The Use of EGRA Technique to Teach Simple Past Tense
DOI:
https://doi.org/10.26418/ijli.v6i2.81988Keywords:
EGRA, Simple Past Tense, Pre-ExperimentalAbstract
The purpose of this study was to determine whether or not the EGRA (Experience, Generalization, Reinforcement, and Application) technique had a significant effect on how the eighth-grade students at SMPN 1 Sekayam were taught the simple past tense. The investigation was conducted as a pre-experimental design. 30 students from VIII A were selected as the sample for this study using cluster sampling. The outcome of the data analysis showed that the value of the students' pre - test and post-test varied. The pretest's mean score was 32.00, whereas the posttest's mean score was 84.00. It indicates that the pupils understood the simple past tense well after using the EGRA method to teach them. Furthermore, the result of the paired-sample test t-test showed .000 which was < 0.05. The results showed that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. The findings showed that the EGRA Technique significantly affects the teaching of simple past tense.
References
Anderson, M., & Anderson, K. (2003). Text types in english 1 and 2. South Yerra: Macmillan Education, Australia.
Ary, D., Jacobs, L. C., Irvine, C. K., & Walker, D. (2010). Introduction to research in education. Belmond: Nelson Education.
Azar, B. (2009). Understanding and using english grammar (Fourth Edition). 2009: Prentice Hall, Inc.
Brown, H. D. (2000). Teaching by principles:an active approach to language pedagogy. Toronto: Prentice Hall.
Burns, R. B. (2000). Introduction to research method. Australia: Longman.
Cohen , L., Manion, L., & Morrison, K. (2007). Research method in education. New York: Rourledge.
Davis, G.F. (2010). Mechanisms and the theory of organizations. Journal of Management Inquiry, 15, 114-118. Google Scholar | SAGE Journals | ISI.
Dawson, C. (2002). Practical research methods: a user-friendly guide to masterning research techniques and projects. Oxford: How to Books.
DeMarrais, K., & Lapan, S. D. (2004). Foundations for research. New Jersey: Lawrence Erlbaum Associates.
Girgin, S. (2008). Recent advances in reinforcement learning. Villeneuve d'Ascq: Springer.
Gray, D. E. (2004). Doing research in a real world. London: SAGE Publications.
Jackson, A. W., & Davis, G. A. (2000). Turning points 2000: Educating adolescents in the 21st century. New York, NY: Teachers College Press.
Jaya, A. M. (2011). English revolution. Jepara: Mawas Press.
Kothari (2014). Research methodology and techniques. Published by Tsegaye Geze, 2016.
Lewis, G. (2007). Teenager (resourch books for teacher). Oxford: Oxford University Press.
Marczyk, G., DeMatteo, D., & Festinger, D. (2005). Essential od research design and methodology. New Jersey: John Wiley & Sons, Inc.
McGraw. (2002). Interaction I grammar. NewYork: McGraw Hill Company.
Moon, J. (2000). Children learning english. Oxford: Macmillan Publisher Limited.
Muiis , D. (2004). Doing quantitative research in education with SPSS. London: Sage Publication.
Parrot, M. (2004). Grammar for english teacher. Cambridge: Cambridge University Press.
Pilu, R. , Hardianto & Supraba, A. (2020). The effectiveness of EGRA (Exposure, Generalization, Reinforcement, Application) method in teaching. Jurnal studi guru dan pembelajaran, Vol. 3, No. 1, March 2020. https://doi.org/10.30605/jsgp.3.1.2020.247
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
Sari, M. (2017). The implementation of EGRA technique to improve students' ability in comprehending recount text at MTsN Hamparan Perak. Medan: UIN Sumatra Utara.
Schoenberg, I. E. (2012). Focus on grammar 2. New York: Pearson Education.
Sutton, R. S., & Barto, A. G. (2018). Reinforcement learning: An Introduction. London: The MIT Press.
Syahara, F. R. (2012). Improving the students’ grammar mastery through EGRA technique. Surakarta: Universitas Sebelas Maret.
Theodore, R., (2017). Approaches and method of using cooperative learning in teaching grammar.
Tynjala, P., & Lonka, M. (2001). Writing as a learning tool. Integrating theory and practice, journal of Netherlands. Kluwer Academic Publisher.
Zaenap, S. (2019). The use of EGRA technique in teaching passive voice in EFL classroom. Journal of voices of English language education society. E-ISSN 2579-7484 (24 – 30).
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
You are free to:
- Share "” copy and redistribute the material in any medium or format
- Adapt "” remix, transform, and build upon the material
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution "” You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- NonCommercial "” You may not use the material for commercial purposes .
- No additional restrictions "” You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
