THE USE OF LEARNING START WITH QUESTION MODEL IN WRITING INFORMATION CONCLUSION

Abstract

ABSTRACT: The purpose of this research is to evaluate the use of the Learning Start With Question model in improving writing literacy, especially writing informational conclusions. The long-term goal of this research is the ability of students to filter the information they get whether the information is true or useful for themselves. Given the current digital era, there is a lot of information that is obtained in cyberspace without knowing the truth and its benefits. However, in this study, students were directed to the Scope of Editing by Semester 7B students in the Indonesian Language Education Study Program, Faculty of Teacher Training and education UMSU. The results showed that there was an increase in writing informational conclusions through the application of the Learning Start With Question model which can be seen from the results of student learning observations in 2 cycles which experienced an increase. The increase in student learning in the first cycle was 21.7% seen from the results of the pretest and 95.6% in the second cycle. The activeness of students to ask, respond, pay attention to and explain the questions of the lecturer and their discussion partners in the cycle is 95% and the results of observing the activities of the lecturers running actively are 97.5%. This study concludes that the use of the LSQ (Learning Start With A Question) learning model can improve students' ability to write informational conclusions.

ABSTRACT: The purpose of this research is to evaluate the use of the Learning Start With Question model in improving writing literacy, especially writing informational conclusions. The long-term goal of this research is the ability of students to filter the information they get whether the information is true or useful for themselves. Given the current digital era, there is a lot of information that is obtained in cyberspace without knowing the truth and its benefits. However, in this study, students were directed to the Scope of Editing by Semester 7B students in the Indonesian Language Education Study Program, Faculty of Teacher Training and education UMSU. The results showed that there was an increase in writing informational conclusions through the application of the Learning Start With Question model which can be seen from the results of student learning observations in 2 cycles which experienced an increase. The increase in student learning in the first cycle was 21.7% seen from the results of the pretest and 95.6% in the second cycle. The activeness of students to ask, respond, pay attention to and explain the questions of the lecturer and their discussion partners in the cycle is 95% and the results of observing the activities of the lecturers running actively are 97.5%. This study concludes that the use of the LSQ (Learning Start With A Question) learning model can improve students' ability to write informational conclusions.

ABSTRACT: The purpose of this research is to evaluate the use of the Learning Start With Question model in improving writing literacy, especially writing informational conclusions. The long-term goal of this research is the ability of students to filter the information they get whether the information is true or useful for themselves. Given the current digital era, there is a lot of information that is obtained in cyberspace without knowing the truth and its benefits. However, in this study, students were directed to the Scope of Editing by Semester 7B students in the Indonesian Language Education Study Program, Faculty of Teacher Training and education UMSU. The results showed that there was an increase in writing informational conclusions through the application of the Learning Start With Question model which can be seen from the results of student learning observations in 2 cycles which experienced an increase. The increase in student learning in the first cycle was 21.7% seen from the results of the pretest and 95.6% in the second cycle. The activeness of students to ask, respond, pay attention to and explain the questions of the lecturer and their discussion partners in the cycle is 95% and the results of observing the activities of the lecturers running actively are 97.5%. This study concludes that the use of the LSQ (Learning Start With A Question) learning model can improve students' ability to write informational conclusions.

ABSTRACT: The purpose of this research is to evaluate the use of the Learning Start With Question model in improving writing literacy, especially writing informational conclusions. The long-term goal of this research is the ability of students to filter the information they get whether the information is true or useful for themselves. Given the current digital era, there is a lot of information that is obtained in cyberspace without knowing the truth and its benefits. However, in this study, students were directed to the Scope of Editing by Semester 7B students in the Indonesian Language Education Study Program, Faculty of Teacher Training and education UMSU. The results showed that there was an increase in writing informational conclusions through the application of the Learning Start With Question model which can be seen from the results of student learning observations in 2 cycles which experienced an increase. The increase in student learning in the first cycle was 21.7% seen from the results of the pretest and 95.6% in the second cycle. The activeness of students to ask, respond, pay attention to and explain the questions of the lecturer and their discussion partners in the cycle is 95% and the results of observing the activities of the lecturers running actively are 97.5%. This study concludes that the use of the LSQ (Learning Start With A Question) learning model can improve students' ability to write informational conclusions.

ABSTRACT: The purpose of this research is to evaluate the use of the Learning Start With Question model in improving writing literacy, especially writing informational conclusions. The long-term goal of this research is the ability of students to filter the information they get whether the information is true or useful for themselves. Given the current digital era, there is a lot of information that is obtained in cyberspace without knowing the truth and its benefits. However, in this study, students were directed to the Scope of Editing by Semester 7B students in the Indonesian Language Education Study Program, Faculty of Teacher Training and education UMSU. The results showed that there was an increase in writing informational conclusions through the application of the Learning Start With Question model which can be seen from the results of student learning observations in 2 cycles which experienced an increase. The increase in student learning in the first cycle was 21.7% seen from the results of the pretest and 95.6% in the second cycle. The activeness of students to ask, respond, pay attention to and explain the questions of the lecturer and their discussion partners in the cycle is 95% and the results of observing the activities of the lecturers running actively are 97.5%. This study concludes that the use of the LSQ (Learning Start With A Question) learning model can improve students' ability to write informational conclusions.