Barriers To Learn Speaking Among Slow Primary Learners

Abstract

This research at SD Sultan Iskandar Muda delves into the barriers hindering slow primary learners in mastering their English speaking skills. The study involves sixth-grade students identified as slow learners, alongside their parents and teachers from Yayasan Perguruan Sultan Iskandar Muda. Data collection methods encompass observations and interviews to gain insights into the psycholinguistic challenges faced by these students. Observations focus on monitoring the students' interactions and struggles in speaking English across various contexts, while interviews provide diverse perspectives on their language learning experiences and support systems.

The data analysis phase employs thematic analysis and qualitative coding to categorize challenges such as limited cognitive ability, poor memory retention, lack of concentration, difficulty expressing ideas, and emotional instability hindering the students' progress in spoken English proficiency. By comprehensively understanding the characteristics and obstacles faced by slow learners, the study aims to inform the development of tailored teaching strategies to enhance language acquisition and communication skills effectively.

The findings underscore the significance of creating a supportive and inclusive learning environment that accommodates the diverse learning styles and abilities of slow learners. Recognizing and addressing the root causes of slow learning enables educators to implement targeted interventions like differentiated instruction, engaging activities, and personalized support mechanisms. These interventions aim to foster the academic success and overall well-being of slow learners by enhancing their language abilities and confidence in speaking English. Ultimately, the research seeks to contribute to the improvement of teaching practices and the academic outcomes of slow learners in the context of developing their speaking skills in English.