After observing the condition on students’ difficulties, it attracts the researcher to examine the characteristics of mathematics texts. Therefore, it can
be found the features and the grammatical complexity of the textbook.
B. Identification of the Problem
The observation on the students’ difficulties in learning worded mathematics texts is caused by many problems. These problems might be
related one another. It can be caused by students’ factors, teachers’ factors, teachers’ teaching methods, and materials.
Firstly, the problem can be caused by students’ factors. Students’ motivation in learning mathematics is quite low. It happens because of two
aspects: i they have negative perception about mathematics, for them learning mathematics is difficult, and ii mathematics is taught in English.
Besides they should master mathematics with its concept which is complex, they also should master English which becomes the language instruction in
the classroom. This condition can cause a worry for them because they learn mathematics and English at the same time. Besides, based on the observation,
English is one of the difficulties that are faced by the students. As a result, students have more responsibility in following the teaching and learning
process. Secondly, the problem can be caused by teachers’ factors. The
demand of mastering the curriculum for International Standardized School teachers is higher than non International Standardized School teachers
because they should use English as the language instruction in the classroom. Mathematics teachers have to be language teachers at the same time.
Unfortunately, teachers who teach mathematics do not have a high level of competence in English. If they cannot speak English or do not master it, the
information will not be completely understood by the students. Thirdly, the problem can be caused by teachers’ teaching methods.
The teachers’ teaching methods applied in International Standardized School should be expanded variously in order to be able to actualize students’
intellectual and emotional potency. Unfortunately, the teachers’ teaching methods are not varied and still conventional – teachers have a role as people
who “transfer” the knowledge, and students have a role as “the receiver” of that knowledge.
Finally, the problem can be caused by materials. Most people associate the term ‘language-teaching materials’ with anything that is taught
to the students. The material has become a problem during the teaching- learning process because it is taught in English.
There is a general assumption that the majority of students encounter difficulties to learn mathematics using their mother tongue. Not all students
can master it well. Moreover, in International Standardized School, mathematics is taught in English. This condition makes them worried.
Students who are not fluent in English tend to encounter difficulties in understanding subject materials. Furthermore, often misunderstanding occurs
during the lesson.
Mathematics and English have become difficult subject matters faced by the students. The materials that are presented in English have become a
problem for them because in practice they do not have an adequate proficiency of English. As a result, they encounter difficulties to understand
mathematics texts.
C. Delimitation of the Problem
