THE USE OF EGRA ( EXPERIENCE, GENERALIZATION, REINFORCEMENT, APPLICATION ) TECHNIQUE TO IMPROVE THE STUDENTS’ WRITING SKILL ON DESCRIPTIVE TEXT FOR THE EIGHTH GRADE STUDENTS OF SMPIT NURUL ISLAM TENGARAN IN THE ACADEMIC YEAR 20162017

  

THE USE OF EGRA ( EXPERIENCE, GENERALIZATION,

REINFORCEMENT, APPLICATION ) TECHNIQUE TO IMPROVE

THE STUDENTS’ WRITING SKILL ON DESCRIPTIVE TEXT

FOR THE EIGHTH GRADE STUDENTS OF SMPIT NURUL

ISLAM TENGARAN IN THE ACADEMIC YEAR 2016/2017

  A Graduating Paper Submitted to the Board of Examiner in Partial Fulfillment for the Degree of Sarjana Pendidikan (S.Pd) in The English and Educational

  Department By:

ZULIA PERMATA QURROTA AINI NIM 113-12-154 ENGLISH DEPARTMENT OF EDUCATIONAL FACULITY

  

THE USE OF EGRA ( EXPERIENCE, GENERALIZATION,

REINFORCEMENT, APPLICATION ) TECHNIQUE TO IMPROVE THE

STUDENTS’ WRITING SKILL ON DESCRIPTIVE TEXT FOR THE EIGHTH

GRADE STUDENTS OF SMPIT NURUL ISLAM TENGARAN IN THE

  

ACADEMIC YEAR 2016/2017

A Graduating Paper Submitted to the Board of Examiner in Partial Fulfillment for the Degree of Sarjana Pendidikan (S.Pd) in English and Educational

  Department By:

ZULIA PERMATA QURROTA AINI NIM 113-12-154 ENGLISH DEPARTMENT OF EDUCATIONAL FACULITY

  

DECLARATION

  Here by the writer fully declares that the graduating paper is written by the writer herself, and it does not contain the materials written or has been published by other people and other’s people ideas except the information from the references.

  The writer is capable to account for her graduating paper if it can be proved or containing other’s idea or in fact, the writer imitates the other graduating paper in the future.

  Like wish, the declaration is written by the writer and she hopes that the declaration can be understood.

  th

  Salatiga, March 11 , 2017 The Writer,

  Zulia Permata Qurrota ‘Aini NIM. 113

  154 –

• – 12

th

  Salatiga, March 13 2017 Setia Rini, M.Pd.

  The lecturer of English Education Department Institute of Islamic Studies (IAIN) Salatiga

ATTENTIVE COUNSELOR

  Case: Zulia Permata Qurrota ‘Aini’s Graduating Paper Dear,

  Dean of Teacher Training and Educational Faculty Assalamualaikum Wr. Wb.

  After reading and correcting Zulia Permata Qurrota ‘Aini’s graduating paper entitled “THE USE OF EGRA (EXPERIENCE, GENERALIZATION, REINFORCEMENT, APPLICATION) TECHNIQUE TO IMPROVE THE STUDENTS’ WRITING SKILL ON DESCRIPTIVE TEXT FOR THE EIGHTH GRADE STUDENTS OF SMPIT NURUL ISLAM TENGARAN

  IN THE ACADEMIC YEAR 2016/2017”. I have decided and would like to propose that is paper can be accepted by the Teacher Training and Educational Faculty. I hope this paper will be examined as soon as possible.

  Wassalamialaikum Wr. Wb

  Counselor,

  Setia Rini, M.Pd NIP. 1975051820033122002

  A GRADUATING PAPER

THE USE OF EGRA ( EXPERIENCE, GENERALIZATION,

REINFORCEMENT, APPLICATION ) TECHNIQUE TO IMPROVE THE

  

STUDENTS’ WRITING SKILL ON DESCRIPTIVE TEXT FOR THE EIGHTH

GRADE STUDENTS OF SMPIT NURUL ISLAM TENGARAN IN THE

ACADEMIC YEAR 2016/2017

Created by:

  ZULIA PERMATA QURROTA ‘AINI NIM: 113-12-154

  Has been brought to the board of examiners of English and Education Department of Teacher Training and Education Faculty of State Institute of Islamic Studies

  th

  (IAIN) Salatiga, on 31 of March 2017 and hereby considered to completely fulfill of the requirement for the bachelor degree of Sarjana Pendidikan (S.Pd) in English and Education.

  Boards of Examiners, Head : Rr. Dewi Wahyu M, S.S., M.Pd.

  Secretary : Faizal Risdianto, S.S., M.Hum.

  st 1 Examiner : Mashlihatul Umami, M.A. nd 2 Examiner : Ruwandi, M.A.

  NIP.19670121 199903 1002

  

MOTTO

طق هعطقت لم نإ ،فيسلاك تقولا ع ك

  

“Waktu itu seperti pedang kalo kamu tidak memotongnya maka dia yang

akan memotongmu”

(mahfudhot)

  

DEDICATION

  This graduating paper is dedicated to: 1. My beloved mother Siti Khoiriyah and my father Awaludin Isnaini.

  Thanks for your love, affection, and always pray, and motivate me. I do love you.

  2. My beloved someone, who always support me and motivate me.

  3. My beloved little sister Sania Habibatu S, my little brother Muhammad Faqih B, who always take care of me and support me.

  4. Mrs. Setia Rini, M. Pd who always guides and supports in arranging this paper.

  5. All of my friends who always give support.

  

ACKNOWLEDGEMENT

Assalamu’alaikumWr. Wb Alhamdulillahirabil’aalamiin, firstly the writer says as praise and thanks

  To Allah SWT, the most gracious and merciful. Because of Him, the writer could finish this graduating paper as one of the requirement for the Bachelor Degree of Educational Studies (S.Pd) at English Education Department of State Institute for Islamic Studies (IAIN) Salatiga in 2015.

  Secondly, peace and salutation always be given to our Prophet Muhammad SAW who has guided us from the darkness into the lightness.

  However, this success would not be achieved without a support, guidance, advice, help, and encouragement from individuals and institutions. Thus, the writer would like to say thank to:

  1. Dr. Rahmat Hariyadi, M.Pd. Rector of State Institute for Islamic Studies (IAIN) Salatiga.

  2. Mr. Suwardi, M.Pd as the Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies Salatiga.

  3. Mrs. Noor Malihah, Ph.D as the head of English Education Department.

  4. Mrs. Setia Rini, M. Pd as my counselor who has guided, directed, motivated, and advised me patiently in the process of accomplishing this graduating paper.

  5. All of my lecturers in IAIN Salatiga, thanks for teaching me and given a lot of their worth knowledge to me along of my study in this Institute.

  6. All official staff of IAIN Salatiga.

  7. My beloved mother (Siti Khoiriyah), and my father (Awaludin Isnaini). Thank you very much for everything. May Allah keep you and give you happiness. I do love you.

  8. My beloved little sister (Tsania Habibatu S), my little brother (Muhammad Faqih B). Thank you very much for your support.

  9. My closest friends. Thank you for being my best friend.

  10. _{The big family of “SMPIT Nurul Islam Tengaran”.}

  11. _{All of my friends TBI ’12 especially E class. Thank you for being my} friends in happiness and sadness.

  12. _{All of my friends at IAIN Salatiga that I cannot mention one by one.}

  th

  Salatiga, March 11 , 2017 The Writer,

  Zulia Permata Qurrota ‘Aini NIM. 113

  154 –

• – 12

  

ABSTRACT

  ‘Aini, Zulia, P.Q. 2017. The Use Of EGRA ( Experience, Generalization,

  Reinforcement, Application ) Technique To Improve The Students’ Writing Skill On Descriptive Text For The Eighth Grade Students Of SMPIT Nurul Islam Tengaran In The Academic Year 2016/2017. A

  Graduating Paper. English Education Department of Teacher Training and Education Faculty. State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Setia Rini, M. Pd.

  Keywords: writing, descriptive text, EGRA technique

  The aims of her research are (1) To find out that EGRA technique can improve the students’ writing skill on descriptive text for the eighth grade students of SMPIT Nurul Islam Tengaran in the Academic Year 2016/2017. (2) To measure the incr easing of students’ improvement in using EGRA technique for their writing skill on descriptive text for the eighth grade students of SMPIT Nurul Islam

  Tengaran in the Academic Year 2016/2017. The research method that is used in this research is classroom action reserach. The subject of the research was 30 students at the eighth year students’ of SMPIT Nurul Islam Tengaran. The researcher uses two cycles; each cycle consists of planning, action, observation and reflection. The result of her research shows that there is an improvement of the students’ writing skill using “EGRA Technique”. It can be seen from T-test calculation in cycle I is 9,18 and cycle II is 3,67; T-table with level of significant 5%, with df= 29 is 2,04. Al so the increasing students’ mean score who pass the standardized score in percentage from cycle I to cycle II with the standardized score (the minimum of passing criteria) is 74, in the cycle I is 70% students and 93,33% in the cycle II. The increasing of score in percentage from cycle I to cycle

  II is 23, 33%.This indic ates that by applying “EGRA technique”, the students’ writing skill can be improved.

  TABLE OF CONTENTS TITLE PAGE i …………………………………………………. ii DECLARATION ……………………………………………… iii ATTENTIVES COUNSELOR NOTES ……………………... iv STATEMENT OF CERTIFICATION ………………………. MOTTO v

  

…………………………………………………………

vi DEDICATION …………………………………………………. vii ACKNOWLEDGEMENT ……………………………………. ix ABSTRACT ……………………………………………………. x TABLE OF CONTENTS ……………………………………… xiii LIST OF TABLES ……………………………………………..

CHAPTER I INTRODUCTION A. Background of the Study …………………………

  1 B. _{Statement of the Problems …………………………}

  4 C. _{Objectives of the Study ……………………....}

  5 D. _{Significance of the Study ………………………...}

  5 E. _{Limitation of the Problem ……………………......}

  6 F. _{Definition of Key the Terms ……………………..}

  6 G. _{The outline of the thesis Presentation …………….}

  8 CHAPTER II THEORITICAL FRAMEWORK A. _{Review the Previous Research Finding……………}

  10

  1.

  13 Definition of writing …………………………..

  2.

  14 Purpose of writing …………………………….

  3.

  15 Writing process ………………………………..

  4. Format w 18 riting …………………………………

  5.

  20 Scoring method of writing …………………….

  C. _{EGRA Technique ………………………………….}

  20 1.

  20 Definition of Technique ……………………….

  2.

  21 Definition of EGRA technique ………………..

  3.

  24 Concept of EGRA technique ……………… 4.

  25 Procedure of EGRA technique …………… D. _{Descriptive Text ……………………………………}

  28 1. Definition and Purpose of Descriptive Text........

  28 2. Generic Structure ……………………………….

  28 3.

  28 Language Features ……………………………...

  4.

  29 Example of Descriptive text ……………………

CHAPTER III RESEARCH METHOD A. Type of the Research ………………………………

  31 B. _{Setting of the Research …………………………….}

  32 C. _{Subject of the Research ……………………………}

  32 D. _{Procedure of the Research …………………………}

  35 E. _{Technique of Collecting Data ……………………..}

  37 F. _{Instrument of the Research ………………………..}

  38 G. _{Evaluation Criteria ……………………………….}

  38 H. _{Technique of Analyzing Data ……………………...}

  42 I. Technique of Deciding a Minimum Passing Grade (KKM) ......................................................................

  44 CHAPTER IV DATA ANALYIS A. _{Research Finding …………………………………}

  46

  2.

  61 Cycle II ……………………………………….

  B. _{Discussion ………………………………………..}

  74 CHAPTER V CLOSURE A. _{Conclusion ………………………………………..}

  76 B. _{Suggestion ………………………………………..}

  77 REFERENCES

CURRICULUM VITAE APPENDICES

  LIST OF TABLES

Table 3.1 List of VIII E Class of SMPIT Nurul Islam Tengaran ….. 33Table 3.2 Rubric of Pre-test and Post-Test in Cycle 1 and Cycle 2... 39

  Table 4.1 Observation sheet cycle I ……………………………....... 50

Table 4.2 Result of pre- test cycle I ………………………………... 52Table 4.3 Result of post-test cycle I ………………………….. …… 54Table 4.4 Result of the pre-test and post- test cycle I ………………. 56

  Table 4.5 Observation sheet cycle II ………………………………. 63

Table 4.6 Result of pre- test cycle II ………………………….......... 65Table 4.7 Result of post- test cycle II ……………………………… 67Table 4.8 Result of the pre-test and post- test cycle II …………….. 69Table 4.9 Mean of the students’ score …………………………….. 74

  Table 4.10 Mean of the students’ score in percentage ………............ 74

CHAPTER I INTRODUCTION This chapter contains of background of the study, statement of the problem,

  the objectives of the study, significance of the study, limitation of the problem, definition of the key terms, hypothesis.

A. Background of the Study

  English is very important to be learnt, because it is an internasional language. In Indonesia, most students have gotten English lesson from junior high school until university level. Based on the English curriculum, English teaching is focuse on the language skills: listening, speaking, reading, and writing. All these four language skills are taught in an integrated way but the emphasis of teaching that the researcher wants is restricted to writing only. Richard in Setiasih (2015: 6) said that writing should be taught and the teaching materials and the method must be adjusted to the students’ objectives and needs.

  In writing students need to know the way of how to write well, so that they can produce a good composition. Lado (1964: 146) stated to write a communication he must have something to say on some topic, have a point of view and focus, follow accepted conventions of format and be effective. Writing is one activity that the students do in almost of their assignment. They can express their ideas, tell stories and give information. complicated for students to master because it needs long process. It is started from pre writing up to editing and it involves some kinds of writing skills or abilities. Harmer (2004: 12) said that process writing is a way of looking at what people do when they compose written text.

  In this research the researcher tries to discuss about writing skill that focuse on some texts that English has. We can see there are kinds of texts that should be taught to students of the second year of Junior High School. They are recount text, descriptive text, narrative text, announcement, invitation. From all of the texts the researcher will focuse on descriptive text to be discussed. Descriptive text is a text which says what a person or thing is like. Its purpose is to describe and reveal a particular person, place or thing. Kane (2000: 352) stated that description is about sensory experience, how something looks, sounds, tastes. Mostly it is about visual experience, but description also deals with other kinds of perception. Description aims is to stimulate the imagination to form the picture, even the simplest kind of description.

  The researcher has observed about the eighth years students of SMPIT Nurul Islam Tengaran in their teaching and learning of English as a foreign language. The researcher got the information from the English teacher, that the eighth grade students of SMPIT Nurul Islam Tengaran still do not understand clearly about what the descriptive text is, how to write it, what is the generic structure of it. Their teacher said they can arrange the texts to become good texts as descriptive text is and still face some grammatical error. From the data the students got the score (57) which the minimal passing grade is (74). The students score in writing ability still low, and it make the researcher wants to increase the score higher than the minimal passing grade.

  In Indonesia many students who do not understand and interest in develop their skill in communicating English especially writing, like the students of SMPIT Nurul Islam Tengaran. From this, the researcher tries to conduct research by using method or technique to increase the students’ ability in writing. Teachers have to prepare some technique of teaching to help the students study and acquire writing. According to Hamzah, Nina, Satria (2010: 32) that the function of technique is as the giver or the best possible way for the operational executor of education. To create the comfortable atmosphere in the class, the teachers need some technique in order that students enjoy learning English especially writing. Teachers also have to give students motivation in order to make the students interest in study English writing. Now, there are some techniques used in teaching writing, one of them is EGRA (Experience, Generalization, Reinforcement, and Application). Applebee and Langer in Nunan (1992: 117) suggest that teachers need to scaffold for the learner.

  By using an EGRA technique, the student are given opportunity to find out the form and function of the sentence by themselves. Every stage unconsciously learners to expose a particular structure item in use, the objective of generalization is that learners better remember conclusion about form and function, they make by themselves, the objective of the reinforcement helps the learners to check or revise their generalization, and the objective of the application uses or applies structure items learned in the previous stage to communicate information or massages, Adrian (1998) in Syahara (2013: 5). In this case the researcher conducted a research on

  “THE USE OF EGRA ( EXPERIENCE, GENERALIZATION, REINFORCEMENT, APPLICATION ) TECHNIQUE TO IMPROVE THE STUDENTS’ WRITING SKILL ON DESCRIPTIVE TEXT FOR THE EIGHTH YEAR STUDENTS OF SMPIT NURUL ISLAM TENGARAN IN THE ACADEMIC YEAR 2016/2017”.

B. Statement of the Problems

  Based on the background of the study the problem statements are formulated as follow: a. How is the implementation of EGRA technique in improving students’ writing skill on descriptive text for the eighth grade students of SMPIT Nurul Islam Tengaran in the Academic Year 2016/2017? b. How far is the use of EGRA technique can improve the students’ writing skill on descriptive text for the eighth grade students of

  C. Objectives of the Study

  In order to specify the topic, the researcher has some objectives to describe as follow: a. To find out that implementation of EGRA technique can improve the students’ writing skill on descriptive text for the eighth grade students of SMPIT Nurul Islam Tengaran in the Academic Year 2016/2017.

  b. To measure how far is the use of EGRA technique can improve the students’ writing skill on descriptive text for the eighth grade students of SMPIT Nurul Islam Tengaran in the Academic Year 2016/2017.

  D. Significance of the Study

  The significance of the research of EGRA technique will expect to be use as a feedback for increasing students’ ability in learning English especially in writing of descriptive text, it will also expect to be useful for:

  1. The teacher, the result of the research can be useful as an information for English lecture to increase in teaching and guide students on writing lesson of descriptive text in the class.

  2. The students, the result of the research can use to motivate the students in improving and increase their interest in writing subject on descriptive text especially.

  3. The result of this research can use as a feedback for knowledge and sience especially in teaching English. The researcher hopes for the result of this research can bridge for the people in learning English as the second language.

  E. Limitation of the Problem

  This paper will focuse on the students’ ability in make a descriptive text of the eighth grade students of SMPIT Nurul Islam Tengaran in academic year of 2016/2017. The researcher also will focuse on the use of EGRA ( Experience, Generalization, Reinforcement, Application ) technique for eighth grade student of SMPIT Nurul Islam Tengaran in teaching writing of descriptive text.

  F. Definition of Key the terms

  1. Writing Writing as a device for recording speech by means of visible marks, and take the written language to be a point by point equivalent of its spoken counterpart (Gelb 1969:11). Writing is a graphic representation of a language. Picture or graphic symbol do not constitute writing unless they form a system representing the unit of a language so that its patterns can be grasped by the reader (Lado 1964:222). Writing is the activity or occupation of writing English books, stories or article. (Oxford 1995:1383)

  2. Description Description is saying in word what somebody or something like

  (Oxford 1995:314). Description is a composition that describes something, which the reader is like can see, hear, or feel the incident by himself (Solahudin 2009:172).

  3. Text Text is the main written or printed part of book or page, contrasted with notes, illustration. Text is any form of written material or written form of a speech, a play, an article (Oxford 1995:1234).

  4. Technique Technique in addition to general preparation of a teacher, one needs special preparation to teach a language (Lado 1969:10).

  5. EGRA E (Experience)

  Experience is the procces of gaining knowlegde or skill over a period of time through seeing and doing things rather than through studying (Oxford 1995:404). G(Generalization)

  Rivers (1968:77) says that generalization become more comprehensive as the students advance in knowlegde of language and it is able to recognize characteristics feature of the language structure. R( Reinforcement )

  According to Oxford (1995:984) is to make a structure or a material stronger, by adding another material to it. A( Application ) Application is the action or instance of putting or spreading something onto something else.(Oxford 1995:48)

G. The outline of the thesis presentation

  The thesis consist of five chapters as follow: 1.

  Chapter I Introduction that containts of background of the study, statement of the problems, the objectives of the study, significance of the study, limitation of the problem, definition of the keyterms, hypothesis.

  2. Chapter II This chapter contains of literature review. In this chapter, the researcher divides into: Some pertinent ideas: A. Review previous research findings, B. Writing (definition of writing, purpose of writing, writing process, format writing, assesing writing) C. EGRA technique ( Experience, Generalization, Reinforcement, Application), D. Descriptive text ( definition of descriptive text, purpose of descriptive text, generic stucture) resume.

  3. Chapter III This chapter contains of research methodology. This chapter deal with the types of research, place and time of research, research subject, research procedure, technique of collecting data, research instruments, evaluation criteria, technique of analyzing data.

  4. Chapter IV In this chapter, the researcher presents the result of the research, namely findings and discussion.

  5. Chapter V This chapter contains of conclusion. It is the last chapter of ends the study and the researcher states the conclusion of the study in summary.

CHAPTER II THEORETICAL FRAMEWORK

  (This chapter contains of literature reviews. In this chapter, the researcher divides into some pertinent ideas: A. Review the previous research finding, B.

  Writing (definition of writing, purpose of writing, writing process, format writing)

  C. EGRA technique (experience, generalization, reinforcement, application), resume.) D. Descriptive text definition of descriptive text and purpose of descriptive text, generic structure, language feature, example) H.

   Review the previous research findings

  Actually, this research is not the first research by using EGRA technique and on the writing skill. Several research that have observed about EGRA and students’ writing skill. The research that will support this research were written by Heri (2010), Ratna, Rita, Hasyim (2016), Ikhsan Susilo (2015) and Hapsari (2015). This research and their research have similar technique and object research, their research also focuse in improving students’ ability in writing descriptive text.

  Heri ( 2010 ) conducted the research on

  “Teaching Recount Text to

  Improve the Writing Ability of the Second Year Students of MTs Ma’had Ponpes DDI Pangkajene through EGRA Technique

  ”. In his research, most

  of students’ achievement at writing recount text was categorized very poor. And this figures out that students had better ability at writing recount text after being taught through EGRA technique. Then, the use of EGRA technique had a significant difference from their achievement before the application of EGRA technique.

  Ratna, Rita, Hasyim (2016) conducted the research on” Teaching

  Passive Voice to The Grade X through EGRA Technique”. The objective of this research was to prove that the use EGRA technique was effective in teaching passive voice to Grade X of SMA Negeri 5 Palu. The researcher used quasi experimental research. The research samples were XMIPA1 which consisted of 27 students and XMIPA3 which consisted of 28 students. XMIPA1 was the experimental group and XMIPA3 was the control one. The experimental group was given treatment, while the control group was not. Based on the result, the researcher concludes that EGRA gives significant difference in teaching passive voice. In other words, the use of EGRA techniqueis effective in teaching passive voice to Grade X of SMA Negeri 5 Palu .

  Ikhsan Susilo (2015) conducted the research on

  “The effectiveness

  of using realia to improve the students’ ability in writing descriptive text (an experimental study of SMA Saraswati Salatiga in twelfth grade in the academic year of 2014/2015)

  ”. Because his research was an experimental

  study, he used two classes to did a research. The XII MMA class was became an experimental group and XII MMB class was became a control group. In his research, the experimental group who were taught by using realia media had a high score, and the score is 8.74, for control group who

4.27. The researcher concludes that realia media could improve the students’ ability in writing descriptive text.

  The next research that will support this research was written by Siska Hapsari (2015). Her research has similar object research, that was improving writing skill on descriptive text. Siska Hapsari (2015) conducted the research on

  “ The use of fortune cookies game to improve

  students’ writing skill on descriptive text ( A classroom action research of the tenth year students of man salatiga in the academic year of 2014/2015)

  ”. In her research, the implementation of Fortune Cookies game in writing skill of the tenth year students of MAN Salatiga runs well.

  The students could receive and applied Fortune Cookies game in their writing process. Although in the first meeting they still confused, in the next meeting they can enjoy the writing lesson with this game. In addition, the student not only succesfully improving their writing skill but also they are succesfully build their self confidence.

  Based on the explanation above the differences of this research and the previews research finding was on object research, technique, procedure and population of the research. Heri (2010) used EGRA technique to improve a writing skill on recount text and Ratna, Rita, Hasyim (2016) used EGRA to teach passive voice. This research and the research of Heri, Ratna, Rita, Hasyim used a similar technique but different focus of the research. But, the research of Siska (2015) and Ikhsan (2015) was similar with this research on the focus of research which is writing skill on descriptive text.

  Based on the findings above, the researcher concluded that the students need many exercises to improve their English skill especially writing. In this case the teachers are expected to give some tasks about writing lesson. Concerning with that, this research tried the use EGRA technique to teach descriptive text to improve writing ability. In this research, the researcher only used one class: experimental class. So, the difference between their research and this research was on the subject of research. They use two classes as their subject. Which, one class becomes an experimental class and the other class becomes a control class. And this research only use one class as an experimental class.

A. Writing 1. Definition of writing

  According to Gelb (1969: 11) writing is expressing meanings and notions loosely connected with speech. Long and Richard in Setiasih (2015: 4) stated that writing is a process through which meaning is created. The act of writing generates ideas and is a way to explore one’s feelings and thoughts. Hammer (2004: 3) said that writing has been seen as a desirable skill for whole population.

  Phillips (2008: 57) stated that writing is much more then the simple mechanics of getting the words down; it also involves being creative, spelling, grammar, punctuation, choice of appropriate words, sentence lingking, and text construction. Like Hammer (2004: 44) said that writing, like any other skill, has its ‘mechanical’ components. Pincas (1987: IV) expressed that writing enables the human being to communicate and express their feeling and opinions, writing is a means of both communication and self expression.

2. Purpose of writing

  Effective writers usually have a purpose in mind and construct their writing with a view to achieving that purpose. Hammer (2004: 39) stated that the most effective learning of writing skills is likely to take place when students are writing real messages for real audiences, or at least when they are performing tasks which they are likely to have to do in their out- of- class life. Meyer (1992) in Hapsari (2015: ) categorizes the purpose of writing into three categories, to persuade, to inform, and to entertain.

  a. To inform The writer generally explains or describes an idea, a process, an even, a belief, a person, a place or thing to give information.

  The writer also gives the facts and explains its causes.

  b. To Persuade A writer tries to change the audience or behave differently. In this sense, the writer appeals to the readers’ logic or emotion c. To Entertain The writer gives some efforts to make the reader laughed, smiled, fascinated, surprised or even angry.

  Based on the purposes that stated by Meyer above, the researcher concluded if the writing that we make should inform something to its readers. In addition, the writing is hoped that it can influence the reader’s mind. In this case, it can inform them about things.

3. Writing process

  Setiasih (2015: 46) said that wrote an essay is a process. It means that in making a good writing there are stages that must be passed a writer. Harmer (2004: 4) stated that there are 4 elements in writing process: planning, drafting, editing, and final version.

  a. Planning According to Harmer (2004: 4), before starting to write or type, try and decide something that going to say. When planning, writers have to think about three main issues that consist of the purpose of the writing, the audience they are writing for, the content structure of the writing.

  b. Drafting Harmer (2004: 5) said that the first version of a piece of writing is a draft. This first go at text is often done on the assumption that it will be amended later. According to Setiasih (2015: ), strategies that can be used to draft the writing, such as mapping thoughts, conferencing, writing off lead, free writing, self-reflecting and self-questioning. One dimension of good writing is the writer’s ability to visualize an audience. Although writing in the classroom is most always for the teacher, the students may also be encouraged to write for different audiences, among whom are peers, other classmates, friend and family members.

  c. Editing ( Reflecting and Revising) Reflecting and revising are often helped by other readers

  (or editor) who comment and make suggestion. Another readers’ reaction to a piece of writing will help the author to make appropriate revision (Harmer, 2004: 5). Editing could refer to ideas, organizational writing, vocabulary, spelling, grammar, and manner of writing in English. Editors can give any comments or suggestions for repair.

  At this stage, students are engaged in tidying up their texts as they prepare the final draft for evaluation by the teacher. They edit their own or their peer’s work for grammar, spelling, punctuation, diction, sentence structure and accuracy of supportive textual material such as quotations, examples and the like. When students revise, they review their texts on the basis of the feedback given in the responding stage. The activity for revising may have the students working in pairs to read aloud each other ’s draft before they revise. As students listen intently to their own writing, they are brought to a more conscious level of rethinking and resending what they have written. Meanings which are vague become more apparent when the writers actually hear their own text read out to them.

  d. Final version Writers have edited their draft, making the changes they consider to be necessary, they produce their final version. This may look considerably different from both the original plan and the first draft, because things have change in the editing process (Harmer, 2004: 5). Brown (1994: 335) states that several strategies and skills applied to the drafting or revising process in writing, they include the following activities:

  1) _{Getting started (adapting the free writing technique).} 2) _{Optional monitoring of one’s writing (without} premature editing and diverted attention to wording, grammar, etc). 3) _{Peer editing (accepting/ using classmate comments).} 4) _{Using the instructor’s feedback.} 5) _{Reading aloud technique in small groups or pair.} 6) _{Poof reading.} Based on the explanation, the researcher concludes that we need all elements of writing process to make a good writing form. The students do planning, drafting, editing, final version when they compose some text.

4. Format writing

  Gower, Philips, and Walters (1995) in Hapsari (2015: 15) state that writing involves many different aspects. It is useful to look at them under these headings:

  a. Handwriting This maybe is a problem for students who are not familiar with Roman script.

  b. Spelling Speakers of languages are consistent where the spelling and pronunciation.

  c. Punctuation The conventions of English capital letters and punctuation are not universal and might have to be taught.

  d. Sentence Construction The construction of sentences that is grammatically correct, using correct word. e. Organizing A Text and Paragraphing Divide the information into paragraph. Knowing when start a new paragraph. Ordering the paragraph to present a logical argument, tell a story, etc.

  f. Style Using language that appropriate the formality and style of the text.

  Based on the explanations, the researcher concludes that writing is a process of making good sentences in paragraph. Writing has 4 elements in it process such as, planning, drafting, editing, final version. To write some paragraph the writer must has its mechanical involve, being creative, spelling, grammar, punctuation, choice of appropriate words, sentence linking, and text construction.

5. Scoring method of writing

  According to Hapsari (2015: 21) that there are three major approaches to scoring writing performance that commonly used by test designer: holistic, primary trait, and analytical. Holistic method is a single score to assign an essay, which represents a reader’s general overall assessment. Primary trait scoring is a variation of the holistic method in that the achievement of the primary purpose or trait of an essay is only factor rated. The last in analytical scoring, breaks a test taker’s written text down into a number of subcategories (organization, grammar, content, idea, vocabulary, etc) Brown (2004: 243). The

  Analytic scoring may be more appropriately called analytic assessment in order to capture its closer with classroom language instruction than with formal testing. Brown and bailey (1984) in Brown (2004: 243) designed an analytic scoring scale that specified in five major categories and a description of five different levels category, ranging from ‘unacceptable’ to ‘excellent’.

B. EGRA technique 1. Definition of Technique

  In oxford Advanced Learner’s Dictionary of current English states that technique is method of doing something expertly. Richards (1968:15) states that technique is implementation that which actually take place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplishing an immediate objective. Further, Brown (1994: 51) says that technique is any of a wide variety of exercises, activities, or devices used in the language classroom for realizing lesson objectives.

  Based on the explanation, the researcher conducted the EGRA as the technique to teach English writing. The researcher wants that the students become more active in the class when they learned by using EGRA technique.

2. Definition of EGRA Technique

  According to Marpudin (2008) EGRA stands for E, which is experience; G is generalization; R is reinforcement, and A is application. The following is the brief explanation each stage of EGRA technique.

  a. Experience Experience is a learning stage where students are subconsciously expose to the meaningful use of particular structure item by using picture, game, or video. This learning experience makes the students more active from the beginning of the teaching process where they will come into a great discovery. According to Harmer (1991: 114) such experiences give us points of common reference to talk about and can be used as reason to bond with each other. It is an ideal way of showing the material in picture, audio or video.

  b. Generalization In this stage the students are led through tasks in a group to discover form, meaning and function of a structure they have been exposed to. The rational for the generalization is the learner better remember conclusion about the form and function(s) they make for themselves. Krashen (1982: 66) said good teacher also take advantage of the students’ knowledge of the world in helping comprehension by discussing topic that familiar to the students.