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,
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
