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Teaching writing is not easy. Teacher needs to think the appropriate and effective medium that will be able to attract the students’ interest. Due to this case, an animated video was chosen as a medium to facilitate students' learning process to be more interactive and attract students' interest for composing, particularly to write Descriptive Texts. The research explored the use animated videos to teach descriptive text in grade seventh academic year 2023/2024 at MTsN 6 Tulungagung. The type of experiment utilized is a Quantitative with Pre-Experiment Designs. The sample consisted of 31 students as control group. There are three steps conducting this research: pre-test, treatment, and post-test. The expert formed the validation of the questions. Based of the data analysis results, the pre-experimental class’s mean scores 76.35 and 86.32 in the post-test. Researchers found that the score of Sig. (2-Tailed) is 0.001 less than 0.05, therefore H0 is denied by acceptance of Ha. So in this case it was concluded that the differences in the analysis of the mean between the results of the pre and post-test meant that there were effects of using the animated video as the medium of learning in writing Descriptive Text in class VII in the 2023/2024 school year at MTsN 6 Tulungagung.

Reading is Reading comprehension ability is very important to improve learning achievement, because it increases vocabulary, fluency and language proficiency in various subjects, thereby influencing all material and teaching in each subject. This research investigates the application of the PORPE strategy in comprehending descriptive reading texts and its impact on student comprehension using a mixed methods research approach. The data was collected using observation, pre-test and post-test. It can be seen in this research, that the PORPE strategy, which consists of the stages of predicting, organizing, training, practicing and evaluating, can significantly improve students' understanding and analysis of descriptive texts, develop critical thinking and reading skills, and encourage active participation. In this research found, that there was a significant increase in students' average scores after implementing the PORPE strategy, from 57.37 to 80.37, which showed a statistically significant difference in scores before and after treatment. The PORPE strategy improved students' reading comprehension and critical thinking skills by facilitating interactive learning, increasing understanding of descriptive texts and fostering students' positive contributions.

Writing descriptive text is an activity carried out by someone in telling or describing a particular object so that the reader will be able to know clearly what the general description of the object being discussed is. At the elementary school level, when learning Indonesian, writing descriptive texts is one of the learning achievements that must be achieved by students. The development of descriptive text writing skills can be achieved using the problem based learning method so that it allows students to think critically during learning so as to improve student learning outcomes.

Learning English at the vocational school level requires the right approach to facilitate students in understanding various types of texts, including descriptive texts. One approach that has been widely used is the group learning method. This study aims to explore the application of group learning methods to descriptive text material in English language learning at SMK Bina Profesi Pekanbaru. The research method used was classroom action research (PTK) which was carried out in several stages. The subjects in this research were 27 class X Accounting students consisting of 22 female students and 5 male students. The data collection technique was carried out by direct observation during the teaching process of Class X Accounting which took place in several meetings. Through conducting observations with English teachers, the implementation of learning can be improved by utilizing discussion and observation methods with students. The results of the research show that the application of the group learning method makes a positive contribution to students' understanding of Descriptive Text material. This research suggests that group learning strategies are good for use in the learning process. This can be seen from the results of the observation sheet before and after the implementation of each stage, namely aspects of student activity, student skills, student enthusiasm and increased student interest. In this case, it also makes students more enthusiastic about carrying out learning activities and makes teachers more creative, conducive learning activities are also achieved by implementing Group Method Learning.

This language error analysis aims to describe language errors in terms of phonology, morphology, syntax, semantics and spelling contained in descriptive texts made by X-11 students at SMAN 2 Tasikmalaya as well as providing corrections to these errors. The researcher used a descriptive analysis method by carrying out several stages in the research process, including: (1) collecting data, (2) describing the data, (3) analyzing the data, and (4) drawing conclusions. The research techniques used in this research are observation, interviews and literature studies or literature studies by conducting a review study of books, literature, notes and reports that are related to the problem being solved. The results of the analysis regarding language errors in descriptive texts made by X-11 students at SMAN 2 Tasikmalaya can be concluded that there are forms of language errors in the areas of phonology, morphology, syntax, semantics and spelling. Linguistic-morphological category errors include errors in affixation. Syntactic errors consist of errors in sentence construction. There are also semantic errors which consist of errors in the meaning of a sentence which can make the reader misinterpret the sentence. Then there are errors in the use of spelling or phonology, these spelling errors consist of spelling errors in usage and writing capital letters.

This study aims to: 1) develop material for writing descriptive texts using a mind mapping model in Indonesian subjects; 2) analyze the feasibility of writing descriptive text material using the mind mapping model as teaching material in Indonesian language lessons in class VII junior high school. The development method used is the research and development method from Borg and Gall modified by Sugiyono with five stages. The development stages include analyzing potential and problems, collecting data, designing product development, validating, and revising products. The development was validated by two validators, namely material experts with an assessment reaching 86% included in the very feasible category, media expert validation with an assessment reaching 74% included in the feasible category. From the overall feasibility assessment of the teaching materials that have been presented, the descriptive text teaching materials using the Mind Mapping model for class VII have decent quality and can be accepted as one of the teaching materials.