THE EFFECTIVENESS OF EGRA TECHNIQUE IN TEACHING WRITING RECOUNT TEXT AT EIGHTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL

Diana, Fika Nur (2026) THE EFFECTIVENESS OF EGRA TECHNIQUE IN TEACHING WRITING RECOUNT TEXT AT EIGHTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL. Undergraduate thesis, Universitas Islam Kiai Haji Achmad Siddiq Jember.

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Abstract

Writing is one of the complicated skills in learning English, especially for high school students. Writing is the ability to express thoughts or opinions in written form. However, many students still struggle in generating concepts, organizing texts, and using appropriate linguistic elements. Students are afraid of making grammatical errors and have a limited vocabulary. Therefore, effective learning techniques are necessary to assist students who struggle in writing. The EGRA (Experience, Generalization, Reinforcement, and Application) technique can be applied to teach writing skills, especially recount texts.
The research question to be answered in this research is whether there is a significant effect of using the EGRA Technique in teaching students to write recount texts. The objective of the research is to identify the effectiveness of the EGRA Technique in teaching writing recount texts. Specifically, this research aims to examine students’ writing performance in the pre-test and post-test. It also seeks to ascertain how significantly the EGRA technique affects students’ writing ability. The research focuses on several aspects of writing, including content, organization, vocabulary, grammar, and mechanics.
The method used in this study was a quantitative method with pre-experimental design using one-group pre-test and post-test. This research was conducted in the eighth grade of MTs Bustanul Ulum, involving one group as a sample. The data were collected through pre-test and post-test writing assessments. The results were analyzed using statistical tests, including descriptive statistics, normality test, and paired sample t-test to determine the significance difference between the pre-test and post-test scores.
The results of this research showed that there was a significant difference between the pre-test and post-test scores. Students' average scores on the pre-test was 65.65 and students' average scores on the post-test was 78.01. This indicates that the students’ mean score increased by 12.36 points and the percentage increase was about 18.83%. Furthermore, the paired sample t-test result showed that the significance value (Sig. 2-tailed) was 0.000, which is lower than 0.05. This indicates that the EGRA technique had a significant effect on students' writing achievement. Therefore, it can be concluded that the EGRA technique is effective in teaching writing recount text. It also can be stated that the alternative hypothesis (Ha) is accepted while the null hypothesis (H0) is rejected. Thus, the EGRA technique can be applied as an alternative teaching strategy in teaching writing recount text

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