Bahasa di era global menjadi alat komunikasi yang sangat penting begitu juga dalam bidang ilmu pengetahuan. Bahasa Indonesia berfungsi sebagai bahasa nasional. Selain itu, bahasa Indonesia juga berfungsi sebagai bahasa ilmu sehingga digunakan sebagai bahasa pengantar disemua lembaga pendidikan di Indonesia. Bahasa Inggris sebagai bahasa internasional dengan pengguna terbanyak juga turut andil dalam pertukaran ilmu pengetahuan global. Penggunaan bahasa Inggris dalam penulisan berbagai sumber pustaka dan karya ilmiah menjadikan bahasa Inggris bahasa yang penting dalam bidang IPTEK. Penggunaan bahasa Indonesia tidak lepas dari adanya tantangan. Tantangan tersebut berasal dari dalam maupun dari luar. Starategi yang dilakukan untuk mengatasi tantangan ialah menumbuhkan sikap positif terhadap bahasa Indonesia.

<h1><em>This research is a case study using descriptive qualitative methods with 21 research subjects explanatory essays written by class VIII students. The results showed that (1) there were 447 findings of spelling errors, including the writing of absorption elements (0.06%), word writing (8.27%), use of punctuation marks (18.34%), and use of letters (72, 70%) dominated by capital letters errors (70.69%) in the form of findings of patterns of capital letters errors; (2) there are seven articles that have structural errors, including the structure of the composition which is not coherent, the ambiguous type of the article, and the fact that incomplete of the structure dominates the findings of structural errors and becomes one of the triggers for other errors; (3) the factors causing the error are lack of writing practice, less thoroughness, lack of understanding of students, students' language habits, and lack of student interest in following lessons which are the dominant factors because it exacerbates other factors; (4) preventive action, students choose to learn to use spelling correctly and write explanatory text; the teacher makes direct corrections, emphasizes punishment, the use of spelling guidelines and text characteristics to students; the school, especially the principal, supervises and activates school literacy, and (5) both students, teachers and school principals provide advice to deal with these mistakes, namely the use of fun learning media and creating a comfortable learning atmosphere, habituation to using PUEBI, as well as synergy from related parties.</em></h1>

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The biogeochemical cycle is material that uses diagrams and is difficult to understand. Cognitive activity has a contribution in building understanding when studying a diagram. The purpose of this study was to obtain information about 3D animation modelling using after effect in biogeochemical cycle to develop cognitive activities. This research is a descriptive study. The model in this study is the biogeochemical cycle animation model using adobe after effect. Cognitive activity is measured before and during the study using a modelling example. All verbal data that appears is recorded and analysed according to think-aloud protocols (TAPs) which will then be translated and categorized into types of cognitive activity. The results of this study indicate that before using the modelling example the activity of activating the initial knowledge (K11) included in the high category. There was a development when study using modelling examples, namely elaboration (K41) most appeared with a high category. This study can be concluded that the 3D animation modelling using after effect can develop high-level cognitive activities, namely inference accurately (K31) and elaboration accurately (K41) in the biogeochemical cycle.

The research aims to get information on student cognitive activities in biogeochemical cycle learning using modeling example. The research method uses a quasi-experiment. Cognitive activities are obtained by recording students' verbal data during the biogeochemical cycle of learning. Students' verbal data were analyzed and categorized into types of cognitive activity according to the think-aloud protocols (TAPs) method. Students who learn using modeling examples can bring up cognitive activities in a higher category than students who do not learn using modeling examples. Students' cognitive activities can be stimulated using modeling examples. Cognitive activities that appear when students learn the biogeochemical cycle are prior knowledge activation (K1), identifying (K2), interpreting symbols (K3), comparing (K4), making hypotheses (K5), inferring knowledge (K6), and elaborating knowledge (K7).