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Oraile, Orpa Penina
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Teaching Simple Present Tense Using EGRA Technique Nussy, Wenssy Steva; Oraile, Orpa Penina; Tiven, Punggulina Andawaty; Djirlay, Merlin; Kaidel, Devita; Ratmala, Dessy
Abdimas Indonesian Journal Vol. 4 No. 2 (2024)
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/aij.v4i2.488

Abstract

As one of Indonesia's underdeveloped, frontier, and outermost regions, Aru Regency faces significant challenges in providing quality English education, primarily due to a shortage of qualified English teachers. This shortage has resulted in students having limited exposure to the English language, particularly in foundational aspects such as grammar. Recognizing this issue, the community development team initiated a program aimed at improving students’ grammar proficiency, with a specific focus on the simple present tense. To achieve this, the team implemented the EGRA (Experience, Generalization, Reinforcement, Application) technique, a structured approach designed to enhance both understanding and application of grammar in a systematic manner.  The community development program was conducted at SMP Jeljakaka, involving a class of 30 students. At the outset, a pre-test was administered to assess the students' baseline understanding of grammar. The results revealed that the majority of students had not yet mastered fundamental grammatical structures, particularly the simple present tense. Following the intervention using the EGRA technique, the students were given a post-test to measure their progress. The results indicated a significant improvement in their understanding and application of the simple present tense. This demonstrated the effectiveness of the EGRA technique in addressing gaps in grammar mastery while also highlighting the importance of structured and interactive teaching methods in enhancing students' language skills in challenging educational contexts.
Speak and Shine: “Talk Dice Game” for Young English Learners Nussy, Wenssy Steva; Tiven, Punggulina Andawaty; Suryaningrum, Sumarah; Oraile, Orpa Penina; Ngosiem, Maria Jomima; Lorang, Liviya Donice
Abdimas Indonesian Journal Vol. 5 No. 1 (2025)
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/aij.v5i1.695

Abstract

The aim of this community service project is to investigate the implementation of the "Talk Dice Game" to improve the students' vocabulary skill in sentence construction in the fifth grade students of SD Kristen 1 Dobo which amounted to 28 students (Class VA). Although animals and body parts were previously introduced in English, students’ lexical knowledge was extended to four new categories: hobbies, food, family and jobs. Students played a game in which they rolled three dices to get a topic, a sentence starter, and the style of speaking; and then they each had to read the sentence they created in the style indicated by the third dice. The game promoted the technique of thinking on-the-spot, and also, created some rather surprising sentences. The findings were that not only did the game serve to promote vocabulary retention, it also enabled students to experiment with sentence-construction even with minimal training in grammar. The game supports the value of gamified, scaffolded language learning methods to early English instruction in an Indonesian primary school.
Reading, Encoding, Annotating, Pondering (REAP) As a Teaching Reading Strategy to Improve Students Reading Comprehension at The Tenth Grade of SMK Negeri 1 Dobo Oraile, Orpa Penina; Lekawael, Rosina F. J.; Binnendyk, Sophia
Indonesian Research Journal on Education Vol. 1 No. 3 (2021): irje 2021
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v4i4.1301

Abstract

This study aims to enhance students' reading comprehension through the Reading, Encoding, Annotating, Pondering (REAP) strategy using a classroom action research (CAR) methodology. Conducted with grade X-TPM students from SMK N 1 Dobo during the 2020/2021 academic year, the research involved 11 students over three cycles, each comprising planning, action, observation, and reflection. Data collection included pre-tests, post-tests, observation checklists, and student questionnaires. The study addressed two research questions: 1) How does the REAP method improve reading comprehension for tenth-grade students at SMK Negeri 1 Dobo? 2) What are the pros and cons of using REAP for teaching reading? Improvements in test scores measured success. The findings showed a marked enhancement in reading comprehension, with progressive score improvements across the cycles. Initially, only 2 students had good scores, but by the third cycle, all students scored between 70 and 95, meeting the success criteria and demonstrating significant improvement with the REAP strategy.
Co-Authors Binnendyk, Sophia Djirlay, Merlin Kaidel, Devita Lorang, Liviya Donice Ngosiem, Maria Jomima Nussy, Wenssy Steva Ratmala, Dessy Rosina F. J. Lekawael Suryaningrum, Sumarah Tiven, Punggulina Andawaty