INTRODUCTION
Background of Study
Problem Identification
Problem Limitation
Problem Formulation
Objective and Benefit of The Study
In addition, it is easier for the teacher to control the class so that it is more favorable and more motivated in teaching writing. This research should be one of the references for future researchers who will implement the EGRA technique in teaching writing. In addition, this study can be a guideline for future researchers to obtain information about the use of EGRA techniques in teaching writing both in theory and practice.
Prior Research
If the EGRA technique is used well, students' narrative writing skills will be good. Ha : there is a significant impact of using the EGRA technique on the student's ability to write a text. This research observed the writing ability of SMA Ibnu Sina Braja Selebah tenth graders.
THEORETICAL REVIEW
Writing Recount Text Ability
- Concept of Writing
- Definition of Technique
- Definition of EGRA Technique
- The Advantages of EGRA Technique
- Procedure of EGRA Technique
Recount text is one of the texts in the 2013 curriculum, especially on Indonesian language learning in SMA/SMK. In this phase, students are guided through tasks to discover the form, meaning and function of retelling text. 28 Helena quoted in Devi Afriani., The Teaching of Writing a Recount Text Through EGRA Technique Journal Article, (Padang: Bung Hatta University.
Theoretical Framework and Paradigm
- Theoretical Framework
- Paradigm
It means that there was a positive and significant effect of using the EGRA technique on students' writing ability. Conversely, if the use of the EGRA technique had no effect, the writing ability of the students for writing text will be poor. It means that there was no positive and significant effect of using the EGRA technique on students' writing ability.
Research Hypothesis
- Hypothesis Formulation
- Statistical Hypothesis
The pre-test was conducted to know the students' prior knowledge about narrative text writing before giving the treatment. Based on the statement above, variables in this research consist of EGRA technique and Write recount text. The researcher used written test instrument to collect the data about the students' narrative text writing ability.
It was done to find out the EGRA technique in relation to students' ability to write text in the written test before giving the treatment. In summary, from the result of the preliminary test the researcher found the problem of the students in learning to write narrative text. The technique on text writing ability reported by students in the tenth grade of SMA Ibnu Sina Braja Selebah, as follows (Ha) is accepted, if there was a positive and significant impact from the use of EGRA.
Technique on the students' narrative text writing ability and (Ho) was rejected, if there was no positive and significant influence of the use of EGRA. H0: there is no significant influence of the use of EGRA technique on students' narrative text writing ability. This means that there was a positive and significant influence of the use of EGRA technique on students' narrative text writing ability.
So, based on the problem, the researcher used the EGRA technique to help students to learn to write repetition of text, especially to write repetition of text systematically. Before conducting the research, the researcher conducted a pre-test to determine the students' prior knowledge of narrative text writing prior to the treatment. Finally, the result of this research explained that the theory of the positive impact of using EGRA technique on students' ability to narrate text writing was successful in SMA Ibnu Sina Braja Selebah tenth graders.
Based on the result of the research, the researcher can conclude that EGRA Technique can help the students to write recount texts and students. It means that the use of the EGRA technique had a positive and significant impact on the writing ability of tenth grade students of SMA Ibnu Sina Braja Selebah.
RESEARCH METHODOLOGY
Research Design
The Population, Sample and Sampling Technique
The population is all individuals of interest to the research.32 The population of this research was 79 students who were divided into three classes. In this research, only the tenth grade students of SMA Ibnu Sina Braja Selebah East Lampung take. Geoffrey's defined sample is a subset of the population.33 In this research, the researcher had to take a class as a sample.
It was taken from the tenth grade of SMA Ibnu Sina Braja Selebah which consists of 24 students. In cluster sampling, the sampling units contain groups of elements instead of individual members or items in the population.34. From this technique, the researcher used the tenth grade of class X which consisted of 24 students as a sample.
The Operational Definition of Variables
Independent variable that is not related to the purpose of the study, but which can affect the dependent variable, is termed extraneous variables.37 Independent variable (X) in this research is EGRA technique. The first stage of EGRA 'Experience' helps students to reveal a particular structure of retelling text. The second phase of EGRA 'Generalisation' helps students to better remember inferences about form and function.
The third stage of EGRA 'Reinforcement' helps students to check or revise their generalisation. Dependent variable is called dependent because it is influenced by the independent variable.38 Dependent variable (Y) in this research is retelling text writing ability. In this research, the researcher limits the writing to only narrative text writing that is measured or tested through a written test, namely composition of writing retelling text.
Student essays were graded on a writing rubric focusing on organization, content, grammar, mechanical reasoning, and vocabulary.
Data Collection Method
In this research, the researcher used the test as a method of data collection to measure the students' writing ability using pre-test and post-test. It was conducted to measure students' ability to write a text before using the EGRA technique in the writing process, especially in the experimental group, or to know the students' ability to write a text. The researcher administered a post-treatment post-test to determine whether the treatment had a significant effect on the student's writing ability or to determine whether the experimental group's post-treatment score was higher than the pre-test scores. .
Documentation is the method used to collect data and information about the variable from written sources or document success, notes, books, newspapers and magazines. On the other hand, the researchers collected data and information related to the variable through written sources in other to obtain valuable data. In this research, the researcher used this technique to get valuable data and detailed information about the school, history, profile, etc.
Research Instrument
Based on the table above, it can be seen that there are some indicators for both variable (X) and (Y). It consists of item number of pre-test and post-test, and essay as test form. Instrument calibration is a measurement scale used to determine the standard test in a written test.
The researcher used content validity to construct the instrument that has a good quality and instrument was relevant to the focus of the research. Mediocre or meager introduction or conclusion; problems with the sequence of ideas in body; the generalization may not be fully supported by the evidence presented;. Absence of introduction or conclusion; no apparent organization of body; serious lack of supporting evidence; author has made no attempt to organize the composition.
Essay deals with the particular topic; the ideas are concrete and well-developed; no irrelevant material;. Development of ideas that are not complete or ideas are somewhat off topic; sections are not divided quite correctly. Essay is completely inadequate and does not reflect college-level work; no apparent effort to consider the subject carefully.
Complete disregard or English writing conventions; paper illegible; missing clear capitals, no margins, serious spelling problems.
Data Analysis Technique
Waktu Sumber Belajar Internasional. diwujudkan dalam semangat belajar 2.2 Show. bertanggung jawab atas pelaksanaan komunikasi transaksional. fungsi sosial, struktur teks, dan unsur kebahasaan. presentasi identitas, sesuai dengan konteks. Waktu Sumber Belajar pemaparan diri,. mencatat fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi yang menunjukkan perhatian. fungsi sosial, struktur teks, dan unsur kebahasaan).
Siswa membuat teks cerita sederhana tentang keteladanan dengan memperhatikan fungsi sosial, struktur dan unsur kebahasaan. Teks legenda sederhana Sumber Pembelajaran Waktu. membaca dengan memperhatikan fungsi sosial, struktur dan unsur kebahasaan.
RESULT OF RESEARCH
Description of the Research
- The Description of Research Location
- The Description of the Research Data
The Influence of Using EGRA Technique on The Students’ Writing
Membuat monolog menyebutkan identitas di depan kelas. struktur dan unsur kebahasaan dalam menyebutkan identitas Observasi. Siswa menerima umpan balik dari guru dan teman tentang fungsi sosial dan unsur bahasa yang disampaikan dalam kerja kelompok. Siswa mendemonstrasikan penggunaan representasi identitas lisan dan tulis di dalam kelas dengan memperhatikan fungsi sosial, ungkapan, dan unsur kebahasaan yang benar dan sesuai konteks.
Di bawah bimbingan guru, siswa mempertanyakan antara lain perbedaan antara ucapan selamat yang berbeda dalam bahasa Inggris, perbedaan antara ekspresi dan dalam bahasa Inggris. Siswa membandingkan ucapan selamat yang berbeda dalam hal tujuan, struktur teks dan unsur kebahasaan, dalam hal akurasi, efisiensi dan efektivitas. Unsur kebahasaan Sumber Belajar Waktu. tepat dan dalam konteks yang tepat. sederhana tentang orang, atraksi dan bangunan. terkenal, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan. dengan benar dan dalam konteks yang tepat.
Secara berpasangan, siswa menganalisis teks naratif tertulis dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan. Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan teks naratif bahasa Inggris yang berbeda, perbedaan teks bahasa Inggris dan bahasa Indonesia. Secara berpasangan, siswa menganalisis beberapa teks legenda dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan.
Nyatakan fungsi sosial dan unsur kebahasaan dalam lagu tersebut. ungkapan dan tata bahasa dalam karya seni berupa lagu.
