32 arranging and planning their learning and evaluating their learning. Below are the
indicators and sub indicators of metacognitive learning strategies questionnaire. Furthermore, the blueprint of metacognitive learning strategies questionnaire is
presented in Appendix 21.
Table 3.2 the Indicators and the Sub Indicators of Metacognitive Learning Strategies Questionnaire
No Indicators
Sub Indicators 1.
Centering students‟ learning 1. Overviewing and linking with already
known material 2.
Paying attention 2.
Arranging and planning students‟ learning
1. Finding out about language learning
2. Organizing
3. Setting goals and objectives
4. Identifying the purpose of a language
task 5.
Planning for a language task 6.
Seeking practice opportunities 3.
Evaluating students‟ learning
1. Self-monitoring
2. Self-evaluating
c. English Writing Test
In this research, a writing test was used to gain the data of students‟ writing
ability. Hyland 2002, p. 1 defines “writing is central to our personal experience and social identities, and we are often evaluated by our control of it.” The writing
process will assist students to see the techniques that are used for generating, drafting, reshaping and evaluating texts Hyland, 2003. In this research, a writing
ability is measured by giving a test. There was only one test in this research because one test is enough to measure the students writing test. Besides, the
results of the writing test were going to be correlated with the results of the questionnaire to find out the correlation between the students‟ writing skills as the
dependent variable and the students‟ metacognitive learning strategies as the
33 independent variable. Since correlational study was aimed to find out the
correlation between two or more than two variables Fraenkel Wallen, 2008, the researcher correlated the results of the two variables by using SPSS.v.21.
Moreover, in the test, the students were asked to write a recount text which was related to their unforgettable experiences from their holiday. In connection with
this, the researcher modified a writing scoring rubric for writing composition tasks from Brown 2007 as the assessment to obtain
the students‟ achievement level in the writing activity.
d. Interview
This research used interview as the instruments of the research. Ary et all. 2002, p. 434
state “Interviews are used to gather data on subjects‟ opinions, beliefs, and feelings about
the situation in their own words”. On the other words, it is used to obtain data which cannot be obtained through questionnaire. The
interview was used to find out about the students‟ response about using metacognitive learning strategies in writing activi
ty and the blueprint of students‟ interview is presented in Appendix 22. It also used to interview the English
teacher in order to strengthen the data about the teacher‟s response when using metacognitive learning strategies in writing activity and the blu
eprint of students‟ interview is presented in Appendix 23. Based on the nature of response desired,
there are two basic types of question used in interview, which are close questions and open
– ended Ary et al. 2002. In close questions, the respondents give respond from the questions based on the options provided, while in the open
– PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34 ended question, the respondents are allowed to answer freely based on their
understanding. In this research, the researcher used open
– ended questions to gather the data from both the students and the teacher, so they were free to give their answer.
In conducting the interview sections, the researcher used Indonesian language to make the interview become more familiar, so they can give clear answers.
Furthermore, the researcher also used simple and creative language in order to make the respondents understand and give the answer from the questions easily.
2. Data Gathering Technique
Before conducting the research, the researcher did the observation during the teaching practice in SMP BOPKRI 1 Yogyakarta. The observation was done
before the researcher started to do the teaching practice and it was dones every Wedenesday and Friday in one month as the requirements from the school policy
and the univeristy. During the observation, the researcher was asked to fill the observation sheet which was given from the university to observe the learning
activity in SMP BOPKRI 1 Yogyakarta. Furthermore, in observing the learning activity, the researcher also made the observation sheet to record the learning
activity see Appendix 7 which was used as the reflection to prepare the researcher for the teaching practice. It included how the teacher teach and deliver
the materials to the students and how the students response in the learning activity. The researcher did the observation individually. In addition, the
