LK. 1.

2 Eksplorasi Penyebab Masalah

Masalah yang
Analisis eksplorasi
No. telah Hasil eksplorasi penyebab masalah
penyebab masalah
diidentifikasi
1 The students The analysis: After doing the
have low  The students are afraid in speaking English. analysis by reading
vocabulary  The students feel confused in using the and interviewing, it
mastery. appropriate word. can be concluded that
 The students like to say ”Aku tidak bisa the cause of the lack
Bahasa Inggris”. of vocabulary
 The students do not active in learning mastery of students
English vocabulary. namely:
1. The students do
The literature sources: not force
1. According to Reskiawan, B., Andas, N.H., & themselves in
Hajra, H. (2020), there are some factors causing speaking English.
difficulties in vocabulary mastery namely: In learning process,
 The different between written word and the the students always
pronouncing in English. think that English
 Rarely to interact using English, it’s rarely is difficult. They
to practice. prefer to say ”I don’t
 The writing the word or sound-spelling know” or shut their
mismatches. mouth up. They
 Some word similar but different meaning. don’t force
themselves how to
 Wrong pronunciations are often caused by
pronounce the word
a lack of similarity between sounds English
correctly.
and Indonesian
2. The difference
The source:
between writing
A study on Students’ Difficulties in Vocabulary
and pronouncing
Mastery at First Grade Students of SMPN 1 Baula
the words.
http://jurnal.fs.umi.ac.id/index.php/tamaddun-
When the students
life/article/view/74
ask to pronounce
the word, they find
2. According to Rohmatillah, R. (2014), the
the difficulties.
difficulties that faced by the students in
They will read all
vocabulary:
the letters like
 The written form is different from the
reading Indonesia.
spoken form in English.
When the students
 The number of words that students need
pronounce the
to learn is exceedingly large. word incorrectly,
 The limitations of sources of information others will laugh
about words. at him and it will
 The complexity or word knowledge make them do not
 Causes of lack of understanding of learn it more.
grammatical of the words
 The incorrect pronounciation is often 3. The differences
caused by the lack of sound similarity in meaning.
between English and the students’ native In learning
language. vocabularies. The
students will face
 The source: the problem in
A study on students’ difficulties in learning identify the
vocabulary meaning. In
A STUDY ON STUDENTS’ DIFFICULTIES IN English, one word
LEARNING VOCABULARY | Rohmatillah | has multiple
English Education: Jurnal Tadris Bahasa Inggris meaning so that’s
(radenintan.ac.id) way learning
vocabulary is hard
3. According to Anissa’ul Afidah & Moch. Imam to understand by
Machfud (2022), students have difficulties in the students.
vocabulary mastery because:
 Students got difficulties in translating
word.
 The students were confused to pronounce
English words because English has
different writing and pronouncing system.
 Students misspelt words
 Students had difficulty in remembering
vocabulary.
 Students reluctant to open the dictionary.
 Students were less interested in learning
vocabulary.
 Students did not practive speaking
English vocabulary.

The source:
Students’ Difficulties in Vocabulary Mastery |
CREW Journal (iain-jember.ac.id)

The interview result:

Fellow teachers:
1. The students find the differences between the
word and the pronounciations
2. The students find themselves confuse in
choosing the correct word
3. The English vocabulary is hard to remember
bacause it has lot of meaning
4. Students like using local language in
answering the questions

Students:
1. The students have difficulty in pronouncing
the words because it is different from its
writing.
2. The students don’t like to remeber the word
because a word has so many meanings.

2 The students The analysis: After doing the

motivation in  The students only learning English at school. analysis by reading
learning  The students thing that English is not fun. and interviewing, it
English are  The students have unsupportive learning can be found the
low. environtment. causes of students
 The teachers use conventional method. have lack motivation
 The literature sources: in learning English
1. According to Alizadeh, M. (2016), Key factors of namely:
motivation: 1. Learning is only
 Positive attitude towards L2 community at school.
 The enjoyment of learning Many students
 External pressures think that study is
only at school. If
The source: the school is over,
The impact of motivation on English language their time to study
learning is also over. They
admin-A-10-1-3-54f17e7.pdf (ijreeonline.com) don’t want to learn
more at home.
2. According to Ng, C. F.,& Ng, P.K. (2015), They think that
motivation in learning English comes from: the teacher can
 Intrinsic motivation transfer all the
 Extrinsic motivation knowledge to
them.
The source:
A review of intrinsic and extrinsic motovations of 2. Teachers must
ESL learner create good
(PDF) A Review of Intrinsic and Extrinsic atmosphere.
Motivations of ESL Learners (researchgate.net) In learning
process, not only
The interview results: the students who
Fellow teachers: need a motivation
1. The students only thing that studying to learn but also a
English is only at school. teacher must have
2. The students think that learning English is a motivation to
only a subject at school. transfer the
3. The students think that learning English is materials to the
only a subject at school. students. They
4. The students always think that English is must create fun
hard to learn. learning to make
students be focus
Head of MGMP: during the
1. The teachers must prepare a good learning process.
atmosphere in learning process.
2. The students don’t have unsupportive
learning environtment.
3. The teachers use monotonous learning in
teaching process.

3 The teachers The analysis: After doing the

do not  The students are sleepy in the class. analysis by reading
implement the  The students like to get permission getting and interviewing, it
innovative outside. can be found the
laerning  The teacher does not have so much time in causes of the
models. preparing the innovative learning models. teachers do not
 The teacher does not know how to apply the implementing the
innovative laerning. innovative learning
models namely;
The literature sources: 1. Teacher have
many jobs to do.
1. Rosen & Weil, 1995; Winnans & Brown (1992); In fact, the
Dupagne & Krendly, 1992; Hadley & Sheingold students are not
(1993), Factors that prevent teachers from using only focus on
technology: teaching the
 Lack of teaching experience with ICT students but also
 Lack of on site support for teachers using the teacher must
technology get ready with so
 Lack of help supervising children when many
using computers administrations.
 Lack of ICT specialist teachers to teach The teachers also
students computer skills must be a
 Lack of computer availability medator in solving
 Lack of time required to successfully the students
integrate technology into the curriculum problems.
 Lack of financial support

The source:
Factors affecting teachers' use of information
and communications technology: a review of the 2. Lack in knowing
literature: Journal of Information Technology for the innovative
Teacher Education: Vol 9, No 3 (tandfonline.com) learning.
The teachers are
2. According to Hyndman, B (2018), the reasons not young
teachers can struggle to use technology in the anymore. So they
classroom: don’t know how
 Introduced technology is not always to find the site
which have
preferred.
innovative
 Differing device capabilities and
laerning.
instructions
Although they
 It’s easy for students to be distracted.
know that, they
 Technology can affect lesson time and are not capable
flow. enough to apply
 Lack of adequate ICT support, it. The teacher
infrastructure, or time. must have so
 Tensions between students and teachers. many training
dealing with
The source: innovative
Ten reasons teachers can struggle to use learning.
technology in the classroom
(theconversation.com)

The interview results:

Fellow teachers:
1. The teachers are only focus in finishing the
material.
2. The teachers have so many task to do.
3. The teachers lack in using computer
appropriately.
4. The teachers don’t know the site that
applying the innovative learning.

Head of English MGMP:

 1. The teachers don’t have time to prepare the
material by using the innovative learning.
2. The teachers lack in using technology.
3. The teachers don’t have many workshop to
help them in using innovative learning.

4 The students The analysis: After doing the

are not ready  The students are late to come to the class. analysis by reading
to study  The students forget to bring the teaxtbook. and interviewing, it
 The students don’t respond to their teacher can be found the
questions. causes of the
 The students ask their friends to lend them students are not
the stationary. ready to study
namely:
The literature sources: 1. They don’t
1. According to Jumasrin (2019), there are several prepare
factors effecting the readiness of students in themselves.
learning: The readiness in
 Physical readiness studying is one of
 Psycological readiness the factors in
 Material readiness learning process.
The source: Many students
Variabel-Variabel Relasional Kesiapan Belajar think that they
Peserta Didik di Tingkat Sekolah Dasar | can only study at
Jumasrin | Shautut Tarbiyah (iainkendari.ac.id) school, but in fact,
it is wrong. If the
The interview results: students want to
Fellow teachers: get the knowledge,
1. Students don’t like to bring the textbook. they must prepare
2. Students don’t give their respond to the themselves before
teacher. having a material
3. They don’t get full attention from the parents. in the class.

Students: 2. Their parents

1. Students wake up late so they can’t enough don’t give the
time to have breakfast. students full
2. Their parents have gone to work. attention.
Many students are
doing the school
preparation by
themselves. As a
parents, at least
they have to know
wheather their
childrens are
ready or not in
doing activity in
the class. For the
example, checking
their textbook and
the stationary.
3. Self-motivation
must be form.
If the students
think that study is
really important,
they will motivate
themselves to be
ready before
entering the class,
but if they think
that school is only
a must, so they
will not be ready to
study.