REPORT ON THE ANALYSIS OF INDONESIAN LANGUAGE

LEARNING IN CLASS V, SD NEGERI 4 BUNGKULAN

(to fulfill the assignment of the Midterm Examination of Indonesian
Language Education in the High School Classroom)

LECTURER:
Dr. Ni Ketut Desia Tristiantari, S.Pd., M.Pd.

BY:
LUH TIA AGUSTINI 2211031016
NYOMAN INTAN SEPTIARINI 2211031067
NI WAYAN ARI MASCINI 2211031116
KETUT MITA WIDIASTRINI 2211031127

ELEMENTARY SCHOOL TEACHER EDUCATION STUDY PROGRAM

ELEMENTARY EDUCATION DEPARTMENT
FACULTY OF EDUCATIONAL SCIENCE
GANESHA UNIVERSITY OF EDUCATION
2024
 FOREWORD
Praise be to God Almighty for His grace in completing this report on time.We are
very grateful for being able to complete the report of the Indonesian Language Education
course in the Higher Elementary Classes taught by Dr. Ni Ketut Desia Tristiantari, S.Pd.,
M.Pd. with the title "Indonesian Language Learning Analysis Report in Class V of SD
Negeri 4 Bungkulan". During the process of preparing this report, we encountered many
challenges and obstacles, but with the help of various parties, these challenges and obstacles
can be overcome. Therefore, we would like to thank the lecturers and all those who have
helped in the process of preparing this report. We also realize that this report is far from
perfect, both in terms of material and preparation. Therefore, we really hope for constructive
criticism and suggestions from all parties for the perfection of this paper.
Thus we can convey, hopefully this report can be useful for all of us. Finally, we
thank you.

Singaraja, May 28, 2024

Author
 TABLE OF CONTENTS
FOREWORD.............................................................................................................................i
TABLE OF CONTENTS........................................................................................................ii
LIST OF FIGURE..................................................................................................................iii
LIST OF TABLE....................................................................................................................iii
A. BACKGROUND...............................................................................................................1
B. THEORETICAL STUDIES.............................................................................................5
C. DATA COLLECTION METHOD................................................................................12
D. FINDINGS.......................................................................................................................13
E. DISCUSSION..................................................................................................................15
F. CONCLUSIONS AND SUGGESTIONS......................................................................17
G. REFERENCE LIST........................................................................................................18
H. ATTACHMENT..............................................................................................................20
 LIST OF FIGURE

Figure 1 Indonesian Reading Scores According to PISA Results.............................................2

Figure 2 Interview Session.......................................................................................................12

LIST OF TABLE
Table 1 Interview Results of Class V Teacher of SDN 4 Bungkulan......................................15
A. BACKGROUND
Language has an important role in human life. Language is a means of communication in
the form of a system of sound symbols produced by the human speech apparatus.
(Suastika, 2018)
. Language is a means of communication both oral, gestures and writing, which can be
understood by others and can be a medium in exchanging thoughts, insights and feelings in
everyday social life. Language as a means of communication is not only in the form of
speech, but can be realized with hand signals or other limbs that have their own rules.
Language is very important in human life. With language, communication and relationships
between people are easier. This is due to language as a medium to convey messages or
information from one individual to another or more individuals. In everyday life, humans
cannot be separated from language because language is so close to humans. This is the case
with the Indonesian language which is already familiar.
Indonesian language grows and develops in the country of Indonesia. this language comes
from the Malay language which seems to grow and transform into a new language.
(Puspidalia, 2022) . Indonesian is used in all lines of human life in the social, political,
economic, and cultural fields in a broad sense. The absorption of new vocabulary and terms
continues to occur. Indonesian is a means of communication in various aspects of national
life because this nation is not a bilingual or trilingual country, Indonesian is the most
important language and is the state language. This is why, in formal or official situations,
everyone is required to use Indonesian. Indonesian is used to write various rules and
regulations, write newspapers, magazines, and other mass media. The existence and function
of Indonesian is so important that the use of good and correct language needs to be developed
from an early age in order to be skilled in using it.
Every individual who is an Indonesian citizen is obliged to be skilled in using the
Indonesian language. This can be done since children follow the level of education at the
primary level. The development of children's language skills in elementary school will make
language an effective communication tool. (Hadi, 2019a). There are four aspects of language
skills, namely listening skills, speaking skills, writing skills, and reading skills.
(Hadi, 2019b)
. Listening and speaking skills are categorized as oral language skills, while writing
and reading skills are categorized as written language skills.
Writing ability is a person's ability to express thoughts, ideas, ideas, using a series of
good and correct written language. The ability to write is one of the keys to student success in
achieving progress. Science and technology experts cannot be obtained without writing.
Writing culture needs to be developed from an early age not only when children enter school
age. Writing is an activity that is sustainable so that learning needs to be done continuously
since elementary school. This is based on the idea that writing is a basic ability as a provision
for learning writing at the next level and as the main capital for every individual who wants
to develop their abilities optimally. Having adequate writing skills will make it easier for
students to explore information from various written sources. In addition to the importance of
writing skills to be possessed by someone, reading skills are no less important.
Reading is one of the language skills taught in elementary schools in Indonesian language
subjects. Reading is a process that is carried out and used by readers to obtain messages,
which the author wants to convey through the medium of words or written language. In this
case, reading is an attempt to explore the meaning in writing. Therefore, reading skills are
one of the skills that must be possessed by every individual from an early age, because
through reading a person can learn a lot about various fields of science. There are several
roles that can be contributed by reading activities, among others, reading activities can help
solve problems, can strengthen a reader's belief or belief, as a training, provide aesthetic
experience, improve achievement, expand knowledge and so on. Seeing the importance of
reading activities, therefore learning related to reading is very important to be implemented.
Reading learning is considered very important to be implemented starting from the
elementary school level. This is because reading skills are not only used in Indonesian
language lessons but also used in learning other subjects. However, conditions in the field
related to language learning show contrasts with expectations. Reading learning in
elementary schools is still inadequate and unsatisfactory. Reading learning in elementary
schools still does not emphasize the formation of a culture or habit of reading in students.
Reading learning is considered boring and monotonous. This is also supported by data from
the Program for International Student Assessment (PISA) results, where Indonesia is in the
lowest ten countries.
The Program for International Student Assessment (PISA) is one of the studies developed
to assess knowledge and skills about reading literacy, mathematical ability, and scientific
ability in 15-year-old students. (Dermawan et al., 2023).. The PISA assessment is expected to
assess the quality of education at school age to meet the challenges of human resources in the
21st century. The components of 21st century skills assessed by PISA are reading literacy,
math, and science. PISA assessments are conducted every 3 years, but due to the COVID-19
pandemic, the PISA assessment that was supposed to be conducted in 2021 was postponed to
2022.
Indonesia is one of the countries participating in the PISA test assessment. Indonesia has
participated since 2000 until now. From the results of the PISA assessment for the last 20
years, Indonesia is still in the bottom position. Here are the results of Indonesia's reading
scores in the PISA assessment from 2000 to 2018:

Figure 1 Indonesian Reading Scores According to PISA Results

Sources: OECD/UNESCO, 2003; OECD, 2004; OECD, 2007; OECD, 2010; OECD,
2013; OECD, 2016a; OECD, 2016b in (Wuryanto & Abduh, 2022)
Based on the diagram above, the reading literacy component scores have not increased
but have continued to decline. In PISA 2018, Indonesia's scores fell relatively in all areas.
The sharpest decline occurred in reading. Based on the PISA 2018 results, Indonesian
children ranked 72 out of 78 participating countries. The score is still below the average score
of the Organization for Economic Cooperation and Development (OECD) of 496 and
ironically the result is still the same as 18 years ago. INAP (Indonesia National Assessment
Program) or AKSI (Indonesian Student Ability Assessment) evaluates students' abilities in
reading, math, and science. INAP is comparable to PIRLS because both are for grade IV
elementary schools. However, the INAP survey has a larger sample size, covering 2,010
primary schools in 236 districts, 34 provinces involving 48,682 students. The results of INAP
in 2016 show that the literacy skills of Indonesian students are still concerning. For abilities
categorized as lacking, there were 77.13% for Mathematics, 76.31% for Science, and 46.83%
for Reading. (Puspendik, 2016). Based on the data above, it is necessary to improve students'
reading skills, especially at the primary education level.
Educational activities in the school environment basically do not aim to shape students
with the hope of getting high scores at the end of learning. in essence, the purpose of
education itself is to shape the character of students. Reading activities can be used as one of
the means in achieving this goal. Therefore, it is appropriate that every phase or part of
learning activities at school should be dominated and integrated with reading activities.
However, Indonesian language and literature lessons are generally considered as easy
subjects and do not need to be studied seriously. This is different from other subjects.
Moreover, getting good grades for Indonesian language lessons is not a common thing. From
here, various problems of Indonesian language learning actually arise due to the attitude of
students and society towards Indonesian language lessons. From this attitude, various
problems arise concerning Indonesian language teachers, students, lesson objectives, teaching
methods, teaching media, infrastructure, and how to evaluate Indonesian language lessons.
Based on the results of interviews conducted with the fifth grade teacher of SDN 4
Bungkulan, the information obtained is that in learning Indonesian, the main problems are
low learning outcomes, low reading skills and low writing skills. In the learning process,
teachers still apply conventional learning. Teachers do not apply certain models in learning
Indonesian. In addition, teachers also do not use any learning media because teachers only
prepare media for other subjects such as math. In addition to factors originating from the
teacher, there are also factors originating from students where 17% or 5 out of 29 total
students have a level of literacy that is categorized as very low. Not infrequently, students
feel bored quickly, especially if the class is held in the middle of the afternoon. In addition to
interviews, data collection was also carried out using document review techniques. However,
the only documents that could be reviewed were the teaching modules because the teacher
said that he did not write down the learning outcomes of his students in the score book but
only conducted direct assessment. The teaching modules used by teachers are not teaching
modules made by classroom teachers but use teaching modules provided by the government.
Based on the information that has been obtained and the background description above,
this study seeks to analyze the problems in Indonesian language learning in high grades of
elementary school found at SDN 4 Bungkulan as well as efforts to overcome the problems
faced by teachers and students. This study is titled, "Report on the Analysis of Indonesian
Language Learning in Class V of SDN 4 Bungkulan".
With this report, it is hoped that it can provide knowledge to students about the problems
of learning Indonesian in high grades in elementary schools and be able to seek solutions
related to problems that arise in the learning process in Indonesian language lessons. In
addition, the benefit for teachers is that teachers can find out more about the problems of
learning Indonesian in high grades and reflect them on the classes they teach. Thus, the
learning process can be carried out well and learning objectives can be achieved.

B.
B. THEORETICAL STUDIES
1. The Nature of Indonesian Language Learning
a. Bahasa Indonesia
Indonesian is the national language of Indonesia. Indonesian language learning
is one of the compulsory and important subjects included in the curriculum at the
elementary school level studied by students. In the intellectual, social, and
emotional development of students, language plays a very important role for
students.
Language is a way of communicating used by humans in their daily lives. Two
ways of communicating are oral and written communication. Indonesian is a
communication tool that can be used in everyday life such as in learning, working
and interacting. (Nurul, 2016). Therefore, Indonesian is a tool to express ideas in
the mind either orally or in writing. (Nurul, 2016).
Indonesian language learning is directed to improve the ability of students to
communicate properly and correctly, both orally and in writing, and to be able to
foster the work of Indonesian literature.
So learning Indonesian at the elementary level has a very important role in
intellectual, social, and emotional development. In learning Indonesian, students
are expected to be able to master four aspects of language skills, namely speaking,
listening, reading and writing skills.
b. Purpose and Function of Indonesian Language
The expected goal in Indonesian language subjects is to have three important
aspects as learning outcomes, namely cognitive, affective, and psychomotor.
Based on the Regulation of the Minister of Education Number 22 of 2006
concerning Content Standards, Indonesian language subjects aim for students to
have the following abilities:
1. Communicate effectively in accordance with applicable ethics both orally and
in writing.
2. Appreciate and be proud to use the Indonesian language.
3. Understand and use Indonesian appropriately and creatively for various
purposes
4. Improve intellectual ability, emotional and social maturity by using Indonesian
language.
5. Improve knowledge and language skills by enjoying and utilizing children's
literature.
6. Take pride in Indonesian literature as the culture and intellect of Indonesian
people.
Indonesian language as one of the compulsory lessons has its own function.
The functions of Indonesian language learning are grouped into two, namely:
1. Instrinsic function
It is a function used in the language development process that is used for
various purposes.
2. Instrumentative function
 It is a function that is used as a means to foster tolerance, responsibility, and
respect.

2. Reading Skills
a. Definition
There are four language skills that need to be possessed by every individual,
including listening, speaking, reading and writing skills. Four language skills
determine the success of language functions in everyday life.
Reading is one of the four language skills that has the aim of finding a
meaning and understanding the content of reading. (Harianto, 2020) suggests that
reading is a thinking process which includes understanding, telling, interpreting
the meaning of written symbols by involving the five senses, namely vision, eye
movements, and memory. (Herlina, 2019) suggests that reading is a receptive
language skill which is a way of communicating that involves the ability to
translate written verbal symbols into spoken language so that they become
meaningful. In line with (Widyantara, 2020) suggests that reading is an activity of
capturing and understanding ideas accompanied by an outpouring of soul in
appreciating a writing. Based on the above understanding of reading, it can be
concluded that reading is one of the language skills that has an important role in
everyday life. Reading is a process of understanding, interpreting the meaning of
letters or words in a writing that aims to obtain information or messages conveyed
by the author.
b. Purpose of reading
Reading should have a purpose, (Rahim, 2008) states the purposes of reading
include:
1. Gives pleasure
2. Perfecting reading aloud
3. Update knowledge on a topic
4. Relating new information to previously known information
5. Obtain information for oral and written reports
6. Apply information gained from a text in some other way and learn about text
structure.
c. Benefits of reading
In addition to the above objectives, (Saddhono, 2012) mentions several
benefits of reading, among others:
1. Gained a lot of life experience
2. Acquire various information useful in daily life
3. Know the major events in the culture of a nation
4. Keeping up with the development of science and technology in the world
5. Can broaden views and insights
6. Can solve various problems in life
7. Can enrich words in expressing a term
8. It supports other language skills, namely listening, speaking and writing skills.
 Very many benefits that can be obtained in reading will be easier and faster to
find out the development of information that is happening at this time. In addition,
reading adds new vocabulary so that grammar and sentence structure have the
benefit of developing the language skills of each individual.
d. Stages of Reading
Children will learn to read and recognize letters and words at the elementary
school level shown by the teacher or an activity of imitating the sounds of the
language (Aniati, 2017). At the level of beginning reading there is a process of
change that must be fostered and mastered, and this is done during childhood,
especially in the early years at the elementary school level. (Harianto, 2020).
There are several stages of reading development according to Chall (1979) in
Santrock (2011) in (Aniati, 2017)
1. Stage 0
The stage experienced around the age of 6 months to 6 years, the child masters
some prerequisites for reading, such as learning the direction and order of
reading from left to right, identifying letters, writing names.
2. Stage 1
The stage experienced at 6 and 7 years old. The real reading stage is when the
child has discovered that letters are an expression that is voiced. We will teach
reading to children when they are ready, children's reading readiness is
characterized by the readiness to engage neural connections between the part
of the brain that records printed letters and the part of the brain that activates
the speech function. For example, the written word B-A-B-I is read pig.
3. Stage 2
The stage experienced around 7 and 8 years of age. At this stage the child
learns to connect the reading text with pronunciation, even from the text to
new ideas or thoughts. His speed in reading increases and his accuracy in
reading increases and becomes more fluent.
4. Stage 3
The stage experienced around the age of 9 to 13 years. At this stage the
motivation for reading has changed from 'learning to read' to 'reading to learn'.
For children, reading texts is about acquiring information so that they can
develop more rapidly. In general, they will learn from the books they read, if
in grade 4 children cannot master the "how to" of reading then in the next
grade their reading skills are difficult to improve.
5. Stage 4
The stage experienced around the age of 14 to 17 years. This stage is
characterized by comparing two or more points of view based on articles that
have been read.
Based on the stage of development of beginning reading, children at the
Central elementary school level are in stage 2 and stage 3. Especially the high
grade level is in stage 3 which if the low grade has not mastered how to read it
will have an impact on the reading level in the high grade.
 Furthermore, the stages of reading development according to Cochrane in
Brewer, 2007) in (Aniati, 2017), namely:
1. Magical Stage
At this stage the child learns about the use of books, the child will begin to
think that books are important. At this stage the child notices writing and
distinguishes it from pictures. The child can refer to pictures as pictures and
writing as writing.
2. Self Concept Stage
At this stage the child sees themselves as a reader. At this stage the child
knows that writing can be pronounced and has information in it.
3. Bridging Reading Stage
At this stage, children already have an awareness of printed materials.
Children can read related to themselves, can read rewritten stories, can read
poetry. At this stage the child begins to recognize the alphabet, children pay
attention to visual signs such as pictures but have not yet mastered a symbol.
Children will usually read by looking at pictures, read labels by paying
attention to items and children describe pictures or other visual information in
the form of one or more sentences.
4. Take off Reader Stage or Recognition Stage
At this stage, children begin to use the three systems of signs: graphonic,
semantic, and syntactic. Children begin to recognize letters from context and
have an interest in reading.
5. Independent Stage or Fluent Reading Stage (Independent Reader Stage)
At this stage the child can read unfamiliar books independently. Children can
make predictions about the reading material, material that is directly related to
experiences is the easiest to read.
In the 2013 curriculum, reading is divided into 2 levels, namely reading in the
early grades (beginning reading) and reading in higher grades (reading
comprehension and scientific writing and creative writing). Beginning reading is
taught to grade I and grade II elementary school students, while advanced reading
starts from grade III of elementary school. (Nurani, 2021). Beginning reading and
advanced reading have differences in the material taught. In the beginning reading
stage, the main focus of students is to be able to recognize letters, classify letters,
and be able to string syllables together. (Oktadiana, 2019) . Whereas in the
advanced reading stage where the level is often referred to as the reading to learn
level. Advanced reading is a level of reading process that aims to obtain the
content of the message contained in the writing. In advanced reading, children
focus on understanding the content of the reading.

3. Writing Skills
a. Definition Writing Skills
In daily communication activities, writing skills play a vital role. This ability
plays an important role in conveying messages and information to others
indirectly. This ability is even needed in academic or scientific and non-academic
 contexts. This writing skill is one of the four language skills that must be
possessed by students. The four language competencies are interrelated and have a
relationship, so the process of strengthening one of these skills requires other
abilities.
When compared to the other three language competencies, writing skills fall
into the category of skills that require talent and continuous practice. This skill is
no less important than listening skills, reading skills, and speaking skills. Writing
is a type of productive skill. This means that a person's writing ability can be well
developed if it is always honed and trained. This writing ability is in the same
position as speaking skills which essentially require treatment or treatment in
order to develop better.
There are several descriptions of the definition of writing from several experts.
First, writing according to Satata, et al. is an activity in creating records or
information using paper as a medium (2012: 59). Another meaning of writing
activities is also stated by Dalman (2011:3) which states that writing is a
communication activity in the form of conveying ideas, messages, and
information in writing to other parties using written language.
b. Purpose and Benefits of Writing
1) In writing, of course, the writer has a variety of different goals. The purpose is
to be achieved by the writer through the depiction of the language he uses.
Here are some of the purposes of writing, namely:
a) Information or illumination purposes
In magazines or newspapers, the type of writing that aims to provide
information is very suitable. Writers in newspapers or magazines create
their writing to inform readers about newsworthy issues or topics. The
variety of writing is wide and varied, whether in the fields of law,
economics, politics, education, agriculture, social, and others. Writing with
this purpose only conveys information as it is without any tendencies or
other hidden goals.
b) Purpose of assignment
Students and learners should certainly be able to write for this
purpose. This writing is deliberately intended for assignments given by
their lecturers or teachers. This writing can be in the form of paragraphs,
essays, or papers.
c) Aesthetic Purpose
The type of writing that has an aesthetic purpose is usually made and
composed by writers. Aesthetic value or beauty is absolutely necessary in
literary writing such as novels, short stories, poems, and rhymes. Writing
with this purpose requires the author's expertise in choosing and using
words (diction). The more skillful the author is in using his language style,
the more aesthetic value his work will have.
d) Creative Goals
Writing with this purpose is not much different from the aesthetic
purpose. But there is something that distinguishes it, namely the
 development of the substance of the writing. The substance of this type of
writing is related to the storyline, characterization, and other aspects.
Creative writing is more inclined to literary writing, both prose and poetry.
In writing with this purpose, writers are required to develop their
imagination to produce works that are different and have high taste.
e) Consumptive Purpose
In this era of progress, writing with a consumptive purpose is very
common. Writers and authors have not only thought about the purpose of
self-existence but also shifted to consumptive purposes. This is supported
by the increasing interest and desire of the public in reading. This
opportunity is used by writers/authors to gain profit. Not only literary
books are categorized under this goal but other writings are no less agile.
Examples include books on motivation, lifestyle, talent development, and
others.
2) Benefits writes
Writing can be said to be a creative activity/process. That is, this activity
involves a lot of divergent or diffuse thinking rather than convergent or
centralized. In this case, writing can be said to be a process of conveying
information in writing which is the result of creativity for the writer. The
writer tries to process writing activities by using creative ways of thinking, not
monotonous, and not only centered on one problem.
Writing in the process will use both hemispheres of the brain, both the
right brain and the left brain. That is, at the same time humans use both
hemispheres in the writing process. Writing is a process of connecting words,
sentences, paragraphs and chapters logically and regularly. This logicality and
order aims to make writing easier for readers to understand. This process
encourages a writer to think systematically and logically as well as creatively.
Writing can be likened to painting. The process of painting requires
technique and sharpness of feeling so that the resulting work can be beautiful.
Similarly, writing requires various skills so that the writing is interesting to
read and easy to understand the content. In the beginning, the writer has many
ideas in his mind to be poured into his writing. Although technically there are
several requirements and criteria that are followed, the form of writing
produced is very dependent on the writer's expertise in organizing his ideas.
There are several benefits obtained in writing activities, among others:
a) By writing more often, the writer will know in more detail about his
abilities and potentials that must be developed.
b) Can develop ideas according to their reasoning ability
c) Can develop insights and facts/facts that have relationships
d) Writing will always generate new ideas for the writer
e) Writing can also foster a sense of objectivity for the writer
f) Help solve problems
c. stages of writing
 In pouring our ideas, thoughts, and ideas into writing, there are several stages
that need to be passed. Especially if what we write is a type of scientific writing
that requires systematic planning. In order to produce good quality writing, the
writer must follow the following stages.
1. Preliminary Stage (Pre-Writing)
At this early stage, the writer must gather as much information as possible
as an initial capital in writing. Information gathering can be done by
reading, observing, discussing, watching news on TV, or from other
sources. Some of the information is processed and concluded with various
considerations. The next step is to determine the theme or topic. If you feel
that the topic is too broad, then the next task of the writer is to narrow and
limit the scope.
The next step the writer must take is to develop an outline. The writer
develops several points that must be developed based on the topic. Each
point to be discussed must be equipped with relevant and supporting data.
This needs to be done by the writer to help convince potential readers. As
writers, we must also know what the purpose of the writing is so that the
writing is conveyed correctly. This also needs to be related to the target
audience. We must differentiate readers as consumers of our writing
according to the topic and diction selection. Things that need to be
considered include social level, educational background, ability, and
reading needs.
2. Writing Stage
After the data has been collected and prepared in the initial stage, the next
step is to work on the writing stage. At this stage, the writer develops point
by point the points in the writing outline. There are 3 parts to a piece of
writing, the beginning, middle, and end. The writer must be able to package
a writing into these three parts as well as possible. Starting from the
introduction of the topic or discussion with various introductions that are
able to influence readers to be interested in reading to the next section. In
the middle or content section, the writer is required to be able to explain the
content of the writing well while maintaining the desire and desire of the
reader to complete reading it. Furthermore, the writer must be able to polish
the writing in the final stage as interestingly as possible so that the reader
will be impressed with the writing he reads. (Syahrizal & Jailani, 2023).
3. Post-writing stage
In this final stage, the writer is required to give a finishing touch to
his writing. At this stage the writer revises and edits carefully. Writing
revisions are carried out by writers related to the content or content of the
writing. In editing activities, writers must make improvements to the
mechanical elements of writing, including spelling, diction, sentence
structure, language style and others. (Darmalaksana, 2020).
C.
C. DATA COLLECTION METHOD
This research was conducted at SD Negeri 4 Bungkulan on May 20, 2024 even semester
of the 2023/2024 academic year referring to the school academic calendar for Indonesian
language subjects. With the subject in this study is the fifth grade homeroom teacher of SD
Negeri 4 Bungkulan in the 2023/2024 academic year. The number of fifth grade students of
SD Negeri 4 Bunggulan is 29 students. In this study, the type of research used was qualitative
research.
Qualitative research is a scientific research method that leads to the collection and
analysis of data that is not in the form of numbers. In qualitative research, data is collected
through observation, interviews, and document analysis, then analyzed in depth to find
deeper meaning and interpretation. In general, qualitative research is used to understand
social, cultural, and psychological phenomena, as well as to find deeper meanings and
interpretations of the data collected. Qualitative research methods are more commonly used
by humanities, social, and religious academics (Darmalaksana, 2020). Data collection
techniques refer to the methods or techniques used to collect information or data from sources
relevant to a particular research or analysis objective. The selection of data collection
techniques is very important because it can affect the quality and validity of the research
results. The data collection techniques that researchers use are observations and interviews
conducted to explore the problems faced in learning Indonesian in high grades.

Figure 2 Interview Session

D. FINDINGS
1. School, Class and Curriculum Identity
The research was conducted at SD Negeri 4 Bungkulan which is located at
Bungkulan, Kec. Sawan, Buleleng Regency, Bali 81171. The high class that became
the subject of research was the fifth grade of elementary school, with the number of
fifth grade students at SD Negeri 4 Bungkulan as many as 29 people. The curriculum
used at SD Negeri 4 Bungkulan is the Merdeka Curriculum.
2. Learning Implementation
Based on the results of the interview, learning is carried out with teaching
modules. The teacher uses an evenly distributed system so that learning is carried out
thoroughly and equally for each student. During learning activities, the teacher sees
student activeness through student activities in the classroom, so the teacher takes
grades through students' daily activities. To support learning activities, teachers use
projectors, videos, powerpoints, as support systems in learning. However, in
Indonesian learning, there is no concrete media that can support learning. In addition,
students often feel bored at the end of learning, so teachers encourage students with
activities such as quiz, question and answer, and rewards in the form of candy.
3. Problems of Indonesian Language Learning in the High Grade
Based on the interviews that have been conducted by researchers, researchers still
find problems in Indonesian language learning in high grades. Some of the questions
asked in the interview include: “How is the Indonesian language learning process in
the classroom?”, “Are there any problems that arise in Indonesian language
learning?”, “Are there any strategies/efforts that you use in overcoming these
problems?”, “How do teachers teach students who have delays in language skills?”.
One of them is students' delay in reading skills”.
From the questions above, the researcher gets the answers that have been
arranged as follows, the problems faced in learning Indonesian in class V are
obstacles in students' written language skills, namely in reading skills and writing
skills, so that students experience delays in receiving learning materials. Based on the
results of interviews, there are 5 grade V students who experience delays in written
language skills.
Thus, this is caused by the lack of attention given by parents to their children, the
lack of time that teachers can give to students, the lack of teacher communication with
parents, and the impact of Covid-19. The variety of teacher activities and the number
of holiday leaves affect teachers in providing material to students, as a result teachers
feel rushed and do not have time to provide special training for students who have
delays.
This problem greatly affects the National Computer-Based Assessment (ANBK)
which is attended by grade V elementary school students. Students find it difficult to
receive direction from the teacher and vice versa. Given the number of grade V
students at SD Negeri 4 Bungkulan is 29 people, so all students must participate
without any reserves. The teacher found some difficult material from the Indonesian
language learning material in grade V, namely in the learning material for making up
stories and writing letters.
 To support the development of students' written language skills in students who
experience delays, teachers carry out several strategies/efforts as follows:
a) Providing assignments to improve students' written language skills
b) Reviewing students' daily activities, so that teachers can provide grades for
assistance
c) Adjusting seating, students who experience delays are paired with students
who stand out/achieve in class.
4. Teacher Learning Tool Documents
The learning tools used by teachers are teaching modules in accordance with the
independent curriculum.
E. DISCUSSION
The following are the results of preliminary study research conducted at SDN 4
Bungkulan in the form of data obtained from interviews and observations to the homeroom
teacher of SDN 4 Bungkulan. Below is an interview sheet addressed to the fifth grade teacher
of SDN 4 Bungkulan.
Table 1 Interview Results of Class V Teacher of SDN 4 Bungkulan
No. Interview Answer
1. Are there any problems faced in There are five children who cannot read
learning Indonesian in class V at the and write at all, and students easily lose
moment? focus during the last hour of learning.

2. Are there any strategies that you use to The solution that I currently use is for the
overcome these problems? child to sit with students who are smarter
and can read and give assignments to
train students' reading and writing skills.
3. Is there any Indonesian language There is, material for making up stories
learning material that is difficult for and official and non-official letters
students in class V to understand?

4. Do you use media in Indonesian Using ppt, video, projector but no

language learning? concrete Indonesian media.
5. Do you use models, methods in No, we just adjust to the material
learning Indonesian in class?
6. What are the factors of the problems Factors experienced due to the impact of
experienced by students? Covid-19, the regulation of raising the
class of all students and factors from
parents who pay less attention to their
children.
7. Do you have current grade v Grades are not recorded in detail, but
Indonesian score data? rather seen from the liveliness during the
learning process in class every day.
8. Are there other efforts to overcome the For now, the school is not allowed to
problem, such as extras or tutoring? open tutoring, and for extracurriculars,
there is no extra Indonesian language
because extracurriculars support students'
non-academic abilities.
9. How do you deal with students who Giving quizzes and rewards. When
lose interest in learning or lose focus students answer correctly, they will get
during learning? prizes such as candy and others.
10. Are there any obstacles faced by The only obstacle is students who cannot
teachers in teaching Indonesian to read, besides that teachers now feel
students? chased, such as many PMM activities,
zoom, trainings and others so that several
 times they have to leave students.

Based on the results of the interviews conducted above, information can be obtained that
there are several problems encountered in learning Indonesian in class V of SDN 4
Bungkulan, namely there are 5 students who cannot read and write at all, then students easily
lose concentration at the end of learning and students still have difficulty understanding the
material of making up stories and official and non-official letters. The biggest problem
currently being faced is not being able to read and write because it has a huge impact on the
next level.
F. CONCLUSIONS AND SUGGESTIONS
1. Summary
Based on the results of the research, in learning Indonesian in class V SDN 4
Bungkulan, there are various problems encountered, namely 5 students who cannot
read and write at all, as well as students who easily lose concentration at the end of
learning and students still have difficulty understanding the material of making up
stories and official and non-official letters. And the biggest problem currently being
faced is not being able to read and write because it greatly impacts the next level.
Moreover, the teacher does not use a particular model or method in carrying out
learning so that the objectives of the expected learning are not maximally and
coherently achieved. This is because teachers do not fully create their own learning
plans but instead use ready-made modules that come from the government.
2. Advice
Based on the results of this research, the problems found can be further
investigated. And can develop an appropriate solution to deal with the problems
encountered, especially the problem of delays in reading and writing at SDN 4
Bungkulan.
 G. REFERENCE LIST
Aniati. (2017). Konsep Menumbuhkan Keterampilan Berbahasa Indonesia bagi Anak melalui Metode
Bermain. MUSAWA, 9(2), 247–282.
Darmalaksana, W. (2020). Metode Penelitian Kualitatif. Pre-Print Digital Library, 1–6.
Dermawan, H., Malik, R. F., Suyitno, M., Dewi, R. A. P. K., Solissa, E. M., Mamun, A. H., &
Hita, I. P. A. D. (2023). GERAKAN LITERASI SEKOLAH SEBAGAI SOLUSI
PENINGKATAN MINAT BACA PADA ANAK SEKOLAH DASAR. EDUSAINTEK:
Jurnal Pendidikan, Sains Dan Teknologi, 10(1), 311–328.
https://doi.org/10.47668/edusaintek.v10i1.723
Hadi, S. (2019a). PROBLEMATIKA PEMBELAJARAN BAHASA INDONESIA DI JENJANG
SEKOLAH DASAR. Edupedia, 3(2), 159–163.
Hadi, S. (2019b). Problematik Pendidikan Bahasa Indonesia Kajian Pembelajaran Bahasa
Indonesia pada Sekolah Dasar. JURNAL PENDIDIKAN: Riset Dan Konseptual, 3(1), 74–78.
https://doi.org/10.28926/riset_konseptual.v2i4.108
Harianto, E. (2020). Keterampilan Membaca dan Pembelajaran Bahasa. DIDAKTIKA, 9(1), 1–8.
Herlina, E. S. (2019). Membaca Permulaan untuk Anak Usia Dini dalam Era Pendidikan 4.0.
Jurnal Pionir LPPM Universitas Asahan, 5(4), 332–342.
Nurani. (2021). Analisis Kesulitan Membaca Permulaan Pada Anak Usia Sekolah Dasar. Jurnal
Basicedu, 5(1), 1462–1470.
Nurul, N. (2016). Peningkatan Kemampuan Membaca Permulaan Dengan Menggunakan Metode
Struktur Analitik Sintetik (SAS) Mata Pelajaran Bahasa Indonesia Pada Peserta Didik Kelas
IIC. Jurnal Terampil, 3(1), 92–101.
Oktadiana. (2019). Analisis Kesulitan Belajar Membaca Permulaan Siswa Kelas II pada Mata
Pelajaran Bahasa Indoensia di Madrasah Ibtidaiyah Munawariyah Palembang. Journal of
Chemical Information and Modeling, 53(9), 1689–1699.
Puspendik. (2016). Hasil Survei Asessment Kompetensi Siswa SD Tahun 2016.
http://puspendik.kemdikbud.go.id/inap-sd.
Puspidalia, Y. S. (2022). PROBLEMATIKA PEMBELAJARAN BAHASA INDONESIA DI MI/SD
DAN ALTERNATIF PEMECAHANNYA. 10(1), 121–134.
Rahim, F. (2008). Pengajaran Membaca di Sekolah Dasar. Bumi Aksara.
Saddhono, K. (2012). Meningkatkan Keterampilan Berbahasa Indonesia.
Suastika, N. (2018). PROBLEMATIKA PEMBELAJARAN MEMBACA DAN MENULIS
PERMULAAN DI SEKOLAH DASAR. ADI WIDYA: Jurnal Pendidikan Dasar, 3(1), 57–
64. http://ejournal.ihdn.ac.id/index.php/AW
Syahrizal, H., & Jailani, M. S. (2023). Jenis-Jenis Penelitian dalam Penelitian Kuantitatif dan
Kualitatif. Jurnal Pendidikan, Sosial, Dan Humaniora, 1(1), 13–23.
Wuryanto, H., & Abduh, M. (2022). Mengkaji Kembali Hasil PISA sebagai Pendekatan Inovasi
Pembelajaran untuk Peningkatan Kompetensi Literasi dan Numerasi.
Gurudiknas.Kemendikbud. https://gurudikdas.kemdikbud.go.id/news/mengkaji-kembali-
hasil-pisa-sebagai-pendekatan-inovasi-pembelajaran--untuk-peningkatan-kompetensi-li
H. ATTACHMENT
Attachment 1. Initial Observation Permission Letter
Attachment 2. Interview Guidelines
No Pertanyaan Jawaban
1. Apakah ada masalah yang dihadapi
dalam pembelajaran bahasa Indonesia
di kelas V saat ini?
2. Apakah ada strategi yang bapak
lakukan untuk mengatasi masalah
tersebut?
3. Apakah ada materi pembelajaran
bahasa Indonesia yang sulit dipahami
oleh siswa di kelas V?
4. Apakah bapak menggunakan media
dalam pembelajaran bahasa
Indonesia?
5. Apakah bapak menggunakan model,
metode dalam pembelajaran bahasa
Indonesia di kelas?
6. Apa faktor dari permasalahan yang
dialami oleh siswa?
7. Apakah bapak memiliki data nilai
bahasa Indonesia kelas v saat ini?
8. Apakah ada upaya lain untuk
mengatasi masalah tersebut, seperti
ekstra atau les?
9. Bagaimana cara bapak mengatasi
siswa yang kehilangan minat belajar
atau kehilangan fokus saat
pembelajaran berlangsung?
10. Apakah ada kendala yang dihadapi
oleh guru dalam memberlajarkan
bahasa Indonesia pada siswa?
Attachment 3. Activity Documentation
Attachment 4. Module Document