Exploring EGRA (Experience, Generalization, Reinforcement, and Application) in EFL Students' Writing Narrative Text

Abstract

This study aimed to investigate how EGRA (Experience, Generalization, Reinforcement, Application) explored in EFL students’ writing a narrative text as a learning method. This research was conducted by using a qualitative approach using narrative inquiry by an interview and documentation. An EFL teacher who had used EGRA as a method in teaching writing a narrative text to ninth grade of junior high school has participated in this research. The research findings revealed that the process of teaching writing a narrative using EGRA by the teacher were successfully accomplished. The finding revealed that students are more interested and they showed positive attitudes in learning writing a narrative text by using EGRA method. The EGRA practice needed more time allocation than it should be, since the teacher conducted individual assessments to assess students’ writing process. The researcher recommended that the following studies to research combining EGRA based on the group work assessment.

Keywords: EGRA, Learning Writing, Narrative Text, Narrative Inquiry, Teacher’s Perception.