change this thesis title CHALLENGES AND STRATEGIES USED BY TEACHER TRAINEES FROM IPG IN TEACHING SPEAKING IN THE PRIMARY ESL CLASSROOM from quantitative to qualitative approach? suggest the question that can e ask for the open ended survey based on this research CHAPTER ONE
INTRODUCTION

1.1 INTRODUCTION
	This chapter will discuss the background of the study, problem statement, research purpose, research objectives and research questions. After that, it will provide further discussion of the study using research hypothesis, limitation, research significance and operational definitions. 

1.2 BACKGROUND
Introducing the English language is very crucial considering English as a high demand language in Malaysia. English has become the dominant foreign language used in the professional field, academic field and more (Quyadi, 2008). English is one of the most popular languages in Malaysia. Parents send their children to English language classes just to let their kids have early exposure to the English language. Parents' involvement in nurturing English language learning in students are very crucial. English has become the dominant language of communication. Therefore, the English language has been taught since kindergarten. Due to the high demand from every scope of the study, every student should have a high level of fluency in English language. By learning English it will help pupils to improve the way they think, express themselves and integrate all skills.
However, not all pupils get early exposure to the English language. When young learners get exposure to the English language way too late, it has become exceedingly challenging for them to use English language in their daily life. In this 21st century, it is extremely challenging to survive without speaking skill. Lacking vocabulary, pronunciation, and self-confidence will affect students’ speaking fluency (Fitriani et al, 2015). According to Hasan (2014), students perceive speaking skills as the hardest skill to acquire. In a real-life context, speaking skill is the most challenging and drawn out task for teacher trainees to develop among young learners. It will be excessively challenging for teacher trainees to teach speaking skills for young learners. When it comes to learning activities, speaking skill is the main skill that is usually focused inside of the classroom. (Yusuf & Zuraini, 2016). According to a scholar (Batang, 2016), speaking is an interactive process which includes producing, receiving and processing information. Hence, it has become the most crucial element for educators in enhancing pupils’ speaking proficiency. Student attentiveness, lack of vocabulary among pupils, large classroom size are some of the difficulties that teachers encounter when teaching speaking skill.
Several studies have examined the challenges faced by teacher trainees when teaching speaking and ways to overcome these issues. Those findings indicate that teachers are challenged by students’ lack of subject knowledge, lack of time for tutoring due to the large classroom size and more (Rasheed et al, 2021). Other findings show that teachers find it hard to teach speaking to young learners because students have a limited vocabulary and are unable to express their thoughts, making it difficult to communicate with teachers. Moreover, Rasheed et al (2021) also stated that teachers face challenges in teaching speaking English also because of students’ fear and lack of confidence to use the language. This research will focus on the teachers’ challenges of teaching speaking for young learners.
Teaching is labeled as a complex teaching and learning activity which involves teachers and students. Hence, it’s immensely crucial for professional teachers to be able to increase knowledge related to the pedagogy, content, and curriculum. In order to ensure the effectiveness of the teaching and learning, teachers must incorporate the suitable teaching strategy inside of the classroom. Teaching strategies are immensely crucial as it brings desirable changes in the behaviour of learners in a well-planned way to ensure the learning objectives are achievable (Killer, 2006). Effective teaching strategies specifically for speaking skill can compromise the effectiveness of teaching and learning. Teaching strategy refers to transferring the content of education from teacher to learners. It assists educators to pla and decide the best learning process that gets to engage the learners (NCERT, 2013). According to Handayani (2019), strategies consist of various forms of planning used by teachers to ensure the learning goal is achievable. This means, to guarantee the effectiveness of teaching and learning, teachers must be able to choose and incorporate the best teaching strategy. In today’s era, teachers have equipped themselves with various knowledge regarding teaching strategies to use in speaking class. For instance, drilling, group discussion, role-play, oral interview, storytelling, games and watching videos (Pratama & Awaliyah, 2016). Even though, it’s tempting to extrapolate the fact that not all teaching strategies have the capacity to fulfill every learning goal. Hence, as a teacher, it’s extremely important to figure out the right teaching strategy that’s relevant to their needs and interests. Thus, this research aims to find out the challenges and strategies used by IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom. 
1.3 PROBLEM STATEMENT
Scholars agree with the idea that all English teachers are facing problems when teaching speaking skill in the classroom (Rido et al. 2014) In Malaysia, English language is a second language for most of the students making it difficult for teacher trainees to face the problems. This is because English is not their mother tongue. Teaching speaking skill is immensely challenging especially in rural areas. This is because lack of opportunity and language exposure to learners have become the stumbling block to help them acquire speaking skill (Rozana, 2019). My initial reason for conducting this research is to find out challenges faced by teacher trainees when teaching speaking skill in the classroom. According to Hasan (2021), students perceive speaking skill as the hardest skill to acquire. In a real-life context, speaking skills is the most challenging and drawn-out task for teacher trainees to develop among young learners. 
According to Burns (2017) the proficiency level of primary school pupils in Malaysia and Indonesia is very alarming. Malaysia and Indonesia face the same dilemma where the students lack proficiency in English Language.  Problems and challenges faced by every individual might differ from one to another. Empirical evidence presents that in a country where English is taught as foreign language, developing speaking skills among students tends to be challenging enough specifically for English language educators (Yobuet, 2021).  Previous study by Kikuchi (2019), indicates that students’ lack of vocabulary have been the biggest challenges for teachers. This is because pupils won’t be able to understand instructions made by the teachers and to engage themselves actively in the lesson. It’s difficult to teach students on their speaking proficiency because of different students’ background of knowledge in English language. This will make it harder for trainee teachers to find suitable materials that enhance pupils' speaking proficiency in order to cater each pupils’ needs. According to Burns (2017), he also stated that classroom size also contributes to the challenges faced by the teacher. Teachers are facing problems teaching in a large classroom size.  SK Cyberjaya has 13 classes which accommodate 50 pupils for each class (New Straits Times, 2024). This is because, in larger classrooms, all students won’t get equal opportunity to share their points or ideas. Teachers may struggle to give each student the individual attention they need, making it difficult to address varying learning needs effectively.  This will indirectly jeopardize their speaking skill since they won’t get the chance to enhance their English language. 
Many teacher trainees encounter challenges in encouraging students’ participation, utilizing appropriate methods to foster speaking skills and manage diverse language proficiencies. Successful language acquisition can be achieved if only teacher trainees get to increase participation among pupils and are able to create a conducive environment for communication. These challenges faced by teacher trainees are further complicated by external factors such as limited resources, large classroom sizes, lack of vocabulary among pupils making it hard to diversify learning activities. Associate Professor Dr Hariharan, a lecturer from Universiti Utara Malaysia said, teachers must always be prepared for all the possible challenges they might encounter in class. 	
Thus, this study aims to explore the challenges faced by IPGMKTB teacher trainees in teaching speaking skills in the primary ESL classrooms and to identify the strategies employed by them to overcome these difficulties. By comprehending the hurdles faced by IPGMKTB teacher trainees, this study seeks to provide valuable insights that can improve the teaching strategy used to develop language acquisition and enhance the teaching of speaking skills in ESL classrooms.  



1.4 RESEARCH PURPOSE
	The main purpose of this research is to find out the challenges, ways utilized and strategies used by IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom.
       1.4.1 RESEARCH OBJECTIVES
1)To identify the challenges faced by IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom.
2)To identify ways utilized by IPGMKTB teacher trainees to overcome the challenges in teaching speaking in the primary ESL classroom.
3)To determine the strategies that IPGMKTB teacher trainees used in teaching speaking in the primary ESL classroom?
1.4.2 RESEARCH QUESTIONS
1.What are the challenges faced by IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom?  
2.What are the ways utilized by IPGMKTB teacher trainees to overcome the challenges in teaching speaking in the primary ESL classroom?
3.What are the strategies that IPGMKTB teacher trainees used in teaching speaking in the primary ESL classroom? 

1.4.3 RESEARCH HYPOTHESIS 
1)H01: There are no significant challenges faced by IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom.
2)H02: There are no ways utilized by IPGMKTB teacher trainees to overcome the challenges in teaching speaking in the primary ESL classroom.
3)H03: There are no specific strategies used by IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom.


1.5 RESEARCH LIMITATIONS
 
This study aims to identify the challenges and strategies used by IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom. The scope of the study is limited to TESL IPGMKTB teacher trainees. The total number of the subjects of this study will be 170 IPGMKTB teacher trainees from August 2021- July 2025 and August 2021-July 2026 intakes. This research aims to provide insight into the challenges and strategies used by IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom.
1.5.1 Period limitation:
To carry out the survey it will take so much time to collect all the data. More time has been devoted to creating the survey questions and also carrying out the questions. Limited time for data collection may restrict the depth of the analysis. The time of the research being conducted is only after August 2021- July 2026 Intakes are undergoing their practicum phase 1.
1.5.2 Location limitation:
The study is geographically limited to a specific region in Pulau Pinang, which may not fully represent the challenges faced by other teacher trainees in another region. The collection of data will involve 170 TESL trainees from IPGM Tuanku Bainun campus. The population of the sample is limited to TESL teacher trainees from IPGMKTB only who have gone, still undergoing practicum and have the experience to conduct teaching and learning in school. Another limitation is the reliance on self-reported data from teacher trainees. The challenges and strategies used by IPGMKTB teacher trainees may be subjective and influenced by personal factors such as prior experience and specific schools where they have conducted their practicum. Besides that, classroom observations may not fully capture the full range of challenges and strategies, as they are limited to specific time frames and particular classroom settings.  The questionnaires that have been distributed are limited to TESL IPGMKTB teacher trainees only.
1.6 Significance of the study
This study aims to explore the challenges and strategies used by IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom. This study is significant for future teachers to identify the potential challenges that they might face once they enter the teaching profession. This study will be useful for English teachers to be prepared for the challenges they are possibly exposed to and ways they can utilize to overcome the challenges to teach speaking in the classroom. This study equips educators to figure out the most suitable teaching strategy to teach speaking. Based on Trainer, T. (2020), he stated that speaking skill is the core of English teaching practice. Speaking skill needs to be developed, in order to use the language to interact with others. Various language scholars in the English language teaching supported the idea a lot of English teachers are facing problems during their teaching especially when teaching speaking skill. In Malaysia, English language has been taught as a foreign language making it difficult for teachers to enhance students’ speaking skill since it’s not their mother tongue.  According to Sudrajat (2022), teachers' problems may be divided into two categories: internal problems and external problems. The reason why I came out with this research topic is to identify the challenges that teacher trainees faced when they went for practicum; the internal and external problems. My concern is to find challenges faced by IPGKTB teacher trainees when teaching speaking in the primary ESL classroom. Smith (2023), found a significant correlation between socio-economic background and language acquisition. Students from affluent backgrounds demonstrated higher levels of English proficiency compared to their peers from disadvantaged socio-economic backgrounds. This difference in pupils’ background makes every teacher in a different school face different kinds of challenges. Every school has a different classroom size. Findings indicate that larger class sizes hinder effective speaking instruction, as limited teacher-student interaction and reduced opportunities for individualized feedback impede language development (Garcia.A, 2022). Hence, this research attempts to identify the challenges faced by IPGKTB English teacher trainees when teaching English speaking as a foreign language in the primary ESL classroom.
In light of these challenges, the exploration of strategies becomes essential. This study not only aims to identify the difficulties teacher trainees face but also to investigate the specific strategies they use to teach speaking in primary ESL classrooms. Understanding these strategies will help future teachers implement more effective teaching methods to enhance students' speaking skills, regardless of classroom size, socio-economic background, or other external factors. Consequently, this research will contribute to improving the overall quality of speaking instruction in ESL classrooms.
 
1.7 OPERATIONAL DEFINITIONS
There are some points presented in this research. It starts with the definition of Teaching English to learners, Challenges, teaching strategy and teaching speaking. The below paragraph will explain further about all these 4 elements.
1.7.1 Teaching English for young learners
According to Cameron (2017), young learners refer to children roughly at the age of five until twelve years old. Young learners are children in grade one (12 years old).  Young learners are also defined as pupils who begin to learn something from the school. Unlike adults, young learners learn language faster than adults. Young learners acquire second language acquisition way easier than the adults. Violltta & Irene (2018) mentioned introducing a second language to young learners would be better if it started since they were at the early stage of learning. Introducing and enhancing pupils’ speaking proficiency is very challenging especially when it comes to speaking. Speaking skill is very important when it comes to English speaking proficiency. Teachers faced many challenges when teaching speaking skills. The biggest challenge that teachers faced is regarding the classroom size in Malaysia. Several studies (Ballen et al.2019; Ho & Kelman 2014) have shown that students perform worse in large class sizes. According to the 2013-2025 Malaysia Education Blueprint (MEB), there is an inverse causality effect between class size and students achievement due to school sorting effect. Nowadays, there are over 35 students in each class in urban schools. Some of the schools have up to 45 or 50 students per class. (Nazir, 2012). Making it hard for teachers to teach English in a large classroom size.
1.7.2 Challenges
A challenge is a situation that is difficult to deal with but must be solved. These challenges that someone’s encounter will eventually develop problem-solving abilities. According to Rosalia et al, (2020), a challenge has been perceived as something tough. Teaching English is not easy since it’s not pupils’ first language, especially when it comes to teaching speaking skill to young learners. In the teaching field, teachers will face a variety of challenges that can disturb the effectiveness of the teaching process. Based on Atmowardoyo (2020), she identified a few challenges that teachers’ faced when teaching speaking skill for young learners which are students’ behavior, classroom size, students’ existing knowledge in English language and assessment. This research will use Nunan’s theory to identify the challenges English teachers face when teaching young learners to speak in English language.
1.7.3 Teaching Strategy
According to Oxford Advanced Learners’ Dictionary, strategy means ‘a plan that is intended to achieve a particular purpose’. For clarification, a strategy is an action that both the teacher and the learner should engage in order to ensure the effectiveness of  the lesson. Teaching strategy is a comprehensive plan for a lesson that includes the lesson structure, expected learner behaviour aligned with instructional goals, and the methods that will be employed to implement the strategy (E. Stones, 2017). The examples of teaching strategies that are specifically used to enhance speaking skill among learners are role-playing, drilling, storytelling, group discussion, and games (Anjaniputra, 2013). Many may not realize that music is an effective platform to cultivate one’s passion for the English language. When students are interested in the English language, they will be eager to practice and use the English language in their daily life. According to Fatin (2019), music could be used as a tool that can be incorporated in the ESL classroom as it enables them to express their emotions through music. By incorporating teaching strategies such as music, it has the potential to increase English speaking ability and confidence in students. From songs, students get to practice articulating and pronouncing words clearly and correctly. Hence, all these activities can affect learners and enhance their learning and practice of English language when communicating. 

1.7.4 Teaching speaking
Speaking is fundamental in a language skill. According to Hasan (2014), students perceive speaking skills as the hardest skill to acquire. English oral speaking includes sounds and patterns, word choice, intonation patterns and sentence stress. Fluency is the main focus in language teaching. Speaking skills focusing on fluency will eventually improve the communication skills of students. When a teacher tries to improve the speaking skill of young learners, it will help learners to express themselves and follow the cultural and social norms that are appropriate to the communication situation. English educators should be able to create an engaging classroom environment where students get to enjoy and give them a chance for them to continuously practice their speaking skills. 

1.8 SUMMARY	
	To conclude, the first chapter has covered background of the study, problem statement, research purpose, research objectives, research questions, research hypothesis, limitation, research significance and operational definitions









CHAPTER TWO
LITERATURE REVIEW

2.1 INTRODUCTION
In this chapter, researchers will discuss the research theory, past research and research conceptual framework. 

2.2 RESEARCH THEORY
A theory that is relevant to the challenges faced by teachers in teaching speaking in the primary ESL classroom is the “Input-Interaction-Output” (IIO) framework. This model was proposed by Michael Long in 1983. This model emphasizes the interconnectedness of input (language exposure), interaction (language usage), and output (language expression) in the process of language acquisition. The word language here refers to the English language. 
According to this Input-Interaction-Output, teaching speaking involves providing pupils with comprehensible input through numerous methods such as listening activities, authentic materials, and teacher talk. Comprehensible input in the classroom context means teachers use words that are simple and can be understood easily by the pupils. Instruction that will be given by the teacher also needs to take into consideration pupils’ language ability. If the instruction given is too hard for pupils to comprehend, pupils won't engage actively in the lesson which will reduce the effectiveness of the English language. However, the crucial part in developing pupils’ speaking proficiency in the English language is the interactional component. The interactional component here refers to a situation where learners engage in meaningful communication using the language they have been exposed to at the early stage of English language acquisition. This interaction enables learners to negotiate meaning, clarify misunderstandings, and receive feedback. All of these are crucial in developing speaking proficiency. Teachers can implement strategies such as group discussion, role-play, storytelling to facilitate this interaction. This engaging activities allow students to negotiate meaning, clarify misunderstandings which are important to develop speaking proficiency among young learners. 
The input-interaction-hypothesis model highlights the importance of output, where learners actively produce the English language. Teachers face challenges in providing opportunities for students to practice speaking independently, monitor their speech, and receive corrective feedback to improve their speaking skills. Strategies like storytelling, or impromptu speaking tasks can help to address this issue by encouraging and giving adequate opportunity for students to produce output. Besides that, corrective feedback can ensure learners get to refine their speaking skills. 
Overall, the IIO model underscores the dynamic interplay between input, interaction, and output in language learning and highlights the challenges teachers encounter in facilitating speaking skill development in the classroom and provide strategies they get to employ in order to overcome the obstacles in teaching speaking in the primary ESL classroom. 

2.3 PAST RESEARCH	
A large number of previous studies investigating the teaching of speaking skills have been extensively conducted. (e.g Barker, 2018; Blake, 2017; Farrell & Yang, 2019; Ozdemir & Papi, 2022). The research findings indicate that scholars have been interested in examining the challenges faced by teachers in teaching speaking in class. In Indonesia, Abrar et al. (2018) delved into the experiences of both students and teachers regarding speaking skills, uncovering issues like large class sizes, insufficient teaching resources, and psychological barriers such as motivation and self-efficacy and lack of supportive environments in which to practice spoken English.
A study by Eldin.S (2021), conducted a study to explore the difficulties that English language teachers encounter when teaching the speaking skill in a large class size. He found that large classroom size has been the major obstacle for teachers to teach speaking in the classroom. This study provided deep insights regarding the effect of large classroom sizes on teachers. This research portrayed that student-centered teaching or learning is impossible in large classes. It diminished the opportunities for all learners to participate actively in the learning process. From what has been presented in the research paper, it is shown that large classroom sizes will prevent teachers from focusing on each individual’s progress. 
Another relevant study by Hulaifah (2023), conducted research to look at language anxiety among English foreign language learners. The study was conducted on university students in Jakarta. It was found that one of the challenges faced by the teachers there in teaching speaking is due to pupils’ lack of response in the class. It’s because the pupils felt nervous about speaking English due to their lack of vocabulary in English language to express themselves in English language. Because English is not their mother tongue, it’s hard for most of the students to speak up and refuse to participate in the classroom teaching & learning process. They tend to use their mother tongue in class rather than English language. A large number of studies [1-4] demonstrated that language anxiety, particularly foreign language anxiety, is one of the most important factors influencing second or foreign language learning. According to Krashen in Oteir and Al-Otaibi [5], anxiety associated with a foreign language can be classified as a barrier that prevents information from reaching the learner’s brain’s language acquisition area.












2.4 CONCEPTUAL FRAMEWORK
In teaching English specifically in speaking, trainee teachers will face numerous challenges such as a lack of students responses due to students’ shyness and vocabulary limitations, large classroom size that will make trainee teachers hard to tutor each student particularly, time allocation for English subjects that somehow too short to enhance pupils’ speaking proficiency and lack of teaching materials. The researcher also presents some ways that IPGMKTB used to overcome the challenges. The researcher also proposes some strategies that IPGMKTB teacher trainees use to enhance pupils’ participation in teaching speaking such as role-play, group work, games, drilling, storytelling, and songs. The conceptual framework of my research study is as follows.



 












2.5 SUMMARY
In this chapter, the focus is on identifying the challenges and strategies used by teacher trainees in teaching speaking, the use of the Input-Interaction-Output hypothesis by Michael Long (1983), and previous research findings that have been conducted with the same purpose of this research. This research paper will provide deeper insight into the challenges and strategies used by IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom. 



















CHAPTER THREE
RESEARCH METHODOLOGY

3.1 INTRODUCTION
This chapter will discuss the research design, research sampling method and research instrument. Besides that, pilot study, data collection procedures and data analysis procedures, specifically descriptive analysis will be included in the discussion. 

3.2 RESEARCH DESIGN
This research was carried out in a large number of populations to find out the challenges, hence it falls under the quantitative method. In order to ensure the successful outcome and to fulfil the purpose of this research, it is very crucial to choose the most suitable method of conducting the study. Moreover, research design is immensely important as it provides the validity of the research answers and proves reliability of the research result.  In this study, a questionnaire related to the title will be used to accomplish the quantitative method. According to Creswell (1994), quantitative methods are used to analyze data collection through numerical data. Similarly, Hair et al. (2010) also state that the quantitative method gets to describe the phenomena by involving a large number of respondents, allowing for relationships and comparisons to be made across large populations or samples, with findings that can be more clearly tested using statistical methods.
This research aims to investigate the challenges and strategies used by IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom. The survey method has been chosen because it ensures the reliability and authenticity of the data. A survey method is being used to gather data from IPGMKTB teacher trainees through a questionnaire. Survey is the most suitable method used as according to Susan (2020), surveys are useful for describing the characteristics of a large number of populations. In contrast with other research methods, surveys offer broad capability to gather more precise samples, allowing for targeted results that can lead to decision making and draw conclusions. In addition, survey research also refers to the process of collecting data from a sample of people by asking them to respond to given questions (Check & Schutt, 2012). 
	The primary aim of survey research is to gather information on the traits of a large population in a short period. The effectiveness of survey research depends on how accurately respondents’ answers reflect on their belief and what they do. Thus, a well-structured question focusing on the challenges and strategies used by IPGMKTB teacher trainees to teach speaking in the primary ESL classroom was developed and distributed to PISMP TESL June 2021 Intake and PISMP TESL June 2022 Intake. 

3.3 RESEARCH SAMPLING METHOD
I.POPULATION
Research population refers to the entire group of individuals or items with predetermined characteristics and are of interest to the researcher (Riya, 2023). The population of this study consists of all PISMP TESL June 2021 Intakes and PISMP TESL June 2022 Intakes in Malaysia Institute of Teacher Education Tuanku Bainun Campus which are 170. Researchers identify this population as the target population because the researcher is currently studying in Malaysia Institute of Teacher Education Tuanku Bainun Campus. 

II.SAMPLE
Sampling for this survey study focuses on PIMSP TESL June 2021 and PISMP TESL June 2022 Intakes in IPGM Tuanku Bainun Campus. There are in total 251 students. TESL students from Jun 2021 intakes have been chosen because they have gone for practicum phase 1 while PIMSP TESL June 2022 intakes have been selected because they are undergoing their practicum when research study is being conducted. This research used purposive sampling because it’s targeted at TESL students who have gone for their practicum only. 100 TESL students will be the population of the study, which means the sample size will be 80 pupils. The sample was selected using the table of sample size selection by Krejcie & Morgan (1970). Krejcie & Morgan’a table (1997) has been chosen to determine sample size because it’s the most suitable for survey study and limited population (Chaokromthong & Sintao, 2021). Based on the sample size determination calculation, the population of 170 is being referred to as it is the exact amount of population for PISMP TESL June 2021 and PISMP June 2022 Intakes, hence a sample size of 118 would be needed to represent a cross section of the population. 

Table 3.1: Krejcie and Morgan Table of Sample Size Determination
N	S
160	113
170	118
180	123
Note: ‘N’ is the population size while ‘S’ is the sample size 

3.4 RESEARCH INSTRUMENT 
A set of questionnaires for IPGMKTB teacher trainees have been developed by the researcher which consists of 24 questions divided into 4 sections which are demography, challenges faced by IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom, ways that IPGMKTB teacher trainees used to overcome the challenges and strategies used to enhance speaking in the primary ESL classroom. Research instruments will serve as tools for measuring, observing, or documenting quantitative data (Cohen et.al, 2007). According to Creswell (2014), the questionnaire can summarize multiple issues by gathering information related to challenges, ways to overcome the challenges and strategies to enhance speaking skill to ESL learners which are the subjects of this study. In addition, the questionnaire provides accurate, comprehensive and systematic information as noted by Noraini (2013). The instruments of this study used 4 Likert scales for section B, section C and Section D. A scale of 1-2-3-4 has been used. Likert scale has been chosen as it is the most effective technique that is frequently used to measure descriptive survey studies  (Ary, Jacobs and Razavieh, 2002). The 4 likert scale represents selection of ‘strongly disagree’, ‘disagree’, ‘agree’ and ‘strongly agree’. The questionnaire will take approximately 5-7 minutes to complete. Table 3.2 shows the likert scale for the questions provided. 
Table 3.2: Scoring Values for Data Measurement
SCALE	1	2	3	4
ANSWER	Strongly Disagree	Disagree	Agree	Strongly Agree

The questionnaire was adapted from past research which is Teachers’ Strategies and Challenges In Teaching Speaking to Young Learners. The questionnaire consists of 4 different categories as below: 

i.Section A: Teacher Trainee’s Demographic
This section asked PISMP TESL August 2021- July 2025 and PISMP TESL August 2021- July 2026 intake teacher trainees on their gender, age and intake. 

ii.Section B: The challenges faced by IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom
This section collected data regarding the challenges faced by IPGMKTB teacher trainees in teaching speaking to ESL learners. In this section, there were 8 items in total. 

iii.Section C: Ways utilized by IPGMKTB teacher trainees to overcome the challenges faced when teaching speaking
This section collected data on ways utilized by IPGMKTB teacher trainees to overcome the challenges they encountered when teaching speaking to ESL learners. In this section, there were 7 items in total.

iv.Section D: The strategies that IPGMKTB teacher trainees used in enhancing speaking skill to ESL learners
This section gathered data regarding the type of strategies used by teacher trainees to enhance speaking skill to ESL learners. In this section, there were 6 items in total.
3.4.1 VALIDITY
Gay et al. (2011) defined validity as the ability of a test to measure what it is intended to measure. High quality instrument has a high level of validity, which means it can accurately measure the subject under study. For the questionnaire, the researcher adapts and adopts the questionnaire from the past researcher which are Teachers’ Strategies and Challenges In Teaching Speaking To Young Learners which has 26 items in total. The questionnaire has 6 items for strategies, 9 items for challenges and 11 items for ways utilized by teachers to overcome challenges in teaching speaking to ESL learners. Each item uses 4 Likert scales. To make sure the validity and appropriateness of the questionnaire are based on the research’s aims and objectives, researchers had shown the questionnaire to experts including supervisors. The validity of the instruments has been established by an experienced English lecturer and a STEM lecturer. The questionnaire has been checked by both lecturers. Researchers had modified and made several corrections based on the supervisor’s and lecturers’ comments and feedback to ensure the validity of the questionnaire. 
3.4.2 RELIABILITY 
Reliability refers to the degree of consistency of the instrument, demonstrated by its ability to consistently measure the same thing (Gay et al., 2011). It is immensely important to look over the reliability of an instrument used for data collection in research. The reliability of this research will be determined through a pilot study. The data for the pilot study will be collected from 30 respondents who are not included in the sample. The pilot study is conducted before the actual test to identify whether the questionnaire is precise and understandable or otherwise. Moreover, to check the consistency of the answers given by the respondents, Cronbach’s Alpha has been used to measure the reliability scale. The consistency of the instrument was evaluated using Cronbach’s alpha reliability test, as outlined by Nunally and Berstein (1994), who set the acceptable alpha range between 0.6-0.9 for internal consistency of the items. Cronbach’s alpha value of 0.6 or higher indicated good construct reliability as stated by Hinton (2004). Differs with Pallant (2010) that conclude items with a Cronbach’s alpha 0.7 or above are considered reliable and acceptable. This consistency shows that the items measure similar variables and have high correlation. Reliability values help to determine which items need amendment, improvement or removal. As there are many ranges stated by scholars regarding the range of reliability, the most frequently acknowledged rule is that 0.6-0.9 already indicate an acceptable level of reliability. However, if the values are higher than 0.95, it may indicate a redundancy, therefore it does not solely mean it’s a good sign to have a high value (Hinton, 2004). Therefore, to ensure the reliability of the questionnaire, the value should be within 0.6 to 0.9 of Cronbach’s Alpha value. 

3.4 PILOT STUDY  
A pilot study will be conducted before the actual research. According to Gay et al. (2011), pilot study is conducted to address unforeseen issues, allowing researchers to make amendments before the main study is implemented. This pilot study helps to assess the validity and reliability of the instruments (Majid, 2000). As stated by Sekaran (2003), pilot study ensures that the questionnaire instruments are clear and understandable for respondents in terms of wording and measurements. The respondents for the pilot study were selected from the same population as the main study, however they are not the actual respondents in the actual study. The questionnaire will be piloted to 30 teacher trainees from PISMP TESL June 2022 Intakes. The total of 30 teacher trainees was selected because according to Johanson and Brooks (2010), the minimum of 30 respondents is sufficient for a preliminary analysis of validity and reliability. The results from the pilot study were used for Cronbach’s alpha reliability analysis. 
Table 3.7 presents the findings from the instrument reliability test, which show a good internal consistency with Cronbach's alpha 0.783. Thus, according to George, Loana & Adriana (2013), this value is considered as strong and it proves that each item used can accurately measure the variables in this study. 





Table 3.7: Reliability Statistics
Cronbach’s Alpha	N of items
0.783	21


3.6 DATA COLLECTION PROCEDURE
	Data collection is the most important part of research study. According to Kabir (2016), data collection is the process of obtaining and measuring information on relevant variables in an organized manner, allowing researchers to answer specific research questions, test hypotheses and evaluate outcomes. For the data collection procedure of this research, the researcher got the questionnaire being approved by a lecturer from the English department, Dr. Harya and a lecturer from STEM, Dr. Chin Chee Keong. After getting the approval from both lecturers, the google form link of the questionnaire was then being distributed to PISMP TESL June 2021 and PISMP TESL June 2022 intakes in IPGM Tuanku Bainun Campus. The questionnaire was distributed through Whatapps group. The time given to collect the data is one week.

	Purposive random sampling is being used for this data collection. Purposive sampling refers to intentionally selecting participants based on their characteristics, knowledge, experiences, or some other criteria. Purposive sampling is the best method to be used in this research as it provides the better correlation between the sample and the research’s aims and objectives, thus improving the rigour of the study and trustworthiness of the data and results (Res, 2020).  This is because the population was only targeted to TESL students solely. 
For data collection procedures, a few steps will be used to gain insight into the study. It will be a paperless method, where a questionnaire has been developed through Google Forms. It will be distributed through social media platforms such as WhatsApp to the chosen sample. From the distribution message, it states the respondents will be specifically for August 2021- July 2025, and August 2021- July 2026 intakes. As the number of respondents is 170 TESL students only, the Google form won’t accept responses after the target sample size has been fulfilled. For this research study, the standard survey field that will be used is the Linkert scale. 





Figure 3.1: FlowChart for Data Collection Procedure

3.6 DATA ANALYSIS PROCEDURES 

	Data analysis was conducted based on the data obtained from the questionnaires distributed to the selected sample. The data will be analyzed through statistical tools, Statistical Package of Social Sciences (SPSS) version 27. All the data gathered will be analyzed and interpreted with the help of a statistical tool which is the percentage in the table. SPSS is being used to analyze the data because SPSS has been known as a user-friendly tool and can produce cutting-edge results for data analysis (Hanafi & Fadhilah, 2017). Descriptive analysis will be used to answer the research question provided. Descriptive analysis will also be used to analyze the challenges, ways utilized and strategies used by IPGMKTB teacher trainees to teach speaking to the primary ESL learners. The mean and standard deviation will be used to provide the highest challenges, ways utilized and strategies used by IPGMKTB teacher trainees in teaching oral speaking in the primary ESL classroom.  




         3.6.1 Descriptive Analysis
		Descriptive analysis uncovers patterns in data to address questions about who, what, and to what extent (Susanna, 2017). According to Waliman (2010), descriptive analysis seeks to examine events in order to describe the norm. Mean, standard deviation, mod and frequencies are analyzed using Likert scale data. The result of data analysis using descriptive analysis are used to achieve the first, second and third objectives of this research which are to identify the challenges, ways utilized to overcome the challenges, and strategies to teach speaking skill to ESL learners among PISMP June 2021 and PISMP June 2022 Intakes in IPGM Tuanku Bainun Campus. 
	To determine the mean score, a mean interpretation table proposed by Riduwan (2012)) is used. Table 3.4 below shows the Table of Mean Interpretation by Riduwan (2012).

Table 3.4 Table of Mean score Interpretation Scale (Riduwan, 2012)
Mean Range	Interpretation
1.00 – 1.49	Unrelated
1.50 – 2.49	Low
2.50 – 3.49	Moderate
3.50 – 4.00	High


3.8 SUMMARY
To sum up, this chapter has provided and elaborated the research design, research sampling method, research instrument, pilot study, data collection procedure and data analysis procedure which includes descriptive analysis. 



CHAPTER FOUR
FINDINGS AND DISCUSSIONS

4.1 INTRODUCTION

This chapter presents data analysis results and research findings. In this section, overview of the respondents’ profile and specified collected data that was collected through the distributed questionnaire are being portrayed.  

4.2 RESPONDENTS’ PROFILE

            A total number of 57 of IPGMKTB PISMP TESL August 2021-July 2025 Intakes and a total number of 67 of IPGMKTB PISMP TESL August 2021- July 2026 Intakes. Respondents’ profiles are collected from Section A: Sociodemographic Profile of Teacher Trainees. The information gathered include the respondent’s gender, age and intake. 

      4.2.1 GENDER

              From the findings that have been collected, it portrayed that the total of 124 respondents consist of 30 males (24.2%) and 94 females (75.8%). The distribution of the respondents based on their gender are shown in Table 4.1 and Figure 4.1 as provided. 




Table 4.1: Gender of Respondents 
Gender	Frequency	Percent
Male	30	24.2
Female	94	75.8
Total	124	100.0








             Figure 4.2 Gender of Respondents 

4.2.2 AGE
              The findings revealed the age distribution of the respondents, with the majority being 21 and 22 years old. The total of respondents aged 21 years old are 67 teacher trainees (54.0%) and 57 teacher trainees, aged 21 years old. The distribution of the respondents based on their age are shown in Table 4.2 and Figure 4.2 as below.

Table 4.2: Age of the Respondents 
Age	Frequency	Percentage (%)
21 Years Old	67	54.0
22 Years Old	57	46.0
Total	124	100.0









Figure 4.3 Age of the Respondents

4.2.3 Intake
             Findings showed that the respondents are from PISMP August 2021- July 2025 and August 2021-July 2026 Intake in accordance with my target group. A total number of 57 teacher trainees (46.0%) from August 2021- July 2025 Intake, while 67 teacher trainees (54.0%) from August 2021- July 2026 Intake, have answered my questionnaire. The distribution of the respondents based on their intake are shown in Table 4.3 and Figure 4.3 as provided. 
 
Table 4.3: Intake 
Gender	Frequency	Percent (%)
August 2021- July 2025	57	46.0
August  2021- July 2026	67	54.0
Total	124	100.0








Figure 4.4: Intake


4.3 RESEARCH FINDINGS AND DISCUSSION
The findings and discussions answered the 3 research questions (RQ) of this study. RQ1, RQ2, and RQ3, are all being analyzed by using descriptive analysis. 
The research questions are:
I.What are the challenges faced by IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom?
II.What are the ways utilized by IPGMKTB teacher trainees to overcome the challenges in teaching speaking in the primary ESL classroom?
III.What are the strategies that IPGMKTB teacher trainees used in teaching speaking in the primary ESL classroom?





4.3.1 RESEARCH QUESTION 1: WHAT ARE THE CHALLENGES FACED BY IPGMKTB TEACHER TRAINEES IN TEACHING SPEAKING IN THE PRIMARY ESL CLASSROOM?

	In this study, the IPGMKTB teacher trainees’ challenges in teaching speaking in the primary ESL classroom are being measured through their responses to 8 items of the challenges in teaching speaking in the questionnaire being distributed. Analysis of the findings of the challenges faced by IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom according to mean and standard deviation tabulated in Table 4.4 below. 

Table 4.3.1.1: Analysis of Mean and Standard Deviation for the challenges faced by IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom.

	N	Mean	Std. Deviation
Challenges	124	3.34	.506


Based on the questionnaire, teacher trainees faced several challenges in teaching speaking. The findings show the value of mean and standard deviation for challenges faced by IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom. It has a mean of 3.34 and the standard deviation is 0.506. 
From the mean, the challenges faced by IPGMKTB teacher trainees in teaching speaking can be concluded as moderate. It has been labeled as ‘moderate’ because according to Riduwan (2012), the mean score ranges from 2.50- 3.49 is being interpreted as moderate. Hence, to interpret the mean level, Table of Mean Score Interpretation constructed by  Riduwan (2012), is being used in this study. The table is being shown in Table 4.4 below. 

Table 4.4 Table of Mean score Interpretation Scale (Riduwan, 2012)
Mean Range	Interpretation
1.00 – 1.49	Unrelated
1.50 – 2.49	Low
2.50 – 3.49	Moderate
3.50 – 4.00	High


From the data above, it portrayed that TESL August 2021-July 2025 Intake and August 2021-July 2026 Intakes face various challenges in teaching speaking in the primary ESL classroom. 
Although the mean score indicates challenges faced by teacher trainees in teaching speaking as in ‘moderate level’, it is immensely important to recognize that even the challenges are in moderate level it can still give significant impacts to the teaching and learning process. The challenges faced by teacher trainees in teaching should not be overlooked, even if it shows it’s at a moderate level. This is because it may hinder the effectiveness of teaching. Hence, addressing these challenges is very important to ensure teacher trainees are well-equipped with necessary skills to deliver quality of teaching that get to develop pupils’ speaking skill. 
The fact that these challenges are encountered by teacher trainees, even at a moderate level suggests that teacher trainees should find the best strategies to overcome them. The challenges might not be at a ‘high’ level as according of Table of Mean Interpretation by Riduwan (2012), but it should be looked at and taken care of. 





Table 4.3.1.2 Distributions of Responses by Item for The Challenges Faced by IPGMKTB Teacher Trainees in Teaching Speaking in the Primary ESL Classroom
Item	Question	Strongly Disagree	Disagree	Agree	Strongly Agree
B1	I have challenges in teaching speaking to primary ESL learners.	1
(0.8%)	5
(4.0%)	75
(60.5%)	43 (34.7%)
B2	 I was constrained by a crowded class in teaching speaking to ESL learners.	1 
(0.8%)	18 (14.5%)	40
(32.3%)	65
52.4%)
B3	 I had difficulty to monitor my students’ progress in speaking activity due to large classroom size.	4 (3.2%)	17 (13.7%)	46 (37.1%)	57 (46.0%)
B4	 I have problems in determining strategies to teach speaking to ESL learners.	0  (0%)	9 (7.3%)	56 (45.2%)	59 (47.6%)
B5	 I have problem to interact with my pupils because of pupils’ language barriers.	1 (0.8%)	11 (8.9%)	41 (33.1%)	71 (57.3%)
B6	 I have problems in finding easier words for my pupils to understand when teaching speaking	4 (3.2%)	14 (11.3%)	51
(41.1%)	55 (44.4%)
B7	 I have problems receiving responses from my pupils.	0 (0%)	14 (11.3%)	49 (39.5%)	61 (49.2%)
B8	 I notice a lack of supporting facilities for learning to speak English for ESL learners in the classroom	4 (3.2%)	12 (9.7%)	56 (45.2%)	52 (41.9%)

From Table 4.3.1.2 above, the researcher divides the challenges encountered by teacher trainees in teaching speaking in the primary ESL classroom into two factors including internal and external factors.  Based on the results above, internal challenges include difficulty in determining strategies, pupils’ language barrier, lack of vocabulary, and problems receiving responses from pupils. While the external factors are, classroom size, lack of facilities. In Malaysia, English is a foreign language, hence pupils’ opportunities to speak in English are very limited. The high percentage of agreement on various challenges indicates a need for targeted support and resources to address these issues effectively.                                                                       

Table 4.3.1.3: Analysis of Mean and Standard Deviation for challenges face y IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom for Each Items

	N	Mean	Std. Deviation	Mean Scale
B1 – I have challenges in teaching speaking to primary ESL learners.	124	3.29	.582	Moderate
B2 - I was constrained by a crowded class in teaching speaking to ESL learners.	124	3.36	.758	Moderate
B3 - I had difficulty to monitor my students’ progress in speaking activity due to large classroom size.	124	3.36	.815	Moderate
B4 - I have problems in determining strategies to teach speaking to ESL learners.	124	3.40	.624	Moderate
B5 – I have problem to interact with my pupils because of pupils’ language barriers.	124	3.47	.692	Moderate
B6 – I have problems in finding easier words for my pupils to understand when teaching speaking	124	3.27	.787	Moderate
B7 – I have problem in receiving responses from my pupils.	124	3.38	.682	Moderate
B8 – I notice a lack of supporting facilities for learning to speak English for ESL learners in the classroom	124	3.26	.764	Moderate
Valid N (listwise)	124			

	The researcher divides the challenges faced by IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom into two factors which are internal and external factors. Based on the table above, internal challenges faced by teacher trainees include mother tongue, lack of vocabulary and difficulty to determine the best teaching strategy to teach speaking. The external factor is the classroom size, and lack of facilities. The findings show that respondents are mostly facing challenges in teaching speaking in the primary ESL classroom. According to Putri (2023), teachers faced a range of obstacles when teaching speaking in ESL classrooms which somehow might impede the learning process. 
Most respondents, according to the research’s responses, are facing challenges in interacting with pupils due to pupils’ language barriers. This is because, item 5 ‘I have problems interacting with my pupils because of pupils’ language barriers’ has the highest mean score which is 4.47 and standard deviation 0.692. According to Table of Mean Interpretation by Riduwan (2012), it shows that the challenges faced are at a moderate level as the mean is in the range of 2.50-3.49. The moderate mean indicates that the challenge is significant, however it may not be perceived as critically severe. This language barrier is perceived as crucial hurdles for teachers to teach language that may not be the learners’ mother tongue. This has become a hurdle for teachers to teach a language that they do not accept as their mother tongue.  Because students do not master the English language, teachers often find it hard to teach speaking to those who do not master aspects of speaking competence such as mastery of vocabulary, pronunciation and more. Teacher trainees found out that a lack of vocabulary can somehow affect the effectiveness of the teaching and learning process specifically in terms of developing students’ speaking skill. This is because the lack of vocabulary also has an impact on student interaction because sometimes students can only comprehend the teacher's explanation but are not able to answer them in English because they do not master English vocabulary. As David (2024) said, the only effective way to develop proficiency among pupils is just by practicing.  Dewi and Jimmi (2018), stated that students’ who lack vocabulary will not only have an effect on themselves but also the teachers. This is because teachers will have limitations of activities that they get to plan inside of the classroom, emphasizing speaking skill. Teachers are often not able to teach speaking optimally because students’ vocabulary is limited. In order to teach speaking skill in the primary ESL classroom, active participation among students is needed. Active class participation holds a pivotal role in ensuring the effectiveness of language learning, which serves as a cornerstone to shape and inform students’ linguistic growth (Sanako, 2024).
Besides that, the finding also showed that the least challenges faced by teacher trainees is lack of facilities as indicated in item B8, ‘I notice a lack of supporting facilities for learning to speak English for ESL learners in the Classroom’. This item has the lowest mean score which is 3.26 and a standard deviation 0.764. This mean score falls under moderate level based on the table of mean interpretation by Riduwan (2012). Not many of IPGMKTB teacher trainees perceive lack of facilities as a hurdle to teaching speaking in the primary ESL classroom. Since this research is being conducted in Penang (Seberang Jaya), most of the schools here are all equipped with technology. This is not a big hurdle for some schools in Penang since Penang Education Department played their part very well in ensuring all schools in Penang are well-equipped with adequate facilities. This can be proof from what has been said by Penang Education Director, Abdul Hussain (2024) that said JPN aims to ensure all 396 schools throughout the state are equipped with at least one smart board by the end of 2024. This shows that all schools in Penang are being taken care of immensely well in terms of facilities. Hence, it’s not the biggest challenge for teachers to teach speaking in the primary ESL classroom.
Therefore, while the findings highlight challenges in teaching speaking skills, particularly due to language barriers, they also indicate that the lack of facilities is less of an impediment for IPGMKTB teacher trainees in Penang.

4.3.2 RESEARCH QUESTION 2: WHAT ARE THE WAYS UTILIZED BY IPGMKTB TEACHER TRAINEES TO OVERCOME THE CHALLENGES IN TEACHING SPEAKING IN THE PRIMARY ESL CLASSROOM?
In this research, the ways utilized by IPGMKTB teacher trainees to overcome the challenges in teaching speaking in the primary ESL classroom is being measured through their responses in 7 items in Section C: Ways utilized by IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom. Analysis of the findings of the ways utilized by teacher trainees according to mean and standard deviation tabulated in Table 4.3.2.1.

Table 4.3.2.1 Analysis of Mean and Standard Deviation for ways utilized 
	N	Mean	Std. Deviation
Ways 	124	3.50	.362

Based on the questionnaire, there are some ways utilized by teacher trainees in overcoming the challenges they faced in teaching speaking in the primary ESL classroom. Table 4.3.2.1 shows the result of a questionnaire regarding the ways utilized by IPGMKTB teacher trainees to overcome the challenges. The findings show the value of mean and standard deviation for Section C: Ways utilized By IPGMKTB Teacher Trainees to overcome the Challenges in Teaching Speaking In The Primary ESL Classroom. It has the mean of 3.50 and standard deviation 0.362. 
	From the mean, ways utilized by IPGMKTB teacher trainees in teaching speaking can be concluded as high. It has been labelled as ‘high’ because based on Riduwan (2012), the mean score ranges from 3.50-4.00 is being interpreted as high. The table is being shown in Table 4.4. Therefore, the mean score 3.5 portrayed that the methods and strategies employed by teacher trainees to overcome the challenges in teaching speaking are being used effectively. The ‘high’ level reflects the ability of IPGMKTB teacher trainees to implement the solutions in overcoming the hurdles they faced in the classroom such as language barriers and lack of resources.
	The high level of ways utilized by IPGMKTB teacher trainees demonstrates that they are being proactive in applying practical solutions to solve the challenges. This shows, teacher trainees have a solid understanding of pedagogical approaches to enhance students’ speaking skills. 

Table 4.3.2.2 Distributions of Responses on Ways Utilized by IPGMKTB Teacher Trainees to Overcome the Challenges in Teaching Speaking in the Primary ESL Classroom

Items	Question	Strongly Disagree	Disagree	Agree	Strongly Agree
C1	I use various teaching strategies in teaching speaking to ESL learners in the classroom	0 (0%)	1 (0.8%)	73 (58.9%)	50 (40.3%)
C2	I always give opportunities for students to speak in English	0 (0%)	2 (1.6%)	44 (35.5%)	78 (62.9%)
C3	I prepare adequate facilities and teaching aids (e.g projectors, flashcards) are very important to make speaking lessons more meaningful	1 (0.8%)	9 (7.3%)	50 (40.3%)	64 (51.6%)
C4	I classify students according to their abilities	4 (3.2%)	12 (9.7%)	52 (41.9%)	56 (45.2%)
C5	I always try to create a pleasant ESL classroom atmosphere	0 (0%)	1 (0.8%)	49 (39.5%)	74 (59.7%)
C6	I always do self-reflection everytime I finish teaching	0 (0%)	1 (0.8%)	50 (40.3%)	73 (58.9%)
C7	Self-reflection can help me understand my ESL students	0 (0%)	3 (2.4%)	52 (41.9%)	69 (55.6%)

From Table 4.3.2.2, respondents chose ways they have utilized to overcome the challenges they encountered when teaching speaking to ESL learners. Hence from the results above it portrayed that, teacher trainees applied various teaching strategies, providing opportunities for students to speak in English, engaging in self-reflection indicates a strong foundation for effective language instruction. However, there are some areas that require extensive attention such as access to teaching aids and the slassification of students. These ways are utilized to overcome the challenges encountered by teacher trainees in teaching speaking in the primary ESL classroom. 

Table 4.3.2.3 Analysis of Mean and Standard Deviation for ways utilized by IPGMKTB teacher trainees to overcome the challenges in teaching speaking in the primary ESL classroom, for each item.

	N	Mean	Std. Deviation	Mean Scale
C1 – I use various teaching strategies in teaching speaking to ESL learners in the classroom	124	3.40	.507	Moderate
C2 – I always give opportunities for students to speak in English	124	3.61	.521	High
C3 – I prepare adequate facilities and teaching aids (e.g projectors, flashcards) are very important to make speaking lessons more meaningful	124	3.43	.665	Moderate
C4 – I classify students according to their abilities	124	3.29	.773	Moderate
C5 – I always try to create a pleasant ESL classroom atmosphere	124	3.59	.510	High
C6 – I always do self-reflection everytime I finish teaching	124	3.58	.512	High
C7 – Self-reflection can help me understand my ESL students	124	3.53	.548	High
Valid N (likewise)	124			

Challenges in teaching speaking English to young ESL learners need to be encountered in order to create a better and meaningful teaching. In the results of the questionnaire, respondents have answered and chosen the ways utilized by them to deal with the challenges, which in this case were based on the results of the questionnaire. 
The result shows that PISMP August 2021- July 2025 Intake and PISMP August 2021- July 2026 Intake TESL teacher trainees agreed with most of the items. Followed by strongly agree, disagree and strongly disagree, it obtains the total of the results collectively for the mean items to (mean = 3.50). This mean score is categorized as high as Riduwan (2012) in his table of mean interpretation stating that mean scores in the range 3.50- 4.00 are considered as high. 
Based on the results gained, most of the responses agree that the ways utilized by them to teach speaking skill in the primary ESL classroom is by giving opportunities for students to speak in English inside of the classroom. This is because for the item ‘I always give opportunities for students to speak in English’ has the highest mean score (3.61). This score has been categorized as high (Riduwan, 2012). It has been a hurdle for teacher trainees to develop English language proficiency among pupils as most students are not given adequate opportunity to practice their English language in a classroom. The learning opportunities that been given somehow refers to myriad of activities that will be conducted in order to enhance the learning opportunity for students. For example, activity such as games, debate, poem are the activities where students can practically learn English language (Mouleka, 2013). It can be concluded that by giving opportunity for ESL learners to speak in English, it facilitates students in practicing, increase and build students’ motivation to learn and practice English language. By the opportunity given by teacher, students could share their knowledge and enhance their vocabulary and information with friends and teachers. By widen the opportunity for students to speak in English in ESL classroom, students can most effectively improve their conversational fluency in the English language. Some students were not interested in learning the English  language  because  of  their environment and they felt that studying English would not be relevant to their lives. So, it made they did not  have  opportunities  to  use  the  target  language,  and  contextualized  learning  and interaction in English are often limited to classroom practices, leading to a lack of interest and motivation. According to Ashari (2012), teachers’ responsibility is to create a conducive learning environment that offers opportunities and stimulates the students to communicate English orally, helping them to build confidence and courage to improve their proficiency in English language. Hence, it’s immensely hard for teacher trainees to teach speaking. However, it can be facilitated by ensuring that teacher trainees give adequate opportunity for students to practice the use of English language inside of an ESL classroom.
	Table 4.9 above also shows that the item ‘I classify students according to their abilities’ received the lowest mean score of 3.29. IPGMKTB teacher trainees are not likely to classify and differentiate students based on their ability when teaching speaking. However, the mean score represents the results as moderate, based on the Table of Score Mean Interpretation by Riduwan (2012), as the mean shows the value of (3.29). As noted by Putrajaya Federal Territory Education, Director Roaini (2018), all schools in Putrajaya are no longer implementing the class streaming system according to the level of academic mastery in the 2018 school year. This means, all students no matter what their academic level will sit together in the same classroom. This big change in the system is actually to enable excellent students who master reading, speaking and writing to guide the less able students and to help each other. Due to this change in the system, it has been an obstacle for teachers to determine materials that’s suitable for everyone inside of the ESL classroom ranging for enrichment, intermediate and remedial. Based on the results, it showed that teacher trainees did classify students according to their ability to overcome the challenge in teaching speaking. This is because, if the teacher did not classify the students based on their ability, students who have a high proficiency level will do all the talk while students who have low proficiency level won’t be able to have the opportunity to practice speaking in English. Many students in the low ability group exhibit low self-esteem and motivation. Some will feel that only the high ability group are capable in studies making them feel left out and don’t want to participate much in the lesson (Azlin, 2016). Thus, it has been proven that not many of IPGMKTB teacher trainees classify students according to their ability.




4.3.3 WHAT ARE THE STRATEGIES THAT IPGMKTB TEACHER TRAINEES USED IN TEACHING SPEAKING IN THE PRIMARY ESL CLASSROOM?
The findings show the value of mean and standard deviation for strategies used by teacher trainees to teach speaking in the primary ESL classroom. It has a mean of 3.483 and the standard deviation 0.385. From the mean, it can be concluded as moderate, in accordance to the Table of Mean Score Interpretation by Riduwan (2012). This is because, according to Riduwan (2012), a mean score within the range 2.50 to 3.49 is classified as moderate. Therefore, the strategies used by IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom is interpreted as being used at a moderate level. The mean and standard deviation for Section D: The Strategies Used By IPGMKTB Teacher Trainees in Teaching Speaking In the Primary ESL Classroom can be referred to in Table 4.3.3.1.

Table 4.3.3.1 The Strategies Used by IPGMKTB Teacher Trainees in Teaching Speaking in the Primary ESL Classroom.
	N	Mean	Std. Deviation

Strategies	124	3.483	.385

	Even though the mean score is being categorized as ‘moderate’, it still portrayed that teacher trainees are applying various strategies to enhance speaking skill among ESL learners. The moderate score implied that there is still a room for improvement while the strategies are being utilized. For instance, teacher trainees may have used certain strategies, but perhaps they are not consistently being implemented or fully utilized in the ESL classroom. 
	A moderate level of strategy used is still relevant because it emphasizes that teacher trainees are aware of the essentiality to employ various teaching strategies even if the methods have not reached a high level of applications. Despite being moderate, this finding highlights the importance of adaptation of various teaching practices to ensure the strategies become more consistent. 
Table 4.3.3.2 Distributions of Responses on The Strategies Used By IPGMKTB Teacher Trainees in Teaching Speaking in the Primary ESL Classroom
Item	Question	Strongly Disagree	Disagree	Agree	Strongly Agree
D1	Students benefit more from my lessons when I incorporate role-play activities to teach speaking to ESL learners	
0 (0%)	
7 (5.6%)	
59 (47.6%)	
58 (46.8%)
D2	Students benefit more from my lessons when I incorporate games to teach speaking to ESL learners	
0 (0%)	
1 (0.8%)	
48 (38.7%)	
75 (60.5%)
D3	Students benefit more from my lessons when I incorporate drilling to teach speaking to learners in the ESL classroom	
0 (0%)	
16 (12.9%)	
47 (37.9%)	
61 (49.2%)
D4	Students benefit more from my lessons when I incorporate group discussion to teach speaking to ESL learners	
2 (1.6%)	
2 (1.6%)	
51 (41.1%)	
69 (55.6%)
D5	Students benefit more from my lessons when I incorporate storytelling activities to teach speaking to learners in the ESL classroom	
0 (0%)	
6 (4.8%)	56 (45.2%)	62 (50.0%)
D6	Students benefit more from my lessons when I incorporate songs to teach speaking to learners in the ESL classroom	 
0 (0%)	
3 (2.4%)	
48 (38.7%)	
73 (58.9%)

	Based on Table 4.3.3.2 above, it can be concluded that most respondents incorporate various teaching strategies in the classroom. Teacher trainees believe that interactive and engaging teaching strategies such as role-play, group discussions, storytelling and songs can give positive impact to the development of learners’ speaking skill. Games are the strategies that are frequently used by teacher trainees. Games are used because they are fun, and suitable for students and it becomes easier for them to comprehend the material. These strategies are widely used, as the table above shows strong agreement across these items. This indicates that teacher trainees frequently incorporate these strategies when teaching speaking to ESL learners as it may perhaps enhance students’ speaking abilities. The slightly mixed response to drilling suggests that it may not be universally valued as the other strategies, however it is still considered beneficial. 
Research objective three was to identify the strategies that IPGMKTB teacher trainees used in teaching speaking in the primary ESL classroom. In results below, teacher trainees were given a few strategies used to teach speaking in the primary ESL classroom. The strategies used by teacher trainees in teaching speaking in the primary ESL classroom are listed as follows:

Table 4.3.3.3 Analysis of Mean and Standard Deviation for Strategies used by IPGMKTB Teacher Trainees in Teaching Speaking in the primary ESL Classroom, for each item.
	N	Mean	Std. Deviation	Mean Scale
D1 – Students benefit more from my lessons when I incorporate role-play activities to teach speaking to ESL learners	124	3.41	.598	Moderate
D2 – Students benefit more from my lessons when I incorporate games to teach speaking to ESL learners	124	3.60	.509	High
D3 – Students benefit more from my lessons when I incorporate drilling to teach speaking to learners in the ESL classroom	124	3.36	.702	Moderate
D4 – Students benefit more from my lessons when I incorporate group discussion to teach speaking to ESL learners	124	3.51	.618	High
D5 – Students benefit more from my lessons when I incorporate storytelling activities to teach speaking to learners in the ESL classroom	124	3.45	.589	Moderate
D6 –Students benefit more from my lessons when I incorporate songs to teach speaking to learners in the ESL classroom	124	3.56	.545	High
Valid N (likewise)	124			


Based on the table above, it can be concluded that teacher trainees did use games, drilling, group discussion, songs, storytelling, and role-play in teaching English speaking to primary ESL learners. 
Based on the results, most of IPGMKTB teacher trainees agreed most on the item ‘– Students benefit more from my lessons when I incorporate games to teach speaking to ESL learners’ with the highest mean score (3.60). This mean score falls into the ‘high’ category as based on the table of mean interpretation by Riduwan (2012). In view of the results, games are being used to teach speaking as it is fun and suitable for ESL learners as it makes it easier for them to accept and comprehend the materials. As noted by Auluddin (2018), found that games can effectively improve students’ English language proficiency. According to Nurfadhilah (2024) in her study ‘The effectiveness of games to teach speaking’, she stated that the use of games students showed significant improvements like accuracy in pronunciation, expansion of vocabulary, fluency development and use of correct grammar. Based on her study, it can be concluded that game is an effective strategy in teaching speaking. It can increase student’s motivation in learning activities, makes students engage themselves with the lesson and at the same time can enhance students’ speaking skills. The study conducted by Dewi et al. (2016), implemented communicative games into young learners that had a positive effect on their speaking skills because of fun activities which enhance their engagement. The findings show that teacher trainees mostly incorporate games as their teaching strategy to teach speaking as games encourage pupils to speak English in terms of fluency, and accuracy in vocabulary, pronunciation and grammar. Thus, by incorporating games in teaching, it helps teacher trainees to teach speaking as it will enable pupils to learn while having fun. To sum up, teaching strategies such as games are effective to teach speaking. 
In addition, the finding also portrayed the least mean score on the item ‘Students benefit more from my lessons when I incorporate drilling to teach speaking to learners in the ESL classroom’. The mean score portrayed it in moderate level as what has been stated in the Table of Mean Interpretation by Riduwan (2012). Although this score falls within the ‘moderate’ range, it indicates that not many teacher trainees agree on the effectiveness of drilling as a teaching strategy in teaching speaking. Drilling refers to an activity that help students with their pronunciation as it helps them to practice pronouncing words and add new vocabulary. Based on the study conducted by Yusof (2022), drilling under Audio-lingual is proven as the most influential significance that contributes to the significant enhancement towards the early childhood English-speaking skill. Audio-lingual method has various techniques that can be used during teaching English speaking skills. The techniques cover drilling (repetition drilling, question and answer drilling and more). Drilling is proven as the appropriate teaching strategy that influences quite significantly towards learners’ proficiency level. 
In summary, the findings portrayed that IPGMKTB teacher trainees value games as the best teaching strategy to enhance speaking skills in the primary ESL classroom. This preference aligns with the high mean score and indicates that teacher trainees should focus on integrating more engaging and interactive strategies like games into their lessons to foster greater student participation and motivation. Drilling remains a useful tool, however,its lower mean score suggests that teacher trainees need to explore other methods to complement this strategy, to ensure a more flexible and effective learning environment for ESL learners.

4.4 SUMMARY 
The quantitative data findings provided answers to all the research questions and hypotheses outlined in this study. These results enabled the researcher to identify the challenges encountered by IPGMKTB teacher trainees in teaching speaking, the methods they employed to address these challenges, and the strategies implemented. The findings highlight the most significant challenges faced by the teacher trainees and the most effective approaches they used to overcome these obstacles.


















CHAPTER 5
CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS

5.1 INTRODUCTION
	This chapter presents the conclusions of the study, the recommendations or suggestions and the implications of the study. The conclusions offer an overview and summary of the findings gained in this research. The purpose of this is to assist readers to gain deeper insight of the research outcomes. The recommendations and implications listed will help the stakeholders, lecturers and teacher trainees to take prompt actions towards betterment in the future. 

5.2 CONCLUSION
	This study is being carried out mainly to identify the challenges faced by IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom. Not only that, this study is being conducted to also identify ways utilized and strategies used by IPGMKTB teacher trainees to teach speaking to ESL learners. It is indeed immensely crucial to identify the challenges faced to teach speaking, ways and strategies utilized to teach speaking to the primary ESL learners. By conducting this study, the challenges faced by teacher trainees will be able to be identified. Not only that, the ways utilized and strategies used by teacher trainees to overcome the hurdles they faced in teaching speaking to the primary ESL learners get to be identified. The findings revealed that teacher trainees encounter several challenges. For instance, difficulty to monitor each students’ progress in speaking activity due to large classroom sizes, difficulty to interact with pupils due to language barrier, challenges to receive responses from pupils, problem in determining strategies to teach speaking to ESL learners, and difficulty to find easier words to teach students when teaching speaking. In addition, many teacher trainees did highlight the limited availability of teaching resources as a significant obstacle.
	In response to these challenges, teacher trainees employed a myriad of strategies including using interactive and communicative activities, and differentiating instruction to cater to students’ varying abilities. These strategies not only facilitated language learning but also helped to foster a more pleasant learning environment.
In conclusion, this research underscores the importance of equipping future teachers with both theoretical knowledge and practical strategies to effectively manage challenges in teaching speaking skills. The insights gained from this research may contribute to the development of improved teacher training programs that better prepare trainees for the realities of the ESL classroom. 

5.3 IMPLICATIONS
	5.3.1 IMPLICATIONS FOR TESL IPGMKTB TEACHER TRAINEES
	The issues encountered in the previous study have brought to the current study, which is identifying the challenges and strategies used to teach speaking in the primary ESL classroom. The findings of this study hold a significant implication for teacher trainees specifically in IPGMKTB. The findings from the research shows that PISMP TESL August 2021- July 2025 intakes and PISMP TESL August 2021- July 2026 intake teacher trainees in Malaysia Institute Teacher Education Tuanku Bainun Campus are aware of the challenges faced by them in teaching speaking in the primary ESL classroom. In addition, they are also aware of the strategies that they need to utilize in order to overcome the challenges they faced in teaching speaking to ESL learners. This awareness shows that teacher trainees are equipped with both theoretical knowledge and practical skills that enable them to foster a supportive and engaging classroom environment where ESL learners feel encouraged to speak. The findings underscore the importance of addressing the challenges encountered in ESL classrooms when teaching, specifically in the area of teaching speaking skills. Furthermore, the TESL teacher trainees will be sent to the school to work as an English teacher after they have completed their studies. Hence, this study aims to develop an early preparation of the methods they get to apply if they encounter the challenges stated in the findings. As a result, the problems found throughout the study will not only help teachers to come out with effective teaching strategies to enhance the effectiveness of T&L sessions but it also encourages them to reflect on their teaching experiences and critically assess the effectiveness of the strategies they have employed. They will be better prepared to create opportunities for meaningful communication and encourage the use of spoken English in ESL classrooms. This allows teacher trainees to continually improve their pedagogical approaches and come out with various strategies to meet the diverse needs of students. 
Besides that, this study aims to encourage teacher trainees to perceive the challenges not as a hurdle but as an opportunity to grow. Hence, they will become more prepared to face these challenges in teaching speaking. Thus, with these findings, it can help teacher trainees to become more self-aware and better equipped to address challenges in teaching speaking. Besides that, it can also help to prepare the TESL teacher trainees before being sent to school to teach speaking to ESL learners.          
	5.3.2 IMPLICATIONS FOR THE INSTITUTE OF TEACHER EDUCATION 
	The results of this study emphasize the importance of improving teacher training programs
 to ensure future teachers are well-equipped with the necessary skills to prepare themselves in the reality of the education field. In this study, it portrayed teacher trainees are aware of the challenges they encountered during the first phase of practicum, this shows that the curriculum is providing an excellent balance of theoretical knowledge and practical application. Nevertheless, there are parts where IPG should improve.
	IPG can utilize these findings to enhance the quality of TESL programs by focusing more on the hands-on experiences that focus specifically on speaking skills. For instance, IPG can provide a variety of activities such as micro-teaching and reflective teaching practices as teacher trainees get to evaluate the approaches they used in teaching speaking to the primary ESL classroom. 
	Moreover, IPG needs to highlight more specific strategies that can be utilized to overcome the challenges they faced in teaching speaking such as role-play, group discussion, presentation and more. This will ensure teacher trainees are well-equipped with various strategies to enhance speaking skill among pupils.
	Lastly, this study could be used as a guidance to the development of Continuous Professional Development (CPD) programs for teacher trainees. IPG needs to always stay updated on recent research and teaching methodologies to make sure its graduates are equipped with the best quality and remain effective.

5.4 RECOMMENDATIONS  
	Future researchers are being suggested to conduct further study in Identifying the challenges and strategies used by IPGMKTB teacher trainees in teaching speaking in the primary ESL classroom. By identifying the challenges encountered in teaching speaking, solutions to overcome the issue will be formed and it will be immensely helpful for teacher trainees to decide the most effective teaching strategy to be applied in the teaching and learning session, especially when teaching speaking. This will somehow guarantee the effectiveness of the teaching session as well as enhancing students’ speaking skills. 
	Recommendation for future researchers is they can conduct different methods of data collection. A qualitative method of study will be beneficial for future researchers to identify the challenges and strategies used by TESL teacher trainees to teach speaking, in depth. In order to determine the challenges and teaching strategies used to overcome the issue when teaching speaking, interviews and observations must be conducted. Qualitative research gives in-depth insights as they are highly suited for exploring complex and context-specific issues such as the challenges and strategies in teaching speaking in the primary ESL classroom. For example, interviews will help to gather more detailed data. For future researchers conducting study in this topic, by doing interviews with teacher trainees will help to provide comprehensive insights into the practical and emotional challenges they encounter. To ensure the quality of the data collected, researchers should prepare a set of open-ended questions, but be prepared to adapt or ask follow-up questions based on participants’ responses. This flexibility allows for deeper or particularly insightful topics that emerge during the interview. 
Another type of qualitative method that teachers can carry out is by using classroom observation. Classroom observation is the most powerful method for data collection to witness the real-time application of teaching strategies and the challenges encountered to teach speaking to ESL learners. Observing teacher trainees in their teaching can provide contextual data that participants might not fully articulate during interviews. In addition, observation can help to compliment interview findings, as the researcher can compare what teacher trainees say and what actually happened in the ESL classroom. Future researchers should use semi-structured observations to ensure consistency during the observation session. 
One limitation of this study is regarding the sample size as it was limited to PISMP TESL Jun 2021 Intake and PISMP Jun 2022 Intake from IPGMKTB only. Future researchers are encouraged to expand the sample size to a larger group of participants, including trainees from different institutions or regions. By widen the group of participants, it will provide a broad understanding of the challenges and strategies used in teaching speaking. 
	As this study focuses on trainee teachers’ perspectives on the obstacles they faced and strategies utilized to teach speaking, future researchers could examine the challenges from the students’ perspectives. By identifying the difficulty perceived by ESL learners in learning to speak in English, it can provide a more nuanced view of the problem. Incorporating students' perspectives into future research could aid in identifying student-centered solutions that enhance and support teacher-focused strategies. This will then show a better performance of the teacher trainees with an effective teaching and learning process. Al Aqad, M.H. (2018) also states that it is essential to the difficulty faced by students in the learning process as it ensures the effectiveness of the teaching and learning. This will also lead to the real purpose of teaching, which is to raise learners’ proficiency level.

5.5 SUMMARY
	In the final analysis, the findings of this study highlights the challenges and strategies used by IPGMKTB PISMP TESL Ogos 2021- July 2025 and PISMP TESL Ogos 2021- July 2026 intake in teaching speaking in the primary ESL classroom. These intakes are chosen as they have completed and undergone their practicum. The data analysis shows that most of the teacher trainees did face challenges in teaching speaking to ESL learners. Teacher trainees in this study believe that teaching speaking to ESL learners is challenging. It’s hoped that the findings from this research can help educators including teacher trainees in improving the teaching and learning process so that pupils can develop their speaking skill and learn to speak in a fun learning environment. Hence, this chapter has covered the conclusion, implications and recommendations for future researchers to gain deeper insight regarding this study.






















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