Impact of Reader External on Writing Indonesian Explanatory Texts Moderated by Appreciative Inquiry

Writing is one of the language skills to convey thoughts, ideas, and information to others (or readers) with written media and the main competencies that students must master. The education curriculum in Indonesia has assign that one of the competencies taught from elementary to university in Indonesia is the skill of writing explanatory texts. Therefore, this study aims to explain the role of reader assignments moderated by AI on the ability of elementary school students to write explanatory text in Indonesian . This study uses a quasi-experimental method with a counterbalanced design. Sixth-grade students of SDK BNKP Gunungsitoli, North Sumatra, Indonesia were selected as participants. The Friedmann and Wilcoxon test was used to test the hypothesis with SPSS version 26 for Windows. The findings of this study showed that students who were assigned external readers, both moderated by appreciative inquiry and those who did not, had a higher quality of explanatory text writing than students who did not. The implications of this study's findings are useful for Indonesian teachers and language teachers. Language teachers must guide students to assign external readers first, along with appreciative inquiry when writing various texts. Thus, students' difficulties in expressing ideas, thoughts, and information in written language can be overcome.