Penelitian ini merupakan jenis penelitian kuantitatif dimana pengambilan data dilakukan secara daring. Desain dari penelitian ini menggunakan true experimental design berbentuk pretest-pottest only control design, karena adanya keterlibatan kelompok eksperimen dan kelompok kontrol yang dipilih secara acak. Populasi dalam penelitian ini seluruh siswa kelas VIII SMP Negeri 11 Tarakan yang tersebar dalam empat kelas. Data dari penelitian ini adalah hasil menulis teks persuasi menggunakan model pembelajaran two stay-two stray dan concept sentence. Teknik pengumpulan data diperoleh dengan menggunakan instrumen penilaian berupa tes dan dokumentasi. Teknik analisis data dilakukan dengan cara analisis deskriptif untuk menghitung nilai rata-rata, standar deviasi dan analisis inferensial untuk menganalisa data sampel yang terdiri dari uji normalitas, uji homogenitas dan uji hipotesis. Hasil penelitian menunjukkan kelas eksperimen dan kelas kontrol dengan 24 jumlah siswa memiliki nilai rata-rata adalah 86,67 dan nilai standar deviasinya adalah 5,685. Sedangkan hasil analisis inferensial uji t (independent sample t-test) diperoleh signifikan sebesar 1,000 lebih besar dari 5% (=0,05) apabila signifikan lebih besar, maka H₀ diterima dan Ha ditolak sehingga tidak ada perbedaan hasil menulis teks persuasi menggunakan model pembelajaran kooperatif tipe two stay-two stray dengan concept sentence siswa kelas VIII SMP Negeri 11 Tarakan. Akan tetapi berdasarkan keefektifan waktu, terdapat perbedaan antara penggunaan model pembelajaran two stay-two stray dan concept sentence yaitu model two stay-two stray membutuhkan waktu lebih lama dibandingkan model concept sentence, hal ini dikarenakan adanya perbedaan langkah-langkah pembelajaran. Setelah diberikan perlakuan model pembelajaran two stay-two stray dan concept sentence pada kelas eksperimen dan kelas kontrol siswa lebih antusias karena pembelajaran berpusat pada siswa sehingga lebih aktif berdiskusi didalam grup dalam menyampaikan pendapatnya.

The Comparison Of Two Stay-Two Stray Cooperative Learning Model And Concept Sentence Model On The Results Of Persuasion Text Writing Made By The Grade VIII Students Of SMP Negeri 11 Tarakan Abstract This research was classified into a quantitative study using online data collection. The research design used a true experimental design in the form of pretest-posttest only control design due to the involvement of randomly selected experimental and control groups. The research population included all Grade VIII students of SMP Negeri 11 Tarakan divided into four classes. The research data were the persuasive text writing results made using both two stay-two stray learning and concept sentence models. The research data were collected through the assessment intruments in the form of tests and documentation. The research data were then descriptively analyzed to calculate the average value, standard deviation, and inferentially analyzed to analyze the samples through normality, homogeneity, and hypothetical tests. The research results showed that both experimental and control classes which each consisted of 24 student had the average score of 86.67 and the standard deviation value of 5.585. Meanwhile, the results of inferential analysis t-test (independent sample t-test) had a significance of 1,000 greater than 5% (=0.05). If the significance is greater, than Ho is accepted while Ha is rejected. Thus, there was no difference in the persuasive text writing results either using the cooperative learning of two stay-two stray learning model or concept sentence model made by the grade VIII students of SMP Negeri 11 Tarakan. However, based on time effectiveness, there was a difference between the use of two stay-two stray learning model and concept sentence model, in which the two stay-two stray learning model had longer time than the concept sentence model due to the differences in their learning steps. After given the treatments of two stay-two stray learning model and concept sentence model in both experimental and control classes, the students were more enthusiastic because learning was centered to the students, so that they were more active discussing within the groups to express their opinions.