Analysis of LearningDifficulties in Class X IPA 1 SMAS

Darussalam Ciputat Tangerang Selatan Students in English Subject

Firman Hardyansyah S., [Link].

PPG Dalam Jabatan Angkatan 3 2023, Universitas Muhammadiyah Jakarta
firmanhardyansyah4@[Link]

Abstract

When practicing English, many students still encounter many problems in the learning process.
In Class X IPA 1 we will find various answers to the problem of difficulty concentrating when
learning English. The purpose of this study is to analyze the factors that influence students'
difficulties in learning English subjects. The study was conducted at SMAS Darussalam
Ciputat Tangerang Selatan Banten with 32 students. This study used a qualitative approach and
used a questionnaire, observation and interview as [Link] results showed that
students had difficulties learning English, e.g. E.g., lack of environmental support, lack of time
for exercises, laziness in learning English, and unfavorable atmosphere in the classroom. Based
on these findings, teachers are recommended to strongly motivate their students when learning
English.
 INTRODUCTION

Until now, many students at the middle level still experience difficulties in learning
English. According to Ahmadi (2007), learning difficulties are not always caused by
intelligence factors, but can also be caused by non-intelligence factors. A high IQ does not
necessarily guarantee success in learning. Learning difficulties are one of the conditions in the
learning process, where students cannot achieve learning outcomes as expected due to
obstacles, both internal and external. Internal barriers, for example: biological, psychological
factors, fatigue, etc. Meanwhile, external barriers include: family environmental factors, school
environmental factors, community environmental factors, and others. The emergence of
learning difficulties becomes one of the obstacles in achieving targets in a learning activity.
Sugihartono (2007:149) defines learning difficulties as a symptom that appears in
students which is characterized by low learning outcomes or below established norms.
Sugihartono (2007) further explained that the learning outcomes of students who experience
learning difficulties are lower when compared to their friends. Students who score below the
Minimum Completeness Criteria (KKM) can also be said to have learning difficulties.
Based on the results of the interview, one of the students said that English was seen as a
difficult subject, so students were reluctant to take English subjects. The student said that he
had difficulty concentrating every English subject, not understanding the meaning of English
vocabulary, which he considered to be one of the factors that made it difficult for him to learn
English. This difficulty is not only experienced by one student but almost all students in class
X IPA 1, this causes student learning outcomes to be low because students experience
difficulties in learning English.
 METHOD

This single case study research involved 32 students of class X Science 1 SMAS
Darussalam Ciputat Tangerang Selatan Banten on descriptive text material. The type of
research used is qualitative analysis research. According to Sugiyono (2014) qualitative
research methods are research methods that are based on the philosophy of postpositivism,
used to research the conditions of natural objects, (as opposed to experiments) where the
researcher is the key instrument, data collection techniques are carried out in combination, data
analysis is inductive/ qualitative, and the results of qualitative research emphasize meaning
rather than generalization. The sample for this research was class X Science 1 SMAS
Darussalam Ciputat South Tangerang Banten, totaling 32 students.
This research approach begins with preparation for the development of instruments
(questionnaire, interview guide and observation). The next step is to distribute the surveys to
students, observe them, and then conduct interviews with the selected students. Questionnaires
were distributed to the study participants to find out students' responses about their difficulties
in learning English during their first semester of study at SMAS Darussalam Ciputat,
Tangerang South, Banten. In addition, the researcher also collected interview data from 10
students as a sample, the latter through observation. The observations were carried out as part
of two classroom activities in which students in the “active”, “less active” and “passive”
classes were [Link] can be classified as active if they participate in the learning
process by answering questions, asking questions, and often even expressing their opinions
during group activities. For less active people, this is expressed in the rarely occurring intensity
of interaction between student and teacher or the group. The last category is passive and
students almost never respond verbally to the teacher.
 RESULT AND DISCUSSION

A. Interview

Based on interviews with 10 students of class There is no strong desire in students to learn
English because they feel they have no potential in English lessons, students have difficulty
remembering the meaning of vocabulary in English. Students also find it difficult during
listening sessions, students often do not catch any message when listening even though the
teacher has played it many times, he believes that the different accents and the rhythm of
speaking that is too fast makes it difficult to catch the message of what the speaker is talking
about. This difficulty was evident when the researcher entered the class for observation, the
researcher said all of you, while some students did not hear that but they heard the researcher
say I love you.
The external factors that influence are school environmental factors, such as teachers who
are considered not very pleasant in teaching, class conditions that are too noisy so it is difficult
to concentrate, and cellphones which often disrupt concentration during learning because the
teacher allows students to use cellphones for browsing or translate. Apart from external factors
in the school environment, there are also several external factors from the community
environment, such as peers who are also not very good at English, which makes them less
motivated and lazy to try. Apart from community environmental factors as well as the family
environment where parents do not even know about English at all so that students at home
rarely revisit the English material they have learned at school unless the teacher gives
assignments, students are not required by their parents to become champions in English
lessons, and parents do not always ask what difficulties students experience when taking
English lessons at school. Previous research has studied the problem of learning difficulties
among students. Among them is research conducted by Santosa, Sigit in 2016 with the research
title “Analisis Faktor Kesulitan Belajar Bahasa Inggris Siswa Tingkat SMA Di Kabupaten
Kulon Progo.” The results of the analysis show that: (1) students' difficulties based on the
skills taught are evenly distributed in each school. The skill that is considered difficult by
students is listening skill, while the easiest is reading skill, (2) the factor that has the greatest
influence is the student's self-factor (55%) and the indicator with the greatest impact is the use
of media by teachers (44%) and (3) teacher pedagogical factors, teacher professional factors,
and social environmental factors in the medium group are better than those in the low and high
groups, while non-social environmental factors in the high group are better than those in the
medium and low groups.
 B. Questionnaire

From the results obtained through the questionnaire, 61.1% of respondents thought that
English was a difficult subject so students were very happy if the teacher teaching English was
unable to attend. 47.2% of students felt they were not very enthusiastic about taking English
lessons because they felt they did not have sufficient skills in English. 27.8% of students are
reluctant to ask the teacher when they encounter material they do not understand. 13.9% of
students do not pay attention when the teacher is explaining. Also 44.4% of students feel bored
during English lessons, because students feel bored with the lecture method. 61.1% of students
rarely read English books as references and tools to increase their vocabulary. 33.3% of
students felt afraid when English lessons started, they were afraid they would not be able to
answer the questions given by the teacher in the LKS. 52.8% of students are not confident in
their ability to speak English. 51.4% of students felt that they needed to receive additional
teaching to improve their abilities in English lessons. 47.2% of students also feel that they need
a fun study partner when learning English so that the atmosphere is more relaxed and not as
tense as when in class with the teacher. 54.3% of students considered that the classroom
atmosphere was not supportive enough for them to learn English. According to them, learning
English was the same as studying mathematics which required high concentration, so classes
that were occasionally noisy were considered not very supportive for learning English. 63.9%
of students try to ask their classmates when there is material they don't understand, while
36.1% of them choose not to ask their classmates because they are embarrassed. 38.9% of
students experience problems understanding vocabulary, because they have only memorized
without really understanding the context of the vocabulary, and 36.1% of students experience
problems in pronunciation of English vocabulary, it is proven that there are still many students
who read with difficulty -bata, even among them there is vocabulary that should be read (does)
das, but they read dos.
Based on the results above, it can be linked to the expert opinion of Dalyono (1997:239)
who said that one of the factors in learning difficulties is internal factors (interest). In the
questionnaire results it was found that one of the influencing factors was internal factors related
to interest, 47.2% of students did not interest in English which causes them not to be
enthusiastic during learning.

C. Observation

On Thursday, February 1 2024 at 09.30 and Friday, February 2 2024, at 09.15 WIB the
researcher made observations at SMAS Darussalam Ciputat South Tangerang Banten, the
researcher made observations regarding factor analysis of students' learning difficulties in the
English subject of obligation material, the research was carried out at class X Science 1. From
the observation results, it was found that in class Researchers found out various factors of
learning difficulties in English subjects after conducting observations. Observation results
show that class Some of the students in class Also, some students tend to be shy when they
want to ask questions, which can be seen from their low voices. From the observation results,
data was obtained that when the teacher came in, some students were still doing assignments in
other subjects, whereas at that time the students had not done the homework given by their
teacher last week, some students were busy chatting with their classmates while the teacher
was delivering the material. Also, some students had difficulty understanding the material
given by the teacher, even though at that time the teacher had explained it quite clearly, some
of them were still confused, but when the teacher asked if everyone understood, they answered
they understood but in a low voice and sounded doubtful.
 CONCLUSION

After conducting studies and research, it is necessary to draw several conclusions,

namely, factors that cause students' learning difficulties in English lessons, including the lack
of a strong will in students to learn English, students do not always study the English material
that will be discussed first. Tomorrow at school, students are sleepy and bored while listening
to the teacher delivering English lessons. students have difficulty remembering the meaning of
words in English, the classroom conditions are noisy so it is difficult to concentrate, English is
considered a difficult language (61.1%), they don't pay attention when the teacher explains
(13.9%), students are not required by their parents to be champions in English lessons, parents
also do not always ask what difficulties students experience when taking English lessons at
school, students are still not motivated to take part in the English learning process and students'
interest in learning English is still quite lacking. Based on the results of this questionnaire,
students still have difficulty learning English.
The collected interview results show that students have learning difficulties when
learning English, because the teacher's implementation process for learning English is not
suitable for students and the teacher often uses the lecture method.
From the results of the above description, it is clear that many factors can cause
students to have learning difficulties. The author divides these factors into two factors, namely
internal and external factors. Internal factors are factors that come from the student himself,
such as interest, talent and motivation. while external factors are factors that come from outside
the student or the [Link] Difficulties of Class X Students in Learning English 1
SMAS Darussalam Ciputat South Tangerang Banten on descriptive material.
Students experience learning difficulties when they are seen doing individual tasks or
homework. It is known that not all students of X IPA 1 do their homework themselves, some
do it alone, others are supported by parents or friends and some do not even do their
homework. So when we look at students' understanding of the descriptive material, it is clear
that some students still do not understand it, particularly the sub-material that describes people.
It has been shown that not all students understand the material [Link] causing
difficulties in learning English in Grade 10 IPA 1 SMAS Darussalam Ciputat Tangerang
Selatan Banten in descriptive material. Based on the results of research on internal factors, it is
known that from the results of surveys and interviews with students on internal factors, it can
be concluded that one of the internal factors that cause difficulties in learning English in grade
10 IPA 1 is that students are not yet motivated to continue learning the English language and
students are afraid making mistakes in English.
 Based on these findings, students have difficulty learning English. Students' learning
difficulties are due to various [Link] causes of learning difficulties can be divided into two
groups: internal factors and external factors. Student-related factors such as intellectual ability,
feelings such as feelings and self-confidence, motivation, maturity or learning ability, study
habits and memory capacity. External factors include those related to the learning process, such
as: E.g. teachers, the quality of teaching, tools or structures as well as the social and family
environment. The results of this research are consistent with the view of Sugihartono (2007)
that Aunurrahman's (2010:199) learning disability problem is also divided into two causal
factors, namely internal and external factors. Problems related to internal factors include:
student characteristics, learning approach, attention to learning, ability to process learning
material, ability to analyze learning outcomes, self-confidence and study habits. External
factors include factors related to the teacher, social environment, curriculum and infrastructure.

Based on the conclusions above, the suggestions in this research are as follows:

a. For Student
Students should have more enthusiasm and motivation to study in a more disciplined manner,
especially in English subjects, and students should be able to reduce their anxiety and slowly
try to be more relaxed during English classes.

b. For Teacher
It is believed that teachers should really excite students and motivate them to learn, especially
in English classes, so that they are not left behind from other students who are already quite
proficient in English classes. In addition, teachers need to provide more detailed explanations
to students who have difficulty learning English and create lessons that attract more students'
attention, both through the use of teaching tools, learning models and learning methods
, so that students do not become disoriented. I'm bored in English class.

c. For the Next Researcher

Researchers need to conduct a more detailed study on the factors that cause learning difficulties
in high school students, and researchers need to conduct similar studies with different subjects
to see how many learning difficulties occur in English classes, and researchers also need to
conduct similar studies. and with two or more different objects, allowing researchers to
distinguish the difficulty factors in learning English at levels A and B.
BIBLIOGRAFI

Abu Ahmadi., 2007. Psikologi Belajar. Jakarta: Rineka Cipta.

Sugihartono., 2007. Model Pembelajaran Inovatif serta Penerapannya pada SD/SMP
CI-BI. Semarang: Rajawali.
Sugiyono. 2014., Metode Penelitian Pendidikan (Pendidikan Kuantitatif, Kualitatif, dan
R&D). Bandung: Alfabeta.
Aunurrahman., 2010. Belajar dan Pembelajaran. Bandung: Alfabeta.
Santosa, Sigit., 2016 Analisis Faktor Kesulitan Belajar Bahasa Inggris Siswa Tingkat SMA
Di Kabupaten Kulon Progo. S2 thesis, UNY. Dalyono. 1997., Psikologi Pendidikan.
(Jakarta: Rineka Cipta).