Korelasi Keterampilan Membaca Pemahaman Teks Eksplanasi Dengan Keterampilan Menulis Teks Eksplanasi Siswa Kelas Viii SMP Negeri 2 Batusangkar

Abstract

The purpose of this study is three. First, describe the reading skills of explanatory text understanding of class VIII Batusangkar 2 Middle School. Second, describe the explanatory text writing skills of class VIII Batusangkar 2 Middle School. Third, describing reading correlation understanding explanatory text with explanatory text writing skills of class VIII Batusangkar 2 Middle School. This article was written to describe reading skills in understanding explanatory texts with explanatory text writing skills of class VIII students of SMP N 2 Batusangkar. This type of research is quantitative research using descriptive methods. The research design used is correlational. The population in this study was the eighth grade students of SMPN 2 Batusangkar who were enrolled in the 2017/2018 academic year totaling 245 students. Samples were taken using proportional random sampling. Based on the results of this study, it can be concluded that the correlation between reading skills comprehension of explanatory texts and explanatory text writing skills of class VIII Batusangkar 2 Junior High School with 95% evidence with n-1 degrees of freedom; t-count> t-table (5.55)> (1.68). Therefore, reading skills understanding explanatory texts correlate with explanatory text writing skills. Kata Kunci: Korelasi, Keterampilan Membaca Pemahaman Teks Eksplanasi, Keterampilan Menulis Teks Eksplanasi

Proposal Penelitian_Devani_19016011_Matakuliah Metode Penelitian Pembelajaran Bahasa Indonesia

“…Penelitian yang telah dilakukan di Indonesia menunjukkan bahwa siswa masih mengalami kesulitan dalam menulis teks eksplanasi. Kendala tersebut meliputi pembelajaran yang berlangsung bersifat monoton dan konvensional (Windhiarty et al, 2017), guru tidak mengarahkan siswa dalam menulis (Nikmah & Pristiwati, 2019), penilaian yang dilakukan guru hanyalah berdasarkan pada hasil ujian akhir semata (Sauhenda et al, 2018), siswa kesulitan memaparkan jawaban apa, mengapa, kapan, dan bagaimana yang ada dalam pikirannya ke dalam bentuk tulisan karena siswa masih belum menguasai kosakata dan sekaligus tidak menguasai topik teks (Asnita & Gani, 2020), siswa belum mampu menulis teks eksplanasi dengan memperhatikan unsur pembangunnya (pernyataan umum, deretan penjelas, dan interpretasi) sepenuhnya (Apriyani, 2019), bahan ajar yang tersedia masih kurang memadai (Rimayanti & Jaja, 2018), isi gagasan yang dikemukakan kurang lengkap (Herman et al, 2016), siswa masih sulit memahami istilah ilmiah yang ada dalam teks (Tarigan, 2018), kurangnya pembendaharaan kata siswa (Putri et al, 2019), siswa tidak memperhatikan kaidah kebahasaan (Khairullah et al, 2019) dan penguasaan kosakata siswa masih kurang (Rizkiana & Ediyono, 2019).…”

Application of the Fun Learning Model in Improving Poetry Writing Skills of Students

“…One of the expectations of teachers at the elementary school level is that elementary school students have the ability to write (Fadhillah, 2019;Amin et al, 2021;Sulistyorini, 2010;Dafit, 2017;Habibi et al, 2019;Lestari, 2017;Budiastuti et al, 2014;Agusrita et al, 2020). By having the ability to write, students are able to express ideas, ideas, opinions and knowledge in writing and it is hoped that students will have a penchant for writing (Hartono et al, 2021;Tarigan, 2018;Amaluddin, 2019;Putri et al, 2019). Through writing skills, students can develop creativity (Untari, 2017;Hartono et al, 2021) and can use language as a means of communication properly and correctly (Anjani et al, 2020;Priadana & Sunarsi, 2021;Akhir, 2016).…”