The table 4.15 above is useful to the data by using t-test formula. There are several steps to be taken before using t-test formula. They are determining mean,
deviation standard, standard error of mean, standard error of difference of mean, determining t
o,
and determining degrees of freedom. The following is the steps: 1. Determining Mean Variable X:
M
x
=
∑
= =
16.46 2. Determining Mean Variable Y:
M
y
=
∑
= =
9 13
16 13
-0.45714286 4
0.208979594 16
14 17
5 0.54285714
-4 0.294693874
16 15
11 21
-5.45714286 12
29.78040819 144
16 15
3 -1.45714286
-6 2.123265314
36 17
17 3
0.54285714 -6
0.294693874 36
18 22
1 5.54285714
-8 30.72326527
64 19
20 11
3.54285714 2
12.55183671 4
20 11
9 -5.45714286
29.78040819 21
17 4
0.54285714 -5
0.294693874 25
22 22
12 5.54285714
3 30.72326527
9 23
24 9
7.54285714 56.89469383
24 11
14 -5.45714286
5 29.78040819
25 25
11 12
-5.45714286 3
29.78040819 9
26 16
2 -0.45714286
-7 0.208979594
49 27
16 6
-0.45714286 -3
0.208979594 9
28 18
11 1.54285714
2 2.380408154
4 29
19 10
2.54285714 1
6.466122434 1
30 17
5 0.54285714
-4 0.294693874
16 31
20 11
3.54285714 2
12.55183671 4
32 17
16 0.54285714
7 0.294693874
49 33
17 10
0.54285714 1
0.294693874 1
34 12
6 -4.45714286
-3 19.86612247
9 35
11 8
-5.45714286 -1
29.78040819 1
36 4
-5 25
Ƹ 576
324 592.6857143
862 Mean 16.45714286
9 16.93387755 25.8125
3. Determining Deviation Standard of Score of Variable X: SD
x
=
∑
=
.
=
√ . = 4.11
4. Determining Deviation Standard of Score of Variable Y: SD
y
=
∑
= =
√ . = 4.89 5. Determining Standard Error of Mean Variable X:
SE
Mx
=
=
. √
=
. √
=
. .
= 0.70 6. Determining Standard Error of Mean Variable Y:
SE
My
=
=
. √
=
. √
=
. .
=
0.83
7. Determining Standard Error of difference of Mean Variable X and Mean Variable Y:
SE
Mx - My
= =
. .
= √ . .
= √ . = 1.08
8. Determining t
o
with formula:
t
o
=
=
. .
=
. .
=
6.91 9. Determining degree of freedom:
df = N
1
+ N
2
– 2 = 35 + 36 – 2
= 71 – 2 = 69
Based on the calculation above, it shows that the result of the t-test from the experimental and controlled class is 6.91. The degree of freedom df is 69 and
t
table
from the df 69 by using the degree of significance 5 is 1.667. The statistical hypothesis of this research can be seen as follows:
1. Null Hypothesis H
o
: There is no significant difference between the result after teaching writing recount text by using guided question technique and
without using guided question technique at the eighth grade students of MTs.
Negeri 13 Jakarta.
2. Alternative Hypothesis Ha: There is a significant difference between the result after teaching writing recount text by using guided question technique
and without using guided question technique at the eighth grade students of
MTs. Negeri 13 Jakarta.
The criteria used to prove the hypothesis is as follow: a. If t-test t
o
t- table t
t
in significance degree 5, null hypothesis H
o
is rejected or alternative hypothesis H
a
is accepted. b. If t-test t
o
t- table t
t
in significance degree 5, null hypothesis H
o
is accepted.
Based on the description of the calculation above, it can be concluded that: 1. The value of t
table
in significance 5 is 1.667. 2. The value of t
o
is 6.91 3. So, the result is 6.91 1.667. It means that t
o
is higher than t
table
.
Thus, it can be summarized that t
o
t
table
6.91 1.667. It means that the null hypothesis H
is rejected and the alternative hypothesis H
a
is accepted. It means that there is a significant difference between the result after teaching
writing recount text by using guided question technique and without using guided question technique at the eighth grade students of MTs. Negeri 13 Jakarta.
C. Data Interpretation
The discussion of this research is based on the research question which is to find out the effectiveness of using guided question technique on students’
writing skill of recount text at the eight grade students of MTs. Negeri 13 Jakarta. Based on the post-test result, it was known that the students’ score in writing
recount text showed the differences in both experimental and controlled class. The mean score of post-test, the experimental class had 76.91 and controlled
class had 70.28. The post-test mean score in the experimental was higher than controlled class.
The experimental class had 35 students and the controlled class had 36 students. Therefore, degree of freedom df was 35+36 – 2 = 69. The t
table
with df
69 at level of significance 5 is 1.667. The t
o
in this research was 6.91. Therefore, t
o
was higher than t
table
6.911.667, which means that the null hypothesis H
is rejected and alternative hypothesis H
a
ia accepted. It means that there is a significant difference between the result after teaching writing
recount text by using guided question technique and without using guided question technique at the eighth grade students of MTs. Negeri 13 Jakarta.
From those result, it can be interpreted that the mean of post-test score in the experimental and controlled class increased better than the mean of pre-test
score. Although the mean of post-test score of both classes increased, the experimental class has the higher improvement than the controlled class. Thus,
it can be concluded that guided question technique is effective on students writing skill of recount text at the eighth grade students of MTs. Negeri 13
Jakarta.
54
CHAPTER V CONCLUSION AND SUGGESTIONS
A. Conclusion
The students’ difficulty in writing recount text is caused by some problems. One of them is students got confused of what they wanted to write and start
writing. It was because they did not know the technique to start and organize their ideas easier in writing recount text. Thus, the writer applied guided question
technique to make students easier to start writing. Guided question technique gave a chance to the students to organize their ideas before writing recount text
in paragraph.
Based on the research conducted at the eighth grade students of MTs. Negeri 13 Jakarta, it can be concluded that using guided question technique is effective
on students’ writing skill of recount text. Using guided question technique has good effects on teaching writing recount text. It can improve students’ writing
skill of recount text. Based on the data in this research showed that students’ mean score of post-test in experimental class 76.91 with the average of gained
score 16.46 was higher than mean score of post-test in controlled class 70.28
with the average of gained score 9. The result of the statistic calculation indicated that the value of t
o
= 6.91 and the t
table
of degree of freedom df 69 with the level of significance 5 is 1.667. Therefore, t
o
was higher than t
table
6.91 1.667. So, the alternative hypothesis H
a
was accepted. It means that there was significant difference between the students who were taught writing
recount text by using guided question technique and without guided question technique.
After doing the research and anlyzing, the writer draws a conclusion that using guided question technique is effective on students’ writing skill of recount
text at the eighth grade students of MTs. Negeri 13 Jakarta. It was proven by the research finding that the students showed their significant improvement in
writing recount text.
B. Suggestions
After conducting the research, suggestions can be showed related to research findings and discussion as follows:
1. The teacher should use guided question technique in teaching writing
recount text to help students generate their ideas easier before making a recount text become a paragraph.
2. The teacher should be more creative in teaching writing because teacher has an important role in teaching writing.
3. The students should also have more practice in writing because writing is not an automatic process. They can have more practice in writing recount
text by using guided question technique.
4. For further researchers, they should assess the students’ writing test with more than one scorer to prevent the subjectivity of scoring because the
weakness of this research is the scoring of students’ writing test. It was only done by the writer. Besides, the future researchers can also have a research
by using guided question technique in teaching writing other texts beside recount text.
56
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