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Explanation text is a text that can train critical reading skills, especially for junior high school students. It contains compound sentences that summarize information from several sentences into one sentence. Writing compound sentences that are not quite right will also affect the meaning or meaning that will be conveyed in the explanation text. The purpose of this study was to determine the quality of compound sentences in the explanation text which will later be used as teaching materials for junior high school students. The quality of good compound sentences will later affect students' critical reading skills. The methodology used is a qualitative approach where data collection is carried out first. This technique is carried out using the Listen and Note technique. The Listen technique is done by reading and observing the explanation text on the brainacademy website. The note technique is carried out after reading the entire text recording the existing compound sentences and then re-identifying the results that have been obtained. After analyzing the explanation text, compound sentences of equal value and compound sentences of levels were found in the explanation text. The difference between the two sentences can be seen in the sentence structure and the use of conjunctions. The quality of compound sentences is also analyzed in terms of clarity of meaning, use of appropriate conjunctions, and level of complexity. The results of this study are expected to be a reference for teaching materials and provide insight into the influence of compound sentences that affect the quality of students' critical reading.

Penelitian ini bertujuan untuk mengetahui Pengaruh Metode Flipped Classroom Pada Kemampuan Menulis Teks Eksplanasi Oleh Siswa Kelas XI SMA Negeri 2 Kutacane Tahun Pembelajaran 2023/2024. Adapun yang menjadi populasi dalam penelitian ini adalah seluruh siswa kelas XI yang berjumlah 114 orang dan sampel berjumlah 21 orang. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan rancangan one group test design. Dari pengelolahan data di peroleh nilai rata-rata tes awal Menulis teks eksplanasi oleh siswa sebesar 65,48 dan termasuk dalam kategori kurang, dengan standar deviasinya awal sebesar 3,75. Nilai rata-rata tes akhir Menulis teks eksplanasi oleh siswa sebesar 80,48 dan termasuk dalam kategori baik, dengan standar deviasinya akhir sebesar 3,05. Hasil penelitian nilai uji t hitung sebesar 21,74. Selanjutnya dikonsultasikan dengan nilai t table pada taraf signifikan 5%  dengan db= N -1= 21-1= 20, maka diperoleh nilai t tabel = 1,725. Jadi dengan demikian t hitung > t tabel atau 21,74 > 1,725 maka hipotesis diterima.Berdasarkan hasil nilai tes awal dan tes akhir siswa tersebut dan jika di kaitkan dengan nilai KKM mata pelajaran bahasa Indonesia untuk SMA sebesar 75 maka Kemampuan Menulis teks eksplanasi termasuk dalam kategori baik. Jadi dapat disimpulkan bahwa ada Pengaruh Metode Flipped Classroom Pada Kemampuan Menulis Teks Eksplanasi Oleh Siswa Kelas XI SMA Negeri 2 Kutacane Tahun Pembelajaran 2023/2024.

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.    

This research is motivated by the reality in the field that shows the low skills of writing explanatory texts of students in grade V of SDN 23 Balai Naras, Pariaman City. This is because teachers do not develop learning models and media and teachers still have not implemented three things that are the basis for learning to write, namely pre-writing activities, during writing, and post-writing so that students are less interested in learning to write. This study aims to describe the improvement of explanatory text writing skills using the Think Talk Write cooperative model in grade V students of SDN 23 Balai Naras, Pariaman City. This type of research is Classroom Action Research (CAR) using qualitative and quantitative approaches. This research was conducted in two cycles, each cycle has stages of planning, implementation, observation, and reflection. The subjects in this study were teachers and grade V students totaling 25 people consisting of 14 males and 12 females. The results of the study showed an increase, in the teaching module in cycle I obtained an average value of 89.06% Good (B), then increased in cycle II with an average value of 96.87% very good (SB). The assessment of the teacher aspect in cycle I obtained an average value of 85% Good (B), increasing in cycle II with an average value of 95% very good (SB). The assessment of the student aspect in cycle I obtained an average value of 85% Good (B), increasing in cycle II with an average value of 95% very good (SB). The assessment of the knowledge aspect in cycle I obtained an average value of 68.8% less (D) increasing in cycle II with an average value of 83.2% good (B). The assessment of the skills aspect in cycle I obtained an average value of 70.73% sufficient (C) increasing in cycle II with an average value of 87.31% good (B). It can be concluded that the cooperative think talk write model can improve the writing skills of explanatory texts of students in class V of SDN 23 Balai Naras, Pariaman City.

This study aims to (1) analyze the skills of class VIII students of GKPS 3 Pematangsiantar Private Middle School in compiling explanatory texts before the implementation of the RAFT strategy. (2) Analyze the skills of class VIII students of GKPS 3 Pematangsiantar Private Middle School in compiling explanatory texts after the implementation of the strategy. (3) Analyze the impact of the RAFT learning strategy on the skills of compiling explanatory texts of class VIII students of GKPS 3 Pematangsiantar Private Middle School. The population in this study were class VIII students of GKPS 3 Pematangsiantar Private Middle School, namely class I with 26 students and class II with 27 students. The method used in this study was a two-group posttest design. Analysis assumption tests, normality tests and hypothesis tests were used in data analysis. The results of the study in the control class reached an average of 69.5 and were included in the "sufficient" category. The results of the study obtained with the RAFT strategy were 86.03 and were included in the "very good" category. Through the hypothesis test, namely tituing>ttable, namely 7.109>1.67528, it can be concluded that there is a significant influence of the use of the RAFT strategy on the ability to write explanatory texts of Class VIII students of SMP Swasta GKPS 3 Pematangsiantar.

The main problem in this study is how the errors in the use of punctuation in the explanatory text composition of class V students of SD Negeri Tombolo. K and aims to find out the description of the errors in the use of punctuation in the explanatory text composition of class V students of SD Negeri Tombolo. K. This type of research is qualitative descriptive research. The data and data sources in this study are the explanatory text compositions of class V students of SD Negeri Tombolo. K, Gowa Regency. The instruments used in this study were observation, interviews, and data from the results of students' explanatory text compositions. The results of the study showed that the results of the compositions analyzed using descriptive analysis were still partly found errors in the use of punctuation. It can be seen from the percentage of errors in the use of period punctuation 59.09%, comma punctuation 21.21%, hyphen punctuation 12.12%, quotation marks 4.54%, and quotation marks 3.03%. Based on the results of the study, it can be concluded that errors in writing the use of punctuation in students' explanatory text compositions are still found errors in writing the use of punctuation, especially in period and comma punctuation.

This study aims to analyze errors in the use of Enhanced Spelling (EYD) in writing explanatory texts by grade 6 elementary school (SD) students. Explanatory text is an important type of text in learning Indonesian, but students often make mistakes in using EYD when writing this text. This research uses descriptive qualitative methods with content analysis and interview techniques. Data were obtained from explanatory texts written by 6th grade elementary school students and the results of interviews with the principal, homeroom teacher, and 15 students. The research results show that students still make many mistakes in using EYD, especially in the use of capital letters, punctuation and writing words. This error is caused by students' lack of understanding about EYD, lack of practice in writing explanatory texts, lack of teacher attention to EYD teaching, and lack of support from the home environment. This research recommends that teachers pay more attention to EYD teaching, provide regular explanatory text writing practice to students, increase collaboration with parents, and create a learning environment that is conducive to the development of students' writing skills.

This study aims to examine Indonesian language errors in the explanatory text written by class XI students of MA Hasyim Asy'ari Jogoroto in the 2024/2025 academic year. The focus of the research, namely analyzing Indonesian language errors in the fields of phonology, morophology, syntax, and semantics This research uses descriptive qualitative research methods. The data source used is the explanatory text written by students. The research subjects were students of class XI IIS 1 MA Hasyim Asy'ari, Jogoroto. The data collection technique in the research is documentation technique. The data analysis technique in the research consists of; (1) data reduction, (2) data presentation, and (3) verification and conclusion. The results found consisted of 25 Indonesian language errors including, five phonological errors, 13 morphological errors, five syntactic errors, and two semantic errors. Phonological errors consisted of two capital letters, two punctuation marks, and one phoneme omission. Errors in morphology consist of five nonstandard word writings, two word merging errors, one non-yielding affixation writing, and five affixation writing errors. Syntax errors consisted of two redundant word usage three inappropriate diction choices, and semantic errors consisted of two findings.

Learning is an activity that results in a change from those who do not know to know, from those who are unable to become capable. While learning refers to two concepts, namely learning and teaching. When the learning process takes place there will definitely be students who are not interested in the learning material delivered by the teacher. To overcome this, teachers must make innovations and updates in learning so that students can get motivation to learn and a pleasant learning atmosphere so that it is easier to accept material. Technology in the world of education is a learning system that supports learning so that learning becomes fun and achieves the desired results. Many learning platforms on the internet can be accessed for free, one of which is Quizziz. Quizizz is a platform for creating an interactive quiz game that can be used in class or outside the classroom in the form of homework. The method used in this research is descriptive qualitative with class VIII B students at SMPN 2 Semarang as the subject. Data collection techniques used are observation and documentation. The data analysis technique that the researcher used included three stages, namely data reduction, data presentation, and concluding data. The results that the researchers got from the application of Quizziz as an explanatory text assessment tool for class VIII B students at SMPN 2 Semarang. interactive quiz media on explanatory text material at SMPN 2 Semarang shows that the use of the Quizziz application is beneficial for teachers and students even though there are still drawbacks.    

Education in Indonesia is currently undergoing many changes. The education system, curriculum, learning tools, learning media, and resources have also undergone major improvements, especially after the Covid-19 pandemic. The learning process can not only be carried out face-to-face, but can also be done boldly. The application of learning media is designed to support students' attention, affective, cognitive, and compensatory. The Quizziz application can be a means of conducting formative assessments, because teachers can measure students' understanding by taking quizzes at the end of learning. The method used in this study is descriptive qualitative with subjects of class 8E students of SMPN 2 Semarang. The data collection techniques used are observation and documentation. The data analysis techniques used by researchers include three stages, namely data reduction, data presentation, and data conclusions. The results of this study show that the assessment format for class 8E students is on average above the KKM. The recapitulation results also show that the level of effectiveness of the questions used is by using multiple choice because in multiple choice questions students tend to get the best results, while in fill-in questions many students get less satisfactory results. The fill-in question model in the Quizziz application has several weaknesses, including if the teacher writes the answer key, the capitalization and punctuation must be correct. There is no tolerance for answers for students. Therefore, another option for teachers is to correct them manually. Another weakness in the Quizziz application with the multiple choice question model is that teachers cannot measure students' understanding in depth. Students tend to express their memory in answering.    

Since the national curriculum was changed to text-based, explanatory texts have become one of the types of texts that are taught to students in class X of high school. One of the competencies that must be achieved by students in learning explanatory texts is producing. Students are required to be able to produce explanatory texts properly and correctly. However, there are still several problems in the achievement of these competencies. Based on the problems encountered in the field, it is known that innovative and creative explanatory text writing learning media is still lacking. An explanatory text is a text that provides information about a process resulting from the phenomenon of tang occurring. PBL (Problem based Learning) is a method of student-centered learning in this model is to improve students' ability to solve problems, use thinking skills and develop life skills such as critical thinking and teamwork. This mix method was chosen because it has suitability because in this study what is to be answered includes outcomes and the process of developing qualitative and quantitative data because in this method it is more about asking how the needs of high school class X students for the PBL model with learning media to produce explanatory texts based on digital media and local wisdom in order to facilitate and understand the mistakes of the research. In this case, it can also improve students' ability to solve problems, use various thinking skills and develop life skills.      

This research aims to, (1) determine the process of developing teaching materials explanatory text assisted by the Canva application, (2) describes the shape development of explanatory text teaching materials assisted by the Canva application, (3) measuring the feasibility of developing assisted explanatory text teaching materials Canva application for class VIII students. This research uses samples as many as 30 students in class VIII-3 at SMP Al-Washliyah 30 Sukoharjo Medan with the research and development (R&D) method developed by Sugiyono 2017 with stages of potential and problems, data collection, design product, product validation, product revision, and product testing. Instruments that used inthis research is the Likert scale on the material validation questionnaire, media, teacher assessment, and student responses. The research results show that Explanatory text teaching materials assisted by the Canva application for class VIII SMP students including the "very good" criteria which can be seen from the validation of the material to obtain a score 94.25% in the "very good" category, media validation received a score of 95% with the "very good" category, and the teacher's assessment of the subject area received a score 97.5% in the "very good" category. Therefore it can be concluded that Explanatory text teaching materials assisted by the Canva application are suitable for use in the learning process.

This research was carried out with the aim of finding out the effect of the Case Based Learning learning model on the ability to write explanatory text. The population of this study was all students of class XI SMA Negeri 3 Medan, totaling 6 classes. Sampling in this study was carried out randomly, so 2 classes were obtained, namely class XI MIA-2 consisting of 30 students as the experimental class and class XI MIA-5 consisting of 30 students as the control class. From the data collection and processing that has been carried out, it shows that the ability to write explanatory text in class using the conventional model obtained an average value of 67.08 and a standard deviation of 9.87. Apart from that, judging from the normality test results of the Case Based Learning learning model, the results were Lcount<Ltable, namely 0.137<0.161. Then in the conventional learning model Lcount<Ltable is 0.124<0.161. Because Lcount is smaller than Ltable, the two data above are said to be normally distributed. Likewise, from the results of the data homogeneity test, namely Fcount<Ftable, namely 0.51<0.53, the data comes from a homogeneous population. After the normality test and homogeneity test, hypothesis testing is then carried out. From hypothesis testing, the results obtained are Tcount>Ttable with hypothesis test results of 5.85>1.699, then Ho is rejected and Ha is accepted so this proves that the Case Based Learning model is more influential in improving the ability to write explanatory text in class XI students at SMA Negeri 3 Medan .    

Penelitian ini bertujuan untuk mengetahui penengaruh media ular tangga pada pembelajaran menulis teks eksplanasi oleh siswa kelas VIII SMP Negeri 4 Kutacane Tahun Pembelajaran 2022/2023. Adapun yang menjadi populasi dalam penelitian ini adalah seluruh siswa kelas VIII yang berjumlah 81 orang dan sampel berjumlah 30 orang. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan rancangan one group pretest and postest design dengan analisis data menggunakan uji “t”. Dari pengelolahan data di peroleh nilai rata-rata tes awal pembelajaran menulis teks eksplanasi oleh siswa sebesar 55 dan termasuk dalam kategori kurang, dengan standar deviasinya sebesar 5,72 dan mengalami perubahan nilai hasil tes akhirnya dengan nilai rata-rata sebesar 78,67 dan termasuk dalam kategori baik, dengan standard deviasinya sebesar 4,14. Berdasarkan hasil nilai tes awal dan tes akhir siswa tersebut dan jika di kaitkan dengan nilai KKM mata pelajaran bahasa Indonesia untuk SMP sebesar 70 maka pembelajaran menulis teks eksplanasi siswa termasuk dalam kategori baik. Dari pengujian hipotesis diperoleh nilai t hitung = 8,01 dan di konsultasikan dengan nilai t_tabel pada taraf signifikan 5% = 2,045 dengan demikian t_hitung> t_tabel  atau 8,01> 2,045 maka hipotesis di terima. Jadi dapat disimpulkan bahwa ada pengaruh media ular tangga pada pembelajaran menulis teks eksplanasi oleh siswa kelas VIII SMP Negeri 4 Kutacane Tahun Pembelajaran 2022/2023.

Penelitian ini bertujuan untuk mengetahui apakah ada penerapan metode small group work terhadap kemampuan menulis teks eksplanasi pada siswa kelas VIII SMP Negeri 2 Badar Tahun Pembelajaran 2021/2022. Yang menjadi populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 2 Badar yang berjumlah 73 siswa. Adapun yang menjadi sampel dalam penelitian ini adalah siswa kelas VIII A yang berjumlah 30 siswa. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan rancangan one group preetest and posttest design dengan analisis data menggunakan uji “t”. Adapun data yang diperoleh nilai rata-rata tes awal penerapan metode small group work terhadap kemampuan menulis teks eksplanasi adalah sebesar 53,66 dan termasuk dalam kategori kurang, dengan standar deviansinya sebesar 5,76 dan mengalami peningkatan pada hasil tes akhirnya dengan nilai rata – rata 76,33 dengan standar deviansinya sebesar 3,72. Berdasarkan hasil nilai tes awal dan tes akhir siswa tersebut dan jika dikaitkan dengan nilai KKM pelajaran bahasa Indonesia di SMP Negeri 2 Badar sebesar 75, maka kemampuan siswa dalam penerapan metode small group work terhadap kemampuan menulis teks eksplanasi untuk tes akhir siswa termasuk dalam kategori baik. Dari pengujian hipotesis diperoleh thitung sebesar 16,66 dikonsultasikan dengan ttabel pada taraf signifikasi 5% adalah sebesar 1,699 dengan demikian thitung > ttabel atau  16,66 > 1,699 maka hipotesis diterima. Jadi dapat disimpulkan bahwa ada penerapan metode small group work terhadap kemampuan menulis teks eksplanasi pada siswa kelas VIII SMP Negeri 2 Badar Tahun Pembelajaran 2021/2022.

This research is motivated to show the lack of enthusiasm of students in learning activities, especially Indonesian learning. Learning activities Indonesian, students lack focus so that it causes boredom during learning. So a special method is needed to foster the enthusiasm of students so that the learning process can take place well. The demonstration method is a teaching method by demonstrating goods, events, rules, and sequences in carrying out activities, directly and using teaching media that are relevant to the subject matter or material that has been presented. Based on this background, the problem arises how to apply the demonstration method in learning to write explanatory texts for grade VIII students of SMPN 31 Semarang for the 2023/2024 school year? This study aims to identify the application of demonstration methods in learning to write explanatory texts.

Someone who cannot attend conventional education due to various causative factors, such as having to work (time constraints), geographical conditions (geographical constraints), long distances (distance constraints), physical conditions that are not possible (physical constraints), the capacity of conventional schools that are not possible (limited available seats), phobia of school, dropping out of school, or because they are educated through family education at home (home schoolers)  it is possible to be able to keep learning, namely through e-Learning. E-learning or distance learning is expected to improve the quality of learning. This study used an experimental method by providing treatment. The class was divided into two groups, namely the experimental class with the e-learning model and the control class with conventional learning methods. In this study, researchers used a quantitative approach method. The result of this study is to find out the difference between learning with e-learning models with conventional learning.

The purpose of this study was to determine the effect of using the Cooperative Learning Model Type Teams Games Tournament (TGT) Aided by Audiovisual Media on the Ability to Write Explanatory Texts in Class VIII of SMP Amir Hamzah Medan on the ability to write explanatory texts in Class VIII Students of SMP Amir Hamzah Medan . The population in this study were all class VIII students of Amir Hamzah Private Middle School Medan in the 2022/2023 academic year, totaling 47 people consisting of 2 classes, while the sample used was 25 students, determined by random sampling technique. The research method used is a quantitative experimental method. The instrument in this study was a writing test of explanatory text which was assessed based on the content, text structure, and language conventions of the explanatory text. The average score obtained by students before applying learning with the Cooperative learning model of the Teams Games Tournament (TGT) type assisted by audiovisual media was 61.68, while the average value obtained by students after using the assisted Teams Games Tournament (TGT) type of Cooperative learning model audiovisual media, namely 79.68. So, it can be concluded that the test scores after applying the Cooperative learning model of the Teams Games Tournament (TGT) type assisted by audiovisual media are higher than before. The results of data analysis in testing the hypothesis show that tcount = 4.28, then looking at the t table, the significance level is 5%, and df = N – 1 = 25 – 1 = 24, it is obtained ttable = 1.71. Because the obtained tcount is greater than ttable, namely 4.28> 1.71, the null hypothesis (Ho) is rejected and the alternative hypothesis Ha is accepted.

This study aims to determine the effect of the Make A Match learning model on the ability to write explanatory texts for class VIII students of SMP Negeri 1 Delitua in the 2022/2023 academic year. The population in this study were all class VIII students of SMP Negeri 1 Delitua, totaling 93 students, divided into 3 class. The sample in this study was class VIII-3 which consisted of 30 students. The method used in this study was an experimental method with a One group pre-test post-test design. . The data analysis technique used in this study is quantitative data by using analysis requirements test, homogeneity test and hypothesis testing. The results showed that the average value of the ability to write explanatory texts before applying the treatment was 53.66 belonging to the less category while the average value of skills to write explanatory texts by applying the treatment was 84.2 belonging to the good category. Based on the t test, a significance level value is obtained with dk = N-1 = 29, so that a ttable value of 2.045 is obtained. Thus it is concluded that tcount > ttable, namely 15.27 > 2.045 so that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. This proves that there is a significant effect of using the Make A Match learning model on the ability to write explanatory texts for class VIII students of SMP Negeri 1 Delitua in the 2022/2023 Academic Year.

This study aims to determine the effect of the Make A Match learning model on the ability to write explanatory texts for class VIII students of SMP Negeri 1 Delitua in the 2022/2023 academic year. The population in this study were all class VIII students of SMP Negeri 1 Delitua, totaling 93 students, divided into 3 class. The sample in this study was class VIII-3 which consisted of 30 students. The method used in this study was an experimental method with a One group pre-test post-test design. . The data analysis technique used in this study is quantitative data by using analysis requirements test, homogeneity test and hypothesis testing. The results showed that the average value of the ability to write explanatory texts before applying the treatment was 53.66 belonging to the less category while the average value of skills to write explanatory texts by applying the treatment was 84.2 belonging to the good category. Based on the t test, a significance level value is obtained with dk = N-1 = 29, so that a ttable value of 2.045 is obtained. Thus it is concluded that tcount > ttable, namely 15.27 > 2.045 so that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. This proves that there is a significant effect of using the Make A Match learning model on the ability to write explanatory texts for class VIII students of SMP Negeri 1 Delitua in the 2022/2023 Academic Year.