Interviewing the representative of the students

47 conducted to know the teaching strategies which have done by the teacher and how the teacher implemented the strategies in the writing classes, especially for students in class 8A of SMP BOPKRI 1 Yogyakarta. Based on the interview result see Appendix 20, Mr. Krisna confirmed that metacognitive learning strategies had been implemented by using mind- mapping in the writing classes. In implementing metacognitive learning strategies, Mr. Krisna asked the students to organize their ideas in the mind map. In the interview, Mr. Krisna said: Yes, I have used metacognitive learning strategies. In here, I ask the students to make the mind map, so I ask them to make the outline for each paragraph. After that, they have to develop it into paragraph and finally, they have to arrange it into a text. In the interview, Mr. Krisna also explained that the implementation of metacognitive learning strategies was supported by three phase technique. It was used to help the students in writing activity. In the interview, Mr. Krisna explained: In here, I usually use three phase strategy. Firstly, I explain, give the example, and finally they will produce their own writing. Based on the interview, it is known that the English teacher has implemented metacognitive learning strategies to help the students in producing their own writing in the writing activity. The strategy that is used aims not only to help students to overcome the difficulties in writing but also to develop their writing skills. Therefore, this research would like to pr ovide the students‟ responses to using metacognitive learning strategies and to find out whether there PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 48 is a correlation bet ween students‟ metacognitive learning strategies and students‟ writing skills or not.

B. Data Description

This chapter discusses the research sample which was taken from the population of this research. According to Creswell 2015, there are two types of population, namely probability sampling and nonprobability sampling. In this research, the researcher used probability sampling and it was drawn from the 30 respondents in class 8A. The researcher used probability sampling as representative of the sample in order to generalize the population Creswell, 2005. Before using probability sampling, the researcher had to know some of the major population characteristics as explained in Chapter III. The technique which is used to select the sample is by using simple random sampling. According to Sprinthall 1991, “random sampling demands that each member must have an equal chance of being excluded and that no member of the population may be systematically excluded”. Therefore, simple random sampling was used to obtain a sample that shared the characteristics in the same proportions as in the sample. In addition, the researcher chose class 8A because the students in that class were the researcher‟s students during the teaching practice in SMP BOPKRI 1 Yogyakarta. Another reason was because the teachers in SMP BOPKRI 1 Yogyakarta gave an opportunity to conduct the research. The research was conducted from 10 th November – 3 rd December 2015 and 7 th April 2016. Before conducting the research, the researcher asked the permission from the teacher and principle in SMP BOPKRI 1 to conduct the research. After the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI