That is the main formula of t-test to do the hypothesis test. Before using the formula, the researcher also used some calculation procedure,
such as: a.
Determining mean of variable X ∑
b. Determining mean of variable Y
∑
c. Determining standard of deviation score of variable X
√ ∑
√
√ √
d. Determining standard of deviation score of variable Y
√ ∑
√
√ √
e. Determining standard error mean of variable X
√
√ √
f. Determining standard error mean of variable Y
√
√ √
g. Determining standard error of different mean of variable X and mean
of variable Y √
√ √
√
h. Determining t
t-test
i. Determining degree of freedom
The value of df 48 at the degree of significance 5 t-table is
2.011.
j. The testing of hypothesis
The statistical hypothesis of the research is:
H : Using indirect feedback is not effective in teaching writing of
procedure text than without using it. Ha: Using indirect feedback is effective in teaching writing of
procedure text than without using it. The criterion used to analyze the hypothesis test is, such as:
1. If the t-test t
t-table t
t
in the significance degree of 0.05, H null hypothesis is rejected.
2. If the t-test t
t-table t
t
in the significance degree of 0.05, H null hypothesis is accepted.
4. Distribution of Frequency Data
a.
The Distribution Frequency of Experiment Class
Highest score = 28 Lowest score = 3
Distance rentangan, r = Highest score – Lowest score
=
28 – 3 = 25
Interval class kelas interval, k = 1 + 3.3 log n = 1 + 3.3 log 25
= 1 + 3.3 1.398 = 1 + 4.613
= 5.613 = 5 Interval, i =
i = = 5
Condition syarat = k.i ≥ r + 1 = 5 x 5 ≥ 25 + 1
= 25 ≤ 26 declined
Therefore, i = 5 + 1 = 6
Table 4.7 Gained Score Experiment Class
No Gained Score
Frequency fr
1 3
– 8 9
36 2
9 – 14
6 24
3 15
– 20 8
32 4
21 – 26
1 4
5 27
– 32 1
4 ∑
– 25
100
fr = x 100
b. The Distribution Frequency of Control Class
Highest score = 16 Lowest score = 3
Distance rentangan, r = Highest score – Lowest score
=
16 – 3 = 13
Interval class kelas interval, k = 1 + 3.3 log n = 1 + 3.3 log 25
= 1 + 3.3 1.398 = 1 + 4.613
= 5.613 = 5 Interval, i =
i = = 2.6
Condition syarat = k.i ≥ r + 1 = 5 x 2.6
≥ 13 + 1 = 13 ≤ 14 declined
Therefore, i = 2.6 + 1 = 3.6 = 4
Table 4.8 Gained Score Controlled Class
No Gained Score
Frequency fr
1 3
– 6 10
40 2
7 – 10
8 32
3 11 - 14
5 20
4 15 - 18
2 8
5 19 - 22
∑ –
25 100
fr = x 100
C. The Result of Data Analysis and Discussion
According to the calculation above, the researcher concludes that the data is normally distributed and homogenous. The normality of the
data can be seen at the t-table 0.173 is higher from the L-max score of experiment class pre-test 0.0908, experiment class post-test 0.135,
controlled class pre-test 0.1359, and controlled class post-test 0.0807. Also, the homogeneity of experiment and controlled class pre-test can be
seen from F F α
n1-1, n2-1
or F F
t 0.05, 24, 24
= 1.26 1.98 or while the
homogeneity of experiment and controlled class post-test can be seen from F F α
n1-1, n2-1
or F F
t 0.05, 24, 24
= 1.90 1.98 .
The calculation also shows the result of hypothesis test. The researcher used t-
test formula in the significance degree α of 5 to do the test. Then, he got the result that t-test 6.75 t-table 2.011. It means
that the t-test is higher than t-table. It states that the alternative hypothesis H
a
is accepted and the null hypothesis H is rejected.
Teaching learning process in the first grade is purposed to make students write procedure text well organized and well grammatically. The
data had shown that students could write better structure and grammatically using indirect feedback. By this consideration, this
technique can be applied in English language teaching. This is in line with Ellis’ research results; she said that indirect corrective feedback involves
indicating that the student has made an error without actually correcting it.
61
It is also in line with Harmer ’s statement that in order to avoid an
overabundance of red ink, many teachers use correction symbols. These also have the advantage of encouraging students to think about what the
mistake is, so that they can correct it themselves.
62
This final result, answer the question whether indirect feedback effective or not in teaching
61
Rod Ellis, A typology of written corrective feedback types, ELT Journal, 632, 2009, p. 100.
62
Jeremy Harmer, How to Teach Writing Edinburgh Gate: Pearson Education Limited, Longman, 2004, p. 111.
writing skill of procedure text. There is significant effect in indirect feedback to teach writing procedure text at second grade students of SMP
Plus Ibadurrahman Tangerang.
