Cipondoh, Tangerang)
By:
Rendy Saputra
109014000135
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH
AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
v
ABSTRACT
THE EFFECTIVENESS OF USING INDIRECT FEEBACK ON
STUDENTS’ WRITING OF PROCEDURE TEXT A Quasi Experimental Study at the Second Grade of SMP Ibadurrahman Cipondoh, Tangerang. A Skripsi. The Department of English Education. The Faculty of Tarbiya and
Teachers’ Training of State of Islamic University Syarif Hidayatullah Jakarta, 2016.
This study is intended to find the effectiveness of using indirect feedback on students’ writing skill of procedure text at the second grade of SMP Ibadurrahman Cipondoh Tangerang academic year 2015/2016. The samples of this study are the 25 students in VIII 1 and 25 Students in VIII 2. The achievement of this study refers to the student English test score.
Based on the aim above, the researcher formed the study into Quasi Experimental research. The students’ writing skill of procedure text was obtained after the student run the English Test. The test was formulated from student English book class VIII. For the result, the researcher got it through pre-test and post-test. In the technique of data analysis, the researcher used normality, homogeneity, and T-Test.
Based on the analysis of the data, it found that there was a significant difference
betweenstudents’achievementinwriting of procedure text in experimental class which were given Indirect Feedback technique and the control class which were not. It could be seen from student pre-test and post-test score. The pre-test mean score of student in experimental class was 60, and the post-test mean score of student in experimental class was 72.68. Meanwhile, the pretest score in control class was 58.2, and the post-test mean score in control class was 66.36.
Keyword: Indirect Feedback, Writing, Procedure Text, Experimental Study.
vi
Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah, 2016.
Penelitian ini di maksudkan untuk mengetahui keefektifan teknik indirect feedback dalam meningkatkan kemampuan menulis siswa pada teks prosedur terhadap siswa tingkat kedua di SMP Ibadurrahman Cipondoh Tangerang tahun ajaran 2015/2016. Sample pada penelitian ini adalah 25 murid di kelas 8-1 dan 25 murid di kelas 8-2. Hasil dari penelitian ini merujuk pada nilai tes bahasa inggris.
Berdasarkan tujuan yang disebutkan diatas, peneliti melakukan penelitian ini kedalam bentuk penelitian kuasi eksperimen. Kemampuan menulis siswa di nilai setelah para siswa melaksanakan tes bahasa inggris. Tes tersebut diformulasi dari buku bahasa inggris kelas 8. Untuk hasilnya, peneliti mengambilnya melalui pre-test dan post-pre-test. Untuk teknik dalam menganalisa data, peneliti menggunakan tes normality, homogeinity, dan T-Test.
Berdasarkan analisis data, ditemukan perbedaan yang signifikan di dalam kemampuan menulis antara siswa di dalam kelas eksperimen yang di ajar menggunakan teknik indirect feedback dan kelas kontrol yang tidak diajarkan dengan teknik tersebut. Hal ini dapat dilihat dari perolehan nilai pre-test dan post-test. Nilai mean pre-test di kelas eksperiman adalah 60 dan nilai post-testnya adalah 72.68. Sementara itu, nilai mean pre-test di kelas control adalah 58.2 dan nilai post-testnya 66.36.
Kata kunci: Indirect Feedback, Menulis, Teks Prosedur, Penelitian Eksperimental
vii
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful.
Praise is to Allah the Almighty, Lord of the world who has blessed and
given the strength to the researcher in completing this skripsi. Sholawat and
Salam are given upon our prophet Muhammad (peace be upon him), who has
taken us the way of truth and brought us the true light of life.
Through this occasion, the researcher would like to express her greatest
honor and her gratitude to the advisors, Drs. Syauki, M.Pd. and Desi Nahartini,
M. Ed., who have spread their time for giving consultation, contribution,
guidance, and patience to the researcher during completing this skripsi.
From the researcher’sdeepestheart,the researcher was so thankful and he realized that if there were no support and motivation from people around him, the
researcher could not finish this skripsi. Therefore, he would like to express his
gratitude and give his best appreciation to:
1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of Tarbiyah
andTeachers’Training
2. Dr. Alek M.Pd., as the chairman of the Department of English Education,
Zaharil Anasy, M.Hum., as the secretary of the Department of English
Education, and Nida Husna, M.Pd., M.A.TESOL., as his academic
advisor.
3. A very deep thank is presented to all of the lecturers and staffs of the
Department of English Education. They have given the researcher the
wonderful experiences in learning, and also precious knowledge.
4. Mr. Ahmad Sodri, S.HI., as the headmaster of SMP Ibadurrahman
Cipondoh, Tangerang, Syarifuddin S.Pd., as the English teacher at SMP
Ibadurrahman Tangerang, the all staffs of SMP Ibadurrahman, Cipondoh
Tangerang, and the students of VII 1 and VII 2 for their help during the
viii
5. The researcher’sparent, Marwan, and Nilmayalti. This skripsi is dedicated to them who have given him the opportunity of an education from the best
institutions and support the researcher in the lifespan, their moral support,
affection, and guidance to their son.
6. The researcher’s family members, his beloved sister, Yossy Afrianty, Gitra Dewanty, and Putri Septiarani, his relatives who always give their support,
happiness, and spirit in finishing his study.
7. All his friends in the Department of English Education academic year
2009 for their support and friendship. He also would like to thank Arif
Rahman, Salahudin Al-Ayyubi, Hamdan Rijali, Zaki Habibillah, Alde
Afriyos, Andre Marta, Aldi Wandra, Dio Andri Restu, Rais Al-Hadi
Iskandar, Oka Putra Pratama, Agung Sdayu, as the best friends, and the
group of skripsi advisory for their support, attention and motivation during
finishing this skripsi.
8. To any other people whose names cannot be mentioned one by one for
their contribution to the researcher during finishing his skripsi.
And may this skripsi can be useful to the reader, particularly to the
researcher. Also, the researcher realized that this skripsi is far from being perfect.
It is a pleasure for him to receive constructive criticism and suggestion from
anyone who read his skripsi.
Jakarta, July 2016
ix
ENDORSEMENT SHEET ... iii
SURAT PERNYATAAN KARYA SENDIRI ... iv
ABSTRACT ... v
ABSTRAK ... vi
ACKNOWLEDGEMENT ... vii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xii
LIST OF APPENDICES ... xiii
CHAPTER I. INTRODUCTION ... 1
A. Background of Study ... 1
B. Identification of Problem ... 3
C. Limitation of Study... 3
D. Formulation of the Problem ... 3
E. Purpose ofStudy……… ... 4
F. SignificanceofStudy……….. ... 4
CHAPTER II. THEORETICAL FRAMEWORK ... 5
A. Writing ... 5
1. The General Concept of Writing ... 5
2. The Purposes of Writing ... 6
3. The Process of Writing ... 8
4. The Problems of Writing ... 9
B. Procedure Text... 10
1. Definition of Procedure Text ... 10
2. Language Features of Procedure Text ... 11
3. Constructing Procedure Text ... 11
x
b. Indirect Feedback ... 18
D. Previous Studies………. 19
CHAPTER III. RESEARCH METHODOLOGY ... 21
A. Place and time of Research……… ... . 21
B. Design of Research……… ... . 21
C. Population and Sample of the Research ... . 22
D. Instrument and Technique of Data Collection…… 22
E. Technique of Data Analysis... 23
1. Normality Test ... 24
2. Homogeneity Test……….. 24
3. Hypothesis Test………. . 25
CHAPTER IV. RESEARCH FINDINGS ... 26
A. Description of Data ... 26
1. The Data of Experiment Class ... 26
2. The Data of Control Class ... 28
B. The Analysis of Data ... 30
1. Normality Test ... 30
2. Homogeneity Test... 36
3. Hypothesis Test ... 37
4. Distribution of Frequency Data ... 43
C. The Result of Data Analysis and Discussion ... 45
CHAPTER V. CONCLUSION AND SUGGESTION ... 47
A. Conclusion ... 47
xii
LIST OF TABLES
Table 2.1 ExampleofWritingCorrectionUsingDirectFeedback….. Table 3.1 AnalyticalScoringRubric……….……….. Table 4.1 Students’ScoreofExperimentClass ... Table 4.2 Students’ScoreofControlledClass ... Table 4.3 Calculation of Pre-test Normality in Experiment Class ...
Table 4.4 Calculation of Post-test Normality in Experiment Class ...
Table 4.5 Calculation of Pre-test Normality in Controlled Class ...
Table 4.6 Calculation of Post-test Normality in Controlled Class ...
xiii
Appendix 2 Soal Pre-Test ...
Appendix 3 Soal Post-Test ...
Appendix 4 Materi Ajar ...
Appendix 5 Student’s Work ...
Appendix 6 Pengesahan Proposal Skripsi ...
Appendix 7 Surat Bimbingan Skripsi ...
1
A.
Background of Study
In Indonesia, English is recommended as a subject tested in national exam
(UN). Then, English is taught to children since they are in elementary school. It
can make the children familiar with English in earlier stage for their preparation
to take the next formal education in junior high school and senior high school.
The English teaching and learning process in Indonesian Junior High School
(SMP) is aimed to enable the students to master the functional level, such as
communicate in both oral and written form.
In a written form, students are demanded to be able to understand and produce
some short functional texts, such as descriptive, procedure, narrative, recount,
report and the writing that related to their daily life. Harmer stated that students
need to know how to write letters, how to put written reports together, how to
reply to advertisement – and increasingly, how to write using electronic media.1 Writing is productive skill in which the students produce the language as the
result of the English learning process by doing many practices as learning
experience. As Richard and Renandya stated that there is no doubt that writing is
the most difficult skill for L2 learners to master. The difficulty lies not only in
generating and organizing ideas, but also in translating these ideas into readable
text.2 The students have to pay attention on planning and organizing as well as
spelling, punctuation, word choice, etc.
1
Jeremy Harmer, How to Teach English, (Harlow: Pearson Education, 1998), p. 79.
2
In the teaching learning process of English language, students often face some
difficulties in writing which is making their scores down, as the researcher
interviewed one of the English teachers in a junior high school in South
Tangerang. She said that the role of text book is not enough to help students in
writing a text. In the end of writing, students often conduct improper proofreading
by them own selves or peer check by his mates which is as same as their skills.
The English teachers help becomes an importance aspect in assisting students’
challenge in good writing, especially in revising.
The role of teacher in guiding students writing skill in the class is so
significant in order to make the students have a good feedback. As Haines stated
that the purpose of giving feedback to students is to help them learn. They need
feedback on whatever they are doing, saying or writing to help them understand
whether it is right or wrong conforms to the expected standards, is acceptable or
exemplary.3 Indirect error feedback is provided when the teacher indicates the
location of the error on the paper without providing the correct form.4 Feedback
onthestudents’writing will make them confident to improve their writing skill by revising their writing. It is one of the solutions which concerns to give the
informationaboutstudents’performance.
Indirect feedback can be provided as one of the ways the feedback is given to
the students, including some correction symbols and comments, within which the
students can revise them later. Unfortunately, there is a problem whether the
students can understand the feedback or not. Hence, it is important to make sure
that the students understand the feedback appropriately, so that they can correct
their mistakes by themselves. However, to anticipate the students’ confusion
about the feedback, the teacher has to give an opportunity for the students to
clarify the feedback in their writing paper by holding a conference in the writing
3
Catherine Haines, AssessingStudents’Writtenwork,(London:Routledge,2004),p.19.
4
Icy Lee, Error Correction in L2 Secondary writing Classrooms: The case of Hong Kong,
class. Therefore, based on the background, the researcher tries to answer the
questions of:
- Is there any effectiveness of indirect feedback on students’ writing of
procedure text at the first grade students of SMP Plus Ibadurrahman?
B.
Identification of Problem
Based on the background of the study, the identified problems are:
1. Students generally had a problem with English complex vocabularies.
2. The differences between Indonesian and English grammar confused many
students.
3. Students had a problem to get idea to start writing.
4. Studentsonlycheatfromother’sworktoavoidmistakes.
5. The teachers had not yet found strategies to increase students’ writing skill.
6. The teacher was difficult to give students feedback when assessing their
work.
C.
Limitation of Problem
To avoid misunderstanding and to clarify the problem, it is important to make
the limitation of the study. There are several types of writing in English learning
such as procedure, descriptive, narrative, recount, etc., but because of the limited
time, the researcher focused the study on the effectiveness of using indirect
feedback on students’ writingof procedure text that will be conducted for first grade students at SMP Plus Ibadurrahman Cipondoh, Tangerang.
D.
Formulation of Problem
Based on the background, the writer would like to formulate the problem as
- Is there any effectiveness of indirect feedback on students’ writing of
procedure text at the first grade students of SMP Plus Ibadurrahman?
E.
Purpose of Study
The purposes of the study are formulated to answer the research questions.
The purpose is to know the empirical evidence about the effectiveness of indirect
feedback onstudents’writing of procedure text of the first grade students at SMP Plus Ibadurrahman.
F.
Significance of Study
Some significances of this research, not only theoretically but also practically,
go to:
1. The writer
By using this method perhaps the writer will be able to help the
teachers and the students understand benefits and weakness of indirect
feedback. It also can be a reference for further research, especially a study
about indirect feedback. And next time, the writer can choose this method as
one of solution to teach English writing.
2. Teachers
Teacher can evaluate clearly what the result of teaching writing
English by giving indirect feedback. This study can be given to the teacher as
variation in teaching English writing.
3. Students
5
A.
Writing
1. The General Concept of Writing
Writing is one of the most significant cultural accomplishments of
human being. It allows us to record and convey information and stories
beyond the immediate moment.4 Writing allows us to communicate at a
distance, either at a distant place or at distant time.
There are a lot of definitions stated by experts; Raymond states one of
them, he defined that writing is more than a medium of communication.5
It means that writing is not just the way to communicate to each other but
also as means of ideas and emotional expression. Writing makes word
permanent, and thus expands the collective memory of human beings
from the relatively small store that we can remember and pass on orally to
the infinite capacity of a modern library.6
Writing is also a way of finding out what people know and what
people need to learn.7 Spoken words disappear as soon as they are
spoken, but writing freezes their thoughts, makes them visible and
permanent so people can examine and test their quality.8 It can be seen
that writing is a way of remembering because it makes word permanent
and writing also is a good way to communicate because when writing, the
4
Henry Rogers. Writing Systems: A Linguistic Approach. (Oxford: Blackwell Publishing: 2005), p. 1.
5
James C Raymond. Writing is Unnatural Act. (New York: The Murray Printing Company: 1980), p. 2.
6 Ibid. 7
Ibid. 8
writer really thinks about what he or she want to be communicated by
writing it. That is a way of keeping themselves honest because writing is
a way of arguing with them.9
Writing is a process of discovering and shaping meaning.10
Experienced writers rarely gather and understand immediately all the
information they need.11 From the definitions above, writing needs a
process which must be surpassed by the writer. And writing is tools of
human beings to share information or stories to others because someone
can read it by several times.
Langan stated that writing is not only talking about the post, but also
the process of writing that would make a lot of writing that makes people
interested. The essential writing will need a long process from the
planning, drafting, writing, and revising.12 This process can be done by
anyone, especially students. The stages of writing process is to help
students in learning writing, so if they have already followed the writing
process they will be able to acquire this skill easily and make a good
writing.
2. The Purposes of Writing
When someone writes something, he or she has purposes for writing.
Each writer has his own purpose, in accordance with the text of which
was planning to write. In addition, based on Competency Standard-
Standar Kompetensi (SK) and Basic Competency- Kompetensi Dasar
9
Ibid. 10
Rise Axelrod and Charles R Cooper, The St. Martin’s Guide to Writing, (New York: St. Martin‟s Press, Inc., 1983), p. 4.
11 Ibid. 12
(KD), the second year students are expected to be able to express
meaningful ideas in term of functional text and simple short essay in the
form of descriptive and recount to interact with people in their nearest
environment.13
Braine and May stated four common purposes in writing, there are;
writing to inform, writing to explain, writing to persuade, and writing to
amuse others.14 First, writing to inform, purposed educate the readers
about a topic of which we have some knowledge.15 Writing that provides interesting details and facts to hold an audience‟s attention. It means that writers share interest knowledge to readers knows. Second, writing to
explain is to describe the topic which was not clearly becomes more
understandable, by using examples or other facts.16 In other words, a
writer takes what is unclear and makes it clear. Then, writing to persuade
is more demanding and more ambitious than many other types of
writing.17 It means that writers convince the readers to accept the ideas.
The last, writing to amuse other means someone who uses language and
established forms well to express his or her point of view.18 It is writing
to entertain and give the reader something to enjoy.
When people are going to write, they may think that the purpose of
writing a paper is to complete the assignment or to get a good grade.19
However, these purposes do not tell someone what to do in their paper.
They might try asking themselves brief questions to increase the flow of
13
Depdiknas, Kurikulum Tingkat Satuan Pendidikan (School Based Curriculum) Standar Isi Mata Pelajaran Bahasa Inggris SMP dan MTS , (Jakarta: 2006)
14
George Braine and Claire May, Writing from Sources: A Guide for ESL Students, (California: Mayfield, 1996), p. 141.
15 Ibid. 16 Ibid. 17 Ibid. 18 Ibid. 19
purposes: What do I want to tell the readers? Why am I writing this?
What do I hope to accomplish? Who will read this?20
3. The Process of Writing
Writing process is learning how to write by writing. This current
emphasis in writing instruction focuses on the process of creating writing
rather than the end product. The basic premise of process writing is that
all children, regardless of age, can write. The initial focus is on creating
quality content and learning the genres of writing. Langan stated that
writing is a process that involves the following steps:
a. Discovering a point-often through prewriting
b. Developing solid support for the point-often through more prewriting
c. Organizing the supporting material and writing it out in a first draft d. Revising and then editing carefully to ensure an effective, error-
free paper.
Learning this sequence will give you confidence when the time comes to write. You will know that you can use prewriting as a way to think on paper and to gradually discover just what ideas you want to develop. You will understand that there are four clear cut goals-unity, support, organization, and error-free sentences to aim for in your writing. You will realize that you can use revision to rework a paper until it is a strong and effective piece of writing. And you will be able to edit a paper so that your sentences are clear and error-free.21
According to Betty, Prewriting, the first stage of the writing process,
is a time of discovery you unearth ideas.22 In other words, prewriting is
any activity designed to help students generate or organize their ideas
before writing. The prewriting methods discussed thus far are designed to
get you started: to generate ideas, to recall facts and anecdotes, to realize
20
Ibid. 21
John Langan. loc. cit. 22
patterns.23 However, these activities are preliminary; before beginning to
write a draft; writer needs to establish a structure for the essay. It also
helps the writer to generate ideas and allows him/her to see the
connections among those ideas. Second step is drafting. Drafting is
making draft of the goal to state main idea clearly and develop the content
with plenty of specific details.24 In addition, an essay gets stronger as the
drafting process continues. As the essay evolves and develops, the writer
also gets more and more invested in the process and its outcome.25 No
one is able to write a perfect first draft, even people who tend to write
very strong first draft essays realize the need for revision and redrafting.
Then, revising is rewriting a paper, building upon what has already been
done, in order to make it stronger.26 The last step is editing. Editing is the
stage where the students are engaged in tidying up their texts as they
prepare the final draft for evaluation by checking a paper for mistakes in
grammar, punctuation, usage, and spelling.27
4. The Problem of Writing
Writing is not easy. Raymond stated that an experienced writer will often
labor over a single paragraph for more than an hour-not counting the thought
and research that went on before the actual writing.28 Therefore, many problems
faced by teachers and students. The first problem is “the less proficient writer”
problem.29 Less proficient writers jump the process of writing by skip the
prewriting strategies to generate ideas. Students might take much time to write
23
Donald Pharr and Santi Buscemi, Writing Today: contexts and options for the real world-Brief Edition, (New York, McGraw Hill companies, Inc, 2005), p. 40.
24
Ibid., p. 43. 25
Ibid. 26
John Langan, op. cit., p. 29. 27
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching (An Anthology of Current Practice), (Cambridge: Cambridge University Press, 2002), p. 319.
28
James C Raymond. op. cit., p. 7. 29
Jerry G. Gebhard, Teaching English as a Foreign or second Language (2nd Edition),
down their ideas. The suggestion for this problem is teacher should teach less
proficient writers the writing process. Teachers also need to give full attention to
them, to show them how to plan a piece of writing through prewriting
activities.30 The second problem is “I can‟t write English” problem.31 Students
usually give up toward writing and believe that they cannot write. The solution
is teachers should apply the writing process to the students. Teachers can lead
students through prewriting, drafting, and revising activities. By doing this,
students can see that writing is indeed a process of development that takes time
and effort.32 The last problem is “teacher response” problem. Writing teachers
often spend many hours reading and marking students‟ papers.33
The suggestion
for this problem is teachers can work with students on developing their written
work through student-to-student conferences.34
B.
Procedure Text
1. Definition of Procedure Text
We use many kinds of text in daily life. Usually we read a text how to
operate new things, how to prepare or make something, how to act in
some circumstances like school, company, and a community, and how to
get to some places. Those kinds of text are called procedure text.
Procedure enables people to do things that are new to them or to make
sure they do things in the correct order, and include all that needs to be
done.35
It can be concluded that procedure text presents steps to do something,
making something, or going somewhere.
30
Ibid., p. 224. 31
Ibid., p. 225. 32
Ibid. 33
Ibid., p. 226. 34
Ibid. 35
2. Language Features of Procedure Text
Procedure texts can be recognized based on some language features
below36:
3. The use of technical language
4. Sentences that begin with verbs and are stated as commands
5. The use of time words or numbers that tell the order for doing the
procedure
6. The use of adverbs to tell how the action should be done.
3. Constructing Procedure Text
There are some steps in constructing procedure text. First, on the first
sentence, the introduction and aim of the procedure is being presented.
Then, list of materials needed are also described. Last, the steps to do the
activity are given.
A procedure usually consists of37:
a. The goal of the activity. This is where you tell your reader what he/she
is going to achieve.
b. The materials needed. It could be ingredients, tools, and equipment.
c. Steps to achieve the goal. This is the main part of the procedure.
d. Conclusion. We may wish to include a conclusion
According to Text Types in English, the steps for constructing a
procedure text are38:
a. An introductory statement that gives the aim or goal
b. A list of material that will be needed
c. A sequence of steps in the order they need to be done.
36
Mark Anderson and Cathy Anderson, op. cit., p. 52. 37
www.kbs.co.ukpdfEB17.pdf , taken on December 3, 2013 at 06.57 a.m. 38
3. Examples of Procedure Text
Example of procedure text is such
a. Procedure text without picture: 39
b. Procedure text with picture:40
39
Entin Sutinah, Get Along with English, (Bandung: Erlangga, 2010), p. 48.
40
www.wikihow.com
How to Install a Computer Program Safely
1. Place the floppy disk or CD-ROM containing the program in the appropriate drive!
2. Note that most of the time, a window will immediately appear asking if you want to install program. Click install!
3. If a window does not appear, open the start menu and select Setting then Control Panel!
4. Double-click Add/Remove Programs!
How to make Your Game Consoles Last Longer
There several points to make your game consoles last longer. First, be
careful with your games. Never leave a disc inside the console when you
are not using it, and always put a disc back in its case. Next, keep your
console away from any magnetic forces if it has an internal hard disk or
any storage disk at all. This can harm the contents of the disk and corrupt
game saves and other files that are important. After that, avoid exposing
the console to direct sunlight, or intense heat. Just keep your console at a
room temperature. Then, be careful when handling the console, you must
not drop it, as doing so will damage the console parts. After that, do not
touch the lens. The lens is what reads the discs you insert, and touching it
will stop it from reading them properly. Then, do not play the console to
long that make it overheat. Next, unplug all cables that are connected before cleaning the console. Refer to the console‟s instruction manual to find out how to clean it. Finally, store it properly. If you are not going to
use your console for a very long time, unplug it and pack it away in its
C.
Feedback
1. Definition of Feedback
Feedback is therefore, as argued by Hyland, an inseparable, integral
and central element in language learning generally and in learning to
write particularly. It is the input and means that provides writers with a set of information such as the reader‟s needs and expectations and whether students‟ writings have met such expectations and more importantly, it offers an additional layer of scaffolding to extend writing
skills, promote accuracy and clear ideas, and develop an understanding of
written genres.41 Hyland and Hyland consider feedback is a key element
of the scaffolding provided by the teacher to build learner confidence and
the literacy resources to participate in target communities.42 Feedback
occurs in a context of a particular kind (institutional, pedagogical); it
appears between participants of particular identities
(teacher/peer/learner); it is delivered by a particular medium (peer,
conference, written comments); and it is designed to accomplish certain
educational, pedagogical and social purposes. Hyland argues that the written feedback that teachers provide on their students‟ writing should be “more than marks on a page”43
.
Sommers stated three main purposes for which teachers provide
feedback on writing:
a. To inform writers as to whether their written products have conveyed
their intended meanings;
41
Ken Hyland, Second language Writing, (New York: Cambridge University Press, 2003), p. 207.
42K. Hyland and F. Hyland, State of the art article: Feedback on second language students‟
writing. Language Teaching, 39, p.77.
43
b. To give the student writer a sense of audience (their interests and
expectations) and make them ameliorate their writings accordingly.
c. To offer students an impetus for revision, for without comments from
a critical reader, writers will feel no need to revise thoroughly if they
ever think about revision.44
Sommers who thinks that such comments constitute a challenge for
teachers of writing since they have to address a number of issues such as,
motivating students to revise and rewrite their work using the feedback, targeting areas of failure in students‟ learning, and making students understand and incorporate teachers‟ suggestions in their writings:
The challenge we face as teachers is to develop comments which will provide inherent reason for students to revise; it is a sense of revision as discovery, as a process of beginning again, as starting out new, that our students have not learned. We need to show our students how to seek, in the possibility of revision, the dissonances of discovery- to show them through our comments why new choices would positively change their texts, and thus, to show them the potential for development implicit in their writing.45
Assuming that the aspects of language actually taught in classroom are
the ones teachers focus on when commenting on students‟ writing,
Hyland introduces a list of the main foci of teacher written feedback. The
six main foci of feedback adopted from him are: focus on language
structures, focus on text functions, and focus on creative expression,
focus on writing process, focus on content, and focus on genre46.
However, Harmer distinguishes only two foci which provide the basis for
a distinction between two types of written commentary: responding and
44
Nancy Sommers, Responding to student writing. College Composition and Communication, 33, 1982,p. 156.
45
Nancy Sommers, loc. cit. 46
correcting47. Responding emphasizes the idea that the main concern of feedback is not primarily the accuracy of students‟ performance, but it is the content and design of their writing. Correcting, by contrast, is limited
to an indication of what students fail to perform in different language
aspects such as, grammar, syntax, concord, etc. Hyland points out that for
any feedback type to be effective, attention to what individual students
want from and the use they make of it must be paid. He, thus explains
that, some students want praise, others see it as condescending; some
want a response to ideas, others demand to have all their errors marked;
some use teacher commentary effectively, others ignore it altogether.48
2. Types of Feedback
Feedback consists of some types. One of them is teacher‟s feedback/correction. Feedback from teacher on the students‟ writing could play a vital role especially in teaching process. In this case, teacher recognizes that teachers‟ feedback is essential element in helping students improve, and an essential part of the teaching process. It indicates that under teacher‟s feedback, students will know the appropriate of the language feature for their composition, how their composition should be
arranged and their composition will be better. There are two kinds of teacher‟s feedback; they are direct and indirect feedback.
a. Direct Feedback
Direct feedback is a technique of correcting students‟ error by giving explicit written feedback. While, indirect feedback is when the
teacher/tutor alerts students to error using general comments, but gives
47
Jeremy Harmer, How to Teach Writing (Edinburgh Gate: Pearson Education Limited, Longman, 2004), p. 108.
48
students the opportunity to fix errors themselves49. Lee (2004) defines
Direct feedback is provided when the correct form is written on student‟s paper whereas indirect feedback is provided if the teacher indicates the location of the error indirectly on the paper by
underlining, highlighting or circling, or indirectly by indicating in the
margins that there is an error on that line but without providing the
correct form.50
This type of correction takes a variety of forms such as a)
cross-outs: when the teacher omits any wrong addition from students‟
original texts, b) rewrites: when the teacher rewrites a word, phrase or
[image:30.612.138.542.125.556.2]a sentence, providing the correct spelling, structure or form on students‟ original texts and c) additions: when the teacher adds any missing items on students‟ original texts (e.g. prefix, suffix, article, preposition, word, etc).
Table 2.1: Example of Writing Correction Using Direct Feedback
Technique
Direct feedback is usually given by teachers, upon noticing a
grammatical mistake, by providing the correct answer or the expected
response above or near the linguistic or grammatical error. Direct
corrective feedback has the advantage that it provides learners with
explicit guidance about how to correct their errors. This is clearly
49
Ferris, Treatment of Error in Second Language Student Writing, (Ann Arbour: University of Michigan Press. 2002), p.19.
50
Icy Lee, Error Correction in L2 Secondary writing Classrooms: The case of Hong Kong,
desirable if learners do not know what the correct form is (i.e. are not
capable of self-correcting the error).51
b. Indirect Feedback
Indirect corrective feedback involves indicating that the student
has made an error without actually correcting it.52 In other words,
indirect corrective feedback emphasizes the role of students in
understanding and correcting their errors rather than being provided
with the corrections. Indirect feedback is applied by underlining
students' writing errors so that students understand that there is a
problem that should be 'fixed.' Teachers may use lines, circles or
highlighting to indicate the location of errors. They also need to decide
how explicit indirect feedback should be based on the goals they want
to achieve by providing feedback. Harmer stated 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.53
One of the main concerns with correction codes is that they are
limited and cannot address all types of errors in students' writing.
Despite of the advantages of the use of symbols, students need to be
trained to understand what the symbols mean. They may not be able to
recall the meaning of symbols while revising their work, which may
make it difficult to re-draft adequately.
To make indirect feedback more effective, Lee state that
indirect feedback can be done by a symbol representing a specific kind
of error (T=verb tense, Sp=spelling) and to reduce student confusion,
teachers can consistently use a standard set of symbols or markings to
51
Rod Ellis, A typology of written corrective feedback types, ELT Journal, 63(2), 2009, p. 99.
52Ibid
, p. 100.
53
indicate place and type of error and train the students in what kinds of
corrections to make based on each symbol. Furthermore, teachers
should familiarize students with the system so they will not be
surprised when new symbols are occurred.
D.
Previous Study
Lalande‟s (1982) study, which involved 60 German foreign language learners, compared two different treatments of error correction: direct
correction in a traditional manner by providing correct forms to be
incorporated by students into their written text, and indirect correction in the form of “guided learning strategies” by providing students with systematic marking using an error correction code. Students were asked to interpret these
codes, correct their mistakes, and rewrite the entire essay upon corrective
feedback. Results of his study showed that students receiving indirect
corrective feedback made significantly greater gains as compared to students
who received direct corrective feedback from the teacher.54
Chandler‟s (2003) study involving 31 ESL university undergraduate students shows that indirect feedback with underlining on students‟ errors is a preferred alternative to direct correction in a multiple-draft setting as indirect
feedback engages the students in the correction process and engages them
more cognitively during the process. It is important to note that, in her study
where students were required to make corrections, both direct feedback and
indirect feedback with underlining of errors resulted in significant increase in
accuracy and fluency in subsequent writing over the semester. An additional finding of Chandler‟s study is that if students did not revise their writing
54
Lalande, J.F., Reducing Composition Errors: An Experiment, Modern Language Journal,
based on teacher feedback about their errors, getting their errors marked was
comparable to receiving no feedback as their correctness did not increase.55
Similarly, the study conducted by Ferris (2006), involving 92 ESL
students in the United States receiving several types of direct feedback and
indirect feedback, shows that there was a strong relationship between teacher‟s indirect feedback and successful student revisions on the subsequent drafts of their essays.56
55
Chandler, J., The Efficacy of Various Kinds of Error Feedback for Improvement in the Accuracy and Fluency of L2 student writing, Journal of Second Language Writing, 2003, p. 12.
56
21
This chapter talks about the research methodology used in this
study. It presents place and time of the research, design of the research,
population and samples of the research, instrument and technique of data
collection, and technique of data analysis.
A.
Place and Time of the Research
The researcher conducted the research at SMP Plus Ibadurrahman
Cipondoh which is located on Jl. KH Hasyim Asy’ari, Cipondoh, Tangerang, Banten. The research was held on February 23 to March 8,
2016, by making it into 6 meetings consist of Pre-Test at the first meeting,
then treatments at the second until the fifth meeting, and finished by
Post-Test at the last meeting.
B.
Design of The Research
The researcher uses quantitative method in this research.
According to Creswell, quantitative research is divided into three types;
experimental, correlation and survey.57 In detail, the researcher uses
quasi-experimental design which allowed the quasi-experimental research to be
conducted without form any new group.58 This is suitable with the
condition met by researcher in the school that prohibits him to create any
new class for his research.
The researcher implements indirect feedback technique in
experiment class and not implements it in the control class. This study
focuses on giving treatment to the experimental class by applying indirect
feedback in teaching writing, and observes the result through student test.
57
John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research – International Edition, (Boston: Pearson, 2002), p. 12.
58Ibid
C.
Population and Sample of The Research
The population of the research is the first grade of SMP Plus
Ibadurrahman Cipondoh. Total students of first grade at SMP Plus
Ibadurrahman Cipondoh are 220 students. However, only 50 students were
engaged in the research.
Due to the rule of quasi experimental study, the writer selected two
groups as samples of the research; experiment class and controlled class.
In sampling, technique, the writer chose purposive sampling. In purposive
sampling, the sample is chosen because of particular purpose. Things or
people are chosen because the researcher thinks that things or people have
information needed in the research.59 The researcher chose VIII 1 as the
experiment class because based on teacher explanation he said that this
class is lower than VIII 2, when VIII 2 as controlled class because is
paralleled with other. Moreover, both of these classes are more accessible
for the research. Therefore the writer chose VIII 1 and VIII 2 as the subject
for the research. Both classes are consisted of 25 students.
D.
Instrument and Technique of Data Collection
The instrument of this research is a writing test which is scored based
on a rubric by J. B. Heaton that consists of five aspects:
- 13-30 (Content)
- 7-20 (Organization)
- 7-20 (Vocabulary)
- 5-25 (Language Use)
- 5 (Mechanics)
Furthermore, the researcher uses the instrument to collect the data in
pretest and posttest. The researcher will give pre-test to both experimental
class and control class with similar questions form before teaching and
59
learning process, then give post-test at the end of teaching and learning
process
E.
The Technique of Data Analysis
The researcher used T-test to find out the differences between the
students’ scores which were taken from pre-test and post-test in experiment class and control class. Before calculating the hypothesis
testing, the researcher first calculated students’ writing score based on Analytical Scoring Rubric, and then measured normality and homogeneity
test.
Analytical scoring rubric is adapted from J. B. Heaton. There are five
aspects in the analytical scoring rubric, i.e., content, organization,
vocabulary, language use, and mechanics. The table below is the analytical
[image:36.595.93.527.197.676.2]scoring rubric:
Table 3.1: Analytical Scoring Rubric60
Content
30-27 EXCELLENT TO VERY GOOD: knowledgeable - substantive - etc.
26-22 GOOD TO AVERAGE: some knowledge of subject- adequate range - etc.
21-17 FAIR TO POOR: limited knowledge of subject - little substance etc.
16-13 VERY POOR: does not show knowledge of subject – non substantive - etc. Organization
20-18 EXCELLENT TO VERY GOOD: fluent expression - ideas clearly stated – etc.
17-14 GOOD TO AVERAGE: somewhat choppy -loosely organized
but main ideas stand out - etc.
13-10 FAIR TO POOR: non-fluent - ideas confused or disconnected - etc.
9-7 VERY POOR: does not communicate - no organization - etc.
60
Vocabulary
20-18 EXCELLENT TO VERY GOOD: sophisticated range - effective word/idiom
choice and usage - etc.
17-14 GOOD TO AVERAGE: adequate range - occasional errors of word/idiom
form, choice, usage but meaning not obscured.
13-10 FAIR TO POOR: limited range - frequent errors of word/idiom form,
choice, usage - etc. _
9-7 VERY POOR: essentially translation - little knowledge of English
vocabulary.
Language Use
25-22 EXCELLENTTO VERY GOOD: effective complex constructions etc.
21-19 GOOD TO AVERAGE: effective but simple constructions - etc.
17-11 FAIR TO POOR: major problems in simple/complex constructions - etc.
10-5 VERY POOR: virtually no mastery of sentence construction rules - etc.
Mechanics
5 EXCELLENT TO VERY GOOD: demonstrates mastery of conventions - etc.
4 GOOD TO AVERAGE: occasional errors of spelling, punctuation etc.
3 FAIR TO POOR: frequent errors of spelling punctuation, capitalization - etc.
2 VERY POOR: no mastery of conventions - dominated by errors of spelling,
punctuation, capitalization, paragraphing - etc
1.
Normality Test
Normality test is done towards two classes; those are experimental
class and control class. Normality test is used to know whether the data
from both sample groups which is examined comes from the population of
normally distributed or not.
2.
Homogeneity Test
After normality test gives indication that data is distributed normally,
so it needs to do homogeneity test. Homogeneity Test is used to know the
3.
Hypothesis Test
For The Hypothesis Test, the researcher uses T-Test to find out
whether there is the differences between two variables in this study. After
gaining the t-value, the researcher compares T-value and T-table.
The formula of t-test is
t
o =
M1 : Mean of post-test of Experiment Class
M2 : Mean of post-test of Controlled Class
SE M1 : Standard Error of Experiment Class
SE M2 : Standard Error of Controlled Class
Testing hypothesis uses criteria with significance degree 0.05. The
conclusion is gained as follows:
If t-value < t-table, the Ha is accepted.
If t-value > t-table, the Ha is rejected or Ho is accepted.
Ha: There is an effectiveness of Indirect Feedback technique on the
students’achievementinwriting of procedure text.
Ho: There is no effectiveness of Indirect Feedback technique on the
26
presents the description of the data, the analysis of the data, and the result of
data analysis and discussion.
A.
The Description of Data
The researcher got data from students’ score in pre-test and post-test
after conducting the research. The data will be described into two points as
the data of experimental class and the data of controlled class.
1.
The Data of Experimental Class
The researcher makes a table that shows the scores of students,
collected in both pre-test and post-test, from the lowest to the highest.
[image:39.595.132.516.254.746.2]Table 4.1
Students’ Scores from Experimental Class
No Students (X) Pre-test Post-Test Gained
Score
1. 1 52 72 20
2. 2 60 64 4
3. 3 56 68 12
4. 4 56 60 4
5. 5 60 68 8
6. 6 48 68 20
8. 8 48 60 12
9. 9 64 76 12
10 10 64 76 12
11 11 70 84 14
12 12 48 76 28
13 13 60 84 24
14 14 56 72 16
15 15 64 80 16
16 16 70 88 18
17 17 64 72 8
18 18 48 52 4
19 19 65 68 3
20 20 65 84 19
21 21 64 68 4
22 22 60 65 5
23 23 70 88 18
24 24 72 84 12
25 25 48 68 20
Σ 1500 1817 317
X 60 72.68 12.68
The table presents the scores of students in the experiment class
included pre-test and post-test scores. It also mentions the result for
minimum score, maximum score, and total score of both pre-test and
the total score is 1500. The results for post-test are 52 as the minimum, 88
as the maximum, and 1817as the total score.
Besides that, the total score of gained score is 317, the mean of pre-test
is 60, the mean of post-test is 72.68, and the mean of gained score is 12.68.
2.
The Data of Controlled Class
The table of controlled class also mentions the result of students’ score
in both pre-test and post-test. It shows the scores gained by students.
[image:41.595.135.516.243.755.2]Table 4.2
Students’ Scores from Controlled Class
No Students (X) Pre-test Post-Test Gained
Score
1. 1 60 72 12
2. 2 65 70 5
3. 3 64 68 4
4. 4 60 64 4
5. 5 60 70 10
6. 6 57 70 13
7. 7 65 73 8
8. 8 60 68 8
9. 9 60 67 7
10 10 43 50 7
11 11 70 76 6
12 12 72 75 3
13 13 50 66 16
15 15 60 72 12
16 16 60 70 10
17 17 52 57 5
18 18 62 68 6
19 19 51 66 15
20 20 59 65 6
21 21 52 59 7
22 22 52 55 3
23 23 48 57 9
24 24 50 61 11
25 25 59 64 5
Σ 1455 1659 204
X 58.2 66.36 8.16
The table presents the scores of students in the control class included
pre-test and post-test scores. It also mentions the result for minimum score,
maximum score, and total score of both pre-test and post-test. The
minimum score of pre-test is 43, the maximum score is 72, and the total
score is 1455. The results for post-test are 50 as the minimum, 76 as the
maximum, and 1659 as the total score.
Besides that, the total score of gained score is 204, the mean of pre-test
is 58.2, the mean of post-test is 66.36, and the mean of gained score is
B.
The Analysis of Data
After collecting and describing data, the researcher analyzed the data
and presents the result in three points; normality test, homogeneity test,
and hypothesis test.
1.
Normality Test
The normality test is aimed to know whether the data is normally
distributed or not. To do the normality test, the researcher uses
Liliefors. After finishing the normality test, he got two kinds of value;
Lmax and Ltable. The both values are going to be used to see the
normality of the data.
The researcher uses this criterion to see the normality of data:
H1: L > Ltable
H0: L ≤ Ltable
Note:
H1 = Data is not normally distributed
H0 = Data is normally distributed
[image:43.595.119.543.239.755.2]a. The Normality Test of Experiment Class
Table 4.3
Calculation of Pre-test Normality in Experiment Class
No. X f fX fX2 p=f/n ∑P
z =
(Xi-X)/s ф T=ф-∑p
1 48 5 240 11520 0.2000 0.2000 -1.56454 0.0594 0.1406
2 52 1 52 2704 0.0400 0.2400 -1.04302 0.1492 0.0908
3 56 3 168 9408 0.1200 0.3600 -0.52151 0.3015 0.0585
4 60 4 240 14400 0.1600 0.5200 0 0.5 0.02
5 64 5 320 20480 0.2000 0.7200 0.521512 0.6982 0.0218
6 65 2 130 8450 0.0800 0.8000 0.65189 0.7422 0.0578
7 68 1 68 4624 0.0400 0.8400 1.043025 0.8508 0.0108
8 70 3 210 14700 0.1200 0.9600 1.303781 0.9032 0.0568
9 72 1 72 5184 0.0400 1.0000 1.564537 0.9406 0.0594
Total ∑X= ∑F= ∑fX= ∑fX2
555 25 1500 91470
S= 7.67
S2= 58.8
rata2(x)= 60 Lmax= 0.0908 Ltable= 0.173
∑ [
∑ ]
[
]
√
The Liliefors shows that the significant degree of 0.05 in
L(0.05)(25) = 0.173
H1: L > 0.173
H0: L ≤ 0.173
In the table 4.3, the Lmax value is 0.0908. Therefore, H0 is accepted
because the result shows that Lmax is lower than Ltable (0.1406< 0.173).
It means that the data in experiment class pre-test is normally
Table 4.4
Calculation of Post-test Normality in Experiment Class
No. X f fX fX2 p=f/n ∑P
z =
(Xi-X)/s ф T=ф-∑p
1 52 1 52 2704 0.04 0.04 -2.26506 0.0119 0.0281
2 60 2 120 7200 0.08 0.12 -1.38883 0.0838 0.0362
3 64 1 64 4096 0.04 0.16 -0.95071 0.1711 0.0111
4 65 1 65 4225 0.04 0.2 -0.84118 0.2005 0.0005
5 68 6 408 27744 0.24 0.44 -0.5126 0.305 0.135
6 72 4 288 20736 0.16 0.6 -0.07448 0.4721 0.1279
7 76 3 228 17328 0.12 0.72 0.363636 0.6406 0.0794
8 80 1 80 6400 0.04 0.76 0.801752 0.7881 0.0281
9 84 4 336 28224 0.16 0.92 1.239869 0.8907 0.0293
10 88 2 176 15488 0.08 1 1.677985 0.9525 0.0475
Total ∑X= ∑F= ∑fX= ∑fX
2
=
709 25 1817 134145
S= 9.13
S2= 83.42
rata2(x)= 72.68
Lmax= 0.135
Ltable= 0.173
The Liliefors shows that the significant degree of 0.05 in
L(0.05)(25) = 0.173
H1 : L > 0.173
H0 : L ≤ 0.173
In the table 4.4, the Lmax value is 0.135. Therefore, H0 is accepted
because the result shows that Lmax is lower than Ltable (0.135< 0.173). It
means that the data in experiment class post-test is normally
distributed.
[image:46.595.112.581.220.719.2]b. The Normality Test of Control Class
Table 4.5
Calculation of Pre-test Normality in Control Class
No. X f fX fX2 p=f/n ∑P
z =
(Xi-X)/s ф T=ф-∑p
1 43 1 43 1849 0.04 0.04 -2.22548 0.0102 0.0298
2 48 1 48 2304 0.04 0.08 -1.49341 0.0681 0.0119
3 50 2 100 5000 0.08 0.16 -1.20059 0.1151 0.0449
4 51 1 51 2601 0.04 0.2 -1.05417 0.1469 0.0531
5 52 3 156 8112 0.12 0.32 -0.90776 0.1841 0.1359
6 57 1 57 3249 0.04 0.36 -0.1757 0.4325 0.0725
7 59 2 118 6962 0.08 0.44 0.11713 0.5438 0.1038
8 60 7 420 25200 0.28 0.72 0.263543 0.6026 0.1174
9 62 1 62 3844 0.04 0.76 0.556369 0.7088 0.0512
10 64 2 128 8192 0.08 0.84 0.849195 0.7995 0.0405
11 65 2 130 8450 0.08 0.92 0.995608 0.8389 0.0811
12 70 1 70 4900 0.04 0.96 1.727672 0.9573 0.0027
13 72 1 72 5184 0.04 1 2.020498 0.9783 0.0217
Total ∑X= ∑F= ∑fX= ∑fX
2
=
753 25 1455 85847
S= 6.83
S2= 46.6
Ltable= 0.173
∑ [
∑ ]
[
]
√
The Liliefors shows that the significant degree of 0.05 in
L(0.05)(25) = 0.173
H1 : L > 0.173
H0 : L ≤ 0.173
In the table 4.5, the Lmax value is 0.1359. Therefore, H0 is accepted
because the result shows that Lmax is lower than Ltable (0.1359< 0.173).
[image:47.595.125.517.128.559.2]It means that the data in control class pre-test is normally distributed.
Table 4.6
Calculation of Post-test Normality in Control Class
No. X f fX fX2 p=f/n ∑P
z =
(Xi-X)/s ф T=ф-∑p
1 50 1 50 2500 0.04 0.04 -2.46757 0.0069 0.0331
2 55 1 55 3025 0.04 0.08 -1.71342 0.0436 0.0364
3 57 2 114 6498 0.08 0.16 -1.41176 0.0793 0.0807
5 61 1 61 3721 0.04 0.24 -0.80845 0.2119 0.0281
6 64 2 128 8192 0.08 0.32 -0.35596 0.3632 0.0432
7 65 1 65 4225 0.04 0.36 -0.20513 0.4207 0.0607
8 66 2 132 8712 0.08 0.44 -0.0543 0.4801 0.0401
9 67 1 67 4489 0.04 0.48 0.096531 0.5359 0.0559
10 68 3 204 13872 0.12 0.6 0.24736 0.5948 0.0052
11 70 4 280 19600 0.16 0.76 0.54902 0.7054 0.0546
12 72 2 144 10368 0.08 0.84 0.850679 0.8023 0.0377
13 73 1 73 5329 0.04 0.88 1.001508 0.8413 0.0387
14 75 1 75 5625 0.04 0.92 1.303167 0.9032 0.0168
15 76 2 152 11552 0.08 1 1.453997 0.9265 0.0735
Total ∑X= ∑F= ∑fX= ∑fX
2
=
978 25 1659 111189
S= 6.63
S2= 43.91
rata2(x)= 66.36 Lmax= 0.0807 Ttable= 0.173
∑ [
∑ ]
[
]
√
The Liliefors shows that the significant degree of 0.05 in
H1 : L > 0.173
H0 : L ≤ 0.173
In the table 4.6, the Lmax value is 0.0807. Therefore, H0 is accepted
because the result shows that Lmax is lower than Ltable (0.0807< 0.173).
It means that the data in control class post-test is normally distributed.
2.
Homogeneity Test
In order to know the homogeneity of the data, the researcher did
the homogeneity test. To do the homogeneity test, he analyzed the
score of pre-test and post-test collected in both experimental and
control classes using Fisher-test.
Hypothesis:
- H0 : F < Ft
- H1 : F > Ft
Notes:
- H0: The experimental class is homogenous to the control class
- H1: The experimental class is not homogenous to the control class
In addition, the F value is calculated with the following formula:
=
Here are the results of the calculation of F-test both in terms of
pre-test and post-pre-test. First, the homogeneity pre-test of pre-pre-test data is
presented as follows:
Because the values of are already obtained from the
), the calculation of F-test for pre-test data can be directly conducted. The F-test calculation is as follows:
= 1.2618 ≈ 1.26
With =n-1=25-1=24, and =n-1=25-1=24, the Ft value at
95% level of significance (α=0.05) obtained is 1.98 (see Appendix).
Due to the fact that F < Ft (0.05), (24), (24) = (1.26 <1.98), H0 is accepted.
Therefore, it can be concluded that the pretest data of experimental
class and control class is considered homogenous.
Second, the homogeneity test of the post data is presented as
follows:
Based on Table 4.4 and Table 4.6, the values for and
obtained respectively are 83.42 and 43.91. The calculation of F-test for
the post data is as follows:
= 1.8998 ≈ 1.90
Likewise, with =n-1=25-1=24, and =n-1= 25-1=24, the Ft value at 95% level of significance (α=0.05) obtained is 1.98 (see Appendix). Due to the fact that F < Ft (0.05), (24), (24) = (1.90 <1.98), H0 is
accepted. Therefore, it can be interpreted that the post-test data of the
experimental class and control class is considered homogenous as well.
3.
Hypothesis Test
After knowing that the data is normally distributed and
homogenous, then he did the hypothesis test. The hypothesis test is
used to see whether there is a significant difference between
experiment and control class. The writer used t-test to do the
Note:
M1 : mean of variable X, the formula is: ∑
M2 : mean of variable Y, the formula is: ∑
SEM1: standard error mean of variable X, the formula is:
√
SEM2: standard error mean of variable Y, the formula is:
√
SD1 : standard of deviation score of variable X, the formula is:
√∑
SD2 : standard of deviation score of variable Y, the formula is:
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 t0 (t-test)
i. Determining degree of freedom
The value of df 48 at the degree of significance 5% (t-table) is
2.011.
