Problems and Strategies for Learning The Indonesian Language in Grade 2 of

Language can be used to communicate and become an identity in a country. Indonesian language learning is important to implement starting from the lower grades of elementary school. Language skills need to be mastered by students, such as listening, viewing, speaking, reading, and writing. Learners are taught to apply Indonesian well. On the other hand, a problem in the learning process often arises, causing learning to be disrupted. These problems can arise from educators or students. This study aims to determine the application of Indonesian language learning in elementary schools. As well as knowing the issues and strategies used to solve these problems. The method used in this research is qualitative. This study's data were collected through interviewing grade 2 teachers at YAPITA Elementary School in Surabaya City, observation, and documentation. This study also looked at classroom lesson planning documents such as teaching modules. This study shows that teachers experience obstacles in preparing teaching modules, learning delays experienced by students, and no good application of the Indonesian language in daily communication. The influence of the environment around children also affects the level of learning success of students. The learning strategy chosen will be adjusted to the learning model in the classroom. Thus, the teacher can identify the material in advance to determine the appropriate learning model.


Introduction
Indonesian is the national or official language of the Indonesian state.The development of the Indonesian language continues to grow rapidly, surpassing its original language, Malay.The Indonesian language has advantages in history, law, and linguistics (Kemendikbud, 2022).The third point of the youth pledge contains the expression that the Indonesian language is recognized as a very important language, so all youth and Indonesian citizens should uphold it.Although in Indonesia, there are many languages spoken in each region, Learning Indonesian is important, especially in elementary school.Indonesian learning has a very important role in shaping students' habits, attitudes, and abilities for the next stage of development (Eryani, 2023).Listening, watching, speaking, reading, and writing skills can be learned in Indonesian language learning.In addition, students can learn to use good and correct language.Especially in the lower grades, students need guidance as the first step in forming an understanding of language skills.
Teachers often find obstacles in implementing learning that disrupt the material delivery process.With these problems, teachers are expected to find solutions to minimize existing problems immediately.This problem can occur due to factors such as students or teachers.Learning strategies can be chosen for the problems faced to plan the learning process systematically and achieve learning goals.The problem of learning Indonesian causes the delivery of material to be disrupted, and it is necessary to find a solution that can cover other possibilities.The strategy chosen can ideally foster children's enthusiasm because, considering that in the lower grades, students need something interesting to arouse curiosity about new things.
In the research, we conducted at SD YAPITA Surabaya, the 2nd-grade teacher explained that at this time, Indonesian learning at SD YAPITA is separate from the Merdeka curriculum; Indonesian is generally used in daily life, especially in the school environment where the role and skills of Indonesian teachers are needed.
Research that discusses problems and strategies for learning Indonesian in elementary schools has been previously researched by Ratih Novi Septian and Winti Ananthiah (Septian & Ananthiah, 2023), whose subjects are teachers and 1st-grade students of SD Negeri Jatinangor with the title "Problems and Strategies in Indonesian Learning in Grade One Elementary School."The results of this study are known to be the problems teachers face when learning Indonesian, such as students who are prone to lack of concentration during the learning process, students who still have difficulty using Indonesian properly and correctly, and students who still have difficulty reading and writing.The strategies used by teachers in the study include applying various learning methods and implementing games in between lessons.Teachers also teach students to use Indonesian correctly, and teachers apply the reading method without spelling to students who have difficulty reading.
The similarity of previous research with this study is the type and method of research used using qualitative methods and data collection techniques in the form of observation and interviews.The topics raised from this study and previous research also discuss problems and strategies for learning Indonesian in elementary schools.The difference between the previous study and this study is that the objects studied by the previous study are teachers and students in grade 1, while in this study, teachers and students in grade 2 of elementary school.
Similar research has also been conducted by Masda Satria Kurniawan, Okto Wijayanti, and Santhy Hawanti (Satria Kurniawan, Wijayanti, & Hawanti, 2020), who raised the problem of learning Indonesian at SDN Kaliurip.Classroom teachers face many problems in the lower grades, including the lack of teacher strategies for training students' focus skills.However, teachers have implemented solutions to these problems by getting students used to always using Indonesian properly and correctly.The next problem is that students in the lower grades lack mastery of the main learning basics, namely reading and writing skills; in this problem, the teacher applies a solution by applying reading habits before starting learning in the morning, and students will be invited to write or briefly on the blackboard based on what they read in the book.
In the research that we have conducted at SD YAPITA Surabaya, this is different from the results of the two references that we read; in this study, the teacher explained that there is one student who can read and write but cannot apply Indonesian at all in his daily life, ideally, 2nd-grade elementary school students can speak well and correctly, It can be said that the influence of the surrounding environment makes the students less proficient in mastering the application of the use of Indonesian in daily life.
As we know, in this era of globalization, there is no word left behind, especially in terms of language in daily life, as we know that the Indonesian state makes Indonesian the official language of the country.If the student cannot apply Indonesian, it can affect the learning activities he or she does anywhere, especially in the scope of learning or school.We conducted this research to find out how Indonesian is applied in elementary schools.We want to find out what problems exist in grade 2 at SD YAPITA Surabaya, and we want to know what strategies are carried out by teachers to solve the problems experienced by their students.

Method
The method used in this study is qualitative research.Qualitative research is a type of research that aims to answer problems that require an in-depth understanding of the relevant context of time and situations.This research was carried out reasonably and naturally without any manipulation of field conditions, and the type of data collected was also not changed, especially qualitative data (Agustin, 2023).Qualitative research involves important processes such as collecting participant data and asking interview questions.The source of data for this research comes from humans and documents.Human data is obtained from the process of observation or research and also interviews.Observation or research and interviews are conducted directly on the research subjects; interviews are conducted openly and in-depth to obtain information and experiences related to the observed phenomenon.The documentation used in this study is in the form of photos during the observation and interview process, recordings during the interview, and field notes.The data collection of this research was carried out on April 30, 2024, at YAPITA Elementary School, located on Jl.Keputih Tegal No. 08, Keputih, Sukolilo District, Surabaya City.The resource person in this interview is a 2nd-grade teacher.Observation, interviews, and documentation are the data collection techniques used in this study.
Observation sheets and interview guides are the main instruments in this study.Observation sheets record the behavior and interaction of research subjects at the research site.Interview guidelines gather information and experiences related to the phenomenon being studied.Grade teachers and 2nd-grade students of SD YAPITA were observed about the problems faced in the Indonesian learning process.The interview with the 2nd-grade teacher of SD YAPITA focused on the problems faced in learning Indonesian.After the problems were known, the teacher explained what strategies were used to overcome these problems.Documentation is a complement to the observation and interview activities that have been carried out.

Problems of learning Indonesian in grade 2 of SD YAPITA Surabaya
The results of this study were obtained through observation activities and interviews conducted with 2nd-grade teachers of SD YAPITA in Surabaya, Surabaya, to discuss problems and approaches to learning Indonesian.Some of the problems that arose during the language learning process were identified from the interview results.The description of each interview related to the problems faced by second-graders is shown in the following table.3. Do students use Indonesian effectively in their daily lives?Some students are not proficient in using Indonesian effectively; for example, children continue to use their regional language, Javanese, when they talk to their teachers.
According to the results of observations and interviews that have been conducted, there are many problems or challenges faced by teachers and students in learning Indonesian in grade 2 at SD YAPITA Surabaya.Some of these problems or challenges are as follows: First, teachers face difficulties in compiling teaching modules because the method of preparing the lesson plan in the 2013 Merdeka curriculum is different from the method used in the Merdeka curriculum, which has a wider range of Indonesian language materials so that students can learn Indonesian, Indonesian materials more easily.
Second, there are still students who experience learning delays or slow learners.According to Cooter, Cooter Jr, and Wiley (Nurfadhillah, Anjani, Devianti, Suci Ramadhanty, & Amalia Mufidah, 2021), slow learners are children with a low or slightly below normal academic learning level and an IQ ranging from 70 to 90.Children with learning delays usually need more time to complete tasks or understand material than children with normal abilities.However, they are not categorized as mentally disabled children.Dini Ratri explained that there are many reasons why slow learners (Nikmah & Rusman, 2019) can happen to children.Among them are biochemical factors that can harm the brain, such as food coloring, environmental pollution, malnutrition, and psychological and social influences that interfere with children's growth and development.External factors are also the main causes of slow learning, including using inappropriate learning strategies, managing learning activities that do not spur children to learn, and providing inappropriate reinforcement repetition.Genetic factors greatly influence, but environmental factors such as nutrition, health, and quality are also important.
Third, there is a lack of interest and focus among students in learning Indonesian.The problem of students who easily lose focus during the lesson often occurs.Children often lose focus when listening to or listening to the teacher's explanations.As a result, they instead play alone or talk to friends.Students' interest in learning greatly affects their concentration during learning as it is one way to encourage them to participate in the learning process.Students interested in learning will show concern for the things or materials they are learning.On the other hand, students who are not interested in the lesson will clearly show unpleasant attitudes, such as a lack of attention and concentration on the material.Another factor that causes students to be disinterested in Indonesian lessons is their lack of ability to read, write, listen, and speak, as well as the amount of text that students have to read, which is so much that it bores them.In addition, the scope of Indonesian material in the Merdeka curriculum is wider than the Indonesian material in the 2013 curriculum; for example, the material about serial images is in the Merdeka curriculum, while in the 2013 curriculum, there is no serial image material.
Fourth, some students still cannot use Indonesian effectively daily.For example, some students still use Javanese when speaking to their teachers.For example, when they want to ask their teacher for help, they say "Bukakno," which seems rude.However, if students can speak Indonesian well, they will tell their teacher, "Mom, please open up."

Indonesian learning strategies in grade 2 of SD YAPITA Surabaya
After the researcher found several problems in learning Indonesian in grade 2 of SD YAPITA, a strategy is needed to overcome these problems.Based on the results of interviews with 2nd-grade teachers, several strategies teachers use to overcome these problems are found, presented in the following table.

Table 2. Interview exposure to Indonesian learning strategies No.
Question Answer

1.
Is there a strategy used to overcome these obstacles?
Usually using cooperative strategies, problem-solving, and others.This depends on the material being taught.The media used are short cards, make-and-match, and others.
After identifying several problems in Indonesian learning in grade 2 of SD YAPITA, the interview process can help to find out the strategies used by grade 2 teachers.One aspect of learning that contributes to the success of learning objectives is learning strategies.Learning strategies in the world of education, according to Yusnimar Yusri, are defined as (Yusri, 2013) "a plan, method, or series of activities designed to achieve a particular educational goal," which means a plan, method, or series of activities designed to achieve a specific educational goal.To overcome the problems in the learning process, each teacher certainly has a different strategy, especially what happens to students based on their different characteristics.
To overcome the problems that exist in Indonesian learning, grade 2 teachers at SD YAPITA use cooperative learning models, make-and-match, and problem-solving.In addition, teachers also use learning media that are interesting to students, such as flash cards.In Indonesian learning in grade 2, SD YAPITA uses a student-centered learning model, but some materials use a teacher center.The activity to help students who often speak poorly is that teachers always get used to using good and correct Indonesian, both during the learning process and outside of learning.The teacher also reminds students if they do not use Indonesian well in communication, and the teacher always gives directions to justify the student's speech.In addition, students are forced to use Indonesian in daily life.However, if they find it difficult, they should use the regional language (Javanese), which is polite, because it is undeniable that using the mother tongue is inevitable in daily life.
Meanwhile, to overcome the problem of students who experience learning delays or slow learners, the strategy used by teachers is that they continue to study in class with other students.However, at certain times, for students who experience learning delays, teachers will guide students more individually.For example, in the series drawing material, if students who experience learning delays cannot make sentences from what is asked in the question, it will be shown by the teacher.So, the touch is only in the classroom; there is no need for a companion, so the teacher asks or reads the question, and then the student with a learning delay will tell it orally.During the exam or test implementation, students who experience learning delays or slow learners have their questions read by the teacher so that answering them does not take a long time.If they read it on their own, it will take a long time, and they may continue to repeat spelling or reading questions, and there must be interference from other friends.Students who experience learning delays or are slow learners still cannot distinguish between words and sentences, so teachers need to explain with strategies that are easy for students to understand.
The next problem in learning Indonesian is students' lack of interest and focus in learning Indonesian, especially in students with learning delays or slow learners.Given that concentration in the learning process is important, teachers must have the right strategy to overcome these problems.Based on the results of interviews with 2nd-grade teachers of SD YAPITA, it was explained that to overcome the difficulties of students who are slow learners in maintaining their concentration, special programs for slow learners and students with special needs should be provided.Usually, slow learner students are called to a special room (BK room or hall) and then guided by a psychologist or class assistant teacher more intensely and individually.By the class assistant teacher, slow learner students are asked in advance how far the material taught in the class has arrived.Then, it is taught by the accompanying teacher and reviewed by the subject teacher.From the results of learning with the accompanying teacher, slow learner students look more focused and concentrated than during classroom learning.It can be concluded that the learning environment is very influential for slow learner students because it requires calmness in digesting learning materials.
The strategy used to help students who have not achieved the learning goals is when the learning process, in between the delivery of the material and the assignment, the teacher will go around the classroom to ask which material the students do not understand.If there is learning material that the students have not understood, then the teacher will review it.If the student still does not understand the re-explanation of the material, then the teacher will provide examples related to the material.Of course, some students still score below the Minimum Completeness Criteria (KKM).However, teachers ://doi.org/10.33752/disastri.v6i2.6401__________________________________________________________________________________ __________________________________________________________________________________ Problems and Strategies for Learning… | 92 DOI: https://doi.org/10.33752/disastri.v6i2.6401 __________________________________________________________________________________ __________________________________________________________________________________ Problems and Strategies for Learning… | 90