The Effect of The Example Non-Example Learning Model Assisted by Infographic Media on The Persuasive Text Writing Skills of Eighth Grade Students at SMP Negeri 6 Percut Sei Tuan

This study aims to analyze the effect of the example non-example learning model assisted by infographic media on the persuasive text writing skills of eighth-grade students at SMP Negeri 6 Percut Sei Tuan. This research employs a quasi-experimental method with a two-group post-test only control design. The data collection technique used in this study is a test in the form of a post-test assignment for writing persuasive texts. To analyze the persuasive text writing skills, the data were analyzed by conducting two prerequisite tests: 1) Normality Test; 2) Homogeneity Test. After conducting the normality and homogeneity tests, the data were analyzed using hypothesis testing. The research results indicate that 1) The persuasive text writing skills of eighth-grade students at SMP Negeri 6 Percut Sei Tuan using the conventional learning model are categorized as fair, with an average score of 63.38; 2) The persuasive text writing skills of eighth-grade students at SMP Negeri 6 Percut Sei Tuan using the Example Non-Example learning model assisted by infographic media are categorized as good, with an average score of 84.03. These findings indicate that the Example Non-Example learning model assisted by infographic media is more effective in improving persuasive text writing skills. Based on the t-test, with a significance level of α = 0.05 and n = 31, the obtained t-table value is 2.04 and the calculated t-value is 6.162. Since the calculated t-value is greater than the t-table value (6.162 > 2.04), the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. This proves that the Example Non-Example learning model assisted by infographic media has a significant effect on the persuasive text writing skills of eighth-grade students at SMP Negeri 6 Percut Sei Tuan.


Introduction
Indonesian language learning encompasses four main language activity skills: listening, speaking, reading, and writing.According to Monika, A (2018), among the various language skills, writing is considered the most difficult because it combines many other language skills such as vocabulary, grammar, spelling, determining themes, and composing complete sentences.
According to the 2013 Curriculum, the ability to write persuasive texts is one of the skills that students must understand and master.Persuasive text writing is taught in the eighth grade of junior high school (SMP/MTs) under Basic Competence (KD) 3.14, which involves examining the structure and language features of persuasive texts, including suggestions, invitations, and considerations on various current issues (such as environmental issues, social conditions, and/or cultural diversity) from various sources that are heard and read.Additionally, KD 4.14 involves presenting persuasive texts (suggestions, invitations, directions, and considerations) in written and oral forms while paying attention to structure, language features, or oral aspects.
According to Anggun, Fitri, & Rahmi (2022), teaching students how to write persuasive texts is very important because it involves the ability to present arguments, influence opinions, and convey messages effectively.In the context of Indonesian language learning, mastering persuasive texts plays a significant role in developing students' language skills and critical thinking abilities.In everyday life, the ability to write persuasive texts can be a powerful tool for communication, influencing decisions, and building positive relationships with others.
However, in reality, writing persuasive texts remains a challenging skill for students to master, whether in lower or higher grade levels (Octavia, Satrijono, Hutama, Haidar, & Rukmana, 2020).When writing persuasive texts, students often struggle to generate ideas due to a lack of knowledge and experience.They also do not yet know how to use the Indonesian language correctly and appropriately (Rodearni & Sudarti, 2018).Faznur & Jayanti (2020) also state that students generally cannot write persuasive essays that meet linguistic elements and consider writing persuasive texts to be complicated and boring.
The suboptimal ability to write persuasive texts can be evidenced when the researcher conducted initial observations at SMP Negeri 6 Percut Sei Tuan.Based on the observations, it was seen that teachers still deliver persuasive text material using conventional (teacher-centered) learning models, which impacts the students' interest, motivation, and enthusiasm in participating in learning activities.After the teacher explains the material, students are tasked with taking notes on what has been conveyed and are given homework (HW).During the observation, it was also seen that some students were not conducive during the teaching and learning process, lacked concentration during Indonesian language lessons, were passive when asked to provide opinions and ask questions during the learning process, were not enthusiastic when asked to do the task of writing persuasive texts, and ignored the teacher while delivering the lesson.Another issue found was the limited number of reference books provided by the school and the lack of learning media.These issues cause the learning process to not run as expected because students cannot actively express their ideas or insights during the learning process.
Based on the above problems, to increase students' enthusiasm for writing persuasive texts, teachers need to create a creative and engaging learning process.As facilitators, teachers are expected to facilitate student learning, especially by using interesting learning models and media.One alternative to addressing the low ability to write persuasive texts is to implement innovative learning models.One creative and engaging learning model that can improve persuasive text writing skills is the Example Non-Example learning model.Fitri, A (2020) explains that the Example Non-Example learning model emphasizes the use of images as a tool to teach students to understand and analyze concepts.The goal of applying this model is for students to be able to describe and explain the content of the images well.The use of images in learning is expected to provide significant benefits for all students, not only in stimulating learning imagination but also in understanding the material more easily.
In addition to implementing innovative learning models, another effort to improve students' ability to write persuasive texts is by using engaging teaching media.Educational institutions should start integrating technology into teaching and learning activities, such as using infographic media.According to Sahra, S (2021), infographics that simplify complex information can help students produce persuasive texts that effectively influence readers to take action.Various cognitive skills, such as interpreting, analyzing, evaluating, concluding, and explaining, can be developed through the use of infographics as a learning medium (Damyanov & Tsankov, 2018).With graphic elements such as charts, diagrams, and illustrations, infographics can concisely and clearly communicate complex data or arguments, thus attracting the attention of various audiences (Miftah, Rizal, & Anwar, 2016).In the implementation of this research, infographic media will be used as an aid in the application of the Example Non-Example learning model.
According to the above context, it is necessary to apply the Example Non-Example learning model assisted by infographic media in the learning process.This has motivated the researcher to conduct a study titled "The Effect of the Example Non-Example Learning Model Assisted by Infographic Media on the Persuasive Text Writing Skills of Eighth Grade Students at SMP Negeri 6 Percut Sei Tuan."

Method
This study employs a quasi-experimental method with the aim of analyzing the effects or impacts of a treatment conducted on two groups: the control group and the experimental group.The research was conducted at SMP Negeri 6 Percut Sei Tuan during the even semester of the 2023/2024 academic year.The researcher used a simple random sampling technique to select the sample.Sugiyono (2018) explains that this technique involves randomly selecting samples.Using this technique, the sample in this study consisted of students from class VIII-1 as the experimental group and VIII-2 as the control group, each comprising 31 students.
In this study, the researcher will conduct four meetings with the experimental group and another four meetings with the control group.The decision to hold four meetings is based on careful consideration of the Basic Curriculum (KD) requirements and to optimize the implementation of the Example Non-Example learning model using infographic media as an aid.During the persuasive text learning activities, meetings 1 to 3 in the experimental class will apply the Example Non-Example learning model with infographic media as a teaching aid, while the 4th session will involve students taking a post-test.In the control class, meetings 1 to 3 will utilize a conventional learning model, and the 4th meeting will involve students taking a persuasive text writing post-test.
In this research, the researcher uses tests as a data collection tool to evaluate students' ability to write persuasive texts.This test is a post-test assignment in essay form.The test is divided into two, one for the experimental class and one for the control class.According to Sugiyono (2018) questions and test the formulated hypotheses.Data analysis is meticulously conducted through several steps, including: 1) preparing a post-test score table for both classes; 2) calculating the average post-test scores; 3) measuring the standard deviation and standard error; 4) conducting normality and homogeneity tests to ensure data validity.After completing the analysis, the next step is to test the formulated hypothesis.From the information presented in the table above, it can be concluded that the post-test results of students' ability to write persuasive texts using the conventional learning model show achievements in the "fair" category.There are 4 students (13%) who scored between 85-100 in the "very good" category, 8 students (26%) who scored between 70-84, 10 students (32%) who scored between 55-69 in the "fair" category, and 9 students (29%) who scored between 40-54 in the "poor" category.The analysis of students' ability to write persuasive texts can be seen in the table below: From the information provided in the table above, it can be concluded that the average score of students in the experimental class is 84.0323, which has met or exceeded the passing grade set by the school of 75.The standard deviation is 13.317, while the standard error is 2.392.

The Influence of the Example Non-Example Learning Model Assisted by Infographic
Media on Persuasive Text Writing Skills in Eighth Grade Students at SMP Negeri 6 Percut Sei Tuan From the obtained data, there is a significant difference between the average scores of persuasive text writing skills using the conventional learning model (63.3871) and the Example Non-Example learning model assisted by infographic media (84.0323).Before conducting hypothesis testing, a series of tests were performed to check whether the data used meets the required assumptions.These tests include normality test and homogeneity test.By conducting both tests, it can be ensured that the data to be tested for hypotheses has met the necessary basic assumptions, thus the resulting analysis will be more valid and reliable.This is the result of a series of prerequisite analysis tests that have been conducted: a. Normality Test The examination of normality distribution above was conducted using the Liliefors test, where the condition for normality existence is L calculated < L table at a significance level of α = 0.05.Here are the results of normality testing for the control group and the experimental group:  From the data presented in the table above, it can be seen that the L-value for the control class is 0.145.Therefore, the conclusion is that L-value < L-table, namely 0.145 < 0.159.Thus, it can be concluded that the distribution of students' abilities in writing persuasive texts in the control class is normal.Similarly, for the experimental class, where the L-value is 0.149 and the L-table is 0.159.Therefore, the conclusion is that L-value < Ltable, namely 0.149 < 0.159.This means that the distribution of students' abilities in writing persuasive texts in the experimental class is also normal.
b. Homogeneity Test This test was conducted with the numerator degrees of freedom being 31 and the F distribution table for a significance level of α = 0.05.Here are the results of homogeneity testing for the control group and the experimental group: From the data in the table, it is found that the F-value is 1.03 with degrees of freedom of 31 and the F-table value of 1.84.Based on this comparison, it can be concluded that the Fvalue is less than the F-table value, that is 1.03 < 1.84.Thus, it can be concluded that the samples taken come from a population that is homogeneous.
c. Hypothesis Test Based on the comparison between the test value (t0) and the critical value (t-table) mentioned above, it can be concluded that t0 > t-table, which is 6.162 > 2.04.Therefore, the null hypothesis (H0) is rejected, and the alternative hypothesis (Ha) is accepted.This conclusion indicates that the example non-example learning model assisted by infographic media has a positive impact on persuasive text writing skills.

Discussion
The research results indicate a difference in the average scores of persuasive text writing ability between the control and experimental classes.In the control class, the average score for persuasive text writing ability reached 63.3871, categorized as fair, while in the experimental class, the average score reached 84.0323, categorized as good.This shows that the average score in the experimental class is higher than in the control class.Thus, it can be concluded that the implementation of the Example Non-Example learning model assisted by infographic media has a significant impact on the persuasive text writing ability of eighthgrade students at SMP Negeri 6 Percut Sei Tuan, in line with the researcher's expectations to enhance students' ability in writing persuasive texts.The results of the normality test using the Lilliefors test at a significance level of α=0.05 indicate that both the control and experimental classes have a normal distribution.Additionally, the homogeneity test results show that the research samples come from a homogeneous population.Further evidence is obtained from the hypothesis testing results using the "t-test", where the calculated t-value is 6.162, while the t-table value is 2.04.Since the calculated t-value is greater than the t-table value, i.e., 6.162 > 2.04, the null hypothesis (H0) is rejected, and the alternative hypothesis (Ha) is accepted.Therefore, it can be concluded overall that the use of the Example Non-Example learning model assisted by infographic media has a significant impact on students' persuasive text writing ability in eighth grade at SMP Negeri 6 Percut Sei Tuan.
There are both differences and similarities between this research and previous studies.This study stands out for providing more detailed discussions on the evaluated aspects, particularly regarding the structure and language rules of persuasive texts, unlike previous studies that did not elaborate on the discussion results in detail.However, there is a similarity between this study and previous research in demonstrating a relationship between the independent and dependent variables.Both also share similarities in the experimental research type using the example non-example model and conventional model.The results of using the learning model in the experimental class show a more significant improvement compared to the control class.
Based on observations or assessments of teachers' implementation of the conventional learning model in the control class, it is revealed that the achievement of student learning outcomes in writing persuasive texts did not meet the minimum passing grade (KKM) set by the school.After further evaluation, it was found that the score obtained when the teacher applied the conventional learning model was 85, categorized as excellent.From the observation, it is evident that students face difficulties in writing persuasive texts while adhering to the appropriate structure and language rules.Additionally, the learning model applied in the class lacks variation, resulting in passive participation from students who only follow the teacher's explanations.
In the experimental class, where the implementation of the Example Non-Example learning model is supported by infographic media, there is an improvement in students' ability to write persuasive texts compared to the control class.This improvement is due to the alignment of the learning model with persuasive text writing material.Based on teacher observations of the implementation of the Example Non-Example learning model supported by infographics, a total score of 91.25 was recorded, categorized as excellent.The observation results depict that the learning process of writing persuasive texts proceeds smoothly.This information indicates that the use of the Example Non-Example learning model with infographic media can encourage active participation and interest from students in learning to write persuasive texts.
From the explanations above, it can be concluded that the implementation of the Example Non-Example learning model supported by infographic media enhances and is more effective in improving students' ability to write persuasive texts.This enables students to more easily comprehend the content of persuasive texts by collaborating in pairs within their respective groups.The Example Non-Example learning model assisted by infographic media is a highly potential approach in enhancing students' ability to write persuasive texts.From the research results, several conclusions can be drawn.First, the persuasive text writing ability of eighth-grade students at SMP Negeri 6 Percut Sei Tuan using the conventional learning model can be categorized as fair, with an average score of 63.871.Second, the persuasive text writing ability of eighth-grade students at SMP Negeri 6 Percut Sei Tuan using the Example Non-Example learning model assisted by infographic media is classified as good, with an average score of 84.0323.The highest score range is 100 and the lowest is 60.Third, the implementation of the Example Non-Example learning model assisted by infographic media has a significant impact on the persuasive text writing ability of eighth-grade students at SMP Negeri 6 Percut Sei Tuan.This is evidenced by the hypothesis testing results using the t-test, where the calculated t-value is greater than the t-table value, i.e., 6.162 > 2.04.

Table 1 .
Results 1.The Persuasive Text Writing Ability of Eighth-Grade Students at SMP Negeri 6 Percut Sei Tuan Using the Conventional Learning Model In the control class, to evaluate students' ability to write persuasive texts, the teacher used the conventional learning model.The data on students' persuasive text writing abilities using this model are presented in the table below: Classification of Eighth-Grade Students' Scores at SMP Negeri 6 Percut Sei Tuan in Writing Persuasive Texts Using the Conventional Learning Model

Table 2 .
Analysis of Students' Persuasive Text Writing Ability Using the ConventionalFrom the data provided in the table above, it can be seen that the average score of students in the control class is 63.3871 (below the school's set passing grade of 75).The standard deviation is 13.063, while the standard error is 2.346.2.The PersuasiveText Writing Skills of Eighth-Grade Students at SMP Negeri 6 Percut Sei Tuan Using the Example Non-Example Learning Model Assisted by Infographic Media In the experimental class, to evaluate students' ability in writing persuasive texts, the teacher used the Example Non-Example learning model assisted by infographic media.Information regarding students' proficiency in writing persuasive texts with this approach is available in the table presented below:

Table 3 .
Classification of Eighth-Grade Students' Scores at SMP Negeri 6 Percut Sei Tuan in Writing Persuasive Texts Using the Example Non-Example Learning Model Assisted shown in the table, it can be concluded that the post-test scores of students' persuasive text writing ability using the Example Non-Example learning model assisted by infographic media fall into the category of excellent.There are 19 students (61%) who scored between 85-100, 8 students (26%) who scored between 70-84, and 4 students (13%) who scored between 55-69.An analysis of students' ability in writing persuasive texts using the Example Non-Example learning model assisted by infographic media has been conducted, and below are the results of the analysis:

Table 4 .
Analysis of Students' Persuasive Text Writing Ability Using the Example No-Example

Table 5 .
Results of Normality Testing