THE INTERVENTION OF USING EGRA TECHNIQUE

THE INTERVENTION OF USING EGRA TECHNIQUE

ON STUDENTS’ WRITING ABILITY OF EXPLANATION TEXT

(A Quasi-experimental Study at the Eleventh Grade Students of MA Jam’iyyah

Islamiyyah Pondok Aren in Academic Year 2017/2018)

EMMA FAUZIAH

11140140000037

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

2018

ii

ABSTRACT

EMMA FAUZIAH (11140140000037), 2018. The Intervention of Using

EGRA Technique on Students’ Writing Ability of Explanation Text (A Quasi-

experimental Study at the Eleventh Grade Students of MA

Jam’iyyahIslamiyyahPondokAren in Academic Year 2017/2018), Skripsi,

Department of English Education, The Faculty of Educational Sciences, Syarif

Hidayatullah State Islamic University Jakarta, 2018.

Keywords : EGRA Technique, Writing Ability, Explanation Text.

This study used quasi-experimental design which aimed to get empirical

evidences about the intervention of using EGRA technique on students’ writing

ability of explanation text at the eleventh grade students of MA Jam’iyyah

Islamiyyah. Population of the research was the whole eleventh grade students at

MA Jamiyyah Islamiyyah. Sample that used in the research was 40 students who

were classified into two classes, experimental and controlled classes. Instrument

of the research was written test in which students had to write an explanation text.

The test was administered at the beginning and at the end of the research. The data

from both classes were analyzed using SPSS and t-test analysis. The mean score

of post-test in experimental class was 74.3 and the mean score of controlled class

was 72.5. In addition, based on the statistical calculation, it showed that to was

4.27 and tt with significance level 5% was 1.68. It could be seen that to was higher

than tt. Therefore, alternative hypothesis (H1) was accepted and null hypothesis

(Ho) was rejected. It means that there is significant effect of using EGRA

technique on students’ writing ability of explanation text at the eleventh grade

students of MA Jam’iyyahIslamiyyah in academic year 2017/2018. In addition,

calculation of size effect by Cohen showed the result was 0.25 which was meant

the result was a modest effect.

iii

ABSTRAK

EMMA FAUZIAH (11140140000037), 2018. Intervensi pada Penggunaan

EGRA Teknik Terhadap Kemampuan Menulis Teks Eksplanasi Siswa

(Penelitian Semi Eksperimen pada Siswa Kelas 11 MA Jam’iyyah Islamiyyah

Pondok Aren pada Tahun Akademik 2017/2018) Skripsi, Jurusan Pendidikan

Bahasa Inggris, Fakultas Ilmu Pendidikan, Universitas Islam Negeri Syarif

Hidayatullah Jakarta, 2018.

Kata Kunci: Teknik EGRA, Kemampuan Menulis, Teks Eksplanasi.

Penelitian ini menggunakan model semi-eksperimen yang bertujuan untuk

mendapatkan bukti empiris tentang intervensi penggunaan teknik EGRA pada

kemampuan menulis teks eksplanasi siswa pada siswa kelas XI MA Jam’iyyah

Islamiyyah. Populasi penelitian ini adalah seluruh siswa kelas XI MA Jam’iyyah

Islamiyyah. Sampel yang digunakan pada penelitian ini adalah 40 siswa yang

diklasifikasikan kedalam dua kelas, yaitu kelas eksperimen dan kelas control.

Instrument dari penelitian ini adalah tes menulis dimana siswa harus menulis teks

eksplanasi. Tes diberikan pada awal dan akhir dari penelitian. Data dari kedua

kelas di analisa menggunakan SPSS dan analisis t-test. Nilai rata-rata post-test

dari kelas eksperimen adalah 74.3 dan nilai rata-rata kelas control adalah 72.5.

lebih lanjut, berdasarkan perhitungan statistic, menunjukkan bahwa nilai to 4.27

dan tt dengan tingkat signifikan 5% adalah 1.68. Bisa dilihat bahwa to lebih tinggi

dibanding tt. oleh karena itu, hipotesis alternative (H1) diterima dan (Ho) ditolak.

Dapat disimpulkan bahwa ada pengaruh signifikan pada penggunaan teknik

EGRA terhadap kemampuan menulis siswa pada siswa kelas XI MA Jam’iyyah

Islamiyyah. Lebih lanjut, perhitungan ukuran pengaruh berdasarkan Cohen adalah

0.25 yang berarti pengaruhnya adalah medium.

iv

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful

All praises be to Allah, the Lord of the worlds, who has given the writer His

blessing, guidance, mercy, and strength, to finish this last assignment of her study.

Peace and guidance may Allah send to our Prophet Muhammad, peace be upon

him, his families, his companions, and his followers.

Completing this research is not a quick process and the writer would not have

been able to finish this research without the help and contribution of lectures,

institution, families, and friends. Therefore, the writer is pleasure to acknowledge

those who have contributed in completing this research, so that it can be used as

one of the requirements for the degree of “S.Pd.” (S-1) in English Education at the

Department of English Education.

First, the writer would like to express the deepest gratitude to her great

parents Mr. Muhali and Mrs. Maswenih who have given full of motivations,

supports, and best prayers during doing this research. Moreover, the writer would

like to express the greatest gratitude to her advisors, Mr. Dr. Alek, M.Pd. and Mr.

Zaharil Anasy, M.Hum. for the valuable supports, corrections, advices during

completing this research.

Besides, the writer would like to express sincere thanks to:

1. Dr. Prof. Ahmad Thib Raya, M.A., as the Dean of Faculty of Tarbiyah and

Educational Sciences.

2. Dr. Alek, M.Pd., as the Head of Department of English Education.

3. Zaharil Anasy, M.Hum., as the Secreteary of Department of English

Education.

4. The head of MA Jam’iyyah Islamiyyah Pondok Aren, H. Baharudin, S.Ag.,

and all teachers of MA Jam’iyyah Islamiyyah Pondok Aren who have given

the writer opportunity and permission to conduct the research.

5. The students of XI MIA 1 and 2 who are willing to help the writer in

completing the research.

v

6. All people, whose names cannot be mentioned, who have given supports,

suggestions, and motivations during completing this research.

The words are not enough to express this gratitude and let Allah the almighty

bless them all. Hope this research report is not be useful for the writer, but also the

readers. Moreover, this research report is far from being perfect. It is a pleasure

for the writer to have any critiques and advices to make this research report to be

better.

Jakarta, June 8th

2018

The Writer

Emma Fauziah

vi

TABLE OF CONTENT

ENDORSEMENT SHEET ............................................................................................ i

ABSTRACT .................................................................................................................. ii

ABSTRAK ................................................................................................................... iii

ACKNOWLEDGEMENT ........................................................................................... iv

TABLE OF CONTENT .............................................................................................. vi

LIST OF TABLE ...................................................................................................... viii

LIST OF FIGURE ....................................................................................................... ix

LIST OF APPENDICES .............................................................................................. x

CHAPTER I: INTRODUCTION ................................................................................ 1

A. Background of the Study ....................................................................................... 1

B. Identification of the Problem ................................................................................. 3

C. Limitation of the Problem ...................................................................................... 4

D. Formulation of the Problem ................................................................................... 4

E. Objective of the Study ........................................................................................... 4

F. Significance of the Study ....................................................................................... 4

CHAPTER II: THEORETICAL FRAMEWORK .................................................... 6

A. Writing Ability of Explanation Text ..................................................................... 6

1. The Nature of Writing Ability ........................................................................... 6

2. Elements of Writing ........................................................................................... 8

3. Process of Writing ............................................................................................. 9

4. Purpose of Writing ........................................................................................... 10

B. Explanation Text .................................................................................................. 11

1. The Nature and Purpose of Explanation Text.................................................. 11

2. Generic Structures ........................................................................................... 12

3. Language Features ........................................................................................... 12

4. Example of Explanation Text .......................................................................... 13

C. EGRA Technique ................................................................................................. 14

1. The Nature of EGRA Technique ...................................................................... 14

2. Procedures of EGRA Technique ..................................................................... 15

D. Previous Study ..................................................................................................... 16

vii

E. Thinking Framework ........................................................................................... 18

F. Research Hypotheses ........................................................................................... 19

CHAPTER III: RESEARCH AND METHODOLOGY ......................................... 20

A. Place and Time of the Research .......................................................................... 20

B. Method and Design of the Research .................................................................... 20

C. Population and Sample ........................................................................................ 21

D. Research Instrument ............................................................................................ 21

E. Technique of Data Collection .............................................................................. 23

F. Technique of Data Analysis ................................................................................. 23

G Statistical Hypotheses ........................................................................................... 28

CHAPTER IV: RESEARCH FINDING AND DISCUSSION ................................ 30

A. Research Finding ................................................................................................. 30

1. Data Description .............................................................................................. 30

2. Data Analysis ................................................................................................... 34

3. Hypotheses Testing .......................................................................................... 40

B. Discussion ............................................................................................................ 40

CHAPTER V: CONCLUSION AND SUGGESTION ............................................. 42

A. Conclusion ........................................................................................................... 42

B. Suggestion ............................................................................................................ 42

REFERENCES ............................................................................................................ 44

APPENDICES ............................................................................................................. 47

viii

LIST OF TABLE

Table 2.1 Example of Explanation Text ..............................................................................16

Table 3.1 Design of the Study ..............................................................................................21

Table 3.2 Rubric for Students’ Writing ...............................................................................23

Table 4.1 Score of Pre-test of Experimental Class and Controlled Class ............................30

Table 4.2 Score of Post-test of Experimental Class and Controlled Class ..........................31

Table 4.3 Gained Score of Pre-test and Post-test of Experimental and

Controlled class….33

Table 4.4 Normality Test of Pre-test ....................................................................................35

Table 4.5 Normality Test of Post-test ..................................................................................35

Table 4.6 Homogeneity Test of Pre-test ..............................................................................36

Table 4.7 Homogeneity Test of Post-test .............................................................................36

Table 4.8 Calculation of T-test ............................................................................................37

Table 4.9 The Result of T-Test ............................................................................................40

ix

LIST OF FIGURE

Figure 4.1 Histogram of Pre-test, Post-test, and Gained Score…………………..34

x

LIST OF APPENDIX

Appendix 1 English Syllabus ..................................................................................................48

Appendix 2 Lesson Plan ..........................................................................................................52

Appendix 3 Instrument of Pre-test .........................................................................................109

Appendix 4 Instrument of Post-test .......................................................................................110

Appendix 5 Example of Students’ Pre-test ............................................................................111

Appendix 6 Example of Students’ Post-test ..........................................................................113

Appendix 7 Surat Pengesahan Proposal Skripsi ....................................................................115

Appendix 8 Surat Bimbingan Skripsi ....................................................................................116

Appendix 9 Surat Permohonan Izin Penelitian ......................................................................118

Appendix 10 Surat Balasan Izin Penelitian dari Sekolah ........................................................119

Appendix 11 References Examination Paper ..........................................................................120

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Writing is one of the essential skills in English language besides listening,

speaking, and reading. Writing is a skill in arranging letters, words, and sentences

to be a meaningful message that can be understood by readers. Additionally,

writing is used to communicate people all over the world. It makes the ability to

write is widely recognized as a necessary skill for education, business, and other

aspects.

Consequently, the ability of writing significantly increases globally in all

aspects. That is proved on how writing skill is highly needed in all fields, such as

economy, social, politics, technology, education, business, and so on. Particularly

in educational field, this skill is extremely needed to be improved in order to reach

the goal of curriculum. Curriculum 2013 as Indonesia’s current curriculum

requires students to have adequate skill, knowledge, social, and religion as four

aspects of assessment. Therefore, skill becomes one of important aspects of

assessment and one of those skills is writing.

Writing is an activity that students always do in almost all of their

assignments. By writing, students can implement and express their knowledge,

tell story, give information, communicate, and so on in a real medium as a written

text. Additionally, writing is a kind of process in which students have to consider

what ideas and thoughts have to be expressed, the choice and sequence of words,

sentences, languages, and so on.

Writing is an important part of language teaching since it also functions as an

essential tool for learning in which students expand their knowledge of the

language elements in real use. Geraldine states that in writing students need deep

comprehension on how structure of words and sentences can express something

they want to communicate.1 Therefore, learn to write well is the most difficult

skill besides those four skills in all languages whether it is first, second, or foreign

1 Monitha Geraldine, Y. Gatot Sutapa Y., Surmiyati, Teaching Writing Hortatory Exposition

Text through Task-Based Language Teaching (TBLT), (Pontianak: FKIP UNTAN, 2014), p. 2.

2

language. Thus, they need to know how to write well so that they will be able to

make a good text.

In this research, the writer tries to discuss about writing skill that is focused

on some type of texts in English. In English writing, some texts are taught in

senior high school based on curriculum 2013. Those are narrative, recount,

hortatory exposition, explanation text, and so on. Hence, in this research, the

writer restricts the discussion on explanation text that is being taught at the

eleventh grade students. An explanation text is a text that explains how or why

something happens.2

Furthermore, writing is difficult skill to be mastered. Many learners think that

writing is the most difficult skill and it is also supported by an opinion from

Richards and Renandya that writing is the most difficult skill to be mastered by

foreign learners.3 Additionally, during integrating teaching practice program

(PPKT) at MA Jam’iyyah Islamiyyah the writer did observation and found many

problems students face during learning English, especially in writing. Those

difficulties that students face were having low interest in writing, difficult to find

and develop the ideas, lack of ideas to make and develop a paragraph, unfamiliar

vocabulary, lack of basic knowledge about the material and grammar mastery, and

so on.

Therefore, considering those problems teacher should implement different

kind of teaching method that can motivate and upgrade students’ interest in

writing. Moreover, in today’s globalization era there have been so many methods

that can be implemented in order to ease teaching and learning process. Therefore,

to overcome the problems above the researcher wants to focus the discussion on

one technique that is EGRA (Experience, Generalization, Reinforcement, and

Application) technique.

EGRA technique is a technique that can be implemented in teaching and

learning process in order to give students the opportunity to be active in finding

out structures of a material. Rizkia and Surachni stated that EGRA means that

2 Mahrukh Bashir, Bahasa Inggris SMA/MA/SMK/MAK Kelas XI, 2017 Revised Edition,

(Jakarta: Pusat Kurikulum dan Perbukuan, Balitbang, Kemendikbud, 2017), p. 101. 3 Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An

Anthology of Current Practice, (New York: Cambridge University Press, 2002), p. 303.

3

students express their knowledge they have about something based on their own

experiences, compare their knowledge generally, give some reinforcements and

apply it obviously.4 This cooperative learning is aimed to make all of populations

in a classroom to understand material that is taught well and to focus on students’

active learning so that it matches English learning.5

Additionally, it was proved by a research conducted by Zulia Permata

Qurrota Aini found that teaching writing by using EGRA technique as a medium

was effective. She conducted a classroom action research and found out that there

were significant improvement between cycle I and cycle II. The mean score in

percentage showed that 70% students in cycle I passed the minimum score and

93,33% students in cycle II passed the minimum score. It could be seen that there

was significant improvement on students’ writing skill on descriptive text by

using EGRA technique.6 Thus, based on the explanation above, the writer intends

to conduct a research on “The Intervention of Using EGRA Technique on

Students’ Ability of Writing Explanation Text.” (A Quasi-experimental Study at

the Eleventh Grade Students of MA Jam’iyyah Islamiyyah Pondok Aren).

B. Identification of the Problem

As the background of the study above, the writer concluded identification of

the problems as follows:

1. Writing is a difficult skill for foreign students.

2. Students are having lack of ideas and basic knowledge about what they have

to write.

3. Students are getting difficulty in improving a paragraph.

4. Students are getting difficulty with topic, unfamiliar vocabulary, how to

develop idea, and grammatical structure.

4 Elok Rizkia and Endang Surachni, Metode EGRA (Exposure, Generalization,

Reinforcement, Application) Dalam Keterampilan Berbicara Siswa Kelas XI IPA 4 SMA Negeri 1

Krian. Laterne; Vol. 3, No. 3; September 2014 ISSN 2302-2833. P. 120. 5 Besse Nurul Muhlisyah and Hasmawati, Penggunaan Model Pembelajaran EGRA

(Exposure, Generalization, Reinforcement, and Application) dalam Keterampilan Menulis

Karangan Sederhana Bahasa Jerman. Jurnal Penelitian Pendidikan Insani; Vol. 20, No. 2;

Desember 2017, p. 81. 6 Zulia Permata QA, the Use of EGRA Technique to Improve the Students’ Writing Skill on

Descriptive Text for the Eight Grade Students of SMPIT Nurul Islam Tengaran in the Academic

Year 2016, (Salatiga: IAIN Salatiga, 2017). pp. 4674.

4

5. Students have to consider what idea, vocabulary, or grammatical structure

that has to be used.

C. Limitation of the Problem

Based identification of the problem above, the research was limited on

teaching writing of explanation text by using EGRA technique at the Eleventh

Grade students of MA Jam’iyyah Islamiyyah Pondok Aren.

D. Formulation of the Problem

Based on the identification of the problem presented above, the study

addressed the following question: “Is there any effect of using EGRA technique

on students’ ability of writing explanation text”.

E. Objective of the Study

The objective of the study is to obtain the empirical evidences of using EGRA

technique on students’ ability of writing explanation text.

F. Significance of the Study

The results of the study are expected to be useful not only theoretically, but

also practically go to writer, students, readers, and further researchers, the

significances as follows:

1. Writer

For writer, the results are expected can give more knowledge about EGRA

technique and how to apply it in real situation and also it is intended as a partial

fulfillment of the requirements for bachelor degree in English Education

Department.

2. Teachers

For teachers, the results are expected can provide information about EGRA

technique as one of effective ways that can be applied in classroom as a way to

teach writing, so they can apply it in their teaching process.

5

3. Students

For students, this study is expected can help them in arranging ideas in order

to make a piece of good writing.

4. Further Researchers

For further researchers, the results are expected can be a reference in

conducting deeper further research about the use of EGRA technique on students’

writing ability.

6

CHAPTER II

THEORETICAL FRAMEWORK

A. Writing Ability of Explanation Text

1. The Nature of Writing Ability

Writing is one of four essential skills that have to be mastered by English

learners as well as listening, speaking, and reading skill. Writing is necessary as a

medium to share thoughts of people. It is supported by a statement from Flynn

and Stainthrop that writing is a medium of human communication that represents

language through the inscription or recording of signs and symbols in action and

highly complicated task.7

For English students, writing is not only the act of writing, but also as a

medium to communicate with the readers within particular context and purpose. It

is in line with a statement from Hyland that writing is a style to express or share

personal thoughts and writing subject is a medium to help individual to construct

his or her views of a topic.8 Meanwhile, to construct a good writing, a role of

teacher cannot be separated in order to help students in developing their ability to

write well. It is supported an opinion from Hyland that teachers still have an

important role in teaching writing.9

Moreover, McDonald and McDonald state that writing is described as a

process that always changes so that it should be developed and trained

continuously.10

It means that writing is a process which always changes from time

to time when a writer states their thoughts onto a piece of paper. Students cannot

learn just at once in order to get fully understanding of writing, but they have to

learn and develop how to write continuously to create a good written text.

7 Naomi Flynn and Rhona Stainthrop, the Learning and Teaching of Reading and Writing,

(Chichester: Whurr Publisher Limited, 2006), p. 54. 8 Ken Hyland, Second Language Writing, (United States of America: Cambridge University

Press, 2003), p. 9. 9 Ibid., p. 12.

10 Cristina Russel McDonald and Robert L. McDonald, Teaching Writing: Landmarks and

Horizons, (Carbondale: Southern Illinois University Press, 2002), p. 7.

7

Furthermore, writing is not an instant skill therefore it always has to be

practiced in order to mastering this skill. Considering writing is not an easy skill

therefore some practices are needed. Writing is a process of discovery that

involves a series of steps, without practice people can think that writing is

difficult. Because in writing people have to improve the main idea to be a fully

meaningful sentence, paragraph, or even

Language learners should already know that there are two skills that are

included in productive skill they are writing and speaking.11

Writing is different

from speaking although both are the form of productive skill. In speaking, a

speaker should consider some aspects such as pronunciation, intonation, and body

language while a writer should not. In writing, a writer should think of some

aspects in order to create a good writing such as purpose, audience, clarity, unity,

and coherence.12

Besides, the understanding of language, grammar, and

vocabulary is the important things in order to have a good performance in writing

because a writer needs to combine some sentences to be a meaningful message

while they are writing. It is in line with a statement from Flynn and Stainthorp that

writing is a complex activity that allows writer to explore thoughts, ideas, and

make it concrete.13

The knowledge of language use refers to the ability in combining grammar

and vocabulary with well-organized without neglecting purpose, audience,

coherence, cohesion, and unity which agrees with the elements of a good writing.

Moreover, the knowledge of language discourse relates to competence to use

language properly. Thus, a writer who has the knowledge will be able to combine

and develop letters, words, sentences, ideas, and thoughts to be a good writing.

Moreover, writing ability subject is aimed to enhance students’ writing ability in

communicating through words. Hyland states that the focus of writing lies on how

the writer’s thought on a topic.14

Students are expected to be able to express their

thoughts and ideas appropriately so that they can produce a qualified writing.

11

Endah Ratnaningsih, Improving Students’ Writing Ability through the Use of Dictogloss

Technique. Transformatika; Vol. 12, No. 3; September 2016 ISSN 0854-8412. p. 3. 12

Ibid. 13

Op.Cit., Naomi Flynn and Rhona Stainthrop, p. 54 14

Op.Cit., Ken Hyland, p. 9.

8

Therefore, students have to consider some writing features such as style,

wordiness, clichés, active to passive voice, and others.15

2. Elements of Writing

Moreover, a writer must learn how all of sentences can match each other and

how readers can understand what the writer means. Hence, the writer must learn

and implement these five elements of a good writing, those five elements as

follows:16

a. Purpose, means when writers talking about writing the writers have to

consider what purposes that make they write about something. It can be the

writers’ foundation why they write and also can be a criterion for them to

write a particular object, so that they can focus on the topic. Three most

common goals of academic writing are to inform, to persuade, and to

entertain the readers.

b. Audience, every writer must keep in mind who their readers are and to whom

they write. It is used to maintain the readers understand what language and

plot of writing that they are reading.

c. Clarity, a good writing must be clear so that the readers can understand easily

about the topic. Here are two ways to improve clarity those are use

descriptive words and clear pronoun references.

d. Unity, means each sentence are relating to another. Paragraphs and

supporting ideas are relating to the topic and controlling idea.

e. Coherence, a good writing must has coherence means when all of the ideas

are combined and can be read smoothly and logically to one another.

Therefore, it must be implemented so that the readers can follow the plot

easily.

15

Ibid. 16

Richard Walker, Five Elements of Good Writing, (California, 2010), pp. 415.

9

3. Process of Writing

In writing, some stages are needed in order to create a good writing. Jeremy

Harmer represents the stages into four ways are planning, drafting, editing, and

final draft.17

The explanation as follows:

a. Planning

Before starting writing, the writers must think what is going to write about

and what is going to say. It is necessary for writers to write down preliminary

notes and some ideas from their heads before writing. Some others do not need

write preliminary notes since they have made all planning in their heads.

In planning, the writers have to think of and consider three issues before

starting writing. Firstly, the writers have to consider the purpose of writing

because it will influence what ideas and information that have to be produced and

included in the text. Secondly, the writers have to consider who the audience of

writing is since it will influence the structure of the text and paragraph and also

whether the text will be formal or informal. Thirdly, the writers have to consider

the content structure of writing in other words they have to consider the sequence

of material that will be included.

b. Drafting

Drafting means that the process of arranging thoughts and ideas on a piece of

paper. It contains as many as assumptions to be amended later.

c. Editing (Reflecting and Revising)

Editing focuses on making the text to fulfill the standard of written English

text. It is checking the grammar, spelling, punctuation, and so on. While reflecting

and revising mean some comments and reflections from readers will help the

author to make appropriate revises.

d. Final Draft

Final draft is the text that has been edited and revised by writer. Then, it has

been ready to be shared to audiences.

17

Jeremy Harmer, How to Teach Writing, (London: Pearson Education Limited, 2004), pp.

46.

10

4. Purpose of Writing

Purpose is the reason or reasons why a person composes a particular piece of

writing.18

Purpose can be a guideline to consider what focus topic of writing is,

how form of writing will be used, whether formal or informal style will be

implemented, how much written text should be, and what kinds of evidences

should be put. The eleven types of writing as follows:

a. To express;

b. To describe;

c. To explore or learn;

d. To entertain;

e. To inform;

f. To explain;

g. To argue;

h. To persuade;

i. To evaluate;

j. To problem solve; and

k. To mediate.

The explanations of the eleven purposes of writing as follows:

a. To express, writing is often used to express ideas, thoughts, or feelings of

writers to their readers.

b. To describe, writing can be aimed to describe things, people, animals, or

moments to readers. Those can be described vividly in writing, so readers can

feel and experience what writers tell about.

c. To explore or learn, writing is one of the ways to explore and learn something

as a new knowledge for people.

d. To entertain, entertaining writing is one of the purposes. It can be used to

entertain other by creating a joke or humorous written text.

e. To inform, it is one of the most common purposes of writing. Writing is

always used to inform somebody about some news or information. Examples

18

Matt Copeland, The Writing Content: Writer, Subject, Purpose, Audience, and Form,

(Kansas: Kansas State Department of Education, 2010), pp. 25.

11

of writing to inform is such as laboratory reports, economic reports, and

other.

f. To explain, writing is also used to explain something or experience. to

explain it is should be done or not and why and how something happens.

g. To argue, writing is sometimes used to convince its audiences to believe or

act in particular ways or usually called as an argumentative writing.

h. To persuade, its goal is to convince people or readers to agree with the

persuasive writing itself.

i. To evaluate, writing is also used to evaluate people, things, products, or

policies. It is a kind of argumentative writing because it contains some

arguments and evidences in order to support the evaluation.

j. To problem solve, problem solving is a kind of argumentative writing. The

writer’s purpose is to persuade the readers to adopt some solutions to certain

problems.

k. To mediate, it is similar with to problem solve. The purpose is to mediate to

reduce some disagreements or disharmonies in using writing as a medium.

B. Explanation Text

1. The Nature and Purpose of Explanation Text

Explanation text is one of writing types. Oka Susilawati stated that

explanation text is which tells processes relating to forming natural, social,

scientific, and cultural phenomena.19

Moreover Mahrukh Bashir in English book

for students published by Ministry of Education stated the same meaning that an

explanation text is a text that explains how or why something happens.20

Moreover, Blake also states a similar opinion that explanation text is a text which

explains why and how a phenomenon happens.21

Its purposes are to explain a

sequence of events (explain how) and tell reasons (why) of an event or

phenomenon can happen.

19

https;//www.scribd.com/doc/90361041/Explanation-Text (accessed Tuesday, on March

20th

2018 at 09.25 pm). 20

Op.Cit., Mahrukh Bashir, p. 101. 21

Blake, Expalanation Text Structure and Features of Explanation Texts. (Blake Education

Fully Reproducible, 2011), p. 50.

12

2. Generic Structures

The generic structures of explanation text as follows:22

a. A title that identifies the topic to be explained.

b. An opening statement that identifies the process to be explained.

c. A clear order of paragraphs that describe how and why.

d. A concluding paragraph that puts all the information together.

Another generic structure of explanation text as follows:23

a. General Statement

The first paragraph tells audiences about a general statement or a brief

introduction of a phenomenon. Moreover, it usually identifies the scientific and

technical phenomenon.

b. Sequenced Statement

This paragraph tries to explain how and why a phenomenon happens. The

explanation sequences should be consist of a series of actions, happenings, causes,

and the result of the event.

c. Concluding Statement

This paragraph consists of some concluding statements of the explanation.

3. Linguistic Features

Common grammatical patterns in explanation text such as:24

a. Focus on general group rather than specific.

Conjunction of time used to linking chronological event, such as first, then,

after, and so on. Also, cause effect relationship is used to explain the reason

and the effect of why something happens such as, as a result, consequently,

and so on.

b. Use of linking words like in general, rather, for instance.

c. Use of action verbs like breaks, erupts.

Action verb is a verb that could be seen when we do it.

d. Use of present tense like is, wake, are.

22

Op.Cit., Mahrukh Bashir, p. 102. 23

Op.Cit., Blake, p. 51. 24

Op.Cit., Mahrukh Bashir, p. 102.

13

Present tense is a type of tenses that is used to tell an exist event which is

always, habitually, or usually happens in the past, present, or future.25

e. Reference to people should not be given.

f. Passive voice may be used.

g. Use of technical terms and language relevant to the subject.

h. Give a detailed description to create a rich meaning.

4. Example of Explanation Text

Table 2.1

Example of Explanation Text

Tsunami

Aspects Description

Introduction A tsunami is a very large sea wave

that is generated by a disturbance

along the ocean floor. This

disturbance can be an earthquake,

a landslide, or a volcanic eruption.

A tsunami is undetectable far out

in the ocean, but once it reaches

shallow water, this fast-traveling

wave grows very large.

Content/Explanation Tsunamis occur when a major fault

under the ocean floor suddenly

slips. The displaced rock pushes

water above it like a giant paddle,

producing powerful water waves at

the ocean surface. The ocean

waves spread out from the vicinity

of the earthquake source and move

across the ocean until they reach

the coastline, where their height

increases as they reach the

continental shelf, the part of the

Earth’s crust that slopes, or rises,

from the ocean floor up to the

land.

Conclusion Tsunamis wash ashore with often

disastrous effects such as severe

flooding, loss of lives due to

25

Betty Schrampfer Azar, Barbara F. Matthies, and Shelley Hartle, Fundamentals of English

Grammar 3rd

Edition Teachers’ Guide. (New York: Pearson Education, 2003), p. 3.

14

drowning, and damage to property.

C. EGRA Technique

1. The Nature of EGRA Technique

EGRA is one of techniques that can be done or implemented in teaching

English. EGRA consists of E for Experience, G for Generalization, R for

Reinforcement, and A for Application.

a. Experience

This learning stage is when students express unconsciously the meaning or

particular thing of items. In this stage, students are encouraged as active

participants while teachers being passive facilitators. At this stage, teacher must

motivate students by showing some picture of material. Then, students guessing

or expressing their knowledge about the picture based on their own experiences.26

Teacher tries to stimulate students’ interest in materials will be given by giving

them some visual aids such as pictures or things and some leading questions

related to the visual aids and materials will be given. All of activities on this phase

should be done orally so that students can be active audiences.27

b. Generalization

In this learning stage, students are divided into some groups and asked to find

and discuss the structure or form of a material with other members of group. This

stage requires students to get insightful knowledge about the material. The

generalization is the central of EGRA technique where students are expected to

make a discovery of language structure. Moreover, teacher does not allowed to

correct students’ answer, but let them be creative and feel free to express their

thoughts and ideas.28

c. Reinforcement

In this learning stage, students are given and provided insightful knowledge

of structure and form of material they have discussed and expressed before in

generalization stage by teacher. The objective of this learning stage is to give

26

Op.Cit., Elok Rizkia and Endang Surachni, p. 122. 27

Op.Cit., Besse Nurul Muhlisyah and Hasmawati, p. 81. 28

Ibid., p. 82.

15

correction and revision to what they have been discussed together before, so

students could be more understanding about the materials.29

Giving full attention

to the classroom makes a good situation in which it can be an effective way in

order to use reinforcement in teaching and learning process.

d. Application

Application is learning stage in which students are individually given task and

they have to apply what they have learned before and individually.30

The objective

of this stage is to know whether the students have known how to apply the

structure or the form of the material they have learnt.

EGRA itself is not only a technique that can encourage students to be active,

but also each stage has its particular objective. Based on the explanation of EGRA

above, the writer determines that every step of EGRA which stands for

Experience, Generalization, Reinforcement, and Application will lead the students

to be better at writing skill.

2. Procedures of EGRA Technique

The procedures of EGRA technique according to Muhlisyah and Hasmawati

as follows:31

a. Experience phase

Teacher shows pictures of the material in front of the class. Then, the teacher

gives students leading question of the material that will be taught such as brain

storming question and 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 are undertaken by the teacher in experience phase (oral practice).

b. Generalization phase

1) The teacher asks students to make groups consists of 4-5 person.

2) The teacher gives the task like text and questions that lead students to

find the functions and forms and structure of text or material that will be

taught.

3) The teacher asks students to discuss the answers in groups.

29

Ibid. 30

Ibid. 31

Ibid., pp. 8283.

16

4) The students discuss the answers in class guided by the teacher.

5) The students write the answers on whiteboard.

6) The teacher gives praise to the students for their hard work in answering

questions.

c. Reinforcement

1) The teacher discusses again the students’ answers on the whiteboard.

2) The teacher provides an explanation in order to strengthen the function

and form of language structure is being taught explicitly.

3) The teacher gives some examples as a model.

4) The teacher does repetition over and over again about the materials.

5) The teacher provides reinforcement in the form of tasks or questions for

the students do.

d. Application phase

1) The students are asked to work individually.

2) The teacher gives the students the task that contains a case.

3) The students are required to make their own answers to respond the

situations / cases provided.

Based on the explanation above, it can be concluded that every stage of EGRA

has detail activities that can guide teacher to reach the goal of teaching and

learning process effectively.

D. Previous Study

Some researchers have conducted some relevant studies. It could be

references to help this study. The first previous study was conducted by Fenny

Thresia from Muhammadiyah University of Metro Indonesia. The title is

Improving Students’ Writing Ability through Cue Cards Technique. The aim of

the study was to know how cue cards technique improves students’ writing ability

in descriptive text. She used Classroom Action Research (CAR) as the

methodology. The study was conducted in one class of physics department. Also,

it was done in two cycles. In collecting the data, the researcher used test (pre-test

and post-test) and observation. The result showed that the mean score of pre-test

was 61.86 while in mean score of post-test increased to 78. To sum up, this study

17

gave positive effects to students’ writing ability in descriptive text through cue

cards technique of students of physics of Muhammadiyah University of Metro

Indonesia in academic year 2015/2016.32

In addition, Besse Nurul Muhlisyah and Hasmawati did a similar research

entitled Penggunaan Model Pembelajaran EGRA (Exposure, Generalization,

Reinforcement, and Application) dalam Keterampilan Menulis Karangan

Sederhana Bahasa Jerman. The aim of this study was to obtain data on the

effectiveness of using EGRA on students’ ability of writing simple essay at

German class XII IA SMAN 2 Makassar. This study used quasi-experimental

design and the sample was chosen randomly (random sampling). The data were

analyzed by using T-Test. The result showed that 3.068 > 1.997 with significance

level of 0.05 or in other words to > tt. it means that EGRA model was effective on

students’ ability of writing simple essay at German XII IA of SMAN 2

Makassar.33

Another researcher is Zulia Permata Qurrota Aini, she conducted a study

entitled The Use of EGRA (Experience, Generalization, Reinforcement,

Application) Technique to Improve the Students’ Writing Skill on Descriptive Text

for the Eight Grade Students of SMPIT Nurul Islam Tengaran in the Academic

Year 2016/2017. The sample of the study was 30 students of second year student

of SMPIT Nurul Islam Tengaran. She used classroom action research as the

method of the study which used two cycles. The result showed that there was an

improvement of the students’ writing skill using EGRA Technique. It was showed

by the increasing score 23.33% from cycle 1 to cycle 2.34

Furthermore, another researcher Elisa Miftakhul Jannah has conducted a

study entitled Teaching Writing of Narrative Text to the Tenth Grade Students of

MA NU Mazroatul Huda Karang Anyar in 2014/2015 Academic Year by Using

EGRA Technique. The objective of this study was to find out whether there is

significant effect of using EGRA technique on students’ narrative text. This study

was conducted at MA NU Mazroatul Huda Karang Anyar. The writer used

32

Fenny Thresia, Improving Students’ Writing Ability through Cue Cards Technique.

Premise Journal; Vol. 6, No. 1; April 2017 ISSN online: 2442-482x ISSN printed: 2089-3345 33

Op.Cit., Besse Nurul Muhlisyah and Hasmawati, p. 80. 34

Op.Cit., Zulia Permata QA. pp. 4674.

18

experimental study as method of the study. Based on the data have been analyzed

showed that Ho is rejected while Ha is accepted. It could be concluded that there

was significant difference between writing ability of students’ narrative text

before and after using EGRA technique.35

From the previous studies above, it can be seen that one of the studies used

another technique while the rest used EGRA technique as their technique in

teaching writing in classroom. The differences among the studies are the first and

third previous study used qualitative research while the second and the fourth one

used quantitative research. Moreover, the places to conduct the data, the sample,

the time, and the variable Y of those previous studies are also different. However,

it can be concluded that the objective of this study is similar to those previous

studies that is to obtain the empirical evidences of using a technique on students’

writing ability while this study is focusing on the use of EGRA technique.

E. Thinking Framework

Writing is a complex subject that cannot be mastered instantly. In writing,

students are required to be able to create a good composition of written text by

arranging some thoughts. Students have to develop idea, consider the appropriate

grammar structure, and so on. Considering that, many students face various

problems when they are going to write. Some those problems are for instance they

are confused about what idea they have to be improved, confused with some

unfamiliar vocabularies, do not know what grammar structures have to be put, do

not know with structure of the text they are going write, and many more. In

addition, teachers have not given adequate knowledge, enough encouragement of

material, and appropriate technique when they ask students to start to write, thus,

it can be a source of problems that students face in writing text.

Considering that, many researchers have done some researches to find out

which technique or method that can be most effective in teaching writing. Yet,

there is no the most effective technique or method of teaching writing since they

have their own strengths and weaknesses. Furthermore, a teacher is also required

35

Elisa Miftakhul Jannah, Teaching Writing of Narrative Text to the Tenth Grade Students of

MA NU Mazroatul Huda Karang Anyar in 2014/2015 Academic Year by Using EGRA Technique,

(Kudus: Universitas Muria Kudus, 2015). pp. 3942.

19

to create comfortable atmosphere and provide suitable techniques and methods of

teaching in order to increase motivation and obtain students’ attention.

Considering the statement above, the writer decides to use Experience

Generalization Reinforcement and Application (EGRA) technique in order to be a

technique in teaching writing skill particularly on explanation text. EGRA

technique itself is a type of techniques in teaching, in this case, especially in

writing. EGRA technique is assumed can be an effective way to develop students

writing ability since it can motivate students to be more active in learning process.

F. Research Hypothesis

Based on the theory and the objective of the study, it can be assumed that

there is significant effect of using EGRA technique on students’ writing ability of

explanation text.

20

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Research

The research was held in MA Jam’iyyah Islamiyyah which is located on Jl.

Pesantren Jurang Mangu Timur, Pondok Aren, South Tangerang 15222. The

research was held about on April - May 2018.

B. Method and Design of the Research

The research was conducted in a quantitative method because it was

characterized by the collection of information which can be analyzed numerically,

the results of which are typically presented using statistics, tables, and graphs.36

The aim of the quantitative method was to test pre-determined hypotheses and

produce generally results.37

The research design of this research was quasi-experimental design. Howard

and Shagun stated that quasi experimental designs identify a comparison group

that is as similar as possible to the treatment group in terms of baseline

characteristics.38

In this research, the researcher selected two classes as

experimental and controlled class. The procedure was begun by giving pre-test to

both classes, experimental and controlled class. Then, the experimental class was

given treatment by implementing EGRA Technique in learning explanation text

while controlled class was taught without using EGRA technique treatment. After

giving four times of treatment, the researcher gave post-test to both classes in

order to gain the end result of given treatment. After getting the end result of data,

then it would be processed by using statistical calculation. The research was using

two types of variables. First variable was Experience, Generalization,

Reinforcement, and Application (EGRA) technique as independent variable which

was going to give effect to dependent variable. Second variable was students’

36 ACAPS, Qualitative and Quantitative Research Techniques for Humanitarian Needs

Assessment, (New York: ACAPS Better Assessment Better Aid, 2012), p. 4. 37

Ibid., p. 5. 38

Howard White and Shagun Sabarwal, Quasi-Experimental Design and Methods, (Florence:

UNICEF, 2014), p.1.

21

ability of writing explanation text as dependent variable which was going to get

the effect from independent variable.

Table 3.1

Design of the Study

Group Measurement

I

Independent

Variable

Measurement

II

Experimental

Group

Pre-Test I EGRA Technique

(Treatment)

Post-Test II

Controlled

Group

Pre-Test I Without

Treatment

Post-Test II

C. Population and Sample

The population of this research was the whole eleventh grade students of MA

Jam’iyyah Islamiyyah Pondok Aren which consisted of 63 students which were

divided into three classes, two classes for XI MIA and one class for XI IIS. The

reasons why the writer chose the eleventh grade students as population were

because they were expected to have adequate knowledge and ability in making a

good paragraph, especially explanation text which was being taught at the

eleventh grade. Moreover, the writer used purposive sampling in choosing sample

of the study. Purposive sampling was a selecting or choosing a sample based on

your own knowledge about population, elements, and the nature of research aims.

The sample was XI MIA 1 consisted of 20 students and XI MIA 2 consisted of 20

students. Those classes were chosen based on the suggestions of English teacher

of MA Jam’iyyah Islamiyyah because they had equal characteristics and abilities.

In addition, it was also based on the permission of the committees of the school

which allowed the writer to conduct the study where the writer was teaching

during Integrating Teaching Practice Program (PPKT).

D. Research Instrument

Test was used as an instrument of this study. The given test was the writer

asked students to write an explanation text by following the available criteria

(introduction, content, and conclusion). The students were asked to write at least

22

120 words and if students wrote less than 120 words then they would not be

included in the data of the research. The test was given to both experimental and

controlled class before and after treatment or also known as pre-test and post-test.

Pre-test was given in order to measure or know the initial ability of students in

writing particularly in hortatory exposition text. Furthermore, post-test was given

to both experimental and controlled class after treatments that are given to

experimental class. It was intended to compare whether the treatment is going to

affect students’ writing ability. Furthermore, for both pre-test and post-test were

scored by using rubric scoring which was proposed by Arthur Hughes.

E. Technique of Data Collection

The data were collected by using pre-test and post-test. Pre-test was given

before treatment in order to know and measure background knowledge of students

related to explanation text. The test was given to both experimental and controlled

class. Moreover, after giving pre-test, treatment was implemented to experimental

class in order to teach explanation text. The given treatment was implementing

Experience Generalization Reinforcement and Application (EGRA) technique for

about 3 times. During treatments, controlled class was taught explanation text

with no any treatment as experimental class. After giving some treatments, post-

test was given in order to measure the ability of students after given different

treatments to experimental and controlled class. After that, the result of pre-test

and post-test was compared in order to recognize whether EGRA technique is

effective on students’ ability of writing explanation text.

F. Technique of Data Analysis

This study used the preliminary analysis such as normality and homogeneity

test. The analysis used (SPSS) 20. Besides using normality and homogeneity test,

the writer also used t-test in order to calculate and to know the differences

between students’ pre-test and post-test. The explanation as follows:

23

1. Test of Normality

Normality test was conducted in order to know whether the data of two

classes were distributed normally or not. The test was conducted by using SPSS

20. The data could be normal if the significance should more than 0.05.

2. Test of Homogeneity

Homogeneity test was conducted in order to know whether the data of two

classes had the same or different variant. Similar with normality test, the

homogeneity test also used (SPSS) 20. Furthermore, the data could be

homogeneous if the significance or probability score was higher than 0.05.

3. T-test

Before calculating the data, the students’ writing pre-test and post-test should

be analyzed and assessed by using writing rubric. In this study, the writer used the

analytical scale by Arthur Hughes.39

Table 3.2

Rubric for Assessing Students’ Writing

Component of

Writing

Score Indicators

Grammar 6 Few noticeable errors of grammar or word order.

39

Arthur Hughes, Testing for Language Teachers Second Edition, (Cambridge: Cambridge

University Press, 2003), pp. 101102.

24

Component of

Writing

Score Indicators

Grammar 5 Some errors of grammar or word order which do not,

however, interfere with comprehension.

4 Errors of grammar and word order fairly frequent;

occasional re-reading necessary for full

comprehension.

3 Errors of grammar and word order frequent; efforts of

interpretation sometimes required on reader’s part.

2 Errors of grammar and word order very frequent;

reader often has to rely on own interpretation.

1 Errors of grammar and word order so severe as to

make comprehension virtually impossible.

Vocabulary

6 Use of vocabulary and idiom rarely distinguishable

from that of educated native writer.

5 Occasionally uses in appropriate terms or relies on

circumlocutions; expression of ideas hardly impaired.

4 Use wrong or inappropriate words fairly frequently;

expression of ideas may be limited because

inadequate vocabulary.

3 Limited vocabulary and frequent errors clearly hinder

expression of ideas.

2 Vocabulary so limited and so frequently misused that

reader must often rely on own interpretation.

1 Vocabulary limitations so extreme as to make

comprehension virtually impossible.

Mechanics

6 Few noticeable lapses in punctuation or spelling.

5 Occasional lapses in punctuation or spelling which

does not, however, interfere with comprehension.

25

Component of

Writing

Score Indicators

Mechanics 4 Errors in punctuation or spelling fairly frequent;

occasional re-reading necessary for full

comprehension.

3 Frequent in punctuation or spelling; lead sometimes

to obscurity.

2 Errors in spelling or punctuation so frequent that

reader must often rely on own interpretation.

1 Errors in spelling and punctuation so severe as to

make comprehension virtually impossible.

Fluency (style

and ease of

communication)

6 Choice of structures and vocabulary consistently

appropriate; like that of educated native writer.

5 Occasionally lack of consistency in choice of

structures and vocabulary, which does not, however,

impair overall ease of communication.

4 Some structures and vocabulary items noticeable

inappropriate to general style.

3 Structures and vocabulary items sometimes not only

inappropriate but also misuse; little sense of ease of

communication.

2 Communication often impaired by completely

inappropriate of misused structures and vocabularies.

1 A ‘hot-potch’ of half-learned misused structures and

vocabulary items rendering communication almost

impossible.

Form

(Organization)

6 Highly organized; clear progression of odea well

linked; like educated native writer.

26

Component of

Writing

Score Indicators

Form

(Organization)

5 Material well organized; links could occasionally be

clearer but communication not impaired.

4 Some lack organization; re-reading required for

clarification of ideas.

3 Little or no attempt at connectivity, though reader can

deduce some organization.

2 Individual may be clear, but very difficult to deduce

connection between them.

1 Lack of organization so severe that communication is

seriously impaired.

Then after analyzing and assessing by using rubric, the results were analyzed

and calculated by using and statistical calculation system with significant level of

0.05 with the formulations of statistical calculation as follows:

to = 𝑴𝟏− 𝑴𝟐

𝑺𝑬𝑴𝟏−𝑴𝟐

to = The value of “t observe”

𝑀1 = Mean of the difference of experimental class

𝑀2 = Mean of the difference of controlled class

𝑆𝐸𝑀1 = Standard error of experimental class

𝑆𝐸𝑀2 = Standard error of controlled class

The procedures of completing the formulation will be as follows:

1. Determining mean of variable X:

𝑴𝟏 = 𝚺𝐗

𝒏

2. Determining mean of variable Y:

𝑴𝟐 = 𝚺𝒀

𝒏

27

3. Determining standard of deviation score of variable X:

𝑺𝑫𝟏 = √𝚺𝐗𝟐

𝒏

4. Determining standard of deviation score of variable Y:

𝑺𝑫𝟐 = √𝚺𝒀𝟐

𝒏

5. Determining standard error of mean of variable X:

𝑺𝑬𝑴𝟏 = 𝑺𝑫𝟏

√𝑵𝟏− 𝟏

6. Determining standard error of mean of variable Y:

𝑺𝑬𝑴𝟐 = 𝑺𝑫𝟐

√𝑵𝟐− 𝟏

7. Determining standard error of difference of mean of variable X and Y:

𝑺𝑬𝑴𝟏−𝑴𝟐 = √𝑺𝑬𝑴𝟏𝟐 + 𝑺𝑬𝑴𝟐𝟐

8. Determining to:

to = 𝑴𝟏− 𝑴𝟐


9. Determining ttable in significant level 5%, with degree of freedom:

df = (N1 – N2) – 2

Explanation:

M1 : The mean of gain score of experimental class.

M2 : The mean of gain score of controlled class.

∑𝑿 : The total score of experimental class’ gain score.

∑𝒀 : The total score of controlled class’ gain score.

∑𝑿2 : The total of experimental class’ gain score minus M

1.

∑𝒀2 : The total of controlled class’ gain score minus M

1.

SD1 : The standard deviation of gain score of experimental class.

SD2 : The standard deviation of gain score of controlled class.

SEm1 : The standard error mean of experimental class.

SEm2 : The standard error mean of controlled class.

N1 : The total number of students in experimental class.

N2 : The total number of students in controlled class.

28

In order to measure whether the effect size of technique was strong, the writer

adopted Cohen’s theory with formulation as follows:40

d = (𝑚𝑒𝑎𝑛 𝑜𝑓 𝑔𝑟𝑜𝑢𝑝 𝐴−𝑚𝑒𝑎𝑛 𝑜𝑓 𝑔𝑟𝑜𝑝𝑢 𝐵)

𝑝𝑜𝑜𝑙𝑒𝑑 𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝐷𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛

Pooled Standard Deviation =

(𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑔𝑟𝑜𝑢𝑝 1 + 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑔𝑟𝑜𝑢𝑝 2)

2

After gaining the results, it could be interpreted based on the criteria:

0-0.20 is weak effect, 0.21-0.50 is a modest effect, 0.51-1.00 is a moderate effect,

and > 1.00 is a strong effect.

G. Statistical Hypotheses

Hypotheses could be used in order to know and to find the answer of the

research and also to draw conclusion of the research. The hypotheses of the

research could be analyzed as follows:

H1 = to > tt

Ho = to < tt

H1 : There is significant effect of using EGRA technique on students’ ability of

writing explanation text.

Ho : There is no significant effect of using EGRA technique on students’ ability

of writing explanation text.

The criteria were used as follows:

1. If to > tt, means that the alternative hypotheses (H1) is accepted and null

hypotheses (Ho) is rejected. It can be concluded that there is significant

effect on students’ ability of writing explanation text between students who

are taught by using EGRA technique and students who are not taught by

using EGRA technique.

2. If to < tt, means that the alternative hypotheses (H1) is rejected and null

hypotheses (Ho) is accepted. It can be concluded that there is no significant

effect on students’ ability of writing explanation text between students who

40

Daniel Mujis, Doing Quantitative Research in Education, (London: Sage Publications,

2004), pp. 136139.

29

are taught by using EGRA technique and students who are not taught by

using EGRA technique.

30

BAB IV

RESEARCH FINDING AND DISCUSSION

A. Research Finding

This chapter presents the result of the given test to both experimental and

controlled class. After that, the result test will be analyzed in order to get the

empirical evidence of using EGRA technique on students’ writing ability of

explanation text at the eleventh grade students of MA Jam’iyyah Islamiyyah

Pondok Aren in academic year 2017/2018.

1. Data Description

Table 4.1

Score of Pre-test of Experimental Class (XI MIA 2) and Controlled Class

(XI MIA 1)

No. Experimental Class Score Controlled Class Score

1. Student 1 60 Student 1 50
















31






Total Score 931 1.083

Mean 46.5 54.1

Table 4.1 above shows pre-test score of experimental and controlled class in

which experimental class got lower mean score than controlled class.

Experimental class got mean score 46.5 meanwhile controlled class got higher

mean score that was 54.1. It meant that there was different result between both

classes in pre-test. Moreover, the highest score of pre-test in experimental class

was 70 and the lowest score was 33. Meanwhile, the highest score of pre-test in

controlled class was 73 and the lowest score was 30.

Table 4.2

Score of Post-test of Experimental Class (XI MIA 2) and Controlled Class

(XI MIA 1)













32











Total Score 1.486 1.450

Mean 74.3 72.5

In addition, table 4.2 above shows post-test score of experimental and

controlled class in which experimental class showed the improvement and got

higher mean score than controlled class. Experimental class got mean score 74.3

meanwhile controlled class got lower mean score that was 72.5. It meant that there

was significant effect of using EGRA technique on students’ writing ability of

explanation text. Furthermore, the highest score of post-test in experimental class

was 86 and the lowest score was 56. Meanwhile, the highest score of post-test in

controlled class was 83 and the lowest score was 63.

Table 4.3

Gained Score of Pre-test and Post-test of Experimental Class (XI MIA 2) and

Controlled Class (XI MIA 1)







33





10. Student 10 30 Student 10 -7











Total Score 555 367

Mean 27.75 18.35

Based on the table above, it could be seen that the minimum score of gained

score of experimental class was 13 and the maximum score was 44. Meanwhile,

the minimum score of gained score of controlled class was -7 and the maximum

score was 40. In addition, the mean score of experimental class was 27.75 while

the mean score of controlled class was 18.35.

34

Figure 4.1

Histogram of Pre-test, Post-test, and Gained Score

2. Data Analysis

a. Test of Normality

To know whether the data were normally-distributed, the writer initiated to

calculate the data by normality testing. The result as follows:

Table 4.4

Normality Test of Pre-test

From the table above, the result shows that p ≥ α in which the significance of

experimental class was (0.015 ≥ 0.05) and the significance of controlled class was

(0.294 ≥ 0.05). The result shows that the significances of two classes were above

0.05. It means that the pre-test data in this study are normally distributed.

0

10

20

30

40

50

60

70

80

Pre-test Post-test Gained Score

Experimental class

Controlled class

35

Table 4.5

Normality Test of Post-test

The normality test of post-test shows that the significance of experimental

class was 0.427 in other words it was (0.427 ≥ 0.05) while the significance of

controlled class was 0.166 or (0.166 ≥ 0.05). Hence, it means that the post-test is

normally distributed.

b. Test of Homogeneity

Table 4.6

Homogeneity Test of Pre-test

The writer analyzed the homogeneity of pre-test with significant level 0.05.

The result showed that the significance of pre-test was 0.845. It means that the

significance of pre-test is higher than significant level in other words 0.845 >

0.05. It could be concluded that the data of pre-test were homogenous.

36

Table 4.7

Homogeneity Test of Post-test

The writer analyzed the homogeneity of post-test with significant level 0.05.

The result showed that the significance of post-test was 0.717. It means that the

significance of post-test is higher than significant level in other words 0.717 >

0.05. It could be concluded that the data of post-test were homogenous.

Furthermore, the manual calculation of t-test could be done by following process:

Table 4.8

Calculation of T-test

No. X Y X-MX Y-MY (X-MX)2 (Y-MY)

2

1. 23 26 -4.75 7.65 22.56 58.52

2. 40 20 12.25 1.65 150.06 2.72

3. 24 40 -3.75 21.65 14.06 468.72

4. 23 24 -4.75 5.65 22.56 31.92

5. 13 20 -14.75 1.65 217.56 2.72

6. 36 10 8.25 -8.35 68.06 69.72

7. 23 10 -4.75 -8.35 22.56 69.72

8. 23 13 -4.75 -5.35 22.56 28.62

9. 34 7 6.25 -11.35 39.06 128.82

10. 30 -7 2.25 -25.35 5.06 642.62

11. 30 10 2.25 -8.35 5.06 69.72

12. 30 17 2.25 -1.35 5.06 1.82

13. 37 10 9.25 -8.35 85.56 69.72

14. 20 17 -7.75 -1.35 60.06 1.82

37

15. 26 34 -1.75 15.65 3.06 244.92

16. 13 33 -14.75 14.65 217.56 214.62

17. 36 16 8.25 -2.35 68.06 5.52

18. 44 13 16.25 -5.35 264.06 28.62

19. 16 31 -11.75 12.65 138.06 160.02

20. 34 23 6.25 4.65 39.06 21.62

Total 555 367 0 0 1469.7 2322.5

Mean 27.75 18.35 73.485 116.125

Based on the table of the data above, the result of pre-test and post-test of

experimental and controlled class would be calculated by using t-test. The

calculation as follows:

a. Determining mean of variable X:

𝑴𝟏 = 𝚺𝐗

𝒏

𝑴𝟏 = 𝟓𝟒𝟓

𝟐𝟎

𝑴𝟏 = 𝟐𝟕. 𝟕𝟓

b. Determining mean of variable Y:

𝑴𝟐 = 𝚺𝒀

𝒏

𝑴𝟐 = 𝟑𝟔𝟕

𝟐𝟎

𝑴𝟐 = 18.35

c. Determining standard of deviation score of variable X:

𝑺𝑫𝟏 = √𝚺𝐗𝟐

𝒏

𝑺𝑫𝟏 = √𝟏𝟒𝟔𝟗.𝟕

𝟐𝟎

𝑺𝑫𝟏 = 𝟖. 𝟓𝟕

d. Determining standard of deviation score of variable Y:

𝑺𝑫𝟐 = √𝚺𝒀𝟐

𝒏

38

𝑺𝑫𝟐 = √𝟐𝟑𝟐𝟐.𝟓

𝟐𝟎

𝑺𝑫𝟐 = 𝟏𝟎. 𝟕𝟕

e. Determining standard error of mean of variable X:

𝑺𝑬𝑴𝟏 = 𝑺𝑫𝟏

√𝑵𝟏− 𝟏

𝑺𝑬𝑴𝟏 = 𝟖.𝟓𝟕

√𝟐𝟎− 𝟏

𝑺𝑬𝑴𝟏 = 1.97

f. Determining standard error of mean of variable Y:

𝑺𝑬𝑴𝟐 = 𝑺𝑫𝟐

√𝑵𝟐− 𝟏

𝑺𝑬𝑴𝟐 = 𝟏𝟎.𝟕𝟕

√𝟐𝟎− 𝟏

𝑺𝑬𝑴𝟐 = 2.47

g. Determining standard error of difference of mean of variable X and Y:

𝑺𝑬𝑴𝟏−𝑴𝟐 = √𝑺𝑬𝑴𝟏𝟐 + 𝑺𝑬𝑴𝟐𝟐

𝑺𝑬𝑴𝟏−𝑴𝟐 = √𝟏. 𝟗𝟕𝟐 + 𝟐. 𝟒𝟕𝟐

𝑺𝑬𝑴𝟏−𝑴𝟐 = 𝟑. 𝟏𝟓

h. Determining to:

to = 𝑴𝟏− 𝑴𝟐


to = 𝟐𝟕.𝟕𝟓−𝟏𝟖.𝟑𝟓

𝟑.𝟏𝟓

to = 2.98

i. Determining t-table in significant level 5%, with degree of freedom:

df = (N1 – N2) – 2

df = (20 – 20) – 2

df = 38

The value of degree of freedom (df) is 38. The value of t-table with

significance level 5% is 1.68. Based on the calculation of experimental and

39

controlled class above, the result shows that the mean score of post-test of

experimental class is higher than controlled class. Furthermore, the writer gains

the difference between to and tt with significance level 5%:

Significance level 5%: to > tt = 2.98 > 1,68

The data that have been calculated using t-test, based on the result of pre-test

and post-test of experimental and controlled class is to prove the research

hypothesis below:

a. If to > tt = alternative hypotheses (H1) accepted and null hypotheses (Ho)

rejected.

b. If to < tt = alternative hypotheses (H1) rejected and null hypotheses (Ho)

accepted.

From the calculation above, the result shows that the value of to is 2.98 and

degree of freedom (df) 38. In this research, the writer uses significance level 5%

in which the value is 1.68. By comparing the value of to = 2.98 and ttable with

significance level 5% = 1.68, the writer draws a conclusion that to is higher than

ttable in other word 2.98 > 1.68. It means that alternative hypotheses (H1) is

accepted and null hypotheses (Ho) is rejected, so that using EGRA technique is

effective on students’ writing ability of explanation text. In order to strengthen the

result of t-test, the writer used size effect by Cohen, the calculation as follows:

Table 4.9

The Result of T-test

d = (𝑚𝑒𝑎𝑛 𝑜𝑓 𝑔𝑟𝑜𝑢𝑝 𝐴−𝑚𝑒𝑎𝑛 𝑜𝑓 𝑔𝑟𝑜𝑝𝑢 𝐵)

𝑝𝑜𝑜𝑙𝑒𝑑 𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝐷𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛

d = 74.30−72.50

7.09

d = 0.25

It could be concluded that the size effect is 0.25. It means that the size effect is a

modest effect.

40

3. Hypotheses Testing

This research was intended to investigate the intervention of using EGRA

technique on students’ writing ability of explanation text at the eleventh grade

students of MA Jam’iyyah Islamiyyah Pondok Aren in academic year 2017/2018.

In order to get the result, the writer used hypotheses testing. The mechanism of

hypotheses testing as follows:

a. H1: there is significant effect of using EGRA technique on students’ writing

ability of explanation text.

b. Ho: there is no significant effect of using EGRA technique on students’

writing ability of explanation text.

To prove the hypotheses, the result of t-test calculation could be tested as follows:

a. If to > tt = alternative hypotheses (H1) was accepted and null hypotheses (Ho)

was rejected.

b. If to < tt = alternative hypotheses (H1) was rejected and null hypotheses (Ho)

was accepted.

Furthermore, based on the t-test manual calculation shows that the value of to

is 2.98 while degree of freedom (df) is 38. The t-table of 38 with significance

level 5% is 1.68. Therefore, the value of t-observation is higher than t-table in

other word to > tt. It means that alternative hypotheses (H1) was accepted and null

hypotheses (Ho) was rejected. So that it could be concluded that there is

significant effect of using EGRA technique on students’ writing ability of

explanation text.

B. Discussion

Based on the result of hypotheses testing and finding, it can be discussed as

follows:

This study reveals that the use of EGRA technique is effective to enhance

students’ writing ability of explanation text at the eleventh grade students of MA

Jam’iyyah Islamiyyah. It is proved by the score of pre-test and post-test of

experimental and controlled class. In result of pre-test, controlled class got 54,1 in

which it was the higher score than experimental class that got 46,5. It meant that

controlled class had higher ability in writing than experimental class had.

41

However, after giving treatments experimental class got higher score than

controlled class in post-test. In which the mean score of post-test of experimental

class was 74,3 while controlled class got 72,5. It showed us significant difference

between score of both classes. However, post-test score of experimental class

enhanced significantly than pre-test and also was higher than controlled class.

Moreover, by calculating using Cohen’s theory the result showed that the size

effect of the result was a modest effect.

Furthermore, this result could not be separated by some given treatments to

experimental class. In which experimental class was taught by using EGRA

technique while controlled class was taught without using EGRA technique. It

shows us that EGRA technique could be an effective way to improve students’

skill, especially in writing. As Muhlisyah and Hasmawati stated that this

cooperative learning is aimed to make all of populations in a classroom to

understand material that is taught well and to focus on students’ active learning so

that it matches English learning.41

It means that to make an effective teaching

process a teacher should give a best way or strategy so that the goal of teaching

and learning could be reached.

41 Op.Cit., Besse Nurul Muhlisyah and Hasmawati, p. 81.

42

BAB V

CONCLUSION AND SUGGESTION

A. Conclusion

It could be seen that experimental class got lower score in pre-test than

controlled class. The mean score of pre-test of experimental class was 46.5 while

controlled class was 54.1. It means that there was difference score between

experimental class and controlled class. In addition, both classes in which

experimental class got higher score on post-test than controlled class. The mean

score of post-test of experimental class was 74.3 and the mean score of post-test

of controlled class was 72.5. It means that there was significance difference

between score of post-test of experimental and controlled class.

Furthermore, the calculation by using statistical analysis showed that the

minimum gained score of experimental class was 13 while the minimum gained

score of controlled class was -7. The maximum gained score of experimental class

was 44 while the maximum gained score of controlled class was 40. Moreover,

the average gained score of experimental class was 27.75 and the average gained

score of controlled class was 18.35.

It could be concluded that the ability of students in experimental class on

writing explanation text by using EGRA technique increased more significant

than controlled class that was taught without EGRA technique on writing

explanation text. It means that there is significant effect of using EGRA technique

on students’ writing ability of explanation text at the eleventh grade students of

MA Jam’iyyah Islamiyyah Pondok Aren in academic year 2017/2018. Moreover,

calculation of size effect by Cohen showed the result was 0.25 in which meant

that the result was a modest effect.

B. Suggestion

Based on the conclusion above, it can be delivered some suggestions. The

suggestions as follows:

43

1. Students should be active in classroom and pay attention to explanation that

delivered by teachers so that they can be more understand and get insightful

understanding of materials that being taught.

2. Teachers should choose any methods that could be an effective way in

teaching students and make students being active in classroom. Since the

result shows that the use of EGRA technique is effective on students’ writing

ability of explanation text, English teachers could use EGRA technique as

their medium in teaching in classroom in order to help students to learn

writing easily. Furthermore, teachers should create a good situation so that

students can feel more confident and relax while studying in classroom.

3. School should provide some tools in order as media for helping teachers

while teaching in classroom, so that teaching and learning process could be

more effective and interesting either for students or teacher. After that, school

should organize a seminar for teachers about effective methods that could be

implemented in classroom.

4. Further researcher could use this study as their reference for research they

will be being conducted or might be this study would be basic reference for

study they will be conducted.

44

REFERENCES

ACAPS. 2012. Qualitative and Quantitative Research Techniques for

Humanitarian Needs Assessment. New York: ACAPS Better Assessment

Better Aid.

Bashir, Mahrukh. 2017. Bahasa Inggris SMA/MA/SMK/MAK Kelas XI 2017

Revised Edition. Jakarta: Pusat Kurikulum dan Perbukuan, Balitbang,

Kemendikbud.

Blake. 2011. Expalanation Text Structure and Features of Explanation Texts.

Blake Education Fully Reproducible.

Copeland, Matt. 2010. The Writing Content: Writer, Subject, Purpose, Audience,

and Form. Kansas: Kansas State Department of Education.

Flynn, Naomi and Stainthrop, Rhona. 2006. the Learning and Teaching of

Reading and Writing. Chichester: Whurr Publisher Limited.

Geraldine, Monitha dkk. 2014. Teaching Writing Hortatory Exposition Text

Through Task-Based Language Teaching (TBLT). Pontianak: FKIP

UNTAN.

Harmer, Jeremy. 2004. How to Teach Writing. London: Pearson Education

Limited.

Hughes, Arthur. 2003. Testing for Language Teachers Second Edition.

Cambridge: Cambridge University Press.

Hyland, Ken. 2003. Second Language Writing, (United States of America:

Cambridge University Press.

Jannah, Elisa Miftakhul. 2015. Teaching Writing of Narrative Text to the Tenth

Grade Students of MA NU Mazroatul Huda Karang Anyar in 2014/2015

45

Academic Year by Using EGRA Technique. Kudus: Universitas Muria

Kudus.

McDonald, Cristina Russel and McDonald, Robert L. 2002. Teaching Writing:

Landmarks and Horizons. Carbondale: Southern Illinois University Press.

Muhlisyah, Besse Nurul and Hasmawati. 2017. Penggunaan Model Pembelajaran

EGRA (Exposure, Generalization, Reinforcement, and Application) dalam

Keterampilan Menulis Karangan Sederhana Bahasa Jerman. Jurnal

Penelitian Pendidikan Insani; Vol. 20, No. 2.

Mujis, Daniel. 2004. Doing Quantitative Research in Education. London: SAGE

Publications.

QA, Zulia Permata. 2017. the Use of EGRA Technique to Improve the Students’

Writing Skill on Descriptive Text for the Eight Grade Students of SMPIT

Nurul Islam Tengaran in the Academic Year 2016. Salatiga: IAIN Salatiga.

Ratnaningsih, Endah. 2016. Improving Students’ Writing Ability through the Use

of Dictogloss Technique. Transformatika; Vol. 12, No. 3; September 2016

ISSN 0854-8412

Richards, Jack C. and Willy A. Renandya. 2002. Methodology in Language

Teaching: An Anthology of Current Practice. New York: Cambridge

University Press.

Rizkia, Elok and Endang Surachni. 2014. Metode EGRA (Exposure,

Generalization, Reinforcement, Application) Dalam Keterampilan

Berbicara Siswa Kelas XI IPA 4 SMA Negeri 1 Krian. Laterne; Vol. 3, No.

3; September 2014 ISSN 2302-2833.

46

Azar, Betty Schrampfer, Barbara F. Matthies, and Shelley Hartle. 2003.

Fundamentals of English Grammar 3rd

Edition Teachers’ Guide. New

York: Pearson Education.

Watkins, Chris, Eileen Carnel, and Caroline Lodge. 2007. Effective Learning in

Classroom. London:SAGE Publication.

White, Howard and Sabarwal, Shagun. 2014. Quasi-Experimental Design and

Methods. Florence: UNICEF.

https://www.scribd.com/doc/90361041/Explanation-Text, (accessed on Tuesday

March 20th

, 2018 at 09.25 pm).

47

APPENDICES

48

APPENDIX 1

SILABUS SMA

KELAS: XI

Tujuan kurikulum mencakup empat kompetensi, yaitu (1) kompetensi sikap

spiritual, (2) sikap sosial, (3) pengetahuan, dan (4) keterampilan. Kompetensi

tersebut dicapai melalui proses pembelajaran intrakurikuler, kokurikuler, dan/atau

ekstrakurikuler.

Rumusan Kompetensi Sikap Spiritual adalah “Menghayati dan mengamalkan

ajaran agama yang dianutnya”. Adapun rumusan Kompetensi Sikap Sosial adalah

mampu “Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong

royong, kerja sama, toleran, damai), santun, responsif, dan pro-aktif dan

menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam

berinteraksi secara efektif dengan lingkungan sosial dan alam serta menempatkan

diri sebagai cerminan bangsa dalam pergaulan dunia”. Kedua kompetensi tersebut

dicapai melalui pembelajaran tidak langsung (indirect teaching), yaitu

keteladanan, pembiasaan, dan budaya sekolah, dengan memperhatikan

karakteristik mata pelajaran serta kebutuhan dan kondisi siswa.

Penumbuhan dan pengembangan kompetensi sikap dilakukan sepanjang proses

pembelajaran berlangsung, dan dapat digunakan sebagai pertimbangan guru dalam

mengembangkan karakter siswa lebih lanjut.

Kompetensi Pengetahuan dan Kompetensi Keterampilan dirumuskan sebagai

berikut, yaitu siswa mampu:

KOMPETENSI INTI 3 (PENGETAHUAN)

KOMPETENSI INTI 4 (KETERAMPILAN)

3. memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan

4. mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan

49

prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah

KOMPETENSI DASAR KOMPETENSI DASAR

3.1 menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait saran dan tawaran, sesuai

dengan konteks penggunaannya. (Perhatikan unsur kebahasaan should, can)

4.1 menyusun teks interaksi transaksional, lisan dan tulis, pendek dan sederhana, yang melibatkan tindakan memberi dan meminta informasi terkait saran dan tawaran, dengan memperhatikan fungsi sosial, struktur teks, dan

unsur kebahasaan yang benar dan sesuai konteks

3.2 menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait pendapat dan pikiran, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan I think, I suppose, in my opinion)

4.2 menyusun teks interaksi transaksional, lisan dan tulis, pendek dan sederhana, yang melibatkan tindakan memberi dan meminta informasi terkait pendapat dan pikiran, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

3.3 membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus dalam bentuk undangan resmi dengan memberi dan meminta informasi terkait kegiatan sekolah/tempat kerja sesuai dengan konteks penggunaannya

4.3 teks undangan resmi

4.3.1 menangkap makna secara

kontekstual terkait fungsi sosial, struktur

teks, dan unsur kebahasaan teks khusus

dalam bentuk undangan resmi lisan dan

tulis, terkait kegiatan sekolah/tempat

kerja

4.3.2 menyusun teks khusus dalam

bentuk undangan resmi lisan dan tulis,

terkait kegiatan sekolah/tempat kerja,

dengan memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan,

secara benar dan sesuai konteks

3.4 membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks eksposisi analitis lisan dan tulis

4.4 teks eksposisi analitis

4.4.1 menangkap makna secara

kontekstual terkait fungsi sosial,

struktur teks, dan unsur kebahasaan

50

dengan memberi dan meminta informasi terkait isu aktual, sesuai dengan konteks penggunaannya

teks eksposisi analitis lisan dan tulis,

terkait isu aktual

4.4.2 menyusun teks eksposisi analitis tulis,

terkait isu aktual, dengan memperhatikan fungsi

sosial, struktur teks, dan unsur kebahasaan,

secara benar dan sesuai konteks

3.5 menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi

dan meminta informasi terkait keadaan /tindakan/ kegiatan/ kejadian tanpa perlu menyebutkan pelakunya dalam teks ilmiah, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan passive voice)

4.5. menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/tindakan/kegiatan/

kejadian tanpa perlu menyebutkan pelakunya dalam teks ilmiah, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

3.6 membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus dalam bentuk surat pribadi dengan memberi dan menerima informasi terkait kegiatan diri sendiri dan orang sekitarnya, sesuai dengan konteks penggunaannya

4.6 teks surat pribadi 4.6.1 menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks khusus dalam bentuk surat pribadi terkait kegiatan diri sendiri dan orang sekitarnya 4.6.2 menyusun teks khusus dalam bentuk

surat pribadi terkait kegiatan diri sendiri dan

orang sekitarnya, lisan dan tulis, dengan

memperhatikan fungsi sosial, struktur teks,

dan unsur kebahasaan, secara benar dan

sesuai konteks

3.7 menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang

melibatkan tindakan memberi dan meminta informasi terkait hubungan sebab akibat, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan because of ..., due to ..., thanks to ...)

4.7 menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait hubungan

sebab akibat, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

51

3.8 membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks explanation lisan dan tulis dengan memberi dan meminta informasi terkait gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI, sesuai dengan konteks penggunaannya

4.8 menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks explanation lisan dan tulis, terkait gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI

3.9 menafsirkan fungsi sosial dan unsur kebahasaan lirik lagu

terkait kehidupan remaja SMA/MA/SMK/MAK

4.9 menangkap makna secara kontekstual terkait fungsi sosial dan

unsur kebahasaan lirik lagu terkait kehidupan remaja SMA/MA/SMK/MAK

52

APPENDIX 2

(RPP EXPERIMENTAL CLASS)

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : MA JAM’IYYAH ISLAMIYYAH Pondok Aren

Mata Pelajaran : Bahasa Inggris

Kelas/semester : XI / Genap

Pokok bahasan : Explanation Text

Alokasi Waktu : 3 x 40 Menit

Pertemuan : 1

A. Kompetensi Inti (KI)

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (toleransi,

gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan

lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.

3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan

prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya terkait fenomene dan kejadian tampak mata.

4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori.

B. Kompetensi Dasar (KD)

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat

belajar.

2.1 Menghargai perilaku santun dan peduli dalam melaksanakan komunikasi

antar pribadi dengan guru dan teman.

53

2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab,

peduli, kerjasama, dan cinta damai dalam melaksanakan komunikasi

fungsional.

2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks

explanation lisan dan tulisan dengan memberi dan meminta informasi terkait

gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI,

sesuai dengan konteks penggunaannya.

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks explanation lisan dan tulis, terkait gejala alam atau

sosial yang tercakup dalam mata pelajaran lain di kelas XI.

C. Indikator

1.1.1 Siswa dapat menunjukkan sikap semangat dalam mempelajari passive

voice.

2.1.1 Siswa dapat memberi salam kepada guru dan teman dengan sopan dan

santun.

2.1.2 Siswa dapat menunjukkan rasa empati kepada teman yang sedang sakit

atau terkena musibah.

2.2.1 Siswa dapat mengerjakan tugas bahasa inggris dengan jujur dan tidak

menyontek.

2.2.2 Siswa berani mengemukakan pendapatnya dalam proses belajar dikelas.

2.3.1 Siswa dapat menunjukkan perilaku tanggung jawab dan kerja sama dalam

mengerjakan tugas-tugas berkaitan dengan kalimat passive voice.

3.8.1 Siswa dapat mengidentifikasi unsur kebahasaan dan fungsi sosial

explanation text.

54

3.8.2 Siswa dapat menjelaskan unsur kebahasaan dan fungsi sosial explanation

text.

3.8.3 Siswa dapat mengklasifikasikan unsur kebahasaan dan fungsi sosial

explanation text.

4.8.1 Siswa dapat menyesuaikan unsur kebahasaan yang cocok di dalam

explanation text.

4.8.2 Siswa dapat mengubah macam-macam bentuk kalimat passive voice.

4.5.3 Siswa dapat membuat explanation text dengan penggunaan unsur

kebahasaan yang tepat.

D. Tujuan Pembelajaran

1. Siswa dapat mengenali struktur teks, unsur kebahasaan, dan fungsi sosial

explanation text.

2. Siswa dapat menganalisis struktur teks, unsur kebahasaan, dan fungsi sosial

explanation text.

3. Siswa dapat membuat explanation text.

E. Materi Pembelajaran

Explanation text is a type of texts that explain why and how something

happened. Its purposes are to explain a sequence of events (explain how) and

tell reasons (why) of an event or phenomenon can happen.

Generic Structure

a. Introduction: It may include a definition or question and a brief

description of a phenomenon.

b. Explanation: It consists of series of explanatory statements. Statements

are written based on how and why that phenomenon happened.

i. How something works.

ii. Why something happens.

c. Conclusion: It consists of summary or comment. It may include a

summary or recommendation and a general comment about use or

history.

55

Linguistic Features


i. Focus on general group rather than specific.

j. Use of linking words like in general, rather, for instance.

k. Use of action verbs like breaks, erupts.

l. Use of present tense like is, wake, are.

m. Reference to people should not be given.

n. Passive voice may be used.

o. Use of technical terms and language relevant to the subject.

p. Conjunctions should be used to make connections like and, but.

q. Give a detailed description to create a rich meaning.

TSUNAMI




disturbance can be an earthquake,

a landslide, or a volcanic eruption.

A tsunami is undetectable far out

in the ocean, but once it reaches

shallow water, this fast-traveling

wave grows very large.

56


under the ocean floor suddenly

slips. The displaced rock pushes

water above it like a giant paddle,

producing powerful water waves at

the ocean surface. The ocean

waves spread out from the vicinity

of the earthquake source and move

across the ocean until they reach

the coastline, where their height

increases as they reach the


Earth’s crust that slopes, or rises,

from the ocean floor up to the

land.





Practice

Write down an explanation text about Tsunami!

F. Metode Pembelajaran

1. Pendekatan : Scientific Approach

2. Metode : Inquiry learning

3. Teknik : EGRA (Experience, Generalization, Reinforcement, and

Application)

G. Sumber dan Media Pembelajaran

Buku LKS Bahasa Inggris kelas XI Kurikulum 2013 Edisi revisi.

57

Komputer

Proyektor

Whiteboard

Sumber lain yang relevan

H. Kegiatan Pembelajaran

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

Pendahuluan Guru masuk mengucapkan salam dan

menyapa siswa menggunakan bahasa

inggris agar English Environment dapat

tercipta sejak awal pertemuan.“How

was your day?”.

Guru memeriksa kehadiran siswa

Guru melakukan apersepsi

Guru menjelaskan tentang tujuan

pembelajaran atau kompetensi dasar

yang akan dicapai.

Guru menyampaikan cakupan materi

dan uraian kegiatan sesuai silabus.

5 menit

Inti Communicating & asking question

Experience Stage

Guru menunjukan sebuah gambar

terkait materi pembelajaran (tsunami)

dan memberikan leading question

kepada siswa tentang gambar tersebut.

Dimana siswa menunjukan tentang

pengetahuannya mengenai gambar

berdasarkan pengalaman (experience)

yang mereka miliki.

(Dalam fase ini guru berusaha menggiring

siswa untuk menangkap makna secara tidak

10 menit

58

sadar tentang materi yang akan diajarkan).

Communicating, observing, & associating

Generalization Stage

Guru membagi siswa menjadi 5

kelompok.

Guru memberikan handout contoh teks

eksplanasi.

Guru meminta siswa untuk berdiskusi

bersama teman kelompoknya tentang

struktur dan unsur kebahasaan kalimat

tersebut.

Guru meminta siswa untuk menuliskan

hasil diskusinya di papan tulis.

(Dalam fase ini guru tidak boleh mengkoreksi

jawaban siswa).

Experimenting

Reinforcement Stage

Guru menjelaskan terkait jawaban siswa

yang telah ditulis di papan tulis.

Guru menjelaskan materi terkait teks

eksplanasi dan mengkoreksi jawaban

siswa.

Guru melakukan drilling untuk

menguatkan pemahaman siwa terkait

teks eksplanasi.

Experimenting

Application Stage

Guru meminta siswa menerapkan apa

yang sudah mereka pelajari dengan

mengerjakan soal (Practice 1) secara

2 menit

2 menit

20 menit

5 menit

40 meni25

menit

59

individu.

Associating

Guru dan siswa membahas jawaban

tersebut secara bersama-sama.

6 menit

Penutup Setelah mengikuti kegiatan

pembelajaran pada pertemuan ini, siswa

ditanya bagaimana perasaannya

(refleksi)

Guru dan Siswa sama-sama

menyimpulkan pelajaran pada hari itu.

5 Menit

I. Penilaian

No Nama Aspek yang dinilai Skor

Diction Accuracy

1.

2.

3.

Kriteria

Diction 3, jika pilihan kata tepat

2, jika pilihan kata ada kurang tepat

1, jika pilhan kata banyak yang kurang tepat

Accuracy 3, jika grammar akurat

2, jika grammar ada yang tidak akurat

1, jika sebagian besar grammar tidak akurat

60

Mengetahui, Pondok Aren,29 Maret 2018

Guru Pamong Bahasa Inggris Guru PPKT Bahasa

Inggris

Ahmad Masruri, S.Pd. Emma Fauziah

NIP. NIM.11140140000037

61



(RPP)






Pertemuan : 2

A. Kompetensi Inti (KI)


2. Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong

royong), santun, percaya diri, dalam berinteraksi secara efektif dengan


3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,

budaya terkait fenomene dan kejadian tampak mata.





pandang/teori.

B. Kompetensi Dasar (KD)



belajar.





fungsional.

62










C. Indikator


voice.


santun.




menyontek.





explanation text.


text.


explanation text.


explanation text.




63

D. Tujuan Pembelajaran


explanation text.


explanation text.


E. Materi Pembelajaran




Generic Structure

d. Introduction: It may include a definition or question and a brief


e. Explanation: It consists of series of explanatory statements. Statements


iii. How something works.

iv. Why something happens.

f. Conclusion: It consists of summary or comment. It may include a


history.

Linguistic Features


r. Focus on general group rather than specific.

s. Use of linking words like in general, rather, for instance.

t. Use of action verbs like breaks, erupts.

u. Use of present tense like is, wake, are.

v. Reference to people should not be given.

w. Passive voice may be used.

x. Use of technical terms and language relevant to the subject.

y. Conjunctions should be used to make connections like and, but.

64

z. Give a detailed description to create a rich meaning.

FLOOD

Flood is an overflow of an expanse of water that submerges land. Flood is one

of natural disaster generally happened in most of the world. It can be destructive

and harm to human life.

Flooding may result from the volume of water within a body of water such as

a river, lake, or ocean. Raining in high intensity and continually along day is the

major case of flooding cause. Regions that have two seasons (near the equator)

tend to have raining longer than regions which have four seasons (about six

months). Even, a phenomenon known as La-Niña can make raining longer and

torrential than usual. That means probability of flood increases too.

Besides, soil density also influences the incident of flood. Water from the rain

can’t be absorbed perfectly by the soil. While this happens, the depth of water

above the surface will higher and higher. Then it drowns the surrounding area:

office, houses, school, rice field, etc. Flood like this often occur in urban areas.

Flood can damage any type of stucture, including bridges, cars, buildings, and

roadway; contaminate water, so that clean drinking water becomes scarce; causes

food supplies shortage, it can be caused by loss of entire harvest; in the end, it

causes economic hardship, due to: temporary decline in tourism, rebuilding costs,

food shortage leading to price increase, etc.

Practice

Write down an explanation text about Flood!

F. Metode Pembelajaran



65


Application)

G. Sumber dan Media Pembelajaran


Komputer

Proyektor

Whiteboard


H. Kegiatan Pembelajaran


Waktu





was your day?”.





yang akan dicapai.



5 menit


Experience Stage








yang mereka miliki.





10 menit

66



kelompok.


eksplanasi.




tersebut.




jawaban siswa).

Experimenting

Reinforcement Stage





siswa.



teks eksplanasi.

Experimenting

Application Stage




individu.

Associating



2 menit

2 menit

20 menit

5 menit

40 menit

25 menit

6 menit




(refleksi)



5 Menit

67

I. Penilaian


Diction Accuracy

4.

5.

6.

Kriteria







Mengetahui, Pondok Aren,29

Maret 2018


Inggris


NIP. NIM. 11140140000037

68



(RPP)






Pertemuan : 3

H. Kompetensi Inti (KI)












pandang/teori.

I. Kompetensi Dasar (KD)



belajar.





fungsional.

69










J. Indikator


voice.


santun.




menyontek.





explanation text.


text.


explanation text.


explanation text.




70

K. Tujuan Pembelajaran


explanation text.


explanation text.


L. Materi Pembelajaran




Generic Structure

g. Introduction: It may include a definition or question and a brief


h. Explanation: It consists of series of explanatory statements. Statements


v. How something works.

vi. Why something happens.

i. Conclusion: It consists of summary or comment. It may include a


history.

Linguistic Features


aa. Focus on general group rather than specific.

bb. Use of linking words like in general, rather, for instance.

cc. Use of action verbs like breaks, erupts.

dd. Use of present tense like is, wake, are.

ee. Reference to people should not be given.

ff. Passive voice may be used.

gg. Use of technical terms and language relevant to the subject.

hh. Conjunctions should be used to make connections like and, but.

71

ii. Give a detailed description to create a rich meaning.

HOW DOES RAIN HAPPEN?

Rain is the primary source of fresh water for most areas of the world. It is also

providing suitable conditions for diverse ecosystems. In addition, rain water is

also for for hydroelectric power as well as plants and crop irrigation. Rain

provides us life. However, how does rain happen?

The phenomenon of rain is actually a water circle. The concept of the water

cycle involves the sun heating the Earth’s surface water and causing the surface

water to evaporate. The water vapor then rises into the Earth’s atmosphere. The

water in the atmosphere cools and condenses into liquid droplets. The droplets

grow until they are heavy and fall to the earth.

When the doprelts fall to the earth, it is called rain. The rain can be in the form

of water or snow. However, not all rain reaches the surface. Some evaporates

while falling through dry air. This is called virga, a phenomenon which is often

seen in hot, dry desert regions.

Practice

Write down an explanation text about Rain!

M. Metode Pembelajaran




Application)

N. Sumber dan Media Pembelajaran


Komputer

Proyektor

Whiteboard


72

J. Kegiatan Pembelajaran


Waktu





was your day?”.





yang akan dicapai.



5 menit


Experience Stage








yang mereka miliki.







kelompok.


eksplanasi.




tersebut.




10 menit

2 menit

2 menit

20 menit

73

jawaban siswa).

Experimenting

Reinforcement Stage





siswa.



teks eksplanasi.

Experimenting

Application Stage




individu.

Associating



5 menit

40 menit

25 menit

6 menit




(refleksi)



5 Menit

K. Penilaian


Diction Accuracy

1.

2.

3.

74

Kriteria







Mengetahui, Pondok Aren,29

Maret 2018


Inggris


NIP. NIM. 11140140000037

75



(RPP)






Pertemuan : 4

O. Kompetensi Inti (KI)












pandang/teori.

P. Kompetensi Dasar (KD)



belajar.





fungsional.

76










Q. Indikator


voice.


santun.




menyontek.





explanation text.


text.


explanation text.


explanation text.




77

R. Tujuan Pembelajaran


explanation text.


explanation text.


S. Materi Pembelajaran




Generic Structure

j. Introduction: It may include a definition or question and a brief


k. Explanation: It consists of series of explanatory statements. Statements


vii. How something works.

viii. Why something happens.

l. Conclusion: It consists of summary or comment. It may include a


history.

Linguistic Features


jj. Focus on general group rather than specific.

kk. Use of linking words like in general, rather, for instance.

ll. Use of action verbs like breaks, erupts.

mm. Use of present tense like is, wake, are.

nn. Reference to people should not be given.

oo. Passive voice may be used.

pp. Use of technical terms and language relevant to the subject.

qq. Conjunctions should be used to make connections like and, but.

78

rr. Give a detailed description to create a rich meaning.

HOW DOES RAINBOW HAPPEN?

Rainbow often appears after the rain stops. Rainbow consists of a big bow

spectrum and happens from water droplets which reflacted paralel because of the

light of the sun. When the sun is shining and the light passing through water

droplets, we can see a reflaction because of a wide variety of colors. The light

passes and reflacts like a light passing through a prism mirror.

Rainbow happen to begin when the sunlight passing through the raindrops.

The light is deflected to the center of the droplets. The white light is separated

from each other into a spectrum of colors. The colors that have been separated,

then separate again into very small portions. There is more light separated from

each other in the droplets. Finally those colors form a light curve called rainbow.

On the ground, we only see a maximum of a half circle rainbow. Because

rainbow created involving distance with water droplets, the rainbow always move

to follow the movement of anyone who seen it. It makes our distance with

rainbow constant, in other word we could never approach the rainbow.

Practice

Write down an explanation text about Rainbow!

T. Metode Pembelajaran




Application)

79

U. Sumber dan Media Pembelajaran


Komputer

Proyektor

Whiteboard


L. Kegiatan Pembelajaran


Waktu





was your day?”.





yang akan dicapai.



5 menit


Experience Stage








yang mereka miliki.







kelompok.

10 menit

2 menit

80


eksplanasi.




tersebut.




jawaban siswa).

Experimenting

Reinforcement Stage





siswa.



teks eksplanasi.

Experimenting

Application Stage




individu.

Associating



2 menit

20 menit

5 menit

40 menit

25 menit

6 menit




(refleksi)



5 Menit

M. Penilaian


Diction Accuracy

81

1.

2.

3.

Kriteria








Guru Pamong Bahasa Inggris Guru PPKT Bahasa Inggris


NIP. NIM. 11140140000037

82

(RPP CONTROLLED CLASS)







Pertemuan : 1

V. Kompetensi Inti (KI)


14. Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong

royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan

sosial dan alam dalam jangkauan pergaulan dan keberadaannya.

15. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya

terkait fenomene dan kejadian tampak mata.

16. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,

merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,

menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah

dan sumber lain yang sama dalam sudut pandang/teori.

W. Kompetensi Dasar (KD)



belajar.

2.1 Menghargai perilaku santun dan peduli dalam melaksanakan komunikasi antar

pribadi dengan guru dan teman.

2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab, peduli,

kerjasama, dan cinta damai dalam melaksanakan komunikasi fungsional.

2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam

melaksanakan komunikasi fungsional.

83


explanation lisan dan tulisan dengan memberi dan meminta informasi terkait gejala

alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI, sesuai dengan

konteks penggunaannya.

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur

kebahasaan teks explanation lisan dan tulis, terkait gejala alam atau sosial yang

tercakup dalam mata pelajaran lain di kelas XI.

X. Indikator

1.5.1 Siswa dapat menunjukkan sikap semangat dalam mempelajari passive voice.

2.1.1 Siswa dapat memberi salam kepada guru dan teman dengan sopan dan santun.

2.1.2 Siswa dapat menunjukkan rasa empati kepada teman yang sedang sakit atau

terkena musibah.

2.2.1 Siswa dapat mengerjakan tugas bahasa inggris dengan jujur dan tidak menyontek.




3.8.1 Siswa dapat mengidentifikasi unsur kebahasaan dan fungsi sosial explanation

text.

3.8.2 Siswa dapat menjelaskan unsur kebahasaan dan fungsi sosial explanation text.

3.8.3 Siswa dapat mengklasifikasikan unsur kebahasaan dan fungsi sosial explanation

text.

4.8.1 Siswa dapat menyesuaikan unsur kebahasaan yang cocok di dalam explanation

text.


4.5.3 Siswa dapat membuat explanation text dengan penggunaan unsur kebahasaan yang

tepat.

Y. Tujuan Pembelajaran


explanation text.


explanation text.


84

Z. Materi Pembelajaran

Explanation text is a type of texts that explain why and how something happened.

Its purposes are to explain a sequence of events (explain how) and tell reasons (why)

of an event or phenomenon can happen.

Generic Structure

m. Introduction: It may include a definition or question and a brief


n. Explanation: It consists of series of explanatory statements. Statements


ix. How something works.

x. Why something happens.

o. Conclusion: It consists of summary or comment. It may include a


history.

Linguistic Features


ss. Focus on general group rather than specific.

tt. Use of linking words like in general, rather, for instance.

uu. Use of action verbs like breaks, erupts.

vv. Use of present tense like is, wake, are.

ww. Reference to people should not be given.

xx. Passive voice may be used.

yy. Use of technical terms and language relevant to the subject.

zz. Conjunctions should be used to make connections like and, but.

aaa. Give a detailed description to create a rich meaning.

85

TSUNAMI




disturbance can be an earthquake, a

landslide, or a volcanic eruption. A

tsunami is undetectable far out in the

ocean, but once it reaches shallow

water, this fast-traveling wave grows

very large.


under the ocean floor suddenly slips.

The displaced rock pushes water

above it like a giant paddle, producing

powerful water waves at the ocean

surface. The ocean waves spread out

from the vicinity of the earthquake

source and move across the ocean

until they reach the coastline, where

their height increases as they reach the


Earth’s crust that slopes, or rises, from

the ocean floor up to the land.





Practice

Write down an explanation text about Tsunami!

86

Å. Kegiatan Pembelajaran


Waktu




tercipta sejak awal pertemuan.“How is your

day?”.





yang akan dicapai.



10 menit

Inti Observing & communicating

Guru mengajak siswa untuk mengamati

video tentang explanation text.

Dengan bimbingan guru, Peserta didik

berdiskusi tentang structure dan language

feature dari explanation text.

Guru menjelaskan structure dan

language features dari explanation text

Asking Question & assosiating

Guru menanyakan kepada siswa tentang

bagian yang belum mereka mengerti.

Experimenting

Peserta didik mengerjakan tugas yang

diberikan oleh guru. (Practice 1)

35 menit

5 menit

60 menit

Penutup Setelah mengikuti kegiatan pembelajaran

pada pertemuan ini, siswa ditanya

bagaimana perasaannya (refleksi)

Guru dan Siswa sama-sama menyimpulkan

pelajaran pada hari itu.

10Menit

87

BB. Metode Pembelajaran




Application)

CC. Sumber dan Media Pembelajaran


Komputer

Proyektor

Whiteboard


N. Penilaian


Diction Accuracy

1.

2.

3.

Kriteria










88



(RPP)






Pertemuan : 2

DD. Kompetensi Inti (KI)












pandang/teori.

EE. Kompetensi Dasar (KD)



belajar.



89



fungsional.










FF. Indikator


voice.


santun.




menyontek.





explanation text.


text.


explanation text.


explanation text.

90




GG. Tujuan Pembelajaran


explanation text.


explanation text.


EE. Materi Pembelajaran




Generic Structure

p. Introduction: It may include a definition or question and a brief


q. Explanation: It consists of series of explanatory statements. Statements


xi. How something works.

xii. Why something happens.

r. Conclusion: It consists of summary or comment. It may include a


history.

Linguistic Features


bbb. Focus on general group rather than specific.

ccc. Use of linking words like in general, rather, for instance.

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ddd. Use of action verbs like breaks, erupts.

eee. Use of present tense like is, wake, are.

fff. Reference to people should not be given.

ggg. Passive voice may be used.

hhh. Use of technical terms and language relevant to the subject.

iii. Conjunctions should be used to make connections like and, but.

jjj. Give a detailed description to create a rich meaning.

FLOOD

Flood is an overflow of an expanse of water that submerges land. Flood is one

of natural disaster generally happened in most of the world. It can be destructive

and harm to human life.

Flooding may result from the volume of water within a body of water such as

a river, lake, or ocean. Raining in high intensity and continually along day is the

major case of flooding cause. Regions that have two seasons (near the equator)

tend to have raining longer than regions which have four seasons (about six

months). Even, a phenomenon known as La-Niña can make raining longer and

torrential than usual. That means probability of flood increases too.

Besides, soil density also influences the incident of flood. Water from the rain

can’t be absorbed perfectly by the soil. While this happens, the depth of water

above the surface will higher and higher. Then it drowns the surrounding area:

office, houses, school, rice field, etc. Flood like this often occur in urban areas.

Flood can damage any type of stucture, including bridges, cars, buildings, and

roadway; contaminate water, so that clean drinking water becomes scarce; causes

food supplies shortage, it can be caused by loss of entire harvest; in the end, it

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causes economic hardship, due to: temporary decline in tourism, rebuilding costs,

food shortage leading to price increase, etc.

Practice

Write down an explanation text about Flood!

II. Metode Pembelajaran




Application)

JJ. Sumber dan Media Pembelajaran


Komputer

Proyektor

Whiteboard


O. Kegiatan Pembelajaran


Waktu




tercipta sejak awal pertemuan.“How is

your day?”.





yang akan dicapai.



10 menit



93



berdiskusi tentang structure dan

language feature dari explanation text.






Experimenting



35 menit

5 menit

60 menit




(refleksi)



10Menit

P. Penilaian


Diction Accuracy

1.

2.

3.

94

Kriteria










NIP. NIM. 11140140000037

95



(RPP)






Pertemuan : 3

KK. Kompetensi Inti (KI)












pandang/teori.

LL. Kompetensi Dasar (KD)



belajar.



96



fungsional.










MM. Indikator


voice.


santun.




menyontek.





explanation text.


text.


explanation text.


explanation text.

97




NN. Tujuan Pembelajaran


explanation text.


explanation text.


LL. Materi Pembelajaran




Generic Structure

s. Introduction: It may include a definition or question and a brief


t. Explanation: It consists of series of explanatory statements. Statements


xiii. How something works.

xiv. Why something happens.

u. Conclusion: It consists of summary or comment. It may include a


history.

Linguistic Features


kkk. Focus on general group rather than specific.

lll. Use of linking words like in general, rather, for instance.

98

mmm. Use of action verbs like breaks, erupts.

nnn. Use of present tense like is, wake, are.

ooo. Reference to people should not be given.

ppp. Passive voice may be used.

qqq. Use of technical terms and language relevant to the subject.

rrr. Conjunctions should be used to make connections like and, but.

sss. Give a detailed description to create a rich meaning.

HOW DOES RAIN HAPPEN?

Rain is the primary source of fresh water for most areas of the world. It is also

providing suitable conditions for diverse ecosystems. In addition, rain water is

also for for hydroelectric power as well as plants and crop irrigation. Rain

provides us life. However, how does rain happen?

The phenomenon of rain is actually a water circle. The concept of the water

cycle involves the sun heating the Earth’s surface water and causing the surface

water to evaporate. The water vapor then rises into the Earth’s atmosphere. The

water in the atmosphere cools and condenses into liquid droplets. The droplets

grow until they are heavy and fall to the earth.

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When the doprelts fall to the earth, it is called rain. The rain can be in the form

of water or snow. However, not all rain reaches the surface. Some evaporates

while falling through dry air. This is called virga, a phenomenon which is often

seen in hot, dry desert regions.

Practice

Write down an explanation text about Rain!

PP. Metode Pembelajaran




Application)

QQ. Sumber dan Media Pembelajaran


Komputer

Proyektor

Whiteboard


Q. Kegiatan Pembelajaran


Waktu





your day?”.





yang akan dicapai.



10 menit

100












Experimenting



35 menit

5 menit

60 menit




(refleksi)



10Menit

R. Penilaian


Diction Accuracy

1.

2.

3.

Kriteria


101









102



(RPP)






Pertemuan : 4

RR. Kompetensi Inti (KI)












pandang/teori.

SS. Kompetensi Dasar (KD)



belajar.



103



fungsional.










TT. Indikator


voice.


santun.




menyontek.





explanation text.


text.


explanation text.


explanation text.

104




UU. Tujuan Pembelajaran


explanation text.


explanation text.


SS. Materi Pembelajaran




Generic Structure

v. Introduction: It may include a definition or question and a brief


w. Explanation: It consists of series of explanatory statements. Statements


xv. How something works.

xvi. Why something happens.

x. Conclusion: It consists of summary or comment. It may include a


history.

Linguistic Features


ttt. Focus on general group rather than specific.

uuu. Use of linking words like in general, rather, for instance.

105

vvv. Use of action verbs like breaks, erupts.

www. Use of present tense like is, wake, are.

xxx. Reference to people should not be given.

yyy. Passive voice may be used.

zzz. Use of technical terms and language relevant to the subject.

aaaa. Conjunctions should be used to make connections like and, but.

bbbb. Give a detailed description to create a rich meaning.

HOW DOES RAINBOW HAPPEN?

Rainbow often appears after the rain stops. Rainbow consists of a big bow

spectrum and happens from water droplets which reflacted paralel because of the

light of the sun. When the sun is shining and the light passing through water

droplets, we can see a reflaction because of a wide variety of colors. The light

passes and reflacts like a light passing through a prism mirror.

Rainbow happen to begin when the sunlight passing through the raindrops.

The light is deflected to the center of the droplets. The white light is separated

from each other into a spectrum of colors. The colors that have been separated,

then separate again into very small portions. There is more light separated from

each other in the droplets. Finally those colors form a light curve called rainbow.

On the ground, we only see a maximum of a half circle rainbow. Because

rainbow created involving distance with water droplets, the rainbow always move

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to follow the movement of anyone who seen it. It makes our distance with

rainbow constant, in other word we could never approach the rainbow.

Practice

Write down an explanation text about Rainbow!

WW. Metode Pembelajaran




Application)

XX. Sumber dan Media Pembelajaran


Komputer

Proyektor

Whiteboard


S. Kegiatan Pembelajaran


Waktu





your day?”.





yang akan dicapai.



10 menit




107









Experimenting



35 menit

5 menit

60 menit




(refleksi)



10Menit

T. Penilaian


Diction Accuracy

1.

2.

3.

108

Kriteria










109

INSTRUMENT OF PRE-TEST

Name : ______________________________

Class : ______________________________

Date : ______________________________

Instructions!

1. Please write an explanation text based on the given topic! Write an

explanation text by following the available criteria (Introduction,

content, and conclusion).

2. Write down at least 120 words in three paragraphs.

3. If students write less than 120 words, then they will not be included in

the research data.

4. This test will not affect your any English examination results.

Topic : Why Does Flood Happen?

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110

INSTRUMENT OF POST-TEST

Name : ______________________________

Class : ______________________________

Date : ______________________________

Instructions!

1. Please write an explanation text based on the given topic! Write an

explanation text by following the available criteria (Introduction,

content, and conclusion).

2. Write down at least 120 words in three paragraphs.

3. If students write less than 120 words, then they will not be included in

the research data.

4. This test will not affect your any English examination results.

Topic : Why Does Tsunami Happen?

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__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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THE INTERVENTION OF USING EGRA TECHNIQUE

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Transcript of THE INTERVENTION OF USING EGRA TECHNIQUE