scholarly journals KESULITAN BELAJAR SISWA PADA MATA PELAJARAN BAHASA INDONESIA DI SEKOLAH DASAR

2021 ◽  
Vol 2 (2) ◽  
pp. 161-170
Author(s):  
Ahmad Khawani ◽  
Andi Prastowo
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Learning Difficulties ◽  
Class Ii ◽  
External Factors ◽  
Learning To Read ◽  
School Year ◽  
Grade Ii ◽  
Internal And External Factors ◽  
Interview Analysis

The purpose of this study is to explore students' learning difficulties in the Indonesian class II of SDN 6 Darul Hikmah, Aceh Jaya Regency in the 2020/2021 school year, and to explore the factors that cause learning difficulties Indonesian in class II SDN 6 Darul Hikmah, Aceh Jaya Regency in the 2020/2021 school year. This study uses a kualitattive research design with case studies. The subjects in this study were students of grade II SDN 6 Darul Hikmah, Aceh Jaya Regency in the 2020/2021 school year. The data collection techniques used in this study are Observation and Interview. Analysis techniques using miles and huberman models are reduction, display, and verification. The result of this study is that there are internal and external factors of students in learning Indonesian, especially in students' reading learning materials. The internal factor is the lack of motivation and interest in reading from the student itself, students are still not motivated in following the indonesian language learning process and students' interest in learning Indonesian is still lacking. The external factors are first: the lack of creativity of the teacher in the learning process takes place, so that it makes students saturated and less pleasant in following the learning process Indonesian, then the methods used by teachers are also not varied and less attractive to students.  Second: parents' lack of attention and encouragement towards a child's learning achievement, especially in the process of learning to read. Based on the results of observations and interviews conducted in class II SDN 6 Darul Hikmah, Aceh Jaya Regency, it can be concluded that there are 5 students out of 13 students who are still having difficulties in the process of learning to read.

The Implementation of Image Media in Overcoming the Difficulty Learning to Read Grade 1 Students of MI Nurussyifa Timbanuh Kec. Pringgasela

Al-Mujahidah ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 50-61
Author(s):  
Wawanmulyadi Purnama
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Learning Process ◽  
Reading Difficulties ◽  
Learning Difficulties ◽  
Teaching Material ◽  
Learning To Read ◽  
Research Results ◽  
Class 1

This study aims to determine how image media can overcome the difficulties of learning to read in grade 1 MI Nurussyifa 'Timbanuh, Pringgasela District, East Lombok. The variables that are the target of change in this study are overcoming the difficulties of learning to read in grade 1 students of MI Nurussyifa' Timbanuh, while the variables The action or treatment used is image media. This study is a qualitative research taking the background of class 1 MI Nurussyifa 'Timbanuh, Pengambangan Village, Pringgasela District. This research was conducted by conducting observations, interviews, and documentation. The results of this study indicate: the Indonesian language learning process in Initially, MI Nurussyifa 'Timbanuh was still conventional, students learned to read through imitating sounds pronounced by the teacher so that students experienced reading difficulties. This is overcome through learning assisted with image media, because image media is more concrete about the teaching material received by students. With the implementation of image media, the difficulty of learning to read students of MI Nurussyifa 'Timbanuh can be resolved, as evidenced by the results of observations of student enthusiasm are increasingly visible, interviews with the principal and grade 1 teachers state that image media is very helpful in overcoming students' learning difficulties and appears in the documentation of research results that researchers have done

scholarly journals Difficulty Analysis Learning Mathematics Society and Factors Cause for Junior Secondary Students

2020 ◽  
Vol 3 ◽  
pp. 635-638
Author(s):  
Rizki Sariningtias ◽  
Noviana Kusumawardani ◽  
Ali Yasfi ◽  
Agil Syafaat ◽  
Ro’ikhatul Aliyah
Keyword(s):  
Secondary Students ◽  
Learning Difficulties ◽  
External Factors ◽  
Descriptive Research ◽  
Parental Assistance ◽  
Junior Secondary ◽  
Mathematical Symbols ◽  
Learning Mathematics ◽  
Two Factors ◽  
Internal And External Factors

The study aims to describe the type of learning difficulties and factors of the learning difficulties of students of class VII SMP N 4 Satu Atap Pakis in studying mathematics subjects on the set material. The type and approach in this research is a type of descriptive research with a qualitative approach. The data collection techniques in this study are with diagnostic tests, polls, and interviews. From the results of the study came the conclusion that the difficulties of students of class VII SMP N 4 Satu Atap Pakis in the material set is a) difficulty understanding the question b) difficulty understanding the mathematical symbols and can not find the keywords of the problem, c) difficulties Transforming the problem, d) difficulties in completing the problem. While the learning difficulty factor is caused by two factors that are internal and external factors. internal factors include: a) lack of interest in students, b) lack of motivation to learn, c) lack of confidence to ask. External factors, among others: a) The class atmosphere is not conducive, b) the influence of handphone in the student concentration, c) lack of parental assistance in supervision at home.

scholarly journals A Study of the Difficulties in Learning of English Faced by Hindi and Urdu Speaking Students in India and Indian Expatriates in Saudi Arabia

2016 ◽  
Vol 8 (4) ◽  
pp. 29
Author(s):  
Qudsia Iqbal Hashmi
Keyword(s):  
Saudi Arabia ◽  
Second Language ◽  
Learning Environment ◽  
Language Learning ◽  
Learning Process ◽  
Second Language Learning ◽  
Learning Difficulties ◽  
English Learning ◽  
Statistical Inferences ◽  
Better Than

Main aim of the study was to explore and analyze the learning difficulties faced by Hindi and Urdu speaking-students in India and Indian expatriates in Saudi Arabia. It is generally felt that learning of English varies in different context. Learners having background of Urdu, Hindi differ on account of learning achievements. Similarly those who enjoy more English learning environment may perform better than their counterparts. In order to carry out the study, three types of subjects were purpose. The study, though was descriptive-qualitative in nature, quantification was used to arrive at statistical inferences. The results indicated that most of the learner’s problems arose due to L1 interference on second language learning process.

scholarly journals KESULITAN BELAJAR SISWA DALAM PEMBELAJARAN BAHASA INDONESIA

LITERA ◽  
2017 ◽  
Vol 16 (1) ◽  
Author(s):  
Basuki Basuki ◽  
Yulinda Erma Suryani ◽  
Dwi Bambang P Setiadi
Keyword(s):  
High School ◽  
Computer Program ◽  
Language Learning ◽  
Learning Process ◽  
Learning Difficulties ◽  
Research Subjects ◽  
Learning Materials ◽  
Language Competencies ◽  
Bahasa Indonesia ◽  
Selection Of

AbstractThis study aims to describe students’ learning difficulties in the Indonesian language learning process at the senior high school. The research subjects were students of SMAN1 Klaten, SMAN 1 Karangnongko, and SMAN 1 Karangdowo. The data were collectedby means of tests and interviews. They were analyzed using qualitative and quantitativedescriptive techniques with the AnBuso computer program. The results of the dataanalysis show that the students have difficulties in: the language sub-competenciesof structure (61.07%) and vocabulary (52.6%); the language competencies of listening(41.88%), speaking (18.89%), reading (21.15%), and writing (20.02%); and the literarycompetency at the levels of information (45.69%), concepts (40.9%), perspectives (41.74%),and appreciation (47.1%). These show that the difficulties are evenly distributed on thevarious components of learning materials, both for language and literary competencies, sothat the solutions must be comprehensive including the selection of learning methods.Keywords: learning difficulties, competencies, Indonesian language

scholarly journals The Barriers of Teaching Speaking English for EFL Learners

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Kristi Nuraini
Keyword(s):  
Language Learning ◽  
Large Class ◽  
Direct Method ◽  
External Factors ◽  
Suitable Method ◽  
Internal Factors ◽  
Environment Analysis ◽  
Efl Learners ◽  
Physical Response ◽  
Internal And External Factors

This research portraits the barriers in teaching speaking for EFL learner. The barriers in teaching speaking English come form two aspects: internal and external factors. Internal factors are native language, age, exposure, innate phonetic ability, identity and language ego, and motivation concern for good speaking English and external factors are teaching speaking English at large class and learners’ autonomy. Each barrier is connected with the available method used in teaching speaking English. The conclusion of this research is teacher must focus on the learners need, the second is teacher applies for environment analysis before conducting teaching speaking English, the last is teacher chooses the suitable method based on the problems that he/she found in his/her teaching speaking English. Several methods that are often used in teaching speaking English are Direct Method, The Silent Way, Community Language Learning, Total Physical Response, and Communicative Language Teaching.Keywords: barriers in teaching speaking, internal factors, external factors

scholarly journals Analisis Faktor Kesulitan Belajar Bahasa Arab pada Siswa Tunanetra di MAN 2 Sleman

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Labo Efflamengo ◽  
Syamsuddin Asyrofi
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Learning Process ◽  
Learning Difficulties ◽  
Arabic Language ◽  
Sentence Structure ◽  
Learning Methods ◽  
Teacher Understanding ◽  
New Knowledge ◽  
Blind Students

This study aims to determine the difficulty factors experienced by blind students in learning Arabic and the efforts that must be made to address these difficulties in MAN 2 Sleman Yogyakarta. The existence of this research is expected to be able to provide additional new knowledge to all parties involved in learning Arabic. The results showed that the learning process of Arabic blind students in MAN 2 Sleman Yogyakarta, in general, was the same as learning in madrasas in general. The factors of Arabic language learning difficulties experienced by blind students in MAN 2 Sleman, namely, First: Linguistic difficulties include sound (phonological), meaning (semantic), sentence structure (syntax), and difficulty in writing Arabic using braille letters. Second: Non-Linguistic Difficulties: Lack of motivation, lack of teacher understanding of braille, lack of innovation in learning methods, and difficulties due to minimal facilities. Efforts are being made to overcome these difficulties, namely, Madrasas: providing facilities, such as books or dictionaries based on braille, braille printers. Teachers: innovating learning methods to make it more interesting for students to learn blind. Blind students: more communicative to the teacher and adaptive to the learning environment in the classroom. Abstrak Penelitian ini bertujuan untuk mengetahui faktor kesulitan yang dialami siswa tunanetra dalam belajar bahasa Arab  dan upaya yang harus dilakukan untuk mengtasi kesulitan-kesulitan tersebut di MAN 2 Sleman Yogyakarta. Dengan adanya penelitian ini diharapkan dapat memberikan tambahan pengetahuan baru kepada semua pihak yang berkecimbung dalam pembelajaran bahasa Arab. Hasil penelitian  menunjukan bahwa proses pembelajaran bahasa Arab siswa tunanetra di MAN 2 Sleman Yogyakarta secara umum sama seperti pembelajaran di madrasah pada umumnya. Adapun faktor kesulitan belajar bahasa Arab  yang dialami siswa tunanetra di MAN 2 Sleman yaitu, Pertama: Kesulitan Linguistik mencakup tata bunyi (fonologi), arti (semantik), tata kalimat (sintaksis), dan kesulitan dalam menulis Arab menggunakan huruf braille. Kedua: Kesulitan Non-Linguistik : Kurangnya motivasi, kurangnya pemahaman guru tentang huruf braille , kurangnya inovasi dalam metode pembelajaran, dan kesulitan karena fasilitas yang masih minim. Upaya yang dilakukan untuk mengatasi kesulitan-kesulitan tersebut yaitu, Pihak madrasah: menyediakan fasilitas, seperti buku atau kamus berbasis braille, printer braille. Guru: melakukan inovasi metode pembelajaran agar lebih menarik minat belajar siswa tunanetra. Siswa tunanetra: lebih komunikatif kepada guru dan adaptif terhadap lingkungan pembelajaran di kelas. Kata Kunci: Analisis Faktor Kesulitan, Belajar Bahasa Arab, Tunanetra

scholarly journals ANALISIS KEMAMPUAN KOGNITIF DAN KESULITAN BELAJAR SISWA MATERI SISTEM EKSKRESI DI SMA NEGERI 1 KARANG BARU

2018 ◽  
Vol 6 (4) ◽  
Author(s):  
Fitri Amini ◽  
Mhd Yusuf Nasution ◽  
Mulkan Mulkan ◽  
Hartati Sugito
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Teaching Methods ◽  
Learning Difficulties ◽  
External Factors ◽  
High Category ◽  
Category Indicator ◽  
Quantitative Descriptive ◽  
Internal And External Factors ◽  
Very High

This study aims to determine students' learning difficulties in the excretory system material in terms of cognitive aspects and learning indicators as well as the factors causing student learning difficulties in class XI IPA 1 Karang Baru at the year learning 2017/2018. The research design used is quantitative descriptive. Samples were taken by purposive sampling with a total of 95 students. The technique of data collection used  diagnostic and questionnaire tests. The results showed that the percentage of students' learning difficulties from the highest to the lowest on the cognitive aspects they are C6, C4, C5, C3, C1 and C2 of 47.37%,for amount 46.5%, 46.00%, 39.61%, 34.74 % and 26.53%. The percentage of student learning difficulties based on indicators on the excretion system material are  indicator 1 amount 28.95% medium category, indicator 2 amount 46.02% of very high category, indicator 3 amount 39.89% of high category and indicator 4 amount 42.32% of category high. Internal and external factors that cause the learning difficulties of learning difficulties from the highest to the lowest percentage are family (63,15%), interest (63,02%), school (63,00%), psychology (46,57%), teaching methods (45,21%), material (44,42%), motivation (44,21%), media (44,21%), teachers (44,12%) and health (44,03%).Keywords: Cognitive Aspects, Learning Indicators, Learning Difficulties, Excretion Systems

Differential effects of internal and external factors in early bilingual vocabulary learning: The case of Singapore

2017 ◽  
Vol 39 (2) ◽  
pp. 383-411 ◽  
Author(s):  
HE SUN ◽  
BIN YIN ◽  
NUR FARINA BEGUM BINTE AMSAH ◽  
BETH ANN O'BRIEN
Keyword(s):  
Language Learning ◽  
English Language ◽  
Critical Mass ◽  
External Factors ◽  
Learning Context ◽  
Internal Factors ◽  
Input Quantity ◽  
Ethnic Language ◽  
Internal And External Factors ◽  
Learning English

ABSTRACTBoth internal factors (e.g., nonverbal intelligence) and external factors (e.g., input quantity) are claimed to affect the rate of children's vocabulary development. However, it remains an open question whether these variables work similarly on bilingual children's dual language learning. The current paper examined this issue on 805 Singapore children (4 years, 1 month to 5 years, 8 months) who are learning English (societal language) and an ethnic language (Mandarin/Malay/Tamil). Singapore is a bilingual society; however, there is an inclination for English use at home in recent years, resulting in a discrepancy of input between English and ethnic languages in many families. In this study, internal and external factors were examined comprehensively with standardized tests and a parental questionnaire. Regression analysis was used to address the questions. There were statistically significant differences in language input quantity, quality, and output between English and ethnic language learning environments. Singapore children are learning English in an input-rich setting while learning their ethnic language in a comparatively input-poor setting. Multiple regressions revealed that while both sets of factors explained lexical knowledge in each language, the relative contribution is different for English and ethnic languages: internal factors explained more variance in English language vocabulary, whereas external factors were more important in explaining ethnic language knowledge. We attribute this difference to a threshold effect of external factors based on the critical mass hypothesis and call for special attention to learning context (input-rich vs. input-poor settings) for specific bilingual language studies.

scholarly journals THE METHODS OF GIRLS ASY’ADIYAH ISLAMIC SENIOR HIGH SCHOOL IN WAJO TO OVERCOME LEARNING DIFFICULTIES AMONG THE FLUNKED STUDENTS

2020 ◽  
Vol 9 (1) ◽  
pp. 124
Author(s):  
Hasmah Hasmah
Keyword(s):  
High School ◽  
Cultural History ◽  
Family Environment ◽  
Learning Process ◽  
Learning Difficulties ◽  
External Factors ◽  
Slow Learner ◽  
Internal Factors ◽  
The Family ◽  
Two Factors

This article mainly concerned about factors that cause students to stay in class have difficulty learning in the subjects of Islamic Cultural History there are two factors, namely internal factors, and external factors. Slow learner students experience learning difficulties in Islamic Cultural History subjects due to internal factors in the form of health that is often disrupted, prenatal disorders, and low intelligence, also caused by external factors from the family environment. The learning difficulties of underachiever students in Islamic Cultural History subjects are influenced by internal factors in the form of no interest in learning in Islamic Cultural History subjects, causing students to lack attention, motivation, and lack of readiness in following the learning process.

scholarly journals Penerapan Pembelajaran Shorof Bagi Pembelajar Tingkat Pemula Menggunakan Metode Pemerolehan Bahasa

2019 ◽  
Vol 5 (1) ◽  
pp. 117-140
Author(s):  
Muhajirun Najah
Keyword(s):  
Language Acquisition ◽  
Qualitative Methods ◽  
Language Learning ◽  
Learning Process ◽  
Applied Linguistics ◽  
Learning Difficulties ◽  
Teachers And Students ◽  
Descriptive Qualitative

Learning in a simple way is an effort to influence emotional, intellectual and spiritual to learn at their own volition. There are many elements can influence some of these things and become the obligation to the teacher as facilitators in learning, he has to prepare and apply them. Language learning is related to applied linguistics that discusses language acquisition. one of the materials in learning Arabic related to linguistics is shorof. The research aims to find out how shorof learning with language acquisition models. This study uses descriptive qualitative methods, and the conclusions in this study are in the form of various kinds of shorof learning difficulties experienced by teachers and students and need the development of shorof learning with language acquisition models so learning process not become difficult material for students to learn. Abstrak Pembelajaran secara sederhana adalah sebuah usaha mempengaruhi emosi, intelektual dan spritual seseorang agar mau belajar dengan kehendaknya sendiri. Terdapat banyak unsur yang dapat mempempengaruhi beberapa hal tersebut dan menjadi kewajiban dari pendidik sebagai fasilitator dalam pembelajaran untuk menyiapkan dan mengaplikasikannya. Pembelajaran bahasa sangat erat kaitannya dengan linguistik terapan yang membahas bagaimana sebuah bahasa tersebut dapat diperoleh. salah satu materi materi dalam pembelajaran bahasa Arab yang erat kaitannya dengan linguistik adalah pemebalajran shorof. Adapun penelitian ini bertujuan untuk mengetahui bagaimana pembelajaran shorof dengan model pemerolehan bahasa. Penelitian ini menggunakan metode kualitatif deskriptif, dan kesimpulan yang didapat dalam penelitian ini berupa berbagai macam kesulitan pembelajaran shorof yang dialami oleh pendidik dan peserta didik, dan diperlukan pengembangan pembelajaran shorof dengan model pemerolehan bahasa sehingga pembelajaran shorof tidak lagi menjadi materi yang susah dikuasai oleh peserta didik. Kata kunci: Pembelajaran, Bahasa Arab, Shorof, Pemerolehan Bahasa

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