50 based on their writing score in the learning process which represented two lowest
scores, one middle score and two highest score. Since each respondent did the interview in 6 up to 7 minutes, it was done in 35 minutes for five respondents.
Besides, the researcher also conducted an interview with the English teacher in SMP BOPKRI 1 Yogyakarta and the result interview with the English teacher is
presented in Appendix 20. It was conducted in order to strengthen the findings of the research result and to find out whether the English teacher has implemented
metacognitive learning strategies or not. The researcher did a statistical study based on the writing test and
questionnaire after conducting the research in class 8A of SMP BOPKRI 1 Yogyakarta. Before analysing the data by using SPSS.v.21, the researcher
organised all data in the form of table and did a statistical study as explained in the following section.
C. Data Analysis
In this section, the researcher presents the data which answers the research questions in the form of writing test, questionnaire and interview. This section
consists of two parts. The first section presents the findin gs of the students‟
responses to writing recount texts when they use metacognitive learning strategies in class 8A of SMP BOPKRI 1 Yogyakarta. The second section presents the
findings of the correlation between metacognitive learning strategies and the students‟ writing skills for writing recount texts in class 8A of SMP BOPKRI 1
Yogyakarta. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
51
1. The S
tudents’ Responses to Writing Recount texts When They Use Metacognitive Learning Strategies in Class 8A of SMP BOPKRI 1
Yogyakarta
In order to answer the first research questions, the researcher conducted an interview. The first question is related to
the students‟ responses to writing recount texts when they use metacognitive learning strategies in class 8A of SMP
BOPKRI 1 Yogyakarta. According to Knoblauch and Brannon 2015, students‟
responses to writing skills can be defined as any verbal or non-verbal act produced in answer to their writing. In connection with this, according to Harmer
2007, teacher, as the facilitator, should help learner to be able to respond because the students need to see things or explain orally even though it will take
time to brainstorm ideas and draft a piece of writing. Based on the interview result, Mr. Krisna, the English teacher of SMP BOPKRI 1 Yogyakarta confirmed
that in order to make the students to be able to respond, he encouraged the students to understand the structure, the purpose and the characteristics of the text.
In the interview, Mr. Krisna said: If it is for learning writing, I usually provide the students with an
understanding of the structure or arrangement of the text. After that, I give the purpose of the text and the characteristics of the text, and I usually give
the previous example to them. Next, I ask them to understand the text, in the context that they will look for the vocabulary which the might not
know yet, and they make small notes about the vocabulary. Finally, they are asked to find the meaning, so they can understand what the text is
about.
Furthermore, based on the data presented in Appendix 19, it can be seen that most of the students are classified to have good response to using
52 metacognitive learning strategies in the writing activity. In addition, based on the
data, it can be seen that the contributions of metacognitive learning strategies to develop writing skills in the writing activity are classified into three, as follows:
a. To Center S
tudents’ Learning
According to Hyland 2002, writing is central to the writer‟s personal
experience and social identities, and people are often evaluated by their control of it. In addition, the writing process includes activity which contributes to the final
written product and one of them is by including the thinking practices Sobal, 2001. In the beginning of the writing activity, the thinking process will assist the
students to develop their writing and it will also give contribution for the students to get focused with what they will write or center their learning. Based on the
interview result, most of the students confirmed that they thought and got focused before starting to write when they were asked to write by their English teacher in
the writing activity. It led the students before starting to write the text in writing activity. According to the interview result, the students did several activities
before starting to write and they said: Berpikir
What I did for the first time was thinking. Student 1 Langsung menulis sambil berpikir
I directly wrote while thinking. Student 2 Mikir-mikir susunan kalimatnya biar jadi apa.. biar jadi pas
I thought about the sentence organisation in order to make it suitable. Student 3
