LEMBAR KERJA (LK) 1.

2
PPG DALAM JABATAN
BAHASA INGGRIS

Name : Dewi Nurmalasari,S.Pd

LK. 1.2 Eksplorasi Penyebab Masalah
Masalah yang telah
No. Hasil eksplorasi penyebab masalah
diidentifikasi
1 Low interest in learning Literature review
English Siti Fachraini in Abstract
(2017)
Motivation is a key concept to be success in
learning. Student who has high motivation
would do the best in learning even though the The causes are :
materials were felt difficult. On the contrary, The teacher is not ready material with well
student who has low motivation would get
bored and be indifferent in learning even
though the materials given were so easy.
Result Interview for School supervisor
(Maria Ulfa, M.Pd)
1. The teacher who teaches is not interesting. The causes are :
2. Teachers do not use learning media.
3. Teacher teaches monotone .
4. Teachers don't pay attention to students.
who have learning difficulties.
Result Interview for Ety Ruspitah,S.Pd as
expert
1. Teachers are less innovative in learning.
2. The media used is not right.
Analisis eksplorasi penyebab masalah
After analyzing the results of literature and
interviews as well as being converted through
observation, the cause can be known Low interest
in learning English
1. The teacher who teaches is not interesting
 Atmosphere in the class when the teacher
teaches impressed the teacher is more active
than theirs students
 Teacher teaches always monotone
 Teacher is not creative to make theirs class
very full imagination
2. Teachers don't pay attention to students who
have learning difficulties
 Teacher don’t care about the problem the
students
 Teacher who always pursues a teaching
target, the important thing is to finish
according to basic competence in curriculum
without understanding the level of student
difficulty
 Teacher is not understand the class who is
teaches
3. in learning even though the materials were felt
difficult.
 The causes are :
3. Basic competence in the curriculum has not  Less to the teacher explain about the lesson
been achieved.  Seldom to give exercise in the class
 Teacher gives some material in books
Conclusion of the literature and interview without how the exercises do it
are :
1. The teacher who teaches is not interesting
It’s cause
2. Teachers don't pay attention to students who
have learning difficulties
3. In learning even though the materials were
felt difficult.

2 Learning resources in the Literature review After analyzing the results of literature and
form of books, modules, Richard (2001.A:25) interviews as well as being converted through
dictionaries are lacking observation, the cause can be known Learning
Teaching material are key of component in resources in the form of books, modules,
most language program whether the teacher dictionaries are lacking
used a text book, institutionally prepared
material, or his or her own material 1. The teachers don’t have good background
institutional material generally serve as the
knowledge material
basic for much language input learned
received and the language practice that occurs The causes are :
in the classroom. In the case of inexperienced  Teacher seldom uses English daily practice
teacher material may also serve as form a
for students
teacher training-a form catcher training they
provide,ideas on how to plan an teach lesson.  the teacher does not understand the material
that will be delivered on that day

Result Interview 2. Lower spirit learning language English because

My Colleague ( Aprida Yurnarmi,S.Pd)
 they think English a foreign language
1. Some of students are lower in learning
The causes are :
English  lack of practicing English in everyday
 there is a shame to start speaking English
2. The teachers don’t have good background
 Passive in speak English
knowledge material
3. Lower spirit learning language English
because they think English a foreign language

Conclusion of the literature and interview

are :
1. In the case of inexperienced teacher
material may also serve as form a teacher
training-a form catcher training they
provide,ideas on how to plan an teach lesson
2. The teachers don’t have good background
knowledge material.
3. Lower spirit learning language English
because they think English a foreign language

3 Communication between Literature review After analyzing the results of literature and
parents and teachers are (Morningstar, 1999, p. 697)JL Murphy interviews as well as being converted through
minimal in frequency. observation, the cause can be known
- 2009
Research has shown that effective
parent communication methods can
help empower parents as “informed
partners in the collaborative
understanding” (Morningstar, 1999, p.
697) of their child’s development.
Strom and Strom (2002) stress the need
to modernize school practices for
contacting parents due to lack of
reliability and frequent ineffectiveness
of current practices. Because the
results of this study indicated a
significant difference in the
perceptions of teachers and parents in
connection with school-to-home
communication, it is imperative that
teachers be informed of the
discrepancies in order to reflect on the
factors that would affect the parents’
perceptions. Therefore, the results of
the current study will be shared with
the school’s administrative team and
other members of the school’s
leadership team. The teachers would
then be able to review the results for
discrepancies so that they may alter
their current practices in order to form
Communication between parents and teachers is
minimal in frequency
1.Their parents is busy working in the garden
The causes are :
 most parents in village areas are farmers who
require leaving early in the morning to go to
the garden
 almost all parents work as farmers
2.Sometimes the children stay for weeks
The causes are :
 Their busy in the garden
 looking for money to meet the necessities of
life
4. Embarrassed to face the homeroom teacher
The causes are :
 running away from responsibilities as a
student
 they always look for loopholes to escape the
mistakes they make so they don't have to go
into the teacher's room
 their fear when called to the teacher's room
 as well as maintain positive and
effective relationships with their
students’ parents.

Interview my headmaster ( Mr
Supardi, M.Pd)

1. The students' parents left early in the

morning
2. their parents is busy working in the
garden sometimes the children stay for
weeks
3. embarrassed to face the homeroom
teacher
4, don't care about the condition of the
child
5. Summons often don't reach their
parents

Conclusion of the literature and interview

are :

1.Their parents is busy working in the garden

2. Sometimes the children stay for weeks
3. Embarrassed to face the homeroom teacher
4  Low competence of Literature review
teachers in M. Nur Mustafa(2021)
implementing innovative
learning The creative learning activity enables teachers
to achieve learning objectives or learning
goals (Barnes, 1990; Sanjaya, 2009). A
creative teacher endeavors to think critically
and do constructive activities. Creative
teaching should be understood as an
intentional activity, should be conducted
specific methods and setting situations
(Trnova & Trna, 2014) and determined by
their self-beliefs (Ozkal, 2014). Moreover,
creative thinking is mediated by social
interactions because it is a multi-component
process (DeHaan, 2009). The students will get
a lot of advantages if creative and critical
thinking is applied by a teacher in a learning
process (Coughlan, 2007). Creative and
critical thinking learning enables a teacher to
create a breakthrough or a new invention that
is useful for both teachers and students. A
teacher that has critical thinking can do his/her
function as a facilitator in a learning process
(Fisher, 2007). Critical thinking enables
problems regarding learning process to be
identified and then to be solved. As a result,
learning activities can run smoothly. Solving
the problems is important to make learning
process run well and to ensure that learning
goals are achieved. (von-Glasersfeld,1991;
Woodward, 2001).
After analyzing the results of literature and
interviews as well as being converted through
observation, the cause can be known Low
competence of teachers in implementing
innovative learning
1. Teachers don't update about innovative
learning
The causes are :
 there is no teacher desire to innovate about
learning
 many senior teachers do not care about
developments in teaching, especially learning
innovation
 embarrassed to ask a teacher who
understands about learning innovation
2. The teacher never participated in the training
The causes are :
 They don’t have time to follow training
 The teacher is so lazy to participated training
about innovation in learning
3. Rarely join forums like MGMP
The causes are :
 Some teachers are lazy to organize
 The vacuum of activities at MGMP
 Result Interview Expert (Ety
Ruspitah,M.Pd)

1. Low teacher competence

2. Teachers don't update about innovative

learning

3. The teacher never participated in the

training

4. Rarely join forums like MGM

5. Teachers never make learning videos

Conclusion of the literature and interview

are :
1.Teachers don't update about innovative
2.The teacher never participated in the training
3.Rarely join forums like MGMP

5 Students' difficulties in Literature review After analyzing the results of literature and
writing about narrative Siti Raudah Cayandrawati S. and Fatchul interviews as well as being converted through
paragraphs Mu’in (2021) observation, the cause can be known Students'

Finding of the Students Problems in Writing
Narrative Paragraph
1. Students Problems in Writing Narrative
Paragraph Based on Written Test
 they did not
know how to develop their writing with their
knowledge and lack of idea so they just write
their narrative paragraph in simple way with
simple sentences.
 They still feel confuse to
continue the story, and finally they do not
have idea anymore.
 After writing one paragraph
the students cannot continue the next
paragraph.
 students still need to pay attention in
organization. The
analyst
found few students cannot
make a good organization in their writing.
The student’s
 difficulty in composing the
organization of narrative paragraph.
 One of all generic structures that the
students have big
problem is in complication step.
 Several students still found lack of
vocabulary and this condition caused them
to often
use the same words and did not use variety of
difficulties in writing about narrative paragraphs
1.They did not know how to develop their writing
with their knowledge and lack of idea so they just
write their narrative paragraph in simple way
with simple sentences.
The causes are :
 Students are lazy to develop their ability to
write an essay about anything in class
 there is an attitude of shame asking the
teacher about their learning difficulties
 sometimes the teacher doesn't really explain
the material that will be done
2.Several students still found lack of vocabulary
and this condition caused them to often
use the same words and did not use variety of
language
The causes are :
 Rarely carry a dictionary
 Consider English a foreign language
4. The students are confuse about grammar in
narrative paragraph
The causes are :
 Inadequate teacher explanation
 lazy students ask theirs teacher
language.
 They often used popular language that
usually we listen in daily life.
 Some students also had total words of
their paragraph were less than the range
the writing prompt asked and the word
usage was less varied.
 In the grammar aspect, most of the
students did not understand enough and
forgot to use about
part of regular and irregular verb of verb II
(simple past tense). It happened because the
students did not understand well yet about
tenses that are used in the past when they want
to write narrative paragraph.
 They also
had errors in using articles and prepositions.
 The students also had problems in
spelling, punctuation, and capitalization.

Result Interview my colleague( Aprida

Yurnami,S.Pd)

1. This condition after pandemic covid 19, the

students always look for homework in google,
and then after they are in the school they don’t
understand about it.
2. The students confuse about grammar in
narrative paragraph

Conclusion of the literature and interview

are :
 1. They did not know how to develop their
writing with their knowledge and lack of idea
so they just write
their narrative paragraph in simple way with
simple sentences.
2. Several students still found lack of
vocabulary and this condition caused them to
often
use the same words and did not use variety of
language.
3. The students are confuse about grammar in
narrative paragraph

6 Some teachers have not Literature review
mastered technology in Gregory and Denby Associates(1995)
learning Teachers who learn to integrate technology
may go on to re conceptualize their roles in the
classroom. Guided by research findings from
cognitive psychology and other related areas,
teachers can create environments in which
students actively engage in cognitive
partnerships with technology
After analyzing the results of literature and
interviews as well as being converted through
observation, the cause can be known Some
teachers have not mastered technology in
learning
1. There is no internet line at school yet
The causes are :
 there is no support from related parties to
create an internet network
 A network that affects the internet to make
an internet connection

Interview my headmaster (Mr.

Supardi,M.Pd) 2. Teachers don't want to try to equip themselves
with IT progress
 1. There is no internet line at school yet.
2. Teachers do not want to try to provide
initial capital to increase their knowledge in
the IT field.
3. Teachers don't want to try to equip
themselves with IT progress.
The causes are :
 lack of willingness of teachers to know the
development of IT
 Teachers are not enthusiastic about using IT
tools because of the limited IT tools at school

Conclusion of the literature and interview

are :
1. There is no internet line at school yet.
2. Teachers don't want to try to equip
themselves with IT progress.