Analisis Problematika Pembelajaran Bahasa Indonesia Materi Menceritakan Gambar Menggunakan Bahasa Sendiri di MTs Al Furqon Cilegon

Abstrak

This study aims to analyze various problems that arise in Indonesian language learning, particularly in the context of telling stories from pictures using their own language, at Darul Ulum Plus Junior High School, Sungai Belida, South Sumatra. This research is motivated by students' low ability to construct stories based on pictures, both in terms of structure, coherence, and language use. The research method used was descriptive qualitative, with data collection techniques through observation, interviews, and documentation. The results indicate several key problems in the learning process. First, students experience difficulty developing storylines and selecting appropriate vocabulary, as Putri (2022) stated that junior high school students' literacy skills still require systematic strategic stimulation. Second, the limited use of learning media results in students being less motivated and less trained in interpreting images comprehensively, in line with Firmansyah's (2019) findings regarding the importance of visual media in language learning. Third, the learning strategies implemented by teachers are still traditional and teacher-centered, thus not providing sufficient space for students to practice creative thinking and expression. This situation supports Rahmawati and Santoso's (2020) view regarding the need for a process-based approach in teaching writing. Furthermore, low student interest in reading, a lack of step-by-step guidance, and a less varied learning environment also contribute to obstacles. Recommended improvements include the use of digital and visual media, the implementation of cooperative and project-based learning methods, and the provision of sample texts and step-by-step exercises, as recommended by Mustika (2021) regarding strengthening basic literacy. Overall, this study concludes that the challenges in teaching storytelling using pictures to junior high school students stem from a combination of internal student factors, teacher methods, and limited learning media. By improving learning strategies and enhancing facilities, students' ability to tell stories using their own words can be significantly improved.