Conclusions CONCLUSIONS AND RECOMMENDATIONS

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3. For the Future Researchers

For future researchers who are going to conduct similar research in metacognitive learning strategies, the researcher suggests that they could be more sp ecific, especially in the students‟ responses to using metacognitive learning strategies. It is important for the future researchers to find other findings which are related to the students‟ metacognitive learning strategies or the students‟ writing skills. It is also expected that the future researchers who want to conduct the similar topic could apply another strategy which develops the students‟ writing skills, for example designing good materials and good strategies for learning writing in English. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 80 REFERENCES Arikunto, S. 2010. Prosedur penelitian suatu pendekatan praktik. Jakarta: PT Rineka Cipta. Ary, D., Jacobs, L.C., Sorensen, C. 2010. Introduction to research in education 8 th ed.. California: Wadsworth. Azwar, S. 1980. Reliabilitas dan validitas: Interpretasi dan komputasi. Yogyakarta: Liberty. Azwar, S. 2003. Reliabilitas dan validitas ed. 3. Yogyakarta: Pustaka Pelajar. Azwar, S. 2009. Metode penelitian. Yogyakarta: Pustaka Pelajar. Biemiller, A., Meichenbaum, D. 1992. The nature and nurture of the self- directed learner. Educational Leadership, 50, 75 –80. Bright, J. A. McGregor, G. P. 1973. Teaching English as a second language. London: Longman Group Ltd. Brannon, L. Knoblauch, C. H. 2009. On students‟ rights to their own texts: A model of teacher response. College Composition and Communication, 33, 157-166. Brown, H. D. 2007. Teaching by principles: an interactive approach to language pedagogy 3 rd Edition. New York: Pearson Education, Inc. Creswell, J. W. 2015. Educational research: Planning, conducting, and evaluating quantitative and qualitative 5 th ed.. New Jersey: Pearson Education, Inc. El-Coumy, A. S. 2004. Metacognition and reading comprehension: current trends in theory and research. Cairo: Anglo Egyptian Bookshop. Flavell, J. H. 1987. Speculations about the nature and development of metacognition. In F. E. Weinert R. H. Kluwe Eds., Metacognition, motivation, and understanding pp. 21 –29. Hillside, NJ: Lawrence Erlbaum Associates. Fogarty, R. 1994. How to teach metacognition. Palatine, IL: IRISkylight Publishing. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 81 Fogarty, R. J. 1994. Teach for metacognitive reflection. Thousands Oaks, CA: Corwin Press. Fraenkel, J. R. Wallen, N. E. 2008. How to design and evaluate research in education 7 th ed.. Boston: McGraw – Hill Higher Education. Halpern, D. F. 1996. Thought and knowledge: An introduction to critical thinking. Mahwah, NJ: Lawrence Erlbaum Associates. Harmer, J. 2007. The practice of English language teaching 4 th edition. Cambridge: Longman. Heaton, J. B. 1975. Writing English language tests. London: Longman Group Limited. Hyland, K. 2002. Teaching and researching writing. London: Pearson Education Limited. Hyland, K. 2003. Second language writing. New York: Cambridge University Press. Hyland, K. 2007. Genre and second language writing. Ann Arbor, MI: University of Michigan Press. Hyndman, R. J. 1995. The problem with Sturges’ rule for constructing histograms. Retrieved on 14 March 2016 from http:robjhyndman.compaperssturges.pdf Ismail, N. 2010. Exploring ESL students’ apprehension level and attitude towards academic writing. Illinois: Common Ground Publishing LLC. MacArthur, C. A., Graham S., and Fitzgerald J. 2008. Handbook of writing research. New York: The Guildford Press. Myles, J. 2002. Second language writing and research: the writing process and error analysis in students texts . Canada: Queen‟s University. Nunan, D. 2003. Practical English language teaching. New York: McGraw Hill. Oxford, R. L. 1990. Language learning strategies: what every teacher should know. Boston: Heinle Heinle Publishers. OMalley, J. M. 1987. The effects of training in the use of learning strategies on learning English as a second language. Cambridge: Prentice-Hall.