IMPROVING STUDENTS MASTERY OF PASSIVE TROUGH EGRA METHOD
This research aims at finding out whether or not EGRA method can improve students mastery of passive voice in one of Public Senior High Schools in Kuningan. A quasi-experimental design was employed in this research to test the objective theories by examining the relationship between two variables. P...
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| Format: | Article |
| Language: | English |
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Universitas Kuningan
2016-01-01
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| Series: | Indonesian EFL Journal |
| Subjects: | |
| Online Access: | https://journal.uniku.ac.id/index.php/IEFLJ/article/view/635/492 |
| _version_ | 1818956227077472256 |
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| author | Dini Siti Sundari |
| author_facet | Dini Siti Sundari |
| author_sort | Dini Siti Sundari |
| collection | DOAJ |
| description | This research aims at finding out whether or not EGRA method can improve students mastery of passive voice in one of Public Senior High Schools in Kuningan. A quasi-experimental design was employed in this research to test the objective theories by examining the relationship between two variables. Pre-test, post-test, and questionnaire were used to collect the data. The data were then analyzed by using SPSS 20.0. Before conducting pre- and post-test, the tests were tried out to check its validity and reliability. From 60 items, it was found that 40 items were valid and reliable because the items correlation coefficient (rxy) were higher than rtable and their Cronbach Alpha were higher than 0.07, so the researcher used them as pretest and posttest instruments. The t-test result was 0.000 which means that it was lower than 0.05 (0.000<0.05) so that the null hypothesis is rejected and alternative hypothesis is accepted. Then, the mean score of pre-test and post-test in experimental group were significantly different (55.77 up to 81.79). To confirm the result of this research, questionnaires were used. From the questionnaire, it was found that in affective aspects, 58.9%, 64.1% and 53.8% of the students agreed with the use of EGRA method. In behavioral aspects, 33.3%, 56.4% and 43.5% of the students agreed with the use of EGRA method. While in cognitive aspects, 56.4%, 56.4%, 51.2% and 58.9% of the students agreed with the use of EGRA method. So, it can be concluded that EGRA method can improve students mastery of passive voice. |
| first_indexed | 2024-12-20T10:50:36Z |
| format | Article |
| id | doaj.art-085a9b20a07f4d41bfce623889db8259 |
| institution | Directory Open Access Journal |
| issn | 2252-7427 2541-3635 |
| language | English |
| last_indexed | 2024-12-20T10:50:36Z |
| publishDate | 2016-01-01 |
| publisher | Universitas Kuningan |
| record_format | Article |
| series | Indonesian EFL Journal |
| spelling | doaj.art-085a9b20a07f4d41bfce623889db82592022-12-21T19:43:17ZengUniversitas KuninganIndonesian EFL Journal2252-74272541-36352016-01-0121344310.25134/ieflj.v2i1.635IMPROVING STUDENTS MASTERY OF PASSIVE TROUGH EGRA METHODDini Siti Sundari0University of KuninganThis research aims at finding out whether or not EGRA method can improve students mastery of passive voice in one of Public Senior High Schools in Kuningan. A quasi-experimental design was employed in this research to test the objective theories by examining the relationship between two variables. Pre-test, post-test, and questionnaire were used to collect the data. The data were then analyzed by using SPSS 20.0. Before conducting pre- and post-test, the tests were tried out to check its validity and reliability. From 60 items, it was found that 40 items were valid and reliable because the items correlation coefficient (rxy) were higher than rtable and their Cronbach Alpha were higher than 0.07, so the researcher used them as pretest and posttest instruments. The t-test result was 0.000 which means that it was lower than 0.05 (0.000<0.05) so that the null hypothesis is rejected and alternative hypothesis is accepted. Then, the mean score of pre-test and post-test in experimental group were significantly different (55.77 up to 81.79). To confirm the result of this research, questionnaires were used. From the questionnaire, it was found that in affective aspects, 58.9%, 64.1% and 53.8% of the students agreed with the use of EGRA method. In behavioral aspects, 33.3%, 56.4% and 43.5% of the students agreed with the use of EGRA method. While in cognitive aspects, 56.4%, 56.4%, 51.2% and 58.9% of the students agreed with the use of EGRA method. So, it can be concluded that EGRA method can improve students mastery of passive voice.https://journal.uniku.ac.id/index.php/IEFLJ/article/view/635/492EGRA methodpassive voicestudents |
| spellingShingle | Dini Siti Sundari IMPROVING STUDENTS MASTERY OF PASSIVE TROUGH EGRA METHOD Indonesian EFL Journal EGRA method passive voice students |
| title | IMPROVING STUDENTS MASTERY OF PASSIVE TROUGH EGRA METHOD |
| title_full | IMPROVING STUDENTS MASTERY OF PASSIVE TROUGH EGRA METHOD |
| title_fullStr | IMPROVING STUDENTS MASTERY OF PASSIVE TROUGH EGRA METHOD |
| title_full_unstemmed | IMPROVING STUDENTS MASTERY OF PASSIVE TROUGH EGRA METHOD |
| title_short | IMPROVING STUDENTS MASTERY OF PASSIVE TROUGH EGRA METHOD |
| title_sort | improving students mastery of passive trough egra method |
| topic | EGRA method passive voice students |
| url | https://journal.uniku.ac.id/index.php/IEFLJ/article/view/635/492 |
| work_keys_str_mv | AT dinisitisundari improvingstudentsmasteryofpassivetroughegramethod |