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His study aims to analyze the ability of fourth grade elementary school stundents in writing argumentative texts. The study used a qualitative descriptive approach with an instrumen in the form of Student worksheet (LKPD) wich were developed to measure the skills of expressing opinions, giving reasons, and making consclusions in the form of argumentative texts. The result of the study showed  that most students were able to express oponions and reason simply, but still had difficulty in comosing coherent and coherent paraghraphs. This study provides an overview of the importance of continuous practice in writing arguments for elementary sschool students.  

This research focuses on examining the intensive reading learning process of third-grade elementary students when engaging with narrative texts. The objective is to investigate students' ability to comprehend the narrative structure, interpret meanings, and respond to the messages within the text. Employing a qualitative descriptive method, the data were obtained through direct classroom observation, interviews with teaching staff, and evaluation of students’ reading tasks. The findings reveal that although students demonstrate interest in reading narratives, many still struggle to recognize essential components such as plot sequences, character development, and moral lessons. Teachers are instrumental in facilitating students' understanding by implementing supportive strategies, including guided reading, interactive questioning, and the integration of visual materials. The study highlights the importance of a well-structured and supportive learning environment to foster students’ reading comprehension and critical engagement with texts.

This study aims to identify and describe the most effective teaching strategies in improving level 3 fluent reading skills in lower grade elementary school students. Level 3 fluent reading skills include the ability to read at an appropriate speed, expressive intonation, and good comprehension of reading content. Through a descriptive qualitative approach, this study explores and analyzes various learning techniques that have been proven to support the improvement of reading fluency in early childhood. The research findings reveal that the application of explicit teaching methods, repetition in reading exercises, the use of paired reading techniques, the use of reading texts with levels of difficulty, and active involvement from parents, can synergistically encourage the development of students' reading skills significantly. This study provides important contributions both theoretically and practically, especially for educators, in designing systematic, comprehensive, and sustainable reading learning programs to improve students' literacy competencies from an early age.

This study aims to analyze intensive reading skills among fifth-grade elementary school students. Intensive reading is a vital skill that supports information comprehension and serves as a foundation for mastering other subjects. The research employs a qualitative descriptive approach using a case study method. Data were collected through direct observation, audio recordings, and document analysis of previous reading assessment results. Evaluation involved cognitive tests with multiple-choice questions and psychomotor observations while students read texts independently. The findings reveal variations in intensive reading skills among students, particularly in understanding text content, organizing ideas, diction accuracy, sentence structure, spelling, and note-taking ability. Most students could grasp the main idea and identify the plot well; however, challenges remained in using appropriate diction, maintaining consistent sentence structure, and achieving accuracy in spelling and note-taking. These results highlight the need for more effective teaching strategies to improve students’ intensive reading skills. This study is expected to contribute positively to the development of Indonesian language learning methods at the elementary level, better preparing students to face increasingly complex academic challenges.

This study aims to identify and describe the most effective teaching strategies in improving level 3 fluent reading skills in lower grade elementary school students. Level 3 fluent reading skills include the ability to read at an appropriate speed, expressive intonation, and good comprehension of reading content. Through a descriptive qualitative approach, this study explores and analyzes various learning techniques that have been proven to support the improvement of reading fluency in early childhood. The research findings reveal that the application of explicit teaching methods, repetition in reading exercises, the use of paired reading techniques, the use of reading texts with levels of difficulty, and active involvement from parents, can synergistically encourage the development of students' reading skills significantly. This study provides important contributions both theoretically and practically, especially for educators, in designing systematic, comprehensive, and sustainable reading learning programs to improve students' literacy competencies from an early age.

This study aims to analyze intensive reading skills among fifth-grade elementary school students. Intensive reading is a vital skill that supports information comprehension and serves as a foundation for mastering other subjects. The research employs a qualitative descriptive approach using a case study method. Data were collected through direct observation, audio recordings, and document analysis of previous reading assessment results. Evaluation involved cognitive tests with multiple-choice questions and psychomotor observations while students read texts independently. The findings reveal variations in intensive reading skills among students, particularly in understanding text content, organizing ideas, diction accuracy, sentence structure, spelling, and note-taking ability. Most students could grasp the main idea and identify the plot well; however, challenges remained in using appropriate diction, maintaining consistent sentence structure, and achieving accuracy in spelling and note-taking. These results highlight the need for more effective teaching strategies to improve students’ intensive reading skills. This study is expected to contribute positively to the development of Indonesian language learning methods at the elementary level, better preparing students to face increasingly complex academic challenges.

Writing skills according to experts in learning Indonesian are placed at the highest level of learning in the language acquisition process. One form of text that is important to learn in schools for writing skills is explanatory text. Explanatory text is a text that explains the process of a natural, social or cultural phenomenon logically and systematically. . Writing is one of the language skills that must be mastered by students. . However, in reality, there are still many students who have difficulty in understanding and writing explanatory texts. This study aims to analyze students' understanding of explanatory texts and students' abilities in writing explanatory texts in learning Indonesian in grade VI of elementary school. the number of samples in this study was 5 grade VI students. In this study, the researcher used a qualitative descriptive method. the results of this study indicate that students' understanding of writing explanatory texts is still low.