30 Notes:
Population : 8
th
grade students of SMP BOPKRI 1 Yogyakarta Sample
: class 8A of SMP BOPKRI 1 Yogyakarta
D. Research Instruments and Data Gathering Technique
In this section, the researcher presents the instruments and data gathering technique. This section consists of two parts. The first part presents the
instruments of the research. The second part presents the data gathering technique
of the research. 1.
Instruments
According to Arikunto 2010, an instrument is a way to facilitate the researcher to gather the data. There are some instrument varieties which become
the method in collecting the data and they are interview, observation, questionnaire and documentation. Another instrument that is used to gather the
data was in the form of test, such as matching test, speaking test, and writing test Sudarsono, 1998. Furthermore, Ary et al. 2010, p. 201 also state “a test is a set
of stimuli presented to an individual in order to elicit responses on the basis of which a numer
ical score can be assigned.” In order to gain the source of the data, this research used four kinds of
instruments. The instruments were the observation, the metacognitive learning strategies questionnaire, the writing test and the interview.
a. Observation
The researcher used the observation as the first instrument in this research see Appendix 7. The observation which was employed by the researcher was
naturalistic observation. It involves observing the participants in their natural PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
31 settings Fraenkel and Wallen, 2009. According to Gall, Gall Borg 2007, p.
263, “naturalistic observation provides more accurate data than that obtained from research participants, which often biased by the set to give a socially
desirable response.” In addition, the researcher prepared the observation sheet to record the learning activity in the classroom. It was also used to gather „live‟ data
which occurred from the natural situations in the learning activity. The main goal of conducting the observation was to gather the data which are accurate, unbiased
and richly detailed information Lodico, Spaulding, Voegtle, 2006. In this research, the researcher used inter-observer reliability to record the
data because the researcher observed the record data on the learning activity individually Fraenkel and Wallen, 2009. The data were collected only at one
point in time to obtain reliable data. Furthermore, the use of the observation was to emphasize the data from the other instruments.
b. Metacognitive Learning Strategies Questionnaire
The metacognitive learning strategies questionnaire was used to gain data about students‟ metacognitive learning strategies see Appendix 5. The students‟
metacognitive learning strategies was obtained by adopting and modifying a short form of the diagram of the metacognitive strategies which is made by Oxford as
cited in Language Learning Strategies 1990, p. 137. Oxford makes metacognitive strategies by showing the strategies that learners can use to arrange
and plan their language learning in an efficient, effective way. Some strategies that can help the learners in the learning process are centering their learning,
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