. Students tend to enjoy learning in the new environment. Virtual learning provides experts lectures and space for better sources. Virtual learning offers a better learning for students and in turn crops a better learning. This paper deals with various aspects of virtual learning in developing listening skills of secondary learners.

Relationship between Reading Anxiety, Reading Strategies and Language Competence of Rural ESL Secondary Learners

Learning English as a second language (ESL) for rural secondary learners is challenging, especially related to reading skills. This challenge causes anxiety to arise among rural ESL secondary learners while reading English related reading materials, which indirectly affects their language competence. The problem is overcome as learners seek to utilise suitable strategies as they read any English reading materials. The anxiety that rural ESL secondary learners faced in their reading of English material affects their language competence which is reflected in their English paper grades and strategies employed while reading contributes to a better result which reflects their language competence. This paper discusses a survey that explores the relationship between reading anxiety, strategies and language competence among n = 139 Form 4 secondary rural ESL learners. Two instruments, namely, EFL Reading Anxiety Instrument (EFLRAI) and the Survey of Reading Strategies (SORS), were employed to measure their anxiety level and reading strategies respectively. Rural ESL learners’ language competence is based on their first examination of English grade. The result shows that there is a weak negative correlation between reading anxiety language competence and a weak positive correlation between reading strategies and language competence. This study implies that rural ESL learners experience medium level of reading anxiety when reading English materials and the use of strategies correlates positively with language competence. Although reading anxiety is not strongly experienced by rural ESL learners, yet, employing suitable reading strategies enhances learners’ language competence.