Abstract
This study aimed to describe the quality of the paragraph and its development pattern in the essay writing of elementary school (Sekolah Dasar – SD) students in Jambi City (Kota Jambi – KJ) (SD-KJ). This study utilized a "quantitative descriptive" design. The population was all essays written by the fifth-grade students of SD-KJ. The sample of this research was 35 paragraphs from the essay writing of the fifth-grade students of SD-KJ. The data analysis steps were searching for frequency distribution of paragraph quality and development pattern; grouping the paragraph frequency distribution according to their quality; counting the percentage of each paragraph quality and type of development pattern; and presenting the results. Regarding to paragraph quality, the results are: (1) paragraph completeness, good (5.71%), poor (68.57%), and bad (25.70%); (2) paragraph unity, good (34.58%); poor (51.42%); and bad (14.28%); (3) paragraph order, good (28.57%); poor (51.42%); and bad (20%); and (4) paragraph coherence, good (54.28%); poor (34.28%); and bad (11.42%). Reffering to the implementation of the paragraph development pattern, the results are paragraph development pattern of comparison and contradiction: 20%, analogy: 5.71%, giving examples: 8.57%, cause and effect: 48.57%; general-specific or specific-general: 11.42%, and classification: 5.71%.
Highlights
In order to conduct an effective learning of Indonesian language (Bahasa) in elementary schools, the learning process must be conducive
This study aims to describe the quality of the paragraphs in the essay writing of SD-KJ students and their paragraph development patterns
The results showed that the quality of the paragraphs in the essay writing of SD-KJ students in terms of the implementation of the requirements is distributed as shown in Table-3 below
Summary
In order to conduct an effective learning of Indonesian language (Bahasa) in elementary schools, the learning process must be conducive. The process of "conducive learning" refers to the situations and conditions (atmosphere) of learning characterized as follows: based on active, innovative, creative, effective, and fun learning. To make this happen, one of the ways is the learning material should refer to the student's background. One of the ways is the learning material should refer to the student's background It must be in accordance with the children’ world which have the strength to rise and create a conducive learning atmosphere. Based on a contextual approach, good learning material, in accordance with the "world of learners", is called authentic learning material.
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