THE USE OF EGRA ( EXPERIENCE, GENERALIZATION,
REINFORCEMENT, APPLICATION ) TECHNIQUE TO IMPROVE
THE STUDENTS’ WRITING SKILL ON DESCRIPTIVE TEXT
FOR THE EIGHTH GRADE STUDENTS OF SMPIT NURUL
ISLAM TENGARAN IN THE ACADEMIC YEAR 2016/2017
A Graduating Paper
Submitted to the Board of Examiner in Partial Fulfillment for the
Degree of Sarjana Pendidikan (S.Pd) in The English and Educational
Department
By:
ZULIA PERMATA QURROTA AINI
NIM 113-12-154
ENGLISH DEPARTMENT OF EDUCATIONAL FACULITY
INSTITUTE ISLAMIC OF STUDIES (IAIN)
SALATIGA
THE USE OF EGRA ( EXPERIENCE, GENERALIZATION,
REINFORCEMENT, APPLICATION ) TECHNIQUE TO IMPROVE THE
STUDENTS’ WRITING SKILL ON DESCRIPTIVE TEXT FOR THE EIGHTH
GRADE STUDENTS OF SMPIT NURUL ISLAM TENGARAN IN THE
ACADEMIC YEAR 2016/2017
A Graduating Paper
Submitted to the Board of Examiner in Partial Fulfillment for the
Degree of Sarjana Pendidikan (S.Pd) in English and Educational
Department
By:
ZULIA PERMATA QURROTA AINI
NIM 113-12-154
ENGLISH DEPARTMENT OF EDUCATIONAL FACULITY
INSTITUTE ISLAMIC OF STUDIES (IAIN)
SALATIGA
DECLARATION
Here by the writer fully declares that the graduating paper is written by
the writer herself, and it does not contain the materials written or has been
published by other people and other’s people ideas except the information from
the references.
The writer is capable to account for her graduating paper if it can be
proved or containing other’s idea or in fact, the writer imitates the other
graduating paper in the future.
Like wish, the declaration is written by the writer and she hopes that the
declaration can be understood.
Salatiga, March 11th, 2017 The Writer,
Zulia Permata Qurrota ‘Aini NIM. 113 – 12–154
Salatiga, March 13th 2017
Setia Rini, M.Pd.
The lecturer of English Education Department
Institute of Islamic Studies (IAIN) Salatiga
ATTENTIVE COUNSELOR
Case: Zulia Permata Qurrota ‘Aini’s Graduating Paper
Dear,
Dean of Teacher Training and
Educational Faculty
Assalamualaikum Wr. Wb.
After reading and correcting Zulia Permata Qurrota ‘Aini’s graduating paper entitled “THE USE OF EGRA (EXPERIENCE, GENERALIZATION, REINFORCEMENT, APPLICATION) TECHNIQUE TO IMPROVE THE STUDENTS’ WRITING SKILL ON DESCRIPTIVE TEXT FOR THE EIGHTH GRADE STUDENTS OF SMPIT NURUL ISLAM TENGARAN IN THE ACADEMIC YEAR 2016/2017”. I have decided and would like to propose that is paper can be accepted by the Teacher Training and Educational Faculty. I hope this paper will be examined as soon as possible.
Wassalamialaikum Wr. Wb
Counselor,
Setia Rini, M.Pd
A GRADUATING PAPER
THE USE OF EGRA ( EXPERIENCE, GENERALIZATION,
REINFORCEMENT, APPLICATION ) TECHNIQUE TO IMPROVE THE STUDENTS’ WRITING SKILL ON DESCRIPTIVE TEXT FOR THE EIGHTH
GRADE STUDENTS OF SMPIT NURUL ISLAM TENGARAN IN THE ACADEMIC YEAR 2016/2017
Created by:
ZULIA PERMATA QURROTA ‘AINI
NIM: 113-12-154
Has been brought to the board of examiners of English and Education Department of Teacher Training and Education Faculty of State Institute of Islamic Studies (IAIN) Salatiga, on 31th of March2017 and hereby considered to completely fulfill
of the requirement for the bachelor degree of Sarjana Pendidikan (S.Pd) in English and Education.
Boards of Examiners,
Head : Rr. Dewi Wahyu M, S.S., M.Pd.
Secretary : Faizal Risdianto, S.S., M.Hum.
1st Examiner : Mashlihatul Umami, M.A.
2nd Examiner : Ruwandi, M.A.
MOTTO
طق هعطقت لم نإ ،فيسلاك تقولا
ع
ك
“Waktu itu seperti pedang kalo kamu tidak memotongnya maka dia yang
akan memotongmu”
DEDICATION
This graduating paper is dedicated to:
1. My beloved mother Siti Khoiriyah and my father Awaludin Isnaini.
Thanks for your love, affection, and always pray, and motivate me. I do
love you.
2. My beloved someone, who always support me and motivate me.
3. My beloved little sister Sania Habibatu S, my little brother Muhammad
Faqih B, who always take care of me and support me.
4. Mrs. Setia Rini, M. Pd who always guides and supports in arranging this
paper.
ACKNOWLEDGEMENT
Assalamu’alaikumWr. Wb
Alhamdulillahirabil’aalamiin, firstly the writer says as praise and thanks
To Allah SWT, the most gracious and merciful. Because of Him, the writer could
finish this graduating paper as one of the requirement for the Bachelor Degree of
Educational Studies (S.Pd) at English Education Department of State Institute for
Islamic Studies (IAIN) Salatiga in 2015.
Secondly, peace and salutation always be given to our Prophet
Muhammad SAW who has guided us from the darkness into the lightness.
However, this success would not be achieved without a support, guidance, advice,
help, and encouragement from individuals and institutions. Thus, the writer would
like to say thank to:
1. Dr. Rahmat Hariyadi, M.Pd. Rector of State Institute for Islamic
Studies (IAIN) Salatiga.
2. Mr. Suwardi, M.Pd as the Dean of Teacher Training and Education
Faculty of State Institute for Islamic Studies Salatiga.
3. Mrs. Noor Malihah, Ph.D as the head of English Education
Department.
4. Mrs. Setia Rini, M. Pd as my counselor who has guided, directed,
motivated, and advised me patiently in the process of accomplishing
5. All of my lecturers in IAIN Salatiga, thanks for teaching me and given
a lot of their worth knowledge to me along of my study in this
Institute.
6. All official staff of IAIN Salatiga.
7. My beloved mother (Siti Khoiriyah), and my father (Awaludin
Isnaini). Thank you very much for everything. May Allah keep you
and give you happiness. I do love you.
8. My beloved little sister (Tsania Habibatu S), my little brother
(Muhammad Faqih B). Thank you very much for your support.
9. My closest friends. Thank you for being my best friend.
10. The big family of “SMPIT Nurul Islam Tengaran”.
11. All of my friends TBI ’12 especially E class. Thank you for being my
friends in happiness and sadness.
12.All of my friends at IAIN Salatiga that I cannot mention one by one.
Salatiga, March 11th, 2017 The Writer,
Zulia Permata Qurrota ‘Aini NIM. 113 – 12–154
ABSTRACT
‘Aini, Zulia, P.Q. 2017. The Use Of EGRA ( Experience, Generalization, Reinforcement, Application ) Technique To Improve The Students’ Writing Skill On Descriptive Text For The Eighth Grade Students Of SMPIT Nurul Islam Tengaran In The Academic Year 2016/2017.A Graduating Paper. English Education Department of Teacher Training and Education Faculty. State Institute for Islamic Studies (IAIN) Salatiga. Counselor: SetiaRini, M. Pd.
Keywords: writing, descriptive text, EGRA technique
TABLE OF CONTENTS
TITLE PAGE ………. i
DECLARATION ……… ii
ATTENTIVES COUNSELOR NOTES ………... iii
STATEMENT OF CERTIFICATION ………. iv
MOTTO ……… v
DEDICATION ………. vi
ACKNOWLEDGEMENT ………. vii
ABSTRACT ………. ix
TABLE OF CONTENTS ……… x
LIST OF TABLES ……….. xiii
CHAPTER I INTRODUCTION A. Background of the Study ……… 1
B. Statement of the Problems ……… 4
C. Objectives of the Study ……….... 5
D. Significance of the Study ………... 5
E. Limitation of the Problem ………... 6
F. Definition of Key the Terms ……….. 6
G. The outline of the thesis Presentation ………. 8
CHAPTER II THEORITICAL FRAMEWORK A. Review the Previous Research Finding……… 10
1. Definition of writing ……….. 13
4. Procedure of EGRA technique ……… 25
D. Descriptive Text ……… 28
1. Definition and Purpose of Descriptive Text... 28
2. Generic Structure ………. 28
3. Language Features ………... 28
4. Example of Descriptive text ……… 29
CHAPTER III RESEARCH METHOD A. Type of the Research ……… 31
I. Technique of Deciding a Minimum Passing Grade (KKM) ... 44
CHAPTER IV DATA ANALYIS A. Research Finding ……… 46
2. Cycle II ………. 61
B. Discussion ……….. 74
CHAPTER V CLOSURE
A. Conclusion ……….. 76
B. Suggestion ……….. 77
REFERENCES
CURRICULUM VITAE
LIST OF TABLES
Table 3.1 List of VIII E Class of SMPIT Nurul Islam Tengaran ….. 33
Table 3.2 Rubric of Pre-test and Post-Test in Cycle 1 and Cycle 2... 39
Table 4.1 Observation sheet cycle I ………... 50
Table 4.2 Result of pre-test cycle I ………... 52
Table 4.3 Result of post-test cycle I ………..…… 54
Table 4.4 Result of the pre-test and post-test cycle I ………. 56
Table 4.5 Observation sheet cycle II ………. 63
Table 4.6 Result of pre-test cycle II ………... 65
Table 4.7 Result of post-test cycle II ……… 67
Table 4.8 Result of the pre-test and post-test cycle II ……….. 69
Table 4.9 Mean of the students’ score ……….. 74
CHAPTER I
INTRODUCTION
This chapter contains of background of the study, statement of the problem,
the objectives of the study, significance of the study, limitation of the problem,
definition of the key terms, hypothesis.
A. Background of the Study
English is very important to be learnt, because it is an internasional
language. In Indonesia, most students have gotten English lesson from
junior high school until university level. Based on the English curriculum,
English teaching is focuse on the language skills: listening, speaking,
reading, and writing. All these four language skills are taught in an
integrated way but the emphasis of teaching that the researcher wants is
restricted to writing only. Richard in Setiasih (2015: 6) said that writing
should be taught and the teaching materials and the method must be
adjusted to the students’ objectives and needs.
In writing students need to know the way of how to write well, so
that they can produce a good composition. Lado (1964: 146) stated to
write a communication he must have something to say on some topic, have
a point of view and focus, follow accepted conventions of format and be
effective. Writing is one activity that the students do in almost of their
assignment. They can express their ideas, tell stories and give information.
complicated for students to master because it needs long process. It is
started from pre writing up to editing and it involves some kinds of writing
skills or abilities. Harmer (2004: 12) said that process writing is a way of
looking at what people do when they compose written text.
In this research the researcher tries to discuss about writing skill
that focuse on some texts that English has. We can see there are kinds of
texts that should be taught to students of the second year of Junior High
School. They are recount text, descriptive text, narrative text,
announcement, invitation. From all of the texts the researcher will focuse
on descriptive text to be discussed. Descriptive text is a text which says
what a person or thing is like. Its purpose is to describe and reveal a
particular person, place or thing. Kane (2000: 352) stated that description
is about sensory experience, how something looks, sounds, tastes. Mostly
it is about visual experience, but description also deals with other kinds of
perception. Description aims is to stimulate the imagination to form the
picture, even the simplest kind of description.
The researcher has observed about the eighth years students of
SMPIT Nurul Islam Tengaran in their teaching and learning of English as
a foreign language. The researcher got the information from the English
teacher, that the eighth grade students of SMPIT Nurul Islam Tengaran
still do not understand clearly about what the descriptive text is, how to
write it, what is the generic structure of it. Their teacher said they can
arrange the texts to become good texts as descriptive text is and still face
some grammatical error. From the data the students got the score (57)
which the minimal passing grade is (74). The students score in writing
ability still low, and it make the researcher wants to increase the score
higher than the minimal passing grade.
In Indonesia many students who do not understand and interest in
develop their skill in communicating English especially writing, like the
students of SMPIT Nurul Islam Tengaran. From this, the researcher tries
to conduct research by using method or technique to increase the students’
ability in writing. Teachers have to prepare some technique of teaching to
help the students study and acquire writing. According to Hamzah, Nina,
Satria (2010: 32) that the function of technique is as the giver or the best
possible way for the operational executor of education. To create the
comfortable atmosphere in the class, the teachers need some technique in
order that students enjoy learning English especially writing. Teachers also
have to give students motivation in order to make the students interest in
study English writing. Now, there are some techniques used in teaching
writing, one of them is EGRA (Experience, Generalization,
Reinforcement, and Application). Applebee and Langer in Nunan (1992:
117) suggest that teachers need to scaffold for the learner.
By using an EGRA technique, the student are given opportunity to
find out the form and function of the sentence by themselves. Every stage
unconsciously learners to expose a particular structure item in use, the
objective of generalization is that learners better remember conclusion
about form and function, they make by themselves, the objective of the
reinforcement helps the learners to check or revise their generalization,
and the objective of the application uses or applies structure items learned
in the previous stage to communicate information or massages, Adrian
(1998) in Syahara (2013: 5). In this case the researcher conducted a
research on “THE USE OF EGRA ( EXPERIENCE,
GENERALIZATION, REINFORCEMENT, APPLICATION )
TECHNIQUE TO IMPROVE THE STUDENTS’ WRITING SKILL ON
DESCRIPTIVE TEXT FOR THE EIGHTH YEAR STUDENTS OF
SMPIT NURUL ISLAM TENGARAN IN THE ACADEMIC YEAR
2016/2017”.
B. Statement of the Problems
Based on the background of the study the problem statements are
formulated as follow:
a. How is the implementation of EGRA technique in improving
students’ writing skill on descriptive text for the eighth grade
students of SMPIT Nurul Islam Tengaran in the Academic Year
2016/2017?
b. How far is the use of EGRA technique can improve the students’
writing skill on descriptive text for the eighth grade students of
C. Objectives of the Study
In order to specify the topic, the researcher has some objectives to describe
as follow:
a. To find out that implementation of EGRA technique can improve
the students’ writing skill on descriptive text for the eighth grade
students of SMPIT Nurul Islam Tengaran in the Academic Year
2016/2017.
b. To measure how far is the use of EGRA technique can improve
the students’ writing skill on descriptive text for the eighth grade
students of SMPIT Nurul Islam Tengaran in the Academic Year
2016/2017.
D. Significance of the Study
The significance of the research of EGRA technique will expect to be use
as a feedback for increasing students’ ability in learning English especially
in writing of descriptive text, it will also expect to be useful for:
1. The teacher, the result of the research can be useful as an
information for English lecture to increase in teaching and
guide students on writing lesson of descriptive text in the class.
2. The students, the result of the research can use to motivate the
students in improving and increase their interest in writing
subject on descriptive text especially.
3. The result of this research can use as a feedback for knowledge
for the result of this research can bridge for the people in
learning English as the second language.
E. Limitation of the Problem
This paper will focuse on the students’ ability in make a
descriptive text of the eighth grade students of SMPIT Nurul Islam
Tengaran in academic year of 2016/2017. The researcher also will focuse
on the use of EGRA ( Experience, Generalization, Reinforcement,
Application ) technique for eighth grade student of SMPIT Nurul Islam
Tengaran in teaching writing of descriptive text.
F. Definition of Key the terms 1. Writing
Writing as a device for recording speech by means of visible
marks, and take the written language to be a point by point equivalent
of its spoken counterpart (Gelb 1969:11). Writing is a graphic
representation of a language. Picture or graphic symbol do not
constitute writing unless they form a system representing the unit of a
language so that its patterns can be grasped by the reader (Lado
1964:222). Writing is the activity or occupation of writing English
books, stories or article. (Oxford 1995:1383)
2. Description
Description is saying in word what somebody or something like
something, which the reader is like can see, hear, or feel the incident
by himself (Solahudin 2009:172).
3. Text
Text is the main written or printed part of book or page, contrasted
with notes, illustration. Text is any form of written material or written
form of a speech, a play, an article (Oxford 1995:1234).
4. Technique
Technique in addition to general preparation of a teacher, one
needs special preparation to teach a language (Lado 1969:10).
5. EGRA
E (Experience)
Experience is the procces of gaining knowlegde or skill over a
period of time through seeing and doing things rather than through
studying (Oxford 1995:404).
G(Generalization)
Rivers (1968:77) says that generalization become more
comprehensive as the students advance in knowlegde of language and
it is able to recognize characteristics feature of the language structure.
R( Reinforcement )
According to Oxford (1995:984) is to make a structure or a
A( Application )
Application is the action or instance of putting or spreading
something onto something else.(Oxford 1995:48)
G. The outline of the thesis presentation The thesis consist of five chapters as follow:
1. Chapter I
Introduction that containts of background of the study,
statement of the problems, the objectives of the study,
significance of the study, limitation of the problem, definition of
the keyterms, hypothesis.
2. Chapter II
This chapter contains of literature review. In this chapter,
the researcher divides into: Some pertinent ideas: A. Review
previous research findings, B. Writing (definition of writing,
purpose of writing, writing process, format writing, assesing
writing) C. EGRA technique ( Experience, Generalization,
Reinforcement, Application), D. Descriptive text ( definition of
descriptive text, purpose of descriptive text, generic stucture)
resume.
3. Chapter III
This chapter contains of research methodology. This
research subject, research procedure, technique of collecting data,
research instruments, evaluation criteria, technique of analyzing
data.
4. Chapter IV
In this chapter, the researcher presents the result of the
research, namely findings and discussion.
5. Chapter V
This chapter contains of conclusion. It is the last chapter of
ends the study and the researcher states the conclusion of the study
CHAPTER II
THEORETICAL FRAMEWORK
(This chapter contains of literature reviews. In this chapter, the researcher
divides into some pertinent ideas: A. Review the previous research finding, B.
Writing (definition of writing, purpose of writing, writing process, format writing)
C. EGRA technique (experience, generalization, reinforcement, application),
resume.) D. Descriptive text definition of descriptive text and purpose of
descriptive text, generic structure, language feature, example)
H. Review the previous research findings
Actually, this research is not the first research by using EGRA
technique and on the writing skill. Several research that have observed
about EGRA and students’ writing skill. The research that will support this
research were written by Heri (2010), Ratna, Rita, Hasyim (2016), Ikhsan
Susilo (2015) and Hapsari (2015). This research and their research have
similar technique and object research, their research also focuse in
improving students’ ability in writing descriptive text.
Heri ( 2010 ) conducted the research on “Teaching Recount Text to
Improve the Writing Ability of the Second Year Students of MTs Ma’had
Ponpes DDI Pangkajene through EGRA Technique”. In his research, most of students’ achievement at writing recount text was categorized very
poor. Andthis figures out that students had better ability at writing recount
technique had a significant difference from their achievement before the
application of EGRAtechnique.
Ratna, Rita, Hasyim (2016) conducted the research on” Teaching
Passive Voice to The Grade X through EGRA Technique”. The objective
of this research was to prove that the use EGRA technique was effective in
teaching passive voice to Grade X of SMA Negeri 5 Palu. The researcher
used quasi experimental research. The research samples were XMIPA1
which consisted of 27 students and XMIPA3 which consisted of 28
students. XMIPA1 was the experimental group and XMIPA3 was the
control one. The experimental group was given treatment, while the
control group was not. Based on the result, the researcher concludes that
EGRA gives significant difference in teaching passive voice. In other
words, the use of EGRA techniqueis effective in teaching passive voice to
Grade X of SMA Negeri 5 Palu
.
Ikhsan Susilo (2015) conducted the research on “The effectiveness
of using realia to improve the students’ ability in writing descriptive text
(an experimental study of SMA Saraswati Salatiga in twelfth grade in the
academic year of 2014/2015)”. Because his research was an experimental
study, he used two classes to did a research. The XII MMA class was
became an experimental group and XII MMB class was became a control
group. In his research, the experimental group who were taught by using
realia media had a high score, and the score is 8.74, for control group who
4.27. The researcher concludes that realia media could improve the
students’ ability in writing descriptive text.
The next research that will support this research was written by
Siska Hapsari (2015). Her research has similar object research, that was
improving writing skill on descriptive text. Siska Hapsari (2015)
conducted the research on “ The use of fortune cookies game to improve
students’ writing skill on descriptive text ( A classroom action research of
the tenth year students of man salatiga in the academic year of
2014/2015)”. In her research, the implementation of Fortune Cookies
gamein writing skill of the tenth year students of MAN Salatiga runs well.
The students could receive and applied Fortune Cookies game in their
writing process. Although in the first meeting they still confused, in the
next meeting they can enjoy the writing lesson with this game. In addition,
the student not only succesfully improving their writing skill but also they
are succesfully build their self confidence.
Based on the explanation above the differences of this research and
the previews research finding was on object research, technique, procedure
and population of the research. Heri (2010) used EGRA technique to
improve a writing skill on recount text and Ratna, Rita, Hasyim (2016)
used EGRA to teach passive voice. This research and the research of Heri,
Ratna, Rita, Hasyim used a similar technique but different focus of the
with this research on the focus of research which is writing skill on
descriptive text.
Based on the findings above, the researcher concluded that the
students need many exercises to improve their English skill especially
writing. In this case the teachers are expected to give some tasks about
writing lesson. Concerning with that, this research tried the use EGRA
technique to teach descriptive text to improve writing ability. In this
research, the researcher only used one class: experimental class. So, the
difference between their research and this research was on the subject of
research. They use two classes as their subject. Which, one class becomes
an experimental class and the other class becomes a control class. And this
research only use one class as an experimental class.
A. Writing
1. Definition of writing
According to Gelb (1969: 11) writing is expressing meanings and
notions loosely connected with speech. Long and Richard in Setiasih
(2015: 4) stated that writing is a process through which meaning is
created. The act of writing generates ideas and is a way to explore
one’s feelings and thoughts. Hammer (2004: 3) said that writing has
been seen as a desirable skill for whole population.
Phillips (2008: 57) stated that writing is much more then the
creative, spelling, grammar, punctuation, choice of appropriate words,
sentence lingking, and text construction. Like Hammer (2004: 44) said
that writing, like any other skill, has its ‘mechanical’ components.
Pincas (1987: IV) expressed that writing enables the human being to
communicate and express their feeling and opinions, writing is a
means of both communication and self expression.
2. Purpose of writing
Effective writers usually have a purpose in mind and construct
their writing with a view to achieving that purpose. Hammer (2004:
39) stated that the most effective learning of writing skills is likely to
take place when students are writing real messages for real audiences,
or at least when they are performing tasks which they are likely to have
to do in their out- of- class life. Meyer (1992) in Hapsari (2015: )
categorizes the purpose of writing into three categories, to persuade, to
inform, and to entertain.
a. To inform
The writer generally explains or describes an idea, a process, an
even, a belief, a person, a place or thing to give information.
The writer also gives the facts and explains its causes.
b. To Persuade
A writer tries to change the audience or behave differently. In
c. To Entertain
The writer gives some efforts to make the reader laughed,
smiled, fascinated, surprised or even angry.
Based on the purposes that stated by Meyer above, the
researcher concluded if the writing that we make should inform
something to its readers. In addition, the writing is hoped that it can
influence the reader’s mind. In this case, it can inform them about
things.
3. Writing process
Setiasih (2015: 46) said that wrote an essay is a process. It means
that in making a good writing there are stages that must be passed a
writer. Harmer (2004: 4) stated that there are 4 elements in writing
process: planning, drafting, editing, and final version.
a. Planning
According to Harmer (2004: 4), before starting to write or
type, try and decide something that going to say. When planning,
writers have to think about three main issues that consist of the
purpose of the writing, the audience they are writing for, the
content structure of the writing.
b. Drafting
Harmer (2004: 5) said that the first version of a piece of
assumption that it will be amended later. According to Setiasih
(2015: ), strategies that can be used to draft the writing, such as
mapping thoughts, conferencing, writing off lead, free writing,
self-reflecting and self-questioning. One dimension of good writing
is the writer’s ability to visualize an audience. Although writing in
the classroom is most always for the teacher, the students may also
be encouraged to write for different audiences, among whom are
peers, other classmates, friend and family members.
c. Editing ( Reflecting and Revising)
Reflecting and revising are often helped by other readers
(or editor) who comment and make suggestion. Another readers’
reaction to a piece of writing will help the author to make
appropriate revision (Harmer, 2004: 5). Editing could refer to
ideas, organizational writing, vocabulary, spelling, grammar, and
manner of writing in English. Editors can give any comments or
suggestions for repair.
At this stage, students are engaged in tidying up their texts
as they prepare the final draft for evaluation by the teacher. They
edit their own or their peer’s work for grammar, spelling,
punctuation, diction, sentence structure and accuracy of supportive
textual material such as quotations, examples and the like. When
students revise, they review their texts on the basis of the feedback
the students working in pairs to read aloud each other’s draft before
they revise. As students listen intently to their own writing, they
are brought to a more conscious level of rethinking and resending
what they have written. Meanings which are vague become more
apparent when the writers actually hear their own text read out to
them.
d. Final version
Writers have edited their draft, making the changes they
consider to be necessary, they produce their final version. This may
look considerably different from both the original plan and the first
draft, because things have change in the editing process (Harmer,
2004: 5). Brown (1994: 335) states that several strategies and
skills applied to the drafting or revising process in writing, they
include the following activities:
1) Getting started (adapting the free writing technique).
2) Optional monitoring of one’s writing (without
premature editing and diverted attention to wording,
grammar, etc).
3) Peer editing (accepting/ using classmate comments).
4) Using the instructor’s feedback.
5) Reading aloud technique in small groups or pair.
Based on the explanation, the researcher concludes that we need
all elements of writing process to make a good writing form. The
students do planning, drafting, editing, final version when they
compose some text.
4. Format writing
Gower, Philips, and Walters (1995) in Hapsari (2015: 15) state that
writing involves many different aspects. It is useful to look at them
under these headings:
a. Handwriting
This maybe is a problem for students who are not familiar with
Roman script.
b. Spelling
Speakers of languages are consistent where the spelling and
pronunciation.
c. Punctuation
The conventions of English capital letters and punctuation are not
universal and might have to be taught.
d. Sentence Construction
The construction of sentences that is grammatically correct, using
e. Organizing A Text and Paragraphing
Divide the information into paragraph. Knowing when start a new
paragraph. Ordering the paragraph to present a logical argument,
tell a story, etc.
f. Style
Using language that appropriate the formality and style of the text.
Based on the explanations, the researcher concludes that writing is a
process of making good sentences in paragraph. Writing has 4 elements
in it process such as, planning, drafting, editing, final version. To write
some paragraph the writer must has its mechanical involve, being
creative, spelling, grammar, punctuation, choice of appropriate words,
sentence linking, and text construction.
5. Scoring method of writing
According to Hapsari (2015: 21) that there are three major
approaches to scoring writing performance that commonly used by test
designer: holistic, primary trait, and analytical. Holistic method is a
single score to assign an essay, which represents a reader’s general
overall assessment. Primary trait scoring is a variation of the holistic
method in that the achievement of the primary purpose or trait of an
essay is only factor rated. The last in analytical scoring, breaks a test
taker’s written text down into a number of subcategories (organization,
grammar, content, idea, vocabulary, etc) Brown (2004: 243). The
Analytic scoring may be more appropriately called analytic
assessment in order to capture its closer with classroom language
instruction than with formal testing. Brown and bailey (1984) in
Brown (2004: 243) designed an analytic scoring scale that specified in
five major categories and a description of five different levels
category, ranging from ‘unacceptable’ to ‘excellent’.
B. EGRA technique
1. Definition of Technique
In oxford Advanced Learner’s Dictionary of current English
states that technique is method of doing something expertly. Richards
(1968:15) states that technique is implementation that which actually
take place in a classroom. It is a particular trick, stratagem, or
contrivance used to accomplishing an immediate objective. Further,
Brown (1994: 51) says that technique is any of a wide variety of
exercises, activities, or devices used in the language classroom for
realizing lesson objectives.
Based on the explanation, the researcher conducted the EGRA as
the technique to teach English writing. The researcher wants that the
students become more active in the class when they learned by using
2. Definition of EGRA Technique
According to Marpudin (2008) EGRA stands for E, which is
experience; G is generalization; R is reinforcement, and A is
application. The following is the brief explanation each stage of EGRA
technique.
a. Experience
Experience is a learning stage where students are
subconsciously expose to the meaningful use of particular
structure item by using picture, game, or video. This learning
experience makes the students more active from the beginning of
the teaching process where they will come into a great discovery.
According to Harmer (1991: 114) such experiences give us points
of common reference to talk about and can be used as reason to
bond with each other. It is an ideal way of showing the material in
picture, audio or video.
b. Generalization
In this stage the students are led through tasks in a group to
discover form, meaning and function of a structure they have been
exposed to. The rational for the generalization is the learner better
remember conclusion about the form and function(s) they make
for themselves. Krashen (1982: 66) said good teacher also take
advantage of the students’ knowledge of the world in helping
Harmer (1991: 124) said where they have been discussing an issue
or predicting the content of a writing text, we will encourage them
to talk the conclusion with us. By comparing different solutions,
ideas, and problems, everyone gets a greater understanding of the
topic. The generalization is the central of EGRA technique where
students are expected to make a discovery of language structure.
c. Reinforcement
Reinforcement is a learning stage where students are
provided with correct and conscious knowledge of the form, and
functions of the structure item that they have been exposed to. The
objective of this stage is to help learners to check or revise their
generalization that students should have corrected and
consciousness of the form and function of a certain structure item.
Harmer (1991: 109) stated when students do workbook based on
controlled testing activities, we will mark their efforts right or
wrong, possibly penciling in the correct answer for them to study.
However, when we give a feedback on more creative writing we
will approach the task.
d. Application
Application is learning stage where students individually
are given opportunities to use or apply the structure item that they
have learned in communication either receptively or productively.
(students) to complete worksheet or writing task by themselves
individually.
According to Helena (2004) in Afriani (2014: 2) that EGRA
technique is an effective way to create lively interaction among the
students, EGRA technique will make students active. EGRA has a
particular objective. Adrian (1998) in Syahara (2013: 5) said that the
objective of the experience unconsciously learners to expose a
particular structure item in use, the objective of generalization is that
learners better remember conclusion about form and function, they
make by themselves, the objective of the reinforcement helps the
learners to check or revise their generalization, and the objective of the
application uses or applies structure items learned in the previous stage
to communicate information or massages.
Based on the explanation of EGRA above, the researcher thinks
that every step of EGRA which stands for Experience, Generalization,
Reinforcement, and Application will lead the students to be better at
writing skill.
3. Concept of EGRA technique According to Afriani (2014: 6)
a. Experience: The teacher tries to stimulate the student’s interest in
such us pictures, living object of things which are related to the
material.
b. Generalization: The teacher expects the students to have a special interest in the lesson and then gives a short explanation. The
teacher expects his/her students to master the materials by giving
some drill or task.
c. Reinforcement: The teacher intends to check the students
understanding. The students are expected to master the pattern. The
drill and the task given must reinforce the material.
d. Application: The students must to apply the pattern of the
material in real situations. By doing this activity the students will
feel free to do what they want.
4. Procedure of EGRA technique
According to Marpudin (2008)
a. Experience phase
The teacher gives the students leading question of the
material that will be taught, include: picture show, brain storming,
give key word.
In this section, the teacher should try to lead the students
unconsciously about the material that will be taught by the teacher.
All activities undertaken by the teacher in experience phase (oral
Experience: The structure is presented to the students before they
learn the form of its rules. Example: the students read a dialogue a
text that inside it, there are some examples of its structure.
b. Generalization phase
1) The teacher asks students to make groups consists of 4/5
person.
2) The teacher gives the task like discourses, questions, quiz
which in essence that lead the students to find the functions and
forms of sentence structure that will be taught.
3) The teacher asks the students to discuss the answers in groups.
4) The students discuss the answers in class guided by the teacher.
5) The teacher writes the answers of the students on the
whiteboard.
6) The teacher gave praise to the students for their hard work in
answering questions.
7) The teacher gives examples of the correct pronunciation of the
students' answers on the whiteboard.
Generalization: The students cooperate to find its rules or the
usage of its rule, teacher must help and guide them in this step.
Example: the students are asked to make generalization about the
form of text or must fill the table with the relevant structure or
Note: in this section the teacher does not need correcting students'
answers, let their creativity freely to express their ideas.
c. Reinforcement phase
1) The teacher discusses again the students’ answers on the
whiteboard.
2) The teacher provides an explanation as strengthening of the
function and form of language structure is being taught
explicitly.
3) The teacher gives some examples of sentences as a model.
4) The teacher does repetition over and over again about the
pronunciation of sentences correctly.
5) The teacher provides reinforcement in the form of tasks or
questions for the students do.
6) The teacher asks the students work in pairs.
7) The teacher asks the students to discuss the answers with their
partner.
8) The students discuss their answers classically led by the
teacher.
Reinforcement: The students do the controlled exercise that must
them use the structure. Example: the students are asked to
describe a picture and arrange the irregular sentences.
d. Application phase
2) The teacher gives the students the task card that contains the
Situation / Case.
3) The students are required to make their own answers to respond
the situations / cases provided.
4) The teacher gives the students homework to discuss in the
future learning.
Application: The students must use structure itself, at least or not is
helped by teacher. Example: write a story by having a
conversation, giving a demonstration on the map or describe a
picture
Based on the explanation of the procedure of EGRA, the
researcher concluded that every step of EGRA was gave a detail
activity for what the teacher and the students had do from the
beginning of the learning process until the end. So the learning
process could run as well as we want.
C. Descriptive text
6. Definition and purpose of descriptive text
According to Hartmann and Blass (1999: 63), descriptive text says
what a person, animal or thing is like. Its purpose is to describe and
reveal a particular person, place or thing. Setiasih (2015: 25) said
descriptive gives the information to the other person what an object is
7. Generic structures
According to Setiasih (2015: 25), the generic structures of descriptive
text are:
a. Identification
Identifies phenomenon to be described
b. Description
Describe part, qualities, characteristics.
8. Language feature
The language feature of descriptive text:
a. Using simple present tense (S + V1 + O)
b. Using have, has, had to give detail description of the objects
features.
c. Using adjectives that describe, numbering, and classifying the
topic. Example: sharp nose, long hair, two beautiful eyes.
d. Using relating verb to give the information about the subject.
Example: my mom is really cool, it has very thick fur.
e. Using thinking verb like believe, think, and feeling verb like feel,
to reveal the writer perspective about the subject. Example: I think
he is a diligent boy.
f. Using adverb to added more information about the characteristic
9. Example of descriptive text
Borobudur Temple
Identification
Borobudur is Hindu – Budhist temple. It was build in the nineth century under Sailendra dynasty of ancient Mataram kingdom. Borobudur is located in Magelang, Central Java, Indonesia.
description
CHAPTER III
RESEARCH METHODOLOGY
(This chapter contains of research methodology. This chapter deals with
the types of research, place and time of research, research subject, research
procedure, technique of collecting data, research instruments, evaluation criteria,
technique of analyzing data.)
A. Type of research
This research is using CAR (Classroom Action Research). CAR is
described as an informal research, qualitative, formative, subjective,
interpretive, reflective, and a model of research experience, where all
individuals involved in the study as participants who know and support
(Hopkin in Emzir, 2010: 233). CAR is a form of self-reflective inquiry
undertaken by participant in a social (including educational) situation in
order to improve the rationality and justice of: (1) their own social or
educational practice, (2) their understanding of these practices, and (3)
the situation in which practices are carried out (Hopkin in Basrowi,
2008: 27).
According to Arikunto (2008: 2), classroom action research was
formed from three words, they are:
a. Research: an action to get details from an object using certain
increasing the quality of something that attract the researcher
interest and improtant for him/her.
b. Action: an activity that intentionally done in certain aim, that
has a form of cycle sequence activity to students.
c. Class: a group of students in the same time and have the same
lesson from their teacher.
By those definitions, it can be concluded that classroom action
research is a series of group activity that carry out by the teacher in
the classroom to improve the teaching learning process.
B. Setting of the Research
This research was held in SMPIT Nurul islam Tengaran which is
located in Jl. Raya Salatiga – Solo Km08, Kaligandu, RT 11/03,
Tengaran a month which the researcher entered the class eight times.
The research began from January 9th 2017 up to February 6th 2017.
Before doing the research, the researcher prepares the instrument that
used to measure the students improvement when using EGRA
technique in writing process.
C. Subject of the Research
The subject of the research consist of the students and the teacher.
The researcher take VIII E class that consist of 30 students where all of
students is females. Actually, they have a good understanding about
Table 3.1
List of VIII E class of SMPIT Nurul Islam Tengaran in the Academic Year of 2016/2017
NO NAME
1 ANISA DIFA’UL H
2 ANNISA HUSNA UMARO
3 DIZA IZZATI
4 ERSITA HANA SALSABILA
5 FAHRIA KARIMA B
6 FARAH HANUM PUTRI
7 FIYA KHILMA MILLATI
8 HANAN HAMIDA
9 RIZKA TSALISTA
10 SAFIRA IRMALINA
11 ALFIANITA WULANDARI
12 CHUSNAIYA QURROTUL AYUN
13 CINTA ADNAN AZIZ F
14 DHITA NURHAMIDAH
15 ELEVIA ALSHA ISLAMAY
17 HASNA GHOIDA
18 KHUSNUL LATIFAH
19 LAILA NURUZZAHRO
20 NABILA HASNA M
21 DENILNA ALSAH W. N
22 FARAH AFIFATUN N
23 HASNA HANIFA
24 LARAS RAHMADYANI
25 NISA ADZKIAUL AULIA
26 NURUL FITRI HANIFA
27 QOLBINA ALFATIHAAH
28 QONITA RAHMANIA
29 SALMA QISTHY AMIRAH
30 SAFIYYA FATHI HABIBA
D. Procedure of the Research
This research used a classroom action research that consist of two
cycles because the researcher wants to know the students improvement
significantly:
According to Arikunto (2010: 138), each cycle consist of:
1. Planning
In this stage the researcher made a plan. Firts, observing the
facilities, the method of learning that use in the class of SMPIT
Nurul Islam Tengaran. Then, make a purpose of learning based on
theobservation and prepare the lesson plan.
2. Acting
Action is the implementation of the planning in the class. In
this stage the researcher must follow the program in the planning (
Arikunto, 2010: 139). In this section, the researcher held several
activities that had planned. The researcher did a pre-test and the
result compared with the post-test.
The researcher presents the action in the following:
a. Giving a pre-test.
1) The question of pre-test related with the material that is
about descriptive text.
2) Doing pre-test in cycle 1 and cycle 2.
b. Teaching writing descriptive text by using EGRA technique.
c. Giving occasion to the students to ask any difficulties or
problems.
d. Giving post-test.
1) The question of post-test are about the material that had
taught to the students.
3. Observing
Arikunto (2010: 139) says when the researchers take the
class, she/he will need colleague to observe and analyze the
condition of the class and the student. The tool that used by
researcher here is the test. While, to get the data about students’
responses during learning process.
4. Reflecting
Arikunto (2010: 140) states that researcher and observer
discuss the result of learning process. It consists of analyzing the
action and doing intervention, clarification how the researcher
doing the research as the teacher, also the condition of the class and
the students. It is to find the weakness and the advantages of the
teachnique, then find out the appropriate solution.
E. Technique of Collecting Data
The researcher presented the technique of collecting data as follow:
1.Test
According to Arikunto (2010: 226), to measure and analyze
the subject use a test. It is used to measure the basic competence
and achievement. The type of achievement test that use in school
is test make by the teacher.
2.Observation
Observe is look at an occurrence, movement and process.
interests and tendencies they have. In observation, the most
effective way complete the observation format or form as the
instrument. The arranged form consists of items about occurrences
or behaviors that drawn happened (Arikunto, 2010: 272).
3.Documentation
Arinkunto (2010: 274) states that documentation methods is
an activity to look for variable like notes, transcribes, books,
newspapers, magazines, etc. This method is not difficult since if
there is an error the source data will still not change. With this
researcher took the documentation during the research to get a
valid data.
F. Instrument of the Research
Instruments of research that have to prepare by the researcher are:
1. Test
In this research, researcher uses a test to collecting data.
The test made by the teacher itself. In this case, the researcher
used a pre-test and post-test. Pre-test is a test given before some
treatment begin. Post-test is a test given at the end of some
treatment period.
2. Observation
In this stage, researcher used field note and transcribing
3. Documentation
In this research, the researcher used media to record and
take some photo of the students’ activities in the class in order
to get a valid data. The media that used by the researcher is
camera.
G. Evaluation Criteria
The researcher conducted the action research of teaching writing
using EGRA technique at eighth grade students of SMPIT Nurul islam
Tengaran in the Academic Year 2016/2017. In analyzing the data, the
researcher used quantitative approach. While quantitative approaches
summarize data using numbers.
In this study, the researcher used rubric as the tool grading. According to
Brown (2004: 243) the aspect of scoring are organization, grammar,
content, vocabulary, mechanic.
To find the students’ score, the researcher used the rubric as follow:
Rubric of pre-test and post-test (cycle 1& cycle 2)
Point Description
Developing
ideas
5 The descriptive text gives paragraph unity (topic, state good topic sentence,
supporting sentence, concluding sentence) and coherence (relationship among
4 The descriptive text give paragraph unity (topic, state good topic sentence) but
one of the criteria is weak.
3 The descriptive text give paragraph unity (topic, state topic sentence,
conclusion of topic sentence) but some criteria above are weak
2 The descriptive text give paragraph unity (topic, state topic sentence) but most
criteria above are weak
1 The descriptive text still give topic but all criteria are weak
Organizing
ideas
5 The descriptive text is coherence and the coherences are correct. The text is
using chronological order. The descriptive text repeat key words.
4 The descriptive text is coherence and the coherences are correct. The text using
chronological order
3 The descriptive text is coherence and some criteria are appropriate enough
2 The descriptive text is coherence but the coherences among sentences are weak
1 The descriptive text is not coherence
Grammar
5 Use present tense correctly, use relational verb and adjective words correctly
4 Use present tense, use relational verb but do not use adjective words correctly
3 Make errors of tenses, use relational words and use adjective words
2 Make errors of tenses, do not use relational verbs correctly, and use adjective
1 Make errors of tenses, relational verbs and adjective words
Vocabulary
5 All or almost all of the descriptive text words are use effectively
4 Use many descriptive words effectively
3 Use some descriptive words
2 There are some mistakes in using descriptive words
1 Do not use the descriptive words correctly
Mechanics
5 The descriptive text uses correct punctuation, spelling and capitalization. It
fulfill all criteria
4 The descriptive text uses correct punctuation, spelling but fairly capitalization
but one of the criteria is weak
3 The descriptive text punctuation uses fairly punctuation but loosely correct
spelling and capitalization. Some criteria are weak
2 The descriptive text uses fairly punctuation but inadequate correct spelling and
capitalization. Most criteria are weak
1 The descriptive texts do not use correct punctuation, spelling and
For the correct answer
NAME Developing
ideas
Organizing
ideas
Grammar vocabulary Mechanic
Student A 5 5 5 5 5
H. Technique of Analyzing Data
This technique is used to know the students’ score of writing in
each cycle. The formula according to Hadi (1981: 246)
1. Mean
Mean is sum of all students score and divide it with total of
individual. The function of the formula is to find the average from raw
data.
Where,
M : Mean of students’ score
∑X : The sum of students’ score
N : The total number of students
2. SD (Standard Deviation)
The function of the formula is to solve standard deviation
calculation from the data that arranged into distribution table
𝑆𝐷 = √∑ 𝐷
2
𝑁 − ( ∑ 𝐷
𝑁 )
2
Where,
SD : Deviation standard for one sample t-test
D : Different between pre-test and post-test
N : Number of observation in sample
3. T-test
To know whether there is a significant improvement or not
between pre-test and post-test, researcher using t-test after
calculate the SD. Because the total of the students is 30, the
researcher using t-table = 2,04 as the result of the significant 5%
with the df = 29.
𝑡𝑜 =
(∑𝐷𝑁 )
( 𝑆𝐷
√𝑁 − 1)
Where,
to : T-test for the differences of pre-test and pos-test
SD : Deviation standard for one sample t-test
D : Different between pre-test and post-test
N : Number of observation in sample
I. Technique of Deciding a Minimum Passing Grade (KKM)
Mastery learning is an achievement level of minimum mastery that
specified by teachers in the learning objectives of each unit of lessons.
The size of the achievement of a minimum value known as the KKM
(Minimum Passing Grade).
1. Factors in calculation of KKM
According to Dina Revina (2015) she established three criteria in
determining KKM components, namely:
a. Degree of complexity
The difficulty of each indicator, basic competencies and
competency standards to be achieved by the learners.
b. Carrying capacity
The ability of supporting resources in organizing learning of each
c. The level of average ability (intake) of the respective school
learners
The average skill level of students in the school.
2. Interpretation steps of the criteria in KKM to a number value:
a. Calculation based on points of values
b. Calculation based on ranges of values
Based on the explanation, the researcher decided the calculation of
KKM (minimum passing grade) based on ranges of values. The
explanation as follow:
The students’ complexity are medium (65), the students’ carrying
capacity are medium (70), the students’ intake are medium (73) also,
then the calculation is:
- 65+70+73x100= 7.435
- 7.435:100= 74,35
- 74
CHAPTER IV
DATA ANALYSIS
In this chapter, the writer discussed about data analysis that had been
collected. The researcher gave the details of findings, it shows the finding of the
data since the beginning until the end of the research. This research is applied on
two cycles.
A. Research Findings
In this research, the researcher acted as the teacher while the learning process
was observed by her partner, Lutfi Alawiyah. The researcher held the research
on two cycles, because when the first cycle was failed the researcher tried in
the second cycle. Each cycle consisted of planning, acting, observing and
reflecting. The whole steps of this research were explained in the description
below:
1. Cycle 1
a. The implementation of EGRA Technique in Teaching Writing Descriptive Text
1) Planning
In this stage, the researcher prepared the research instrument, there
were:
a) Lesson plan: this instrument helps the researcher to guide and
b) Lesson Material: the researcher used the formal text book and
the text from internet.
c) Teaching method: the researcher used EGRA technique as a
method of teaching.
d) Test: the test was includes pre-test and pot-test. Pre-test was a
test given to the students before some treatment begin.
Pos-test was a Pos-test given to the students after some treatment by
using the researcher technique.
2) Acting
The learning process of cycle 1 was done on Thursday, January
19th 2017. The researcher who became a teacher entered the class
with her partner who observed the learning process. The class was
started by greeting from the teacher to the students, praying
together and introducing the researcher herself. Then, the teacher
told to the student about the activities to be implemented.
First meeting, the teacher says greeting to the students and ask
about their condition. So, she introduce herself in front of students
to make a good connection between teacher and students
The first pre-test given by the teacher was making descriptive
paragraph about the beach. Teacher shared the worksheet to the
students and let them begun to create some paragraph. The teacher
went around the class to check the students’ work and help the
vocabularies. After finished the time, the teacher told the students
to collect their worksheet.
The next activity was giving some treatment with explanation
about the material by the teacher. When the teacher explained the
material, there were students who listened and paid attention, but
still there were some students who didn’t paid attention and
listened well. The students still field confuse because of the
technique of teaching was new for them. But, after the times they
can followed it well and enthusiastically.
The technique that implemented by teacher on teaching was
EGRA technique. There were four steps on EGRA Technique that
the teacher had to do. First step, the teacher gave some picture to
the students and told them to gave one word for the picture. There
were some students who up their hands to gave one word for the
picture. In first step, the teacher tried to guide the students to the
main topic by using picture.
Second step, the teacher ordered the students to make groups
between them, each group consist of 5-6 persons. Then, the student
did what the teacher ordered and they exactly gather with their
group. The teacher gave each group some descriptive texts, and the
students had to identify the identification, description and the
function of the text. After finished, every one student of group
praise for their answer. In second steps, the teacher allowed the
students to do their jobs as creative as possible, and they can
poured what in their main.
Third step, the teacher gave some explanation about what
descriptive text is? She explained about the definition, generic
structures, language features and the function of descriptive text.
The students listened and paid attention to the teacher explanation,
and allowed to ask if they did not understand with the explanation.
Then, the teacher gave some drill to the students to know their
understanding, and corrected it together with the students.
Four steps, the students write some descriptive text based on
the topic that given by the teacher, they did individually. The
teacher around between students to check their works and helped
their difficulties. Then, they collected their worksheet to the
teacher. The teacher gave the feedback to the students.
After the activity ended, the students back to their own seat.
This activity was expected would be able to increase the students’
skill in writing. They could understand well about descriptive text.
After some treatments, teacher gave post-test to the students. The
teacher shared the worksheet of post-test and student did their
works. The teacher checked the students’ work and helped for
