LEARNING DIFFICULTIES MAEMATIKA ANALYSIS WITH ENGLISH INTRODUCTION TO THE

SUBJECT MATTER FORM CLASS X Immersion School LOGARITHMS STATE Karangpandan

KARANGANYAR 2012/2013

Ungky Pawestri 1, *, Soeyono2Ira Kurniawati2

ABSTRACT
This study aims to determine: (1) the difficulties of what is experienced by
students and teachers in the learning of mathematics subject matter logarithm to the
introduction of English in the classroom program immersion, (2) factors that cause
students and teachers have difficulty in learning mathematics English-language in the
subject matter logarithm, (3) what efforts made to minimize the difficulties experienced
in learning mathematics with English-language programs immersion classes related
subject matter logarithm.
This study used descriptive qualitative method. Subjects were students of
class X SMA immersion Karangpandan Karanganyar. As a source of data is the
second immersion class X students and teachers were observed. From these data
sources have 5 students as informants. Data was collected by observation, tests and
interviews. Data validation is done by triangulation of data by comparing data from
observations, test results and data from interviews. Data were analyzed using
qualitative data analysis which includes the step of data reduction, data presentation,
and conclusion.

Keywords: Analysis of difficulties, Immersion Classroom, Learning math, Shape logarithms.

PRELIMINARY both on a local, national, regional and

The development of Science and
Technology (Science and Technology)
as well as globalization and the
information more rapidly, requiring
preparedness Human Resources (HR)
quality, which can compete both
domestically and in the global arena of
free competition. Implementation of
effective, quality education has a
strategic role in the realization of human
berkualitias. For that in developing the
framework and the education system in
Indonesia in the future, not just how to
achieve the learning objectives semata-
eye, but should also pay attention to
linkages-linkages between the
development of human potential in
private with public life in full harmony
with the demands of changing times
international levels.
The concern about the low
quality of education and realize the
importance of English is an international
language, it appears the idea or the
notion of immersion class program. In
the immersion class program
implementation, there are still doubts
some people have questioned the
effectiveness of learning programs
applied immersion classes in high school
(SMA). Doubts arise on the basis of
some of the thinking, lack of mastery of
the English language for teachers and
students as the language of instruction in
learning, students have the double
burden that mastery of English as the
language of instruction in the learning
and achievement
basic competence, the costs borne by
parents immersion class program is
quite large when compared to the
regular classroom program, while
learning outcomes that will be
achieved is still in doubt.
In immersion classes, the learning
process that uses English-language
covers the subjects of mathematics,
physics, chemistry, biology, English,
economics, history, and geography. The
material of the mathematics taught in
class X
that is: form of rank, roots, and
logarithms, quadratic equations and
functions, system of linear and
quadratic equations and inequalities.
When a new material to the shape of
the rank and roots, students did not
experience difficulties because sitting
in junior high school (SMP) students
have taken material form of dub and
roots. However, when the material has
begun to crawl into logarithm, students
begin to find it difficult especially such
material is a new material known by
the students. The difficulties
experienced by students can occur
because students are less
master the concept of logarithms.
Based on the list of class X semester 1
immersion 2011/2012 academic year,
out of 27 students who take the test
subject of the logarithm of daily tests
are 56% did not reach the minimum
completeness criteria (KKM) of 75.
According to the teacher of
mathematics, students' mastery of
subject matter logarithm is low. To help
overcome the problems encountered in
mathematics learning of students,
especially in understanding the
concept of logarithms delivered with an
introduction in English, is necessary to
find the cause of the problems these
students. Factors of students' learning
difficulties, among others: (1) factors
protégé include: (a) an IQ less well, (b)
learning activities is lacking, (c) there is
no motivation in learning. (2) school
factors include: (a) teachers who are
not qualified,
less pleasant,
Library incomplete. (3) family factors
include: (a) a parent who has little or
no attention to their children's
education, (b) the atmosphere of the
house crowded or rowdy not possible
to make a child will be able to learn
well.
Schools learning program providers
Mathematics and Science in English is
expected to focus its activities on the
following aspects in order to achieve the
learning objectives:
(1) development material in English,
(2) pengembangtan instructional media,
(3) improving teacher competence in
English,
(4) habituation English in school, (5)
the implementation of school-based
management and school leadership
consistently [1].
RESEARCH METHODOLOGY
The study analyzes the difficulties
mathematics learning English with an
introduction to the material
The principal logarithm implemented in
class X SMA immersion Karangpandan
Karanganyar 2012/2013. The research
phase includes three phases:
preparation, the implementation phase
and stage of completion.
In accordance with the objectives
to be achieved in this study, this study
is a qualitative research. [2] The
qualitative research is a study aimed at
describing and analyzing phenomena,
events, social activities,
attitudes, beliefs, perceptions, thoughts
of people individually or in groups. In
this study, no hypothesis and the
resulting data is descriptive data in the
form of words - written or spoken word.
This study examines the characteristic
shape, activity, change,
relationships, similarities, and
differences with other phenomena.
Descriptive study does not provide
treatment but described the condition
of the running as it is.
In this study in determining the
research subjects did not
chosen at random, but aims sample
selection (purposive sample).This
research was conducted in class X
SMA immersion Karangpandan
Karanganyar 2012/2013 school year.
Then, selected several students
representing each group of types of
errors are being made to be
interviewed and analyzed the data.
In this study, the methods used
there are three kinds, namely [3] the
method of observation to see and
observe yourself, then record the
behavior and events as occurred in the
actual circumstances, [4] method of test
shaped about the description to find
out the mistakes of the student in
problem-solving, and interview
methods to obtain information about
the learning process.
One way to obtain data on the
validity of qualitative research is by
triangulation. Triangulation techniques
used in this research is triangulation
method. Triangulation methods in this
study conducted by comparing data
collected by using observation, testing,
and interviews with the study subjects.
RESULTS AND DISCUSSION
From the results of the validation
of data each subject of study, obtained
mistakes and things that caused the
error, namely:
1. Errors receive information caused by
students who are not careful and
hurry when reading about. Students
are not the root of the form and rank
in the matter because it is not
familiar with the matter that contains
elements of the form of roots and
dub.
2. Error concept logarithm generally
occurs because students prefer to
learn the material on the part of the
formula and procedure
problem-solving rather than learn
the concepts contained in the
definition of the logarithm form.
3. Error strategies, students incorrectly
use lagkah procedures and measures
to resolve the problems. Error taking
steps that do cause students
stalemated while working on a given
problem. Students are only doing half
way so that students do not find the
end result being asked on the matter.
This can happen because the
students lack in doing the exercises.
4. Less carefully situations students
lead students to make mistakes in
counting. Understanding of the
material is lacking in the form of
roots and dub also be the cause of
error in counting.
5. Writing error occurred because the
students did not accurately and in a
hurry when work on the problems.
There are students who do not know
the proper writing position of prime
number, because students do not
understand the description of the
existing definition of logarithms.
Students assume the prime number
and numerus it was the same in
writing layout.
In interviews conducted with
teachers of math, the results are as
follows:
1. For teachers, one of the obstacles
perceived motivation of student
mathematics learning in general
tergolongrendah,so that
menyebabkangurusulit
using a variety of ways to manage
learning in a creative, because
usually it requires a high learning
motivation of students.
2. Prerequisite knowledge and ability
possessed by the students in
learning the subject matter tends to
be less logarithm. Therefore,
teachers need to repeat the material
prerequisites are required before
starting
 learning about the subject matter
logarithm. It tends to take a lot of
time that should be used for
doing program
learning that has been planned.
3. The lack of reference books
university level math
can be used by teachers of
mathematics.
4. In terms of the language of
instruction in the learning of
mathematics, namely English used
in the processlearning,
the ability of the students in the
control language which
kurangmenyebabkanteacher
difficulties in creating good
communication in immersion
classes.
Processlearning
mathematics in the classroom affect
students in understanding the concepts
that exist in the subject matter
logarithm. Fifth research subjects
claimed that their attention on learning
in the classroom less. The reason
given by students varies among
teaching materials are difficult to
understand because the new material
received by students and form of
presentation of the material presented
less attractive teacher. Grain material
that attracted the attention of learners
will be very helpful especially when
learners motivation and interest in
learning is low. In addition, students
who sit behind pleaded can not read
the writing on the blackboard and hear
the teacher's voice clearly so that
students do not
can pay attention to the learning
process well. Another point on the
learning process in the classroom that
affect student in the level of
understanding of the concept is the
lack of emphasis on drawing
conclusions, both by teachers and from
students themselves. Conclusion of the
material being studied is very important
because it can eliminate or minimize
doubts over
understanding of the concept. Based on
observations and interviews provided
information that students are reluctant to
ask the teacher if they run into trouble.
They would rather ask a friend than a
teacher. Such varied reasons expressed
shame and fear are asked to do in the
future. Student motivation in doing the
assignment of teachers is lacking, they
do not want to try to work on the
problems but rather rely discussion of
answers do together.
The learning process that uses
English-language too difficult for
students to grasp and understand the
subject matter perfectly logarithm. Fifth
research subjects who have the ability
to speak English less admitted that
much of the material that he did not
understand. Not all students attending
English classes outside school hours
to improve their English. They only rely
on the ability of English potluck to
follow the learning process in the
classroom. Although sometimes use
the introduction Indonesian teachers,
students still find it difficult to
understand the material being taught.
Wording used by teachers sometimes
mix between English and Indonesian
also make it difficult for students to
better understand the material
logarithm.
Learning media has provided
the school to support learning is a
computer, LCD, LCD screen,
handbooks of teaching aids for the
immersion class. However, teachers
and students do not take advantage of
the media. Teachers do not make
optimal use of the computer, and the
LCD screen will make the learning
process more interesting.
Handbooks supporting classroom
learning immersion in the library is not
put to good use by students. students
are not
try the additional exercises using the
manual
to add to the experience facing the
problems varied.
In addition to the learning
process in the classroom, student
learning can also affect the success of
students in solving problems. The fifth
study subjects said that they preferred
memorizing formulas and procedures to
solve problems rather than to understand
the concept. They are accustomed to
rote learning mathematics. They rarely
exercises work on the problems. How do
students learn that this is not a good way
of learning. If they fail to remember
formulas and procedures which they
memorize it will not happen the success
of solving problems. The questions given
in high school is very different to the
given problem in junior high. One of the
research subjects did not learn before
working on the problems given.
Therefore, different from the mistakes
made by other students. Subject does
not apply the concept
learned during the learning process to
resolve the matter.
The process of learning
mathematics in class less use of
learning media provided by the school
and the student learning the wrong
way can lead to confusion or
lack of understanding even the
ignorance of students towards a math
concept. Here can cause them to make
mistakes in solving math problems
both misconceptions and faulty
implementation of the concept.
Material logarithm is a new thing for
high school class X. This is why the
student is difficult to accept new
knowledge and adapt them to the old
knowledge.
Delivery of content by teachers
less emphasis on
understanding the concept can lead to
a misconception or misapplication
due to poor understanding of the
concept
the concept of the students. The
possibility of errors in the application in
the form of matter or a matter of
understanding a concept is enormous.
Discussion question in that form also
needs
do for increase
the ability of students in solving
problems.
Another factor that is important
in influencing the students in solving
problems related to the logarithm is
their understanding
material prerequisites. Weak mastery
of prerequisite as a concept in search
rules roots of quadratic equations,
calculating fractions can lead students
to make mistakes prerequisite.
Learning mathematics is to be gradual,
students must master the material
prerequisites needed to study the
material.
Of the difficulties experienced
by students and teachers in
implementing the learning process of
mathematics using English-language in
the material form of logarithms, it is
necessary that efforts be made to
minimize the difficulties experienced so
that in implementing the class program
of immersion in the future will be more
effective and achieve the objectives
learning. Student difficulties in
understanding the material form of
logarithms can be minimized by
holding extra hours outside school
hours which aim to deepen the
material. Students also should be
taking to lessons outside the school
program, so that students acquire
additional materials and problems
more variety. Besides the difficulty in
understanding the material, students
and teachers also find it difficult to
create
pembeleajaran personal communication
that uses the introduction of English,
both teachers and students need
their guidance speak English so
communication between teachers and
students to understand each other
the language of communication used. 2. Difficulty in speech and language.
So that teachers can manage the class Learning to use the introduction of
well, then teachers need to follow- English makes it difficult students
upgrading upgrading programmed by communicate with teachers due to
the department of P and K, so that
teachers know how well the delivery of
lack of English language skills of
the material in accordance with the the students.Factors that cause
applicable curriculum. students and teachers have difficulty
in learning mathematics with the
CONCLUSIONS AND introduction of English in the subject
matter logarithm, among others:
SUGGESTIONS
a. Teaching materials are difficult
Base on on data
and form of presentation of the
analysis and refers to the purpose of
material presented less
the study have been described, can be
attractive teacher.
concluded as follows.
b. The lack of emphasis of matter
1. The difficulties experienced by
and conclusion.
students in mathematics learning
c. Student motivation in doing the
the subject matter of form
assignment of teachers less.
logarithm English-language
d. English language skills are less
programs immersion classes
likely to cause the
include:
communication between
a. Students make mistakes on the
teachers and students during
application of the concept, good
the learning process less
concept or concept logarithm
created.
logarithm related prerequisites. In
e. How to learn to students who
this case, students can not
do not understand the concept
achieve the level of mastery
of matter
required
as a prerequisite to solve the but by memorizing formulas and
procedures in resolving
matter terkai principal forms of
problems.
logarithms. In this case, the
f. The lack of exercises that do
student is classified types of
the students.
difficultiesslow learners,
g. Lack of understanding of
b. Lack of rigor of students lead
students about aspects of the
students can not solve problems.
prerequisites for the subject
Students are familiar with the
matter logarithm.
concept to solve problems
h. Difficulties in managing creative
related to the subject matter of
learning because students'
the logarithm form, but not in
motivation to learn mathematics
accordance with the correct
in general is low.
answer. In this case, the student
i. Lack of knowledge of the
is classified types of
material prerequisites of the
difficultiesunder archievers,
students made the teachers
c. Students do not understand the need to repeat
definition
back materials related to the
logarithm, logarithm concepts,
logarithm so hard in
and concepts associated
arrange a time to complete the
prerequisite logarithms, so do
material.
the problems related to the
material. In this case, students j. The lack of university-level math
can not reach KKM (Minimum reference
completeness criteria). Cases
such student is classified types
of difficultieslower group,