LK. 1.

2 Eksplorasi Penyebab Masalah

Masalah yang telah Hasil eksplorasi Analisis eksplorasi

No.
diidentifikasi penyebab masalah penyebab masalah
1 Students have low Literature Review Based on the literature
motivation in learning The causes of students’ review and interview review,
English. low motivation are: the result of analysis Problem
Exploration are:
1. Person might be 1. Many teachers often
motivated by use interesting media.
enjoyment of the - Media is not
learning activity or attractive.
desire to make - Many teachers
themselves feel better. only use books as
2. To gain reward such as media.
good grades or to 2. Lack of stimulus
increase salary, or before teaching and
alternatively to avoid learning process.
from punishment. Here - Pre activity is less
the pupils in learning than enough to
English are encouraged attract students.
by their external - Some teachers do
eagerness. not use an ice
Purnama, Rahayu & breaking activity.
Yugafti (2019) 3. Most of teachers only
use the old teaching
Some factors support the method.
motivation: - Teaching method
1. there is desire to be is not updated.
successful - Some teachers
2. there is a needed in still use the
learning teacher learning
3. there is a wish for the center method.
future 4. Less of controlling
4. there is reward in the class.
learning - The class is too
5. there is interesting small for many
activity in learning students.
6. there is condusive - The teacher’s
learning area controlling power
Hamzah B Uno in Zafar is weak.
sidik, A soebandi (2018) 5. There is no reward
Interview review and punishment.
Expert - Students wish to
1. Many Teachers get reward such as
often use good grades,
interesting media. score or even gift.
2. Lack of stimulus - Many teachers do
before teaching and not give
learning process. punishment for
 3. Most teachers only some undicipline
use old teaching students.
method. 6. Less Support from
4. Less of controlling people around student
the class. - The Classmates
5. There is no reward give bad
and punishment. atmosphere in the
class.
Supervisor - Family do not
1. Many teachers give attention.
often use 7. The students’
interesting media. paradigm about
2. Most teachers only English as a hard
use old teaching subject
method. - The opinion about
3. There is no reward English as the
and punishment. difficult subject.
Principal
1. Many teachers
often use
interesting media.
2. Lack of stimulus
before teaching and
learning process.
3. Most of teachers
only use old
teaching method.
4. There is no reward
and punishment.

Colleagues
1. Many teachers
often use
interesting media.
2. Most of teachers
only use old
teaching method.
3. There is no reward
and punishment.
4. Less support from
people around
students.
5. Students’ paradigm
about English as a
difficult subject.

Conclusion
Based on the literature and
 interview review, the
conlusion about the
students’ low motivation
are:
1. Many teachers
often use
interesting media.
2. Lack of stimulus
before teaching and
learning process.
3. Most of teachers
only use old
teaching method.
4. Less of controlling
the class
5. There is no reward
and punishment.
6. Less support from
the people around
student.
7. Students’ paradigm
about English as a
hard subject.
2 Students have Literature Review Based on the literature
difficulties in Factors influencing review and interview review,
pronunciation the text pronunciation: the result of analysis Problem
well. 1. Native language Exploration are:
2. Prior English 1. English as Foreign
pronunciation Language is strange
learning for students
3. Phonetic ability - The students use
4. Learners’s age first language in a
5. Learner’s attitude daily life.
and psychological 2. Different accent.
6. Intonation factor in - The differences
the target language accent between
7. Motivation first language and
8. Instruction English.
Yowani (2021) - The sentence
structure
In Indonesia, English is (grammar) is not
the first foreign language same.
to be taught. Indonesian 3. Less of practice
people are influenced by - The students only
their mother tongue when practice English at
learning English. school.
Indonesian and English - Many teachers
have differences in often use English
grammar, phonology and at school learning
morphology. The system activity.
 of sound in English and 4. No extra English
Indonesian language is learning or course
different. access.
Komariah (2018) - English course is
too far to reach.
Interview Review - English course is
Expert too expensive.
1. English as foreign 5. English was not
Language is taught in elementary
strange for school
students. - There is no
2. Different accent. English subject at
3. Less of practice. students’
Elementary
Colleagues School.
1. English as foreign
Language is
strange for
students.
2. No extra English
learning or course
access.
3. English was not
taught in
elementary school.

Conlusion
Based on the literature and
interview review, the
conlusion about the
students’ difficulties in
pronunciation well from
the text are:
1. English as Foreign
Language is
strange for
students.
2. Different accent.
3. less of practice.
4. No extra English
learning or course
access.
5. English was not
taught in
elementary school.
3 Students can not Literature Review Based on the literature
comprehend the Three difficulties in review and interview review,
descriptive text. writing descriptie text the result of analysis Problem
1. generic structure Exploration are:
2. grammar 1. Lack of vocabulary.
3. spelling. - The students do
Ismayanti & Kholiq not know the
(2020) meaning of many
words in the text.
Interview Review - The students
Expert cannot re-write
1. Lack of the words.
vocabulary. 2. Lack of grammar
2. Lack of grammar mastery.
mastery. - The students do
3. Uninteresting not know sentence
learning media. structure.
4. Less of practice. - The students do
5. The material too not understand
hard for the basic tenses.
students. 3. Uninteresting
learning media
Colleague - Some teachers
1. Lack of vocabulary only use books.
2. Lack of grammar - Many teachers do
mastery not use
3. The teachers still technology in
use old teaching learning process.
model (teacher 4. Less of practice.
center) - The students only
4. Less of practice practice English at
school.
Conlusion - The students
Based on the literature and practice only
interview review, the translate the text
conlusion about the and answer the
students’ difficulties in questions.
descriptive text 5. The material too hard
comprehension are: for the students
1. Lack of - The material is
vocabulary. not in the same
2. Lack of grammar level with
mastery. students’ basic
3. Uninteresting English.
learning media. - The theme of
4. Lack of practice. material is not
5. The material too familiar to
hard for the students’ daily
students. life.
6. The teachers still 6. The teachers still use
use old teaching old teaching model
model (teacher (teacher center)
center) - Some teachers
still use only
 books.
- Many teachers
only ask students
to translate and
answer some
questions.

4 Students with special Literature review Based on the literature

needs difficult to Many teachers leave their review and interview review,
follow learning process. teacher education the result of analysis Problem
programs with minimal Exploration are:
instruction on effective 1. Most of teachers give
strategies for working with the same treatment as
children who have special other students.
needs. - Many teachers
David Allsopp (2003) give same
treatment between
Interview Review the students with
Expert special needs and
1. Most of teachers other students
give the same meanwhile difable
treatment as other students are
students special and need
2. Teachers have lack special treatment.
of capability in - Most of teachers
teaching students do not provide
with the special extra time for
needs. students with
3. Unsupportive special needs.
friendship 4. Teachers have lack of
(classmates). capability in teaching
students with special
Supervisor needs.
1. Need attention - Many teachers do
from parents and not join training
teachers. about handling the
2. Most of teachers students with
give the same special needs.
treatment as other 5. Unsupportive
students. friendship
3. Teachers have lack (classmates)
of capability in - The classmates do
teaching students not help students
with the special with special needs
needs. - The classmates
are not always say
Principal
and do positive
1. Need attention
vibes to students
from parents and
with special
teachers.
needs.
2. Most of teachers
 give the same 5. Need attention from
treatment as other parents and teachers
students. - Some parents are
3. Teachers have lack busy working.
of capability in - Many teachers do
teaching students not give extra
with special needs attention.
4. Many teachers do 6. Many teachers do not
not set the set the students’ seats
students’ seats well.
well. - The students with
special needs
Colleagues should be placed
1. Need attention in first row of the
from parents and class.
teachers
2. Most of teachers
give the same
treatment as other
students.
3. Unsupportive
friendship
(classmates).

Conlusion
Based on the literature and
interview review, the
conlusion about the
difficulties of students’
with special needs are:
1. Most of teachers
give the same
treatment as other
students.
2. Teachers have lack
of capability in
teaching students
with special needs.
3. Unsupportive
friendship
(classmates).
4. Need attention
from parents and
teachers.
5. Many teachers do
not set the
students’ seats
well.

5 Having several bullied Literature Review Based on the literature

students affected to Forms of bullying: review and interview review,
problems with learning 1. Physical bullying: the result of analysis Problem
process. Kicking, hitting, Exploration are:
punching, pushing, 1. Less of attention from
tripping, and
threatening gestures,
parents and teachers
breaking belongings, - Many parents are
cornering the victim. busy working in
2. Emotional bullying: the rural area
Name calling, verbal - Many teachers only
abuse, stalking a teach without giving
person, spreading attention to the
rumors, blackmail and bullying
extortion, theft of 2. Students’ prior
belongings, hiding
belongings, exclusion.
trauma
3. Racial bullying:
- The students are
Exclusion because of anxiety and worry
skin color, language or to go to school
appearance, mocking - The students have
cultures, stereotypical, introvert
classifications,
discrimination because
personlaities
of religious 3. The rule of school is
differences. not firm enough
Roxborogh& - No firm
Stephenson(2007)in Miah punishment for
(2013) bullying
Interview Review 4. The class is large so
Expert that not east to be
1. Less of attention controlled by teachers
from parents and - Many teachers
teachers difficult to control
2. The students have students because
prior trauma the class consists
3. The students feel of more than 20
anxiety and worry students with
to go to school. more than 20
personalities.
Supervisor 5. The students’ age gap
1. Less of attention too wide because
from parents and many students too old
teachers to go to school.
2. The students feel - Several students
anxiety and worry are not in the age
to go to school. for junior high
3. The rule of school school (too old).
is not firm enough

Principal
1. Less of attention
from parents and
teachers.
2. The students feel
 anxiety and worry
to go to school.
3. The class is large
so that not easy to
be controlled by
teachers.
4. The students’ age
gap too wide
because many
students too old to
go to school.

Colleagues
1. Need attention
from parents and
teachers.
2. Prior trauma
3. Introvert students.
4. Many students are
anxiety and worry
to go to school.
5. The class is large
so that not east to
be controlled by
teachers.

Conlusion
Based on the literature and
interview review, the
conlusion about the bullied
students are:
1. Less of attention
from parents and
teachers
2. The students’ prior
trauma
3. The rule of school
is not firm enough
4. The class is large
so that not easy to
be controlled by
teachers.
5. The students’ age
gap too wide
because many
students too old to
go to school.
6 Most students have Family education and Based on the literature
family in low economic socio-economic status review and interview review,
condition and low level have an impact on the result of analysis Problem
of education make it students’ academic Exploration are:
difficult to build the achievements at any level 1. Using only first
relationship. of education. Students language while
with families who were bahasa is the second
both college-educated language and English
tended to achieve at the is Foreign Langauge
highest levels. - English is rarely
Gobena (2018) used by students
at home
Parents’ level of 2. Lack of parents
education, household size, attention
and level of income are - Most of parents
variables, which have work in farming
effects on children’s section. It makes
participation in education. parents are too
However, there are tired to give
differences in the effects attention to their
of the family variables in children.
the child attending school. 3. Difficult to apply
The father’s level of communication
education shows the - Most of parents
highest effect, while the work in the rural
level of income shows the area so the teacher
lowest effect. can not meet them
Tomul (2008) - The teachers also
can not reach
Interview Review parents online
Expert limited by signal
1. Using only first and device.
language while 4. Many students help
bahasa is the parents in working
second language because of low
2. Lack of parents economic
attention - Many students are
usual to help their
Supervisor parents in
1. Using only first working so they
language while feel that study at
bahasa is the schol is not really
second language important
2. Difficult to apply - Many student and
online their parents feel
communication that the more
because of device important is how
and signal to get money by
3. Lack of parents working with their
attention parents.
Principal
1. Using only first
 language while
bahasa is the
second language
2. Many students help
parents in working
because low
economis
3. Difficult to apply
online
communication
because of device
and signal
4. Lack of parents
attention

Colleague
1. Using only first
language while
bahasa is the
second language
2. Difficult to apply
online
communication
because of device
and signal
3. Lack of parents
attention

Based on the literature and

interview review, the
conlusion about family
low economic and
education are:
1. Using only first
language while
bahasa is the
second language
2. Lack of parents
attention
3. Difficult to apply
online
communication
because of device
and signal
4. Many students help
parents in working
because low
economic
7 Teachers have a Literature Review Based on the literature
difficult to apply Mastery of material / review and interview review,
innovative learning material is an absolute the result of analysis Problem
(students learning requirement that must be Exploration are:
center) mastered by the teacher 1. Many teachers are not
well, before he conducts familiar with the
the learning process. model
Setiowati (2020) - Many teachers
usually use old
Interview review teaching method
Expert 2. Many teachers are not
1. Many teachers are creative
not familiar with - Many teachers are
the model not usual to use
2. Many teachers are creative media
nor creative - Many teachers
3. The students’ basic only explain and
English is not good give tasks
enough 3. Some students’ basic
4. Lack of stimulus English is not good
enough
Supervisor - Most of students
1. Many teachers are never learn
not familiar with English before
the model - Many students
2. Many teachers are cannot afford
not trained well English course
and not creative 4. Lack of stimulus
3. Using only books - No ice breaking
as media activity in the
4. The students’ basic class.
English is not goo - Many teachers do
enough not give
5. Lack of knowledge interesting
about using questions to
teachnology in stimulate students
education 5. Lack of knowledge
about using
Principal
teachnology in
1. Many teachers are
education
not trained well
- Some teachers
2. Many teachers are
cannot use
not creative
technology device
3. Using only books
such as computer,
as media
tablet, laptop,
4. Lack of stimulus
projector.
Colleague 6. Some teachers are not
1. Many teachers are trained well.
not familiar with - Some teachers do
the model not join training
2. Many teachers are or workshop
not creative about applying
 3. Using only books innovative
as media learnng
4. The students’ basic
English is not good
enough

Conclusion
Based on the literature and
interview review, the
conlusion about applying
innovative learning are:
1. Many teachers are
not familiar with
the model
2. Many teachers are
not creative
3. The students’ basic
English is not goo
enough
4. Lack of stimulus
5. Using only books
as media
6. Lack of knowledge
about using
teachnology in
education
7. Many teachers are
not trained well
8 Students are difficult to Literarture Review Based on the literature
answer HOTS based Teachers should: review and interview review,
questions 1. Begin to provide the the result of analysis Problem
materials that support Exploration are:
HOTS skill students 1. Many teachers do not
2. avoiding multiple make variation in
choice test making instument
3. get used to working on - Many teachers
the description test type. only use one or
(Siti Rahmi Yuliati & two books to
Ika Lestari (2018) make an
instrument test
Interview Review 2. The students’ basic
Expert Knowledge about
1. Many teachers do HOTS is low
not make variation - English is just
in making learnt by students
insturment - LOTS questions is
2. The teachers’ hard for students
knowledge about and even more
HOTS is low HOTS.
3. Many teachers use
Supervisor usual or old teaching
1. Many teachers do model.
not make variation - Many teachers
in making cannot explore
insturment making
2. The teachers’ instrument
knowledge about 4. Many teachers do not
HOTS is low upgrade skill and
3. Many teachers use knowledege
usual or old - Many teachers do
teaching model. not join training
and workshop
Principal
1. Many teachers do
not make variation
in making
insturment
2. The teachers’
knowledge about
HOTS is low
3. Many teachers do
not upgrade skill,
knowledege

Colleague
1. Many teachers do
not make variation
in making
insturment
2. The teachers’
knowledge about
HOTS is low
3. Many teachers do
not upgrade skill,
knowledege

Conclusion
Based on the literature and
interview review, the
conlusion about HOTS
are:
1. Many teachers do
not make variation
in making
insturment
2. The teachers’
knowledge about
HOTS is low
3. Many teachers use
usual or old
 teaching model.
4. Many teachers do
not upgrade skill,
knowledege
9 Learning media is too Literature Review Based on the literature
attractive such as video The disadvantage of using review and interview review,
so that students are only video as an educational the result of analysis Problem
interest to the media tool: Exploration are:
without consider the 1. Passive Role of the 1. Many teachers do not
essential of the learning viewer give purposes and
material itself. 2. Limited Information guide before using
Captured media
3. Inability to capture - Teachers do not
contextual information. instruct clearly
Solomon (2020) - Teachers do not
explain about the
Distraction purposes of
By a wide margin, the learning material
most concerning issue to students
with utilizing technology 2. Many teachers do not
in teaching is the means by give stimulus
which diverting it very - Teachers do not
well may be. While provide
numerous extraordinary interesting
learning things can be questions in pre
accessed, things that are activity
not valuable and sit around 3. Many teachers do not
idly can be also. Games, apply lesson plan well
video, and music all - Lesson plan is
distract the learners from only as
what they should do with administration
their innovation. base.
Padmanabhan (2020) 4. Many teachers do not
make detail steps in
teaching
- Teachers do not
There are several obstacle follow steps and
in applying media; explore them.
teachers do not realize the 5. lack of variation of
huge impact of using references
learning media, school - Many teachers
leaders do not give permit only use one kind
or provide opportunity to of media
use media, teachers’ low
ability and creativity, and 6. The pandemic age
students have many affect the students’
activities at school. interest in media.
(Tamrin, Azkiya, & Sari - Many students are
(2017) not usual to learn
in an offline
 learning (meeting)
Interview Review 7. Teachers do not pause
Expert while using media to
1. Many teachers do check and reflect
not give purposes students
and guide before - teachers do not
using media give space for
2. Many teachers do checking the
not give stimulus students
3. Many teachers do 8. Media is too long
not apply lesson duration
plan well - Media is more
4. Many teachers do than 30 minutes
not make detail
steps in teaching
5. lack of variation
using references
and sources

Supervisor
1. Many teachers do
not give purposes
and guide before
using media
2. Many teachers do
not give stimulus
3. Lack of variation
of references
4. The pandemic age
affect the students’
interest in media.

Principal
1. Many teachers do
not give purposes
and guide before
using media
2. Many teachers do
not apply lesson
plan well
3. Many teachers do
not make detail
steps in teaching
4. lack of variation of
references

Colleague
1. Many teachers do
not give stimulus
2. Many teachers do
 not make detail
steps in teaching
3. Many teachers do
not pause while
using media to
check and reflect
students
4. Media is too long
duration
5. Lack of variation
of references

Conclusion
1. Many teachers do
not give purposes
and guide before
using media
2. Many teachers do
not give stimulus
3. Many teachers do
not apply lesson
plan well
4. Many teachers do
not make detail
steps in teaching
5. lack of variation of
references and
sources
6. The pandemic age
affect the students’
interest in media.
7. Many teachers do
not pause while
using media to
check and reflect
students.
8. Media is too long.
duration.