The Findings of the Research

73 the teaching practice in SMP BOPKRI 1 Yogyakarta before conducting the research. After doing the observation, the researcher made some plans to conduct the research. In conducting the research, the researcher did the statistical study to test the validity and reliability by using SPSS.v.21. The test was used to measure the validity and reliability level of the research instruments. The result of the test was 100 valid and reliable. After the researcher did the statistical study, the research started to conduct the research. It was started by giving the writing test and as the researcher has said, the writing was assessed by the English teacher in SMP BOPKRI 1 Yogyakarta. Furthermore, the researcher also distributed the questionnaire to measure the students‟ metacognitive learning strategies. After analysing the data, the researcher also did the statistical study to describe an existing relationship between the students‟ metacognitive learning strategies and the students‟ writing skills. The result shows that there is a positive relationship between the students‟ metacognitive learning strategies and the students‟ writing skills. Hereafter, the researcher also conducted interview with some students and the English teacher in SMP BOPKRI 1 Yogyakarta. Based on the interview, the researcher found that the English teacher used metacognitive learning strategies as one of the strategies in the writing classes. Furthermore, the researcher found that there were positive responses from the students about using metacognitive learning strategies in the writing classes. Most of the students applied 74 metacognitive learning strategies to overcome their difficulties and develop their writing skills in the writing activity. In this research, the researcher has learned many things such as applying some strategies which help the students in the learning process. By using good strategies, it will help to encourage the students in order to develop their skills in the learning process. In addition, one of the strategies that both the teacher and the students can use in the learning activity is metacognitive learning strategies that help the students to plan, monitor and evaluate their learning progress. It is also proven by the research findings presented above. The researcher summed up that there is positive relationship between students‟ metacognitive learning strategies and the students‟ writing skills. In conclusion, this research on the correlational study on metacognitive learning strategies to develo p students‟ writing skills in class 8A of SMP BOPKRI 1 Yogyakarta was successful and there were good responses from both the English teacher and the students in applying metacognitive learning strategies in the writing classes. 75

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

In this chapter, the researcher presents the conclusions and the recommendations from the research results. In the conclusions part, the researcher concludes the research from the data analysis and research findings. In the recommendations part, the researcher delivers the recommendations for the English teachers, the students and future researchers who are going to conduct a similar research.

A. Conclusions

This research was conducted in order to find out the students‟ responses to writing a text when using metacognitive learning strategies for the students in class 8A of SMP BOPKRI 1 Yogyakarta. Besides, the researcher attempted to find out whether there is a correlation between metacognitive learning strategies and students‟ writing skills for writing recount texts in that class. The research method used in this research was correlational research which studied the relationship among two variables, namely metacognitive learning strategies as the independent variable and students‟ writing skills as the dependent variable. Besides, the researcher used simple random sampling as the sampling techniques to obtain a sample that shared the characteristics in the same proportions as in the sample. The research instruments in this research were the observation sheet, writing test, questionnaire and verifying interview. The 76 researcher did the observation during the teaching practice in SMP BOPKRI 1 Yogyakarta before conducting the research. Since the researcher used the writing test, the researcher was helped by the English teacher in SMP BOPKRI 1 Yogyakarta to assess the students‟ writing test. The questionnaire was used in to measure the students‟ metacognitive learning strategies. The researcher asked the students for doing the interview to fin d out the students‟ responses to using metacognitive learning strategies. In addition, the researcher also did the interview to the English teacher in order to strengthen the research findings. The researcher conducted all research procedure including doing the observation and arranged the permission letter from both university and SMP BOPKRI 1 Yogyakarta before starting to conduct the research. In connection with that, the researcher had also made the research instruments along with the guidance from the thesis advisor. Therefore, the researcher did not only learn to write a thesis, but the researcher also learned to conduct the research based on the regulation from the study program. Based on the analysis results, the researcher can draw two conclusions. The first is that there are positive responses on writing recount texts from the students when using metacognitive learning strategies in the writing classes because it helps the students to center their learning, arrange and plan their learning, and evaluate their learning. The second is that there is a significant correlation between the students‟ metacognitive learning strategies and the students‟ writing skills in class 8A of SMP BOPKRI 1 Yogyakarta r = 0.627 r table = 0.449. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI