THE ROLE OF INTERNAL FACTORS OF EFL LEARNERS AT MARGINAL SCHOOLS

Roisul Khoiriyah

Abstract


The expected result of teaching and learning certain language is influenced by many factors. They commonly come from internal and external sides of the EFL learners. There are many internal as well as external factors affected to the English learning. Out of many internal factors possessed by the EFL learners, this paper tries to examine five of them: (1) age, (2) gender, (3) motivation, (4) intellegent, and (5) personality. Those are assumed to have significant effect on the success of learning English as a foreign language. The paper focusses on the lower secondary schools particularly at marginal schools. In this type of schools, English is generally assumed as the low-proficiency subject among the others. Considering the different students’ characteristics from urban schools, it is predicted that the outcomes of learning English in the schools will be different as well. It is revealed from the result of National Exam which qualitatively lower than urban schools’ achievement (Wahyono, et al: 2015). By recognizing the factors, it is expected to place the paper as the basic consideration in deciding the effective strategies in teaching English especially in this kind of marginal schools.

Keywords


Internal factors, EFL learners; marginal schools; lower secondary level

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