INTRODUCTION English plays a vital role around the global.

As the regard of English usage in a universal form, English is placed as second language in most of the countries around the world. English is widely learned as a second language and used as an official language of the European Union and many Commonwealth countries, as well as in many world organizations. It is the third most natively spoken language in the world, after Mandarin Chinese and Spanish. It is the most widely spoken language across the world. English is now widely taught in almost every country. When it comes to teaching and learning a language, it is not always easy to achieve the goal. Almost every country that emphasis on the teaching and learning of English language as a second language or foreign language find it challenging to achieve 100% masteries in English. In Malaysia, we also face that challenge; there are various factors that contribute to the low level of masteries in this particular language. However, here we will focus on the difficulties faced by teachers in teaching English as a second language and how we can tackle these difficulties in considering the factors of the urban and rural areas schools. We will also try to consider the issue of hiring foreign English educators help to tackle these difficulties.

SCENARIO In a country like Malaysia, most of the teaching-learning process is exam-oriented. Every efforts is done to make sure the students pass in the exam either it is at the Primary School Assessment Test (Ujian Penilaian Sekolah Rendah, or UPSR), Lower Secondary Assessment (Penilaian Menegah Rendah, or PMR), Lower Certificate of Education (Sijil Pelajaran Malaysia, or SPM) or Malaysian Higher School Certificate (Sijil Tinggi Persekolahan Malaysia, or STPM) level. Teaching and learning of English language as a second language receive the impact from this issue. Teachers prepare students to meet the needs of examination instead of preparing them for life-long language skills. Teachers find it difficult to sustain genuine interest in continuing to learn English, which is important in allowing students to use the English language once the examinations are over. The famous proverb "Don't give your students fish, but teach them how to fish" is perhaps true in language teaching. But how do we go about teaching them the language skills so that they become more interested in learning the language? This is the question that

teachers ask themselves. Teachers are found drilling the students with continuous grammatical exercises especially at the primary school level. One of the reason is that teacher tend to use the behaviorist approach in language teaching and adopt the Audio-lingual Method (ALM) or Direct Method which spotlight on forms and accuracy of the students output or performance. Thus, students lack speaking and listening skills and are good in reading and writing skill which allow students to excel in tests and examinations but when they use the language in oral communication, many of them face problems. Regard to the above issue, teacher also find it difficult to use various types of methods in teaching English such as, Suggestopedia, Community Language Learning, Natural Approach, Total Physical Reponses and Communicative method. In rural areas, teacher have limited or no access to resources that can provide materials or teaching aids to be used in order for them to use these methods. Currently, Ministry of Education had increases the duration of classes in one week from 200 minutes to 280 minutes per week. For example, if a teacher want to use the method Suggestopedia, she or he can use their background knowledge to work out a lesson plan but continuing this for the next classes which are about four times in a week (assuming one class 80 minutes), this is definitely give a maximum burden for a teacher to prepare a very effective lesson plan. Apart from that, in some rural areas, teachers do not have the access to internet. Teachers face problems in using audio-visual materials that are more updated and interesting as compared to the audio-visual aids comes in CD with the textbook. English is compulsory second language taught in school beginning at Primary 1 and age seven. Malaysian students from different background in life have different levels of knowledge and proficiency in English. Every student has a different way of learning, and learns and progresses at different speeds. There are some students who find it difficult to do the task while others find it easy whenever teacher instructs on a task to be carried out by them. These mix abilities students are hard for teacher to approach one by one. Such situations become obstacles in the process of learning English as a second language. Teachers are unable to reach all of the students at one time. Teachers are also having problems in deciding the right activities and tasks to be carried out throughout the lesson to facilitate teaching and learning process. Other than that, the participation of students in classroom activities also plays a role in the success and failure of the lesson. Teachers are uninspired when the teachers does not get

the participation of students in classroom activities. Since the classroom is the first and only environment for many foreign language learners, they should use this chance as much as possible to get involved in the classroom activities. However, some of the students find it difficult to speak in the target language for many reasons ranging from interest to confidence, from age to knowledge. Other students, however, would like to express everything they think or feel by using the new language. As a result, some students may take many turns, while others do not speak for the entire lesson. Many urban children who use English as their first language or dominant language at home were able to master English well compared to the majority of children, especially those from rural areas. Parents, particularly in urban areas are more concern for their child to acquire better English due to their awareness that English as a medium for instruction promise future economic gains. Children spend most of the time in home compared to the time they spent in school. Thus, here the role of parents is important. Teacher alone is unable to guarantee the betterment of their child to master English fully unless parents play their role by encouraging their children to speak in English at home.

SOLUTIONS Here we will discuss a few solutions that will help answer the question How we can tackle these difficulties in considering the factors of the urban and rural areas schools. Any language learning does not follow one path to help the learner achieve the goal of mastering the language. It has various ways and solutions which probably act as key to success or probably not. Thus, here we have to clear off that any solution used comes with others manipulating factors that are to be considered before applying the solution. Recalling back the saying "Don't give your students fish, but teach them how to fish" in this context gives the meaning that teacher should act as an instructor not the actor. Teacher should provide the instruction on skill and let the students apply the skill to practise, get experience and give a try an error. This would help students have a more deep understanding. They would be able to use the skill in various situation and might able to adjust to fulfil their needs. As an English teacher, we have to create a healthy balance between preparing students for the standardized examinations and for life-long language skills. We can provide different

route for the students to choose according to their interest and skill. For example, develop a continuous program that includes an integrated in-class and out-of-class language activities that help nurture students language skills. This would be more interesting to students with mix abilities. They would find their own fun and excitement in learning English not only for exam purpose but also for their satisfaction and fulfilment. In support to the above solution, we can also come out with an enrichment program. In this program, we are able to create a learning situation that has a "low affective filter". Where students would not feel stressed and they are able to enjoy learning with fun and activities. The students learn to use the language in a non-threatening and fun environment. Otherwise, learners will feel uncomfortable and insecure which will further induce a "psychological barrier" to communication and learning. Apart from that, this kind of program will provide various types of input which are auditory, visual, sensory, verbal and non-verbal in nature and input which is comprehensible or a little beyond the level of the learner. Learner will learn best when they use their five senses, they will remember things that are hard to understand by speech through body by doing physical activities. Teachers can provide activities that are communicative (game type) integrative (short/small activities form larger activities). These types of activities will move students actively and they are able to make choices. Students will feel more safe and less threatened by their mistake because they can feel comfortable learning in friendly environment. The activities should be meaningful, related with the curriculum specification and challenging the students skill. Despite that, these activities actually help promote self-confidence,

experiences of success, learning satisfaction and form good relationships among learners and between teacher and students. English language learning can be interesting and fun using simple and useful tasks and activities that could be incorporated within any English language lesson. Teachers can also can introduce reading program with such tasks as writing a synopsis, journal, and compiling vocabulary lists. In addition, teachers can plan more advance activities like language immersion projects such as language camps and visits. It is more comprehensive if the teachers can organize specific day or week or month or time and space devoted to the use of the language such as an English zone, spelling bee competition, story-telling corner, readto-me corner, essay and drama competition and poetry reading at the general assembly.

In order to solve the problems of mixed ability, teaching should appeal to all senses, all learning styles and all intelligences. Moreover, it should be based on a meaningful context for all learners. To exemplify, visuals are always useful for all age and proficiency levels, so even using coloured chalk or board markers attracts learners attention to the teaching point. Hence, teachers can make use of visuals to grab students' attention and to motivate them because even the most passive learners are often interested in realia and/or colourful and interesting posters. Group or pair work activities are useful not only for the teacher to observe students but also for the students to cooperate and to learn from each other. When a strong student works with weaker students, the student can be a source of language or knowledge in the group. The teacher, on the other hand, may form groups of weaker and stronger students separated from each other, and she can give different tasks to these groups. So, the stronger and quicker students work with more complicated tasks, whereas the weaker students deal with a simpler task or work with the teacher as a group member. It is also useful for students to study in self-access centres, where they can visit in their free times to study alone, with a peer or a tutor. The main aim of self-access centres is that students decide on what they want to study. While the students can find appropriate materials such as extra exercises, they can also make use of cassettes, videos and/or books to improve their language.

FOREIGN EDUCATORS As an English teacher, I would not prepare foreign English educators help to tackle the difficulties that are faced by our English teachers in teaching English as a second language. This is not something new in our country, despite that we still face the problems. Even the Ministry of Education had planned to add 1000 foreign educators; it is not the only way to cope with the problems that we are facing in teaching English as a second language. We might consider placing the foreign educators in universities where they can teach our undergraduate students in this particular area (TESL/TOEFL). By this we can create more educators that are competent. (2048 words)

REFERENCES Gaudart, H. (1997). Reaching Out to Learners: Creative Ideas for Teaching English. Shah Alam: Fajar Bakti. Krashen, S.D. (1987). Principles and Practice in Second Language Acquisition. New York: Prentice-Hall. Littlewood, W. (1995). Foreign and Second Language Learning. Cambridge:CUP. alli-opur, D. (2005). Coping with the Problems of Mixed Ability Classes. The Internet TESL Journal. Retrieved on 15th September, 2011: http://iteslj.org/Techniques/Salli-CopurMixedAbility.html

Faculty of Education and Social Science Bachelor of Education (Hons) TESL CPS 2113 Teaching Techniques & Classroom Management 1/2011/2012 Group 4C

ESSAY: Difficulties Faced by English Teachers in TESL Prepared for: Mr. Choo Prepared by:
NAME : SALMAH BT ABDUL HAKIM

MATRIX NO : 4101017911