LK 1.

2 Eksplorasi Penyebab Masalah

Nama Mahasiswa : Halimatus Sa’diyah, S. Pd

Asal Institusi : SMP Islam Nashihuddin

Petunjuk: Pada langkah ini, Anda akan melakukan eksplorasi penyebab-penyebab masalah
yang telah diidentifikasi sebelumnya. Gunakan petunjuk berikut untuk membantu Anda
dalam eksplorasi penyebab masalah:

1. Kajian Literatur
 Lakukan pencarian literatur terkait masalah yang diidentifikasi.
 Baca artikel, jurnal, buku, atau sumber informasi lain yang relevan dengan
topik masalah.
 Identifikasi faktor-faktor yang dikaitkan dengan masalah tersebut berdasarkan
temuan dalam literatur.
2. Wawancara dengan Guru/Kepala Sekolah/Pengawas Sekolah/Rekan Sejawat di
Sekolah:
 Ajukan pertanyaan kepada guru, kepala sekolah, pengawas sekolah, atau rekan
sejawat yang memiliki pengalaman terkait masalah yang diidentifikasi.
 Tanyakan pengalaman, pandangan, dan pemikiran mereka mengenai penyebab
masalah tersebut.
 Catat informasi yang diperoleh dari wawancara sebagai referensi untuk
menganalisis penyebab masalah.
3. Wawancara dengan Pakar dan Pihak Terkait Lainnya:
 Carilah pakar atau pihak terkait lainnya yang memiliki keahlian atau
pengalaman dalam masalah yang diidentifikasi.
 Lakukan wawancara dengan pakar tersebut untuk mendapatkan wawasan dan
pemahaman lebih mendalam tentang penyebab masalah.
 Tanyakan saran atau rekomendasi mereka mengenai langkah-langkah yang
dapat diambil untuk mengatasi masalah tersebut.
 Mintalah masukan, arahan, dan saran dari mereka untuk membantu Anda
menganalisis penyebab masalah secara lebih mendalam.

Setelah Anda mengumpulkan informasi dari langkah-langkah di atas, Anda dapat

menggunakan data yang terkumpul sebagai dasar untuk menganalisis dan mengidentifikasi
penyebab masalah yang lebih spesifik. Selanjutnya, langkah selanjutnya adalah
merencanakan strategi dan tindakan yang tepat untuk mengatasi masalah tersebut.
 Tabel Hasil Eksplorasi Penyebab Masalah

No Masalah yang Hasil eksplorasi penyebab Analisis eksplorasi

telah masalah penyebab masalah
diidentifikasi

1 Pedagogik/ literasi Bimas Reskiawan et.al (2020)
: Based on aspects of the
rendahnya questionnaire and interview, There
are several factors that cause
penguasaan students difficulties in vocabulary
kosakata Bahasa mastery : (1) different between
Inggris (English written word and the pronouncing
vocabulary) in English (2) rarely to interact
using English, it's rarely to practice,
(3) the writing of the word or
(Students’ Low sound-spelling mismatches (4)
mastery of English some word similar but different
vocabulary) meaning, (5) wrong pronunciations
are often caused by a lack of
similarity between sounds English
and Indonesian.
The Students’ Low mastery
of English vocabulary
because :
A.Pronunciation and
spelling
1.The differences between
the written and the
pronunciation
2.The differences between
Indonesian and English
spelling
3.The writing the words or
sounds-spelling mismatches

B.Word Meanings
Syafrizal et.al (2021) Teaching 1.In terms of synonyms and
vocabulary and grammar was antonyms
proved to be challenging. The
lack of prior knowledge,
C.Students’ attitude /
misapplying the words, and
inability to construct correct behavior
sentences grammatically were the 1.Students are afraid of
students' common obstacles for making mistake in producing
studying English. Teachers certain word.
needed to take lots of time to 2.Students never practice the
repeat the same explanation so the vocabulary in daily
students might understand the
communication or written
material being taught
practices.
3.Students forget easily the
Interview results: vocabulary that have been
learned.
(Interview with Miss Julianti
Mustika (The teacher of Guru
D.Teaching and Learning
Penggerak))
in the English Class
1.Teacher's explanation of
1. Students are less
meaning (definition of
supported by an English-
words) is
speaking school
unclear.
environment
2.The teacher teaches the
 spelling of words unclearly.
3.the teacher’s technique in
(Interview with Miss Hera learning vocabulary is bored.
Nopiyanti (An English teacher))
1. The curriculum does not
support students
developing English
vocabulary skills. Students
are given more grammar
material which causes
students are worry making
grammar mistakes rather
than enriching their
vocabulary
2. Unsupportive
environment. Students
have the opportunity to
learn English only in the
subject session.
3. Inappropriate teaching
method. Teacher doesn’t
master how to motivate
students to engage in fun
and contextual learning
2 Pedagogik/ literasi (Zurina Khairuddin, 2013), Some
: students will employ reading as a
Kurangnya minat learning opportunity while others
will avoid it because they find it
baca siswa pada
complex and they struggle at it
buku Bahasa
Inggris (Wallace, 2007 in Zurina
Khairuddin 2013). This could be
(Students’ lack of the reason why students
nowadays are said to be lacking
E. Other reasons:
1.The lack of prior
knowledge
2.Misapplying the words
3.Inability to construct
correct sentences
grammatically
4. Students are less
supported by an English-
speaking school
environment
5. The curriculum does not
support students developing
English vocabulary skills.
Students are given more
grammar material which
causes students are worry
making grammar mistakes
rather than enriching their
vocabulary
6. Unsupportive
environment. Students have
the opportunity to learn
English only in the subject
session.
7. Inappropriate teaching
method. Teacher doesn’t
master how to motivate
students to engage in fun and
contextual learning.
The results of analyzing
students’ lack of interest in
reading English book are:
1. Some students find
reading very
complex and they
struggle at it
2. Students have a
negative experience
interest in reading the interest in reading. in learning a second
English book) Those who have a negative language may feel
experience in learning a second frustrated and angry
language may feel frustrated and when reading
angry when reading English texts. English texts.
These factors, coupled with the 3. Students’ failure to
embarrassment of not performing cultivate the reading
well in the language or failure to habit is a major
keep up with other students may problem (Abd
create a damaging situation for Wahab, 1995).
the students. They might end up 4. It is believed that
become less interested in reading students read not
English materials. Therefore, they because they want to
will not adopt reading in a second read, but because
language as a habit. Students’ they have to read.
5. they also have other
failure to cultivate the reading
personal problems
habit is a major problem
such as they need to
(Abd Wahab, 1995 in Zurina
take care of their
Khairuddin 2013). This is due to
younger siblings or
the fact that students who do not
help their parents
read will have problems
with house chores
academically. In addition to that,
6. prefer to watch
students nowadays, including the
televisions or videos
good ones, do not read for
than read.
pleasure.
7. There are still very
(Safiah, 1990 in Zurina
Khairuddin 2013). It is believed few books available
that students read not because in the schools’library
they want to read, but because 8. Students' reading
they have to read. Students habits are still low
perceive reading as a task that 9. Students’ low self-
they have to undertake in order to confidence in
excel academically. Furthermore,
learning English
secondary school students are
busy with extra co curricular 10. The curriculum
activities and they also have other doesn’t facilitate
personal problems such as they students’ enjoyment
need to take care of their younger of reading. However,
siblings or help their parents with it presents boring
house chores. This could create
reading text and
problems as secondary school
students including good difficult for students.
students tend to lose their interest 11. Lack of access the
in reading as they mature.. english reading text
Malaysians prefer to watch
televisions or videos than read.
Malaysian students preferred to
watch television
and videos compared to reading
for pleasure and as a result, they
read very little. Other than that,
another
research found that the majority
of the students were considered as
reluctant readers when it came to
reading
second language materials
(Pandian, 2000 in Zurina
Khairuddin 2013)

(Erlin Kartikasari, 2022) While

the inhibiting factor is that there
are still very few books
available so students cannot
choose reading books that
match their interests. Reading
books is the main factor that
must exist to make this SLM
(School Literacy Movement)
activity a success. Therefore,
the procurement of reading
books is very necessary.
Students' reading habits are still
low, they are still waiting for
the teacher's orders to carry out
SLM activities. The SLM
schedule is not fully for 15-
minute reading activities as
specified in the manual. Lack of
parental involvement in SLM
activities

Interview results:

(Interview with Miss Julianti

Mustika (The teacher of Guru
Penggerak))

1. Students’ low self-

confidence in learning
English is the basic factor
that causes students to be
less motivated to carry out
 English literacy activities
and students’ lack of
knowledge regarding the
importance of learning
foreign language/ English

(Interview with Miss Hera

Nopiyanti (An English teacher))

1. The curriculum doesn’t

facilitate students’
enjoyment of reading.
However, it presents
boring reading text and
difficult for students.
2. Lack of access the english
reading text

3. Guru masih kurang (Chang Zu et.al, 2013)There are The results of analyzing
dalam pemahaman four competencies (learning Teachers’ lack of
dan pemanfaatan competency, educational understanding and using
competency, social competency
model innovative learning models
and technological competency)
pembelajaran are theorised as core are:
inovatif competencies for teachers'
innovative teaching. The study 1. The teacher is less
(Teachers’ lack of also shows that a supportive competent at
understanding and relationship with colleagues is educational
using innovative important for teachers' innovative competency
teaching performance. The
learning models) 2. The teacher is less
theoretical and practical
implications are discussed competent at social
competency
(Mojgan Afshari, 2009) Teachers’ 3. The teacher is less
characteristics (e.g. individual’s competent at
educational level, age, gender, technological
educational experience, competency
experience with the computer for
4. The teacher is less of
educational purposes
and financial position) can supportive relationship
influence the adoption of an with colleagues
innovation. The results showed 5. Teachers’ educational
that the decisions of men and level, age, gender.
younger worker were more 6. Teachers’ lack of
strongly influenced by their educational experience,
attitude toward using
experience with the
the new technology. In contrast,
computer.
 women and older worker were 7. The lack of teachers’
more strongly knowledge regarding
influenced by subjective norm various teaching-
and perceived behavioral control.
learning models.
8. The teachers are lazy /
Interview results: have no motivation /
they don’t want to
(Interview with Miss Julianti learn how to use
Mustika (The teacher of Guru innovative learning
Penggerak)) models
9. Lack of school support,
1. The basic cause is the lack such as facilities,
of teachers’ knowledge teacher training and
regarding various limited access of
teaching-learning models technology
(Interview with Miss Hera
Nopiyanti (An English teacher))

1. The teachers are lazy /

have no motivation / they
don’t want to learn how to
use innovative learning
models
2. Lack of school support,
such as facilities, teacher
training and limited access
of technology

4. Guru mengalami (Mojgan Afshari, 2009) The report The results of analyzing
kesulitan dalam by the National Center for Teachers find
pemanfaatan Education Statistics (2000) difficulties to utilize
teknologi dalam
indicated that teachers with fewer technology optimally in
pembelajaran
dengan maksimal years of experience were more learning process are:
likely to use computers in their
(Teachers find classes than teachers with more 1. Teachers’ length of
difficulties to years of experience. time in teaching
utilize technology experience
optimally in Venkatesh and Morris (2000) The 2. Teachers’ age and
learning process) men and younger worker were gender.
more strongly influenced by their 3. The lack of
attitude toward using the new teachers’
technology. In contrast, women
knowledge
and older worker were more
 strongly influenced by subjective regarding various
norm and perceived behavioral optimalizations of
control. the use of
technology in the
Interview results: teaching-learning
process
(Interview with Miss Julianti 4. Lack of facilities
Mustika (The teacher of Guru (school support) in
Penggerak)) the use of
technology
5. Lack of goverment
1. The basic cause is the lack
outreach regarding
of teacher knowledge
programs how to
regarding various
use technology in
optimalizations of the use
the teaching
of technology in the
learning process.
teaching-learning process

(Interview with Miss Hera

Nopiyanti (An English teacher))

1. Lack of facilities (school

support) in the use of
technology
2. Lack of goverment
outreach regarding
programs how to use
technology in the teaching
learning process.

1. Bimas Reskiawan, Netty Huzniati Andas, Hajra. A Study on Students’ Difficulties In

Vocabulary Mastery at First Grade Students of SMPN 1 Baula (Tamaddun life
jurnal bahasa, sastra dan budaya, Volume 19 Issue 1 (2020), ISSN 0216 – 809X
(Print) ISSN 2685 – 4112 (Online))

2. Syafrizal Syafrizal, Muhajir Muhajir, John Pahamzah, Fajar Furqon, The effects of
using whiteboard animation toward Indonesian students’ vocabulary and grammar
mastery., (vocabulary and grammar mastery. Journal of Language and Linguistic
Studies, 17(2), 783-793. Doi: 10.52462/jlls.55, Submission Date:15/01/2021,
Acceptance Date:20/4/2021)

3. Zurina Khairuddin1, A Study of Students’ Reading Interests in a Second Language

(International Education Studies; Vol. 6, No. 11; 2013, ISSN 1913-9020 E-ISSN
 1913-9039, Published by Canadian Center of Science and Education,
DOI:10.5539/ies.v6n11p160, URL: http://dx.doi.org/10.5539/ies.v6n11p160)

4. Erlin Kartikasari, Endang Nuryasana., School literacy movement program in

elementary school, Indonesia: Literature review, (Journal of Education and Learning
(EduLearn) Vol. 16, No. 3, August 2022, pp. 336~341 ISSN: 2089-9823

DOI: 10.11591/edulearn.v16i3.20383 336 Journal

homepage:http://edulearn.intelektual.org)

5. Chang Zhu, Di Wang, Yonghong Cai, Nadine Engels., What core competencies are
related to teachers' innovative teaching?, ( Asia-Pacific Journal of Teacher
Education, https://doi.org/10.1080/1359866X.2012.753984)

6. Mojgan Afshari, Kamariah Abu Bakar, Wong Su Luan,Bahaman Abu Samah & Foo
Say Fooi, Factors affecting teachers’ use of information and communication
technology, (Faculty of Educational Studies, Universiti Putra Malaysia, Malaysia,
International Journal of Instruction January 2009, Vol.2, No.1, ISSN: 1694-609X, p.
92, https://www.e-iji.net/ )