Writing explanation text skills means the ability of students to express ideas, feelings, and experiences to others in writing a language that is good or contextual and true about social, natural and cultural phenomena. In relation to learning to write explanation texts, reasoning skills and socio-economic status of parents need to be considered. This study is aims to know the reasoning skills on writing explanation text skills reviewed by social economic status of parents of VIIIth grade students in junior high school 2 Raya, Simalungun District. This study is conducted by using Ex Post Facto approach. This study shows that there is a significant difference between explanation text writing skills of students who have high reasoning skills and those with low reasoning skills. It means that explanation text writing skills of students who have high reasoning skills are better results than explanation text writing skills of students who have low reasoning skills. The average score of writing skills produced by students having higher reasoning skills is higher than the explanation text writing skills of students who have low reasoning skills, that is 78.8> 73.2. Thus, in explanation text writing learning, students who have high reasoning skills are better results than students who have low reasoning skills.
The purpose of this study is to determine the effect of the Think Talk Write learning model on student’s ability in writing descriptive essays of Fourth grade students at SDN 101732. This research was an experimental study using Quasi – experimental one group Pretest Posttest design with quantitative approach. Sample of this study were all the students of Fourth grade SDN 101732 totaling 18 students and sample technique is using Total Sampling technique. The data collection technique was using test and documentation and the research data was analyzed using SPPS 22. Based on the results of the study, it was found that the Pretest result were 67.78 and increased to 88.06 in Posttest. So it can be concluded that Think Talk Write learning model affect the student ability in writing descriptive essays of Fourth grade students at SDN 101732.
Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran time token terhadap keterampilan berbicara siswa kelas IV SD Negeri 1 Ranto Dior Kab. Aceh Tenggara. Penelitian ini adalah penelitian kuantitatif, dengan pendekatan eksperimen. Penelitian ini dilakukan di SD Negeri 1 Ranto Dior. Populasi dalam penelitian ini adalah siswa kelas IV SD Negeri 1 Ranto Dior yang berjumlah 15 orang siswa. Sampel dalam penelitian ini berjumlah 15 orang dengan menggunakan teknik total sampling. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah tes dan dokumentasi. Teknik analisis data dilakukan dengan uji prasyarat yakni menggunakan nilai normalitas dan homogenitas serta analisis statistik dengan menggunakan uji hipotesis. Berdasarkan hasil analisis data diketahui bahwa ada pengaruh model pembelajaran time token (X) terhadap keterampilan berbicara siswa (Y) kelas IV SD Negeri 1 Ranto Dior Kecamatan Deleng Pokhkisen Kabupaten Aceh Tenggara, dibuktikan dengan hasil uji hipotesis yang diperoleh thitung>ttabel atau 5,586 > 0,514. Dengan demikian dapat disimpulkan bahwa bahwa terdapat pengaruh model pembelajaran time token terhadap keterampilan berbicara siswa IV SD Negeri 1 Ranto Dior Kabupaten Aceh Tenggara.
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