A correlational study on metacognitive learning strategies to develop students` writing skills in class 8A of SMP Bopkri 1 Yogyakarta.

A CORRELATIONAL STUDY ON METACOGNITIVE

LEARNING STRATEGIES

TO DEVELOP STUDENTS’

WRITING SKILLS IN CLASS 8A OF SMP BOPKRI 1

YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Agata Nina Puspita Student Number: 121214066

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMME DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

i

A CORRELATIONAL STUDY ON METACOGNITIVE

LEARNING STRATEGIES

TO DEVELOP STUDENTS’

WRITING SKILLS IN CLASS 8A OF SMP BOPKRI 1

YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Agata Nina Puspita Student Number: 121214066

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMME DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

A CORRELATIONAL STUDY ON METACOGNITIVE

LEARNING STRATEGIES TO DEVELOP STUDENTS'

WRITING SKILLS IN CLASS 8A OF SMP BOPKRI 1

YOGYAKARTA

By

Agata Nina Puspita Student Number: 121214066

Advisor

I

A

CORRELATIONAL STUDY ON METACOGNITIVE

LEARNING STRATEGIES TO DEVELOP STUDENTS'

WRITING SKILLS IN CLASS 8A OF SMP BOPKRI 1

YOGYAKARTA

By

Agata Nina Puspita Student Number: 121214066

Defended before the Board of Examiners on 1 June 2016

and Declared Acceptable

Chairperson : Paulus Kuswandono, Ph.D.

Secretary : Christina Lhaksrnita Anandari, Ed.M. Member : Paulus Kuswandono, Ph.D.

Member : Christina Lhaksrnita Anandari, Ed.M. Member : Laurentia Sumarni, M.Trans.St.

Board of Examiners

Yogyakarta, 1 June 2016

I

Faculty of Teachers Training and Education Sanata Dharma University

FAILURE IS A

SUCCESS IF YOU

LEARN FROM IT!

This thesis is dedicated to: Jesus Christ Bapak Ignatius Sutoto, Ibu Theresia Krisyani Agnes Rini Puspita All family

STATEMENT OF WORK'S ORIGINALITY

I honestly declare that this thesis, which I have written,' does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a specific paper should.

Yogyakarta,l June 2016

The writer

Ag ta Nina Puspita 21214066

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang betanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Agata Nina Puspita

NIM : 121214066

Demi pengembangan ilmu pengetahuan saya memberikan kepada Perpustakaan Universitas Sanata Dharma, karya ilmiah saya yang beljudu1:

A CORRELATIONAL STUDY ON METACOGNITIVE LEARNING STRATEGIES TO DEVELOP STUDENTS'

WRITING SKILLS IN CLASS SA OF SMP BOPKRI 1 YOGYAKARTA

Beserta perangkat yang diperlukan (hila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dhanlla hak untuk menyimpan, mengalihkan dalam bentuk lain, mengelolanya da1am bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perIu meminta izin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sehenarnya.

Dihuat di Yogyakarta Pada tanggal 1Juni 2016

Yang menyatakan

vii ABSTRACT

Puspita, Agata Nina. (2016). A Correlational Study on Metacognitive Learning

Strategies to Develop Students’ Writing Skills in Class 8A of SMP BOPKRI 1 Yogyakarta. Yogyakarta: Sanata Dharma University.

Metacognitive learning strategies are one of the writing strategies that can be applied to develop students‟ writing skills. This research aimed to find out whether there is a positive and significant relationship between metacognitive learning strategies and students‟ writing skills in class 8A of SMP BOPKRI 1 Yogyakarta. The hypothesis is whether there is a significant correlation between metacognitive learning strategies and students‟ writing skills in class 8A of SMP BOPKRI 1 Yogyakarta or not. The two problems formulated in this research are (1) What are the students‟ responses to writing recount texts when they use metacognitive learning strategies in class 8A of SMP BOPKRI 1 Yogyakarta?; (2) Is there any correlation between metacognitive learning strategies and the students‟ writing skills for writing recount texts in SMP BOPKRI 1 Yogyakarta?

This research employed a correlational study. The subjects of the study were 30 students in class 8A of SMP BOPKRI 1 Yogyakarta. The research sample was drawn by using simple random technique sampling. There were two kinds of variables in this research. The first one was students‟ metacognitive learning strategies as the independent variable. The second one was students‟ writing skills as the dependent variable.

To analyse the data obtained, this research used Pearson‟s Product -moment Simple Correlation. Students‟ metacognitive learning strategies were measured using a questionnaire method. The questionnaire was adapted based on theories of metacognitive learning strategies. English writing skills were tested by a written test from the recount texts. The researcher used interviews to find out the students‟ responses to writing when using metacognitive learning strategies, as well as interviewing the English teacher to strengthen the result findings.

The results of this research showed that there were positive responses on writing recount texts from the students when using metacognitive learning strategies in the writing classes because it helped the students to center their learning, arrange and plan their learning, and evaluate their learning. Besides, there was 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). Therefore, the teacher needs to consider metacognitive learning strategies in order to develop their writing skills in the learning process.

Keywords: students‟ writing skills, students‟ metacognitive learning strategies, correlational research

ABSTRAK

Puspita, Agata Nina. (2016). A Correlational Study on Metacognitive Learning

Strategies to Develop Students’ Writing Skills in Class 8A of SMP BOPKRI 1 Yogyakarta. Yogyakarta: Sanata Dharma University.

Strategi pembelajaran metacognitive adalah salah satu strategi menulisyang dapat diterapkan untuk mengembangkan keterampilan menulis siswa. Penelitian ini bertujuan untuk mengetahui apakah ada hubungan yang positif dan signifikan antara strategi pembelajaran metacognitive dan keterampilan menulis siswa di kelas 8A SMP BOPKRI 1 Yogyakarta. Hipotesisnya adalah apakah ada korelasi yang signifikan antara strategi pembelajaran metacognitive dengan keterampilan menulis siswa di kelas 8A SMP BOPKRI 1 Yogyakarta atau tidak. Ada dua masalah yang dirumuskan dalam penelitian ini yaitu (1) Apakah respon siswa ketika menulis teks recount dengan menggunakan strategi pembelajaran metacognitive di kelas 8A SMP BOPKRI 1 Yogyakarta?; (2) Apakah ada korelasi antara strategi pembelajaran

metacognitive dan keterampilan menulis siswa untuk menulis teks recount di SMP

BOPKRI 1 Yogyakarta?

Penelitian ini menggunakan sebuah studi korelasi. Subjek-subjek penelitian ini adalah 30 siswa di kelas 8A SMP BOPKRI 1 Yogyakarta. Sampel penelitian diambil dengan menggunakan simple random technique sampling. Ada dua jenis variabel dalam penelitian ini. Pertama adalah strategi pembelajaran

metacognitive siswa sebagai variabel bebas. Kedua adalah keterampilan menulis

siswa sebagai variabel terikat.

Untuk menganalisis data yang diperoleh, penelitian ini menggunakan

Pearson‟s Product-moment Simple Correlation. Strategi pembelajaran

metacognitive siswa diukur menggunakan metode kuesioner. Kuesioner ini

disesuaikan berdasarkan teori-teori strategi pembelajaran metacognitive. Keterampilan menulis bahasa Inggris diuji dengan tes tertulis dari teks recount. Peneliti menggunakan wawancara untuk mengetahui respon siswa dalam menulis ketika menggunakan strategi pembelajaran metacognitive dan untuk memperkuat hasil penemuan-penemuan dengan mewawancarai guru bahasa Inggris.

Hasil dari penelitian ini menunjukkan bahwa ada tanggapan positif dalam menulis teks recount dari para siswa saat menggunakan strategi pembelajaran

metacognitive di kelas menulis karena membantu siswa untuk memusatkan

pembelajaran mereka, mengatur dan merencanakan pembelajaran mereka, dan mengevaluasi pembelajaran mereka. Selain itu, ada korelasi signifikan antara strategi pembelajaran metacognitive siswa dan kemampuan menulis siswa di kelas 8A SMP BOPKRI 1 Yogyakarta (r = 0.627 > r tabel = 0.449).). Oleh karena

itu, guru perlu mempertimbangkan strategi pembelajaran metacognitive untuk mengembangkan keterampilan menulis dalam proses belajar.

Kata kunci: students‟ writing skills, students‟ metacognitive learning strategies, correlational research

ix

ACKNOWLEDGEMENTS

Firstly, I would like to devote my deepest gratitude to Jesus Christ and Mother Mary for giving me love, blessings, strength, courage, and compassion in in every single moment of my life, especially during the process of finishing this thesis. They know what is best for me and have a perfect plan in my life.

Secondly, I would like to express my greatest gratitude to my advisor, Paulus Kuswandono, Ph.D., for his guidance, suggestions and motivation in the long process of making this thesis. I really thank him for spending his valuable time to correct my thesis in the middle of his busy days. I learned many valuable life lessons from him.

Next, I would like to express my gratitude to Agustinus Hardi Prasetyo, S.Pd., M.A., my Academic Advisor, and the lecturers of ELESP, Sanata Dharma University for their lectures and guidance. I would also like to express my appreciation to the Secretariat Staff of ELESP, Mbak Danik and Mas Yudo for giving me a lot of contributions throughout these four years.

I would extend my gratitude to Bapak Paryadi, S.Pd. for giving me the permission to conduct the research in SMP BOPKRI 1 Yogyakarta. I would also express my gratitude to Bapak Daru Kurniawan, S. Pd., for his sincere help and support during my research and for letting me conduct the research in his class. I would also like to send huge thanks to the students of class 8A academic year 2015/2016 for being cooperative participants in the research.

I would like to deliver my best gratitude to Bapak Ignatius Sutoto and Ibu Theresia Krisyani for their unconditional love, help and prayer. I thank them for their guidance, patience, support and trust that they give to me. I promise to always be their best daughter. I also thank my little sister, Agnes Rini Puspita for her support, patience, motivation, and prayer.

I would also like to thank all the teachers and staffs in SMP BOPKRI 1 Yogyakarta for their guidance, support and suggestion. I am also thankful to Vania for helping me and giving her time during the research in SMP BOPKRI 1 Yogyakarta. Next, I also thank Gratia, Vita, Dita, Venny and Tisa for their support and love.

My gratitude also goes to all members of PBI 2012, especially PBI 2012 Class C for the unforgettable memories we have had and for becoming my new family. I would like to give special thanks to EMC, PPL SMP BOPKRI 1 Yogyakarta, FIDES and KKN LI Kelompok 43 Watulawang 2. I love them so much.

At last, I would like to express my sincere gratitude to those whose names cannot be mentioned one by one for their contributions and support in finalising this thesis.

xi

TABLE OF CONTENTS

Page

TITLE PAGE ………... i

APPROVAL PAGES ………... ii

DEDICATION PAGE ………... iv

STATEMENT OF WORKS‟S ORIGINALITY ………... v

PERNYATAAN PERSETUJUAN PUBLIKASI ………... vi

ABSTRACT ………... vii

ABSTRAK ………... viii

ACKNOWLEDGEMENTS ………... ix

TABLE OF CONTENTS ………... xi

LIST OF TABLES ………. xiv

LIST OF FIGURES ………... xv

LIST OF APPENDICES ……… xvi CHAPTER I. INTRODUCTION ………...

A. Research Background ……….

B. Research Problems ………..

C. Problem Limitation ……….

D. Research Objectives ………

E. Research Benefits ………... F. Definitions of Terms ………...

1 1 5 6 7 7 8

CHAPTER II. REVIEW OF RELATED LITERATURE ………. A. Theoretical Description ……….. 1. The Students‟ Responses to Writing Skills ………... 2. Metacognitive Learning Strategies ……… 3. Writing Recount texts Using Metacognitive Learning Strategies …

B. Theoretical Framework ………...

C. Hypothesis ………..

12 12 12 16 19 23 25

CHAPTER III. RESEARCH METHODOLOGY ……….

A. Research Method ………

B. Research Setting ……….

C. Research Participants / Subjects ……….

1. Population ………..

2. Sample ………

D. Research Instruments and Data Gathering Technique ………

1. Instruments ……….

a. Observation ………...

b. Metacognitive Learning Strategies Questionnaire ……… c. English Writing Test ……….

d. Interview ………

2. Data Gathering Technique ………. 3. Validity and Reliability of Metacognitive Learning Strategies

Questionnaire ………...………..

a. Validity ………..

b. Reliability ………..

E. Data Analysis Technique ……… 1. Normality Test ………...

2. Linearity Test ……….

F. Research Procedure ………

26 26 27 28 28 28 30 30 30 31 32 33 34 37 38 39 40 40 41 41

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION …………... A. The Implementation of Metacognitive Learning Strategies in SMP

BOPKRI 1 Yogyakarta ………...

B. Data Description .………

C. Data Analysis .………...

1. The Students‟ Responses to Writing Recount texts When They Use Metacognitive Learning Strategies in Class 8A of SMP BOPKRI 1 Yogyakarta ………. a. To Center Students‟ Learning ………...

46 46 48 50 51 52

xiii

b. To Arrange and Plan Students‟ Learning ……….. c. To Evaluate Students‟ Learning ……… 2. The Correlation between Metacognitive Learning Strategies and

Students‟ Writing Skills for Writing Recount texts in Class 8A of SMP BOPKRI 1 Yogyakarta ………. a. The Score of Metacognitive Learning Strategies ……….. b. The Score of Students Writing Skills ……… c. The Testing of Statistical Assumptions ………. d. Hypothesis Test

D. Discussions ……….

1. The Findings of the Research ………. 2. Lesson Learned of a Correlational Study on Metacognitive Learning Strategies to Develop Students‟ Writing Skills in Class 8A of SMP BOPKRI 1 Yogyakarta ………..……….

53 56

59 60 62 64 67 68 69

72

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ...……….

A. Conclusions ……….

B. Recommendations ..……….

75 75 77

REFERENCES ……….. 80

LIST OF TABLES

Table Page

3.1 The Number of Eight Grade Students of SMP BOPKRI 1

Yogyakarta ………. 28

3.2 The Indicators and the Sub Indicators of Metacognitive Learning Strategies Questionnaire ……….………... 33

4.1 Students‟ Metacognitive Learning Strategies Frequency Distributions ………... 61

4.2 Students‟ Writing Skills Frequency Distributions ………. 63

4.3 The Results of Normality Test ………... 65

4.4 The Results of Linearity Test ………. 66

4.5 The Summarised Results of the Pearson‟s Product-moment Simple Correlation (r) Analysis to Test the Hypothesis ………… 67

xv

LIST OF FIGURES

Figure Page

3.1 Research Design ………. 27

3.2 Population and Sample ……….. 29

3.3 Pearson‟s Product-Moment Correlation Formula ……….. 39

3.4 Cronbrach‟s Coefficient Alpha Formula ………... 40

3.5 Kolmogorof-Smirnov Tests ……….……….. 40

3.6 Linearity Test ………. 41

4.1 Sturges‟ Formula ……… 60

4.2 The Calculation of Class Interval ……….. 60

4.3 Students‟ Metacognitive Learning Strategies Frequency Distributions ………... 62

LIST OF APPENDICES

Appendix Page

1. Cover Letter for the Headmaster of SMP BOPKRI 1 Yogyakarta... 84

2. Research Letter from SMP BOPKRI 1 Yogyakarta ………... 85

3. Recount texts Material ……….. 86

4. Writing Test ……….. 88

5. Questionnaire ……… 90

6. Writing Score Rubric …...………. 93

7. Observation Sheet Result ………. 95

8. Validity Analyses ………... 99

9. Reliability Analyses ………... 108

10. Samples of Students‟ Writing Test …...……… 109

11. Students‟ Writing Score………... 113

12. Metacognitive Learning Strategies‟ Questionnaire Result ………... 114

13. The Result Computation of Interval Class on Metacognitive Learning Strategies ………... 116

14. The Result Computation of Interval Class on Writing Skills ……... 117

15. The Statistical Assumptions Test of Normality Test ……… 118

16. The Statistical Assumptions Test of Linearity Test ………. 119

17. The Descriptive Statistics of the Variables ……….. 121

18. The Correlational Analysis ………... 122

19. A Sample Result of Interview with the Students ………... 123

20. Result of Interview with the Teacher ………... 129

xvii

22. Interview Blueprint for Students ……….. 139 23. Interview Blueprint for the Teacher ………. 142

CHAPTER I INTRODUCTION

This chapter consists of six major underlying sections, namely research background, research problems, problem limitation, research objectives, research benefits and definition of terms. Research background discusses and explains the practical and the theoretical background related to this research. Problem formulation presents the two research problems based on the research baclground. Next, problem limitation presents the focus of the study. Research objectives discuss the expected results from the research conducted. Research benefits present the benefits of conducting this research. Definition of terms explains some definition to which the researcher refers in conducting the research.

A.Research Background

Nowadays, writing becomes one of the important skills because it helps to inform others, carry out transactions, persuade, and tell what people feel. It also becomes one of the essential parts of the lesson that will never be left in education. However, according to Myles (2012), writing skills do not develop successfully among the learners because writing may become a very complex process and sometimes it becomes a challenging activity, especially for the beginner students. It requires conscious effort and much practice in composing, developing and analysing ideas. Furthermore, second language learners have difficulties in writing activity because they need exploration and critical reflection

from the learners (Reid, 2009). Therefore, the major cause of the difficulty is a lack of writing strategy to emphasize exploration rather than conclusiveness because they still have some difficulties in producing a text although they already have a basic skill about writing.

In fact, there are many strategies that can be used by the students and they will not have any difficulties if they know about how to implement the writing strategies. According to Fogarty (1994), one of the strategies is by using metacognitive strategy which involves questioning, visualizing and synthesizing information. On the other hand, the students lack understanding on how to use it. In the writing classes, some students might not be familiar with the strategy and it will become a tough activity for those who have not known because they could not know how to produce a good text easily. It will also make the students have difficulties in writing effectively and strategically, especially in exploring their ideas through writing in the writing classes. As a result, a good strategy is needed in order to improve students‟ skills in writing, so that they are able to self-plan, self-monitor, self-regulate and self-evaluate their own writing skills properly (Oxford, 1990).

Writing is an important aspect in language learning because by writing, the students can produce a productive text. It is affected by the strategy that the students used. Based on the experience during teaching practice in Class 8A of SMP BOPKRI 1 Yogyakarta, the researcher found that many students had difficulties in writing activity rather than speaking, listening or reading activity. They also found difficulties in arranging a productive text although the teacher

had explained the topic and what they had to write in the text which was related to the topic. In addition, in SMP BOPKRI 1 Yogyakarta, one class consists of thirty (30) students. This situation made the teacher optimize the use of suitable strategy in creating a critically reflective text by exploring students‟ ideas to recognize whether their ideas have supported their writing or not. Based on the difficulties in the writing activity, the researcher as the practice teacher tried to help students by showing a good strategy in the form of metacognitive learning strategies. Furthermore, during the observation as the practice teacher, the researcher found that the English teacher in SMP BOPKRI 1 Yogyakarta has implemented metacognitive learning strategies in the writing classes. Besides, based on the observation, the researcher also found that the students of class 8A of SMP BOPKRI 1 Yogyakarta had an ability to produce a productive text because they had good ability in other language skills, especially speaking. However, the researcher observed that the students had difficulty in writing English and it was proven when the researcher gave a writing assignment to the students.

In teaching and learning process, the students‟ successes depend on their strategy in learning activity, so they need a good strategy to enhance their writing skills (Oxford, 1990). In connection with writing skill, the researcher had the opportunity to conduct the research in the writing classes. Based on the English teacher‟s explanation, the students had learned about writing recount texts. Besides, since this research was conducted during the students‟ preparation of their examination, recount texts were used to prepare the students for examination. On the other hand, the researcher reviewed of the materials related

to writing recount texts to the students in class 8A of SMP BOPKRI 1 Yogyakarta. Furthermore, the researcher found that the students needed metacognitive strategy to overcome the difficulties in writing a productive text. It is regarded as high order skills that follow up the knowledge of cognitive process and constitute an attempt to regulate ones‟ own learning by means of planning, monitoring and evaluating (El-Koumy, 2004). It includes the students‟ awareness of whether they can link what they write to their lives, ability to involve cognitive process (recall the knowledge they have) and how to make an important perception from the writing.

According to O‟Malley (1987), metacognitive learning strategies help the learner to evaluate their learning achievements, progress and to help the learner for future learning directions. Metacognitive processes also have been understood to play an essential part in achieving the goal to be critical learner through all types of learning, including writing. Many recent researches illustrate and show the positive effects and relationship between metacognitive learning strategies and language learning development. There have been some studies on using metacognitive learning strategies in language learning activities. For example, a research was conducted by Wahyuni (2000), a graduate of Sanata Dharma University entitled “English Education Study Program Students‟ Metacognitive Learning Strategies and Reading Achievement: a Correlational Study.” This study aimed to find out whether there is a positive relationship between metacognitive learning strategies and reading achievement and also, to find out the proportion of each type of metacognitive learning strategies, namely planning, monitoring, and

evaluating, of English Education Study Program students. Even though the result of the study shows that there was no correlation between English Education Study Program students and metacognitive learning strategies, but the proportion of planning, monitoring, and evaluation were 72%, 68%, and 69% respectively.

Nevertheless, there are also researches on the development of students‟ writing skills by using metacognitive learning strategies particularly second language learners. In addition, the use of metacognitive strategies in the writing process has been generally supported by the learners‟ background knowledge and experience and it becomes valuable for their learning process. It can help the learners to overcome their difficulties in writing activity. In connection with the students‟ difficulties in writing activities, it triggers the researcher to conduct a study on using metacognitive learning strategies to develop students‟ writing skills. Therefore, this study provides the readers to know the use of metacognitive learning strategies in order to know the students‟ responses to writing skills and whether there is a correlation between metacognitive learning strategies and students‟ writing skills or not.

B.RESEARCH PROBLEMS

There are two major problems that appear in this study:

1. What are the students‟ responses to writing recount textss when they use metacognitive learning strategies in class 8A of SMP BOPKRI 1 Yogyakarta?

2. Is there any correlation between metacognitive learning strategies and the students‟ writing skills for writing recount texts in class 8A of SMP BOPKRI 1 Yogyakarta?

C.PROBLEM LIMITATION

This research is limited to the discussion of students‟ responses to writing recount texts when they use metacognitive learning strategies in class 8A of SMP BOPKRI 1 Yogyakarta. Besides, it is also limited to the correlation between metacognitive learning strategies and the students‟ responses to writing recount texts in class 8A of SMP BOPKRI 1 Yogyakarta. The limitation was chosen to answer the respondents‟ difficulties in writing recount texts, namely organizing ideas, using correct grammar and choosing correct words in writing, which can be seen through the result of students‟ writing test. Furthermore, this research focused on the development of students‟ writing skills by using metacognitive learning strategies.

In this research the observation was done by the researcher during the teaching practice and the participants of this research only included class 8A in academic year 2015/2016 (30 students). The participants were the researcher‟s students during the teaching practice in SMP BOPKRI 1 Yogyakarta. This research was done through the writing test, the questionnaire and the interview for students and the English teacher in SMP BOPKRI 1 Yogyakarta on Thursday, 7th April 2016. In order to make the result of the writing test valid and reliable, the writing test was assessed by the English teacher.

D.RESEARCH OBJECTIVES

This research aims to find out the answers from two research questions. Firstly, the objective is to find out the students‟ responses to writing recount texts using metacognitive learning strategies for the students in class 8A of SMP BOPKRI 1 Yogyakarta. Secondly, the researcher attempted to find out whether there is a correlation between metacognitive learning strategies and the students‟ responses to writing skills for writing recount texts in the class 8A of SMP BOPKRI 1 Yogyakarta. The results of these research objectives could be found in Chapter 4.

E.RESEARCH BENEFITS

This research is expected to be able to give several benefits to the students, the teachers of SMP BOPKRI 1 Yogyakarta, the future researchers and English Language Education Study Program students.

1. The students in class 8A of SMP BOPKRI 1 Yogyakarta

This research is beneficial to know the students‟ responses by using metacognitive learning strategies in learning writing. The critical students would create the meaningful learning which affects their cognitive, affective and kinaesthetic aspects. For that reason, this research would create the better output from the students.

2. The English teachers of SMP BOPKRI 1 Yogyakarta

This research is beneficial for the English teacher of SMP BOPKRI 1 Yogyakarta to inspire the teacher to use metacognitive learning strategies as a

strategy for teaching writing. Moreover, from this research, the English teacher could develop the use of metacognitive learning strategies in the other skills of learning English, for example listening, speaking and reading. From this research, the English teacher could find another ways to overcome the students‟ difficulties in learning writing.

3. Future Researchers

The aim of this research is also to give understanding and knowledge to especially educational researchers. After they know the students‟ responses to writing skills using metacognitive learning strategies and its correlation with students‟ writing ability, it is expected that they can conduct further research in relation with this topic. It is also expected that they can design creative materials and creative strategies for teaching English, especially for writing ability.

4. The English Language Education Study Program Students

This study is also valuable to help the students of the English Language Study Program (ELESP) as the references for their teaching. Furthermore, this study could be the stimulation for the ELESP students to become more creative in using prior knowledge to plan a strategy for approaching a learning task by using metacognitive learning strategies as the teaching strategy in teaching writing skills.

F. DEFINITION OF TERMS

This research is conducted under several terms to limit the discussion of research. For that reason, the researcher would define the following terms:

1. Metacognitive Learning Strategies

According to O‟Malley (1987), metacognitive strategy is a strategy to help the students in order to improve and develop their language skills. It is related to the improvement of writing skills. Metacognitive refers to students‟ ability to be aware of and monitor their own process. It can increase students‟ abilities to transfer or adapt their learning to new contexts and tasks. It also includes a critical awareness of one‟s thinking and learning. People can use a metacognitive theory in the writing activity because it shows how the human brain processes and produces various ideas and information.

2. Correlation

Correlational study is used to describe and measure the degree of association between two or more variables or sets of scores (Ary et all, 2010). In a correlational study, there are two types of correlation, namely positive correlation and negative correlation. A positive correlation means that the increase of independent variable will affect the increase of dependent variable and vice versa. Meanwhile, a negative correlation means that the increase of independent variable will affect the decrease of dependent variable and vice versa.

3. Recount texts

According to Hyland (2008), recount texts deals with past experiences or events. It is created in a constructive format in the literacy study that tells the author‟s personal experience or events. In a recount, the language features that are used are past tense, time conjunction and the use of first person as the subject. In

this research, the researcher will asked the students to write the recount texts based on the students‟ experiences in their school.

4. The Students’ Responses to Writing Skills

According to Ismail (2010), writing has always been seen as an important skill in ESL classes because it is the area in which learners are expected to spend adequate time to develop their writing skills and it reinforces grammatical structures, vocabulary and idioms that the students have learned. The way writing and writers are portrayed in a writing activity and it is seen as a process of discovery as the writers try to find their way while they are struggling to think, compose and put their ideas together. These images of what a writer is could have a profound effect on students and how they perceive themselves as writers. Therefore, it is important to know how students‟ perception as writers and discover alternative teaching techniques; ways to motivate students, as well as things teachers and parents can do to improve the ways in which they present writing to their students and children.

5. Writing Skills

According to Richards (2014), writing is among the most important skills that second language students need to develop because it involves composing skills and knowledge about texts, contexts and readers. It also helps to develop the idea that writers need realistic strategies for drafting and revising. In this research, the researcher wants to know the students‟ responses to writing skills by using metacognitive learning strategies. For that reason, the researcher wants to build the meaningful writing learning which is related to their lives.

6. The Students in Class 8A of SMP BOPKRI 1 Yogyakarta Academic Year 2015/2016

The students of class 8A of SMP BOPKRI 1 Yogyakarta Academic Year 2015/2016 are the most cooperative students from the other eighth grader students in SMP BOPKRI 1 Yogyakarta. There are thirty (30) students consisting of sixteen (16) male students and fourteen (14) female students. Based on the teaching practice, the students have better speaking, listening and reading skills than writing skills. The students should learn to develop their writing skills.

12 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher would like to discuss theories related to the study. This chapter includes the theoretical description and theoretical framework. The theoretical description presents the discussion of any literature related to and the students‟ responses to writing skills, metacognitive learning strategies, and writing recount texts using metacognitive lerning strategy. The theoretical framework summaries all relevant theories, which help the researcher solves the research problems.

A.Theoretical Description

In this theoretical description, the researcher would like to discuss the theories which are related to the research issue. The researcher limits the theories from three specific theoretical descriptions. They are the students‟ responses to writing skills, metacognitive learning strategies and writing recount texts using metacognitive learning strategies.

1. The Students’ Responses to Writing Skills

According to Knoblauch and Brannon (2015), students‟ response is any verbal or non-verbal act which is designed for students to fulfil the expectations implicit in the questions, commands or request of others. From the definition which is explained, it can be deduced that the students‟ responses to writing skills can be defined as any verbal or non-verbal act produced in answer to their writing.

Writing is one of the important skills because it helps to give ideas permanently and to stabilize what might otherwise be lost. According to Hyland (2003), writing is a thinking process which is concerned with the act of writing. It also becomes the way to give the ideas which is in the form of writing. Furthermore, writing is one kind of expression in language which is created by particular set of symbol, having conventional values for representing the wordings of particular language which is drawn up visually. Therefore, in writing, the writers need and want thoughtful commentary to show whether they have communicated their ideas and intended meaning or not, so it does not lead the readers to questions or discrepancies (Sommers, 1982).

According to Richards (2014), writing is among the most important skills that second language students need to develop because it involves composing skills and knowledge about texts, contexts and readers. It also helps to develop the idea that writers need realistic strategies for drafting and revising. Moreover, according to Sommers (1982), teachers know that most students find difficulties to imagine a reader‟s response as a guide in composing. For that reason, the use of teacher‟s comment on students‟ writing is to help the students to become questioning reader because it will help them to evaluate what they have written and develop control over their writing.

The teacher‟s comment on students‟ writing can assist them in the process of composing a text. According to Sommers (1982), it creates students‟ motivation for doing something different in the next draft. In commenting on the student‟s writing, the students get to know how to edit the sentences in order to

make their writing become more interesting. If it gives positive response for students, students will follow every comment and fix their texts appropriately as requested. Besides, the students‟ response is also known from the process of revising, editing and proofreading their writing as a revision process (Sommers, 1982). Therefore, the teacher‟s comment encourage students to concentrate more on their writing, so they can decide what is most important and what is least important.

According to Heaton (1975), the writing skills require mastery not only of grammatical and rhetorical devices but also of conceptual and judgement elements. Grammatical skills are the ability to write correct sentence since grammar is a description of structure of a language and the way in which linguistics units, including words and phrase which are combined to produce sentences in language (Nunan, 2003). It is different with stylistic skills because according to Scott (2014), it gives students a greater critical awareness of the creative possibilities of language. It is also the ability to manipulate sentence and use language effectively (Heaton, 1975). Moreover, it helps students to provide in-depth analysis of a wide range of writing and includes practical exercises to develop writing skills. The other skills is mechanical skills which are the ability to use correctly those peculiar to the written language e.g. punctuation and spelling. According to Heaton (1975), it is the basic fundamental skills that the students need to perform while judgement skill is the ability to write in an appropriate manner for a particular purpose, including the ability to select, organize and order

the information. Furthermore, the writing skills that have been explained can apply across grade levels among students.

In the teaching and learning process, an effective writing practice is expected. Effective writing practices have a proven record of success. In other words, they have been shown to be successful in enhancing students‟ writing on multiple occasions (Graham, 2010). Primary sources for such practices are scientific studies examining the effectiveness of specific teaching techniques. They provide a trustworthy approach for identifying an effective practice, such as investigations that provide direct evidence both that the intervention works and of how much confidence can be placed in its effect.

In connection with this, teacher, as the facilitator, should help learner to foster their autonomy through the use of group-work and pair-work and by acting as more of resource than a transmitter of knowledge (Harmer, 2007). Besides, in order to be able to respond, the students need to see things or explain orally even though it will take time to brainstorm ideas and draft a piece of writing. According to Harmer (2007), with the teacher‟s help in reviewing and editing their writing in various ways, the students will be more focused on generating more ideas, re-drafting, re-editing and so on. For that reason, if teachers want their students to master their language skills, teachers need to make learning activities enjoyable, which will make teaching more enjoyable too and far less exhausting (Bright and McGregor, 1973).

According to Rubin and Thompson (1982), there are some characteristics of learner in the learning activity and good learner characteristics are students who

can find their own way (without always having to be guided by the teacher through learning tasks), who are creative, who make intelligent guesses, who make their own opportunities for practice, who make errors work for them not against them, and who use contextual clues (as cited in Harmer, 2007, p. 86). In addition, it is suggested that teacher must encourage the students to respond to texts and situations with their own thoughts and experiences, rather than just by answering questions and doing abstract learning activities (Harmer, 2007). Therefore, according to Harmer (2007), students‟ responses in the learning activity will depend on how the teacher act and vary their behavior in giving the materials in the learning activity.

2. Metacognitive Learning Strategies

According to Zhang (2013), metacognitive strategy is a strategy to help the students in order to improve and develop their language skills. It is related to the improvement of writing skills. Metacognitive refers to students‟ ability to be aware of and monitor their own process. It can increase students‟ abilities to transfer or adapt their learning to new contexts and tasks. It also includes a critical awareness of one‟s thinking and learning. People can use metacognitive strategy in the writing activity because it shows how the human brain processes and produces various ideas and information.

Metacognitive refers to metacognition. According to El-Koumy (2004), metacognition is the conscious awareness of one‟s own cognition and the conscious control of one‟s own learning. Metacognition is one of the important

concept and a critical strategy to teach in the classroom. From all the research over metacognition, it is a learned behaviour that can vastly improve students of all performing levels. Metacognitive has also received a considerable attention by language teaching theoreticians and researchers alike for three main reasons. The first reason is that metacognitive knowledge develops good thinkers and lifelong learners who can cope with new situations in this rapidly changing world. The second reason is that integrating metacognitive knowledge into language instruction develops learners who can take charge of their own learning. The final reason is that a metacognitive knowledge base is essential for effective language learning. As Devine (1993) puts it, a successful language learner is “one who has ample metacognitive knowledge about the self as learner, about the nature of the cognitive task at hand and about appropriate strategies for achieving cognitive goals” (p. 109, as cited in Reading for understanding: Toward an R&D program in reading comprehension, 2002).

According to Oxford (1990), there are three strategy sets in metacognitive strategies, which include centering students‟ learning, arranging and planning students‟ learning, and evaluating students‟ learning. It refers to awareness of students‟ knowledge to understand and control students‟ cognitive (Meichenbaum, 1985). It includes the knowledge to know when, where and why to use particular strategies for learning and problem solving. Furthermore, it is also the prior knowledge to plan a strategy for approaching a learning task, including taking necessary steps solve the problems, reflecting and evaluating the writing as needed. According to Flavell (1987), the metacognitive activities

include planning how to approach a learning task, such as using appropriate skills and strategies to solve problems, monitoring the activities from self-assessing and self-correcting in response to the self-assessment, evaluating the progress from the learning activities and becoming aware of students‟ learning process.

Metacognitive refers to what individuals know about the approaches that can be used for learning and problem solving as cognitive process (Flavell, as cited in Speculations about the nature and development of cognitive process, 1987). In addition, according to Oxford (1990), metacognitive strategy goes beyond cognitive process and provides a way for learner to coordinate their own learning process. It includes learners‟ knowledge to control their learning, including planning, strategy management, monitoring and evaluating their progress or goals in the learning activities. Furthermore, there are three categories of metacognitive knowledge, namely person variables, task variables and strategy variables (Flavell, 1987). Person variables refer to learners‟ strengths and weaknesses on processing information in the learning activities. Task variables are learners‟ knowledge which is related to the process in completing the task. Strategy variables are the strategy that learners use to complete the task, including the strategy that they use before and after doing the task.

Metacognitive strategy has a role in the problem solving activities because it is associated with the learners‟ strategy to solve the challenges that they have in learning activities. According to Halpern (1996), learners need to apply metacognitive strategies to monitor their learning process because successful learners apply strategy to transfer their knowledge through the learning process.

The strategy that learners use helps them to think whether they understand their learning topic or not. In the learning process, according to Meichenbaum (1992), students need to be assisted by the teacher in order to help them directing their learning, including what they have to do to complete their task.

As it is known that metacognitive strategy is a process that provides learners to be successful thinkers, Fogarty (1994) suggests that students must develop a plan before approaching a learning task, monitor their understanding and evaluate their thinking after completing the task in the learning process. According to Oxford (1990), teachers can help students by allowing them to talk about their problems in the learning process, including sharing the effective strategies for learners to help students reaching their goals and objective in the learning activities. Besides, learners can monitor their learning by self-monitoring, for example when they are writing, they make checklists to monitor their own errors in spelling, punctuation, vocabulary, organization and content (Oxford,1990). Moreover, learners can use self-evaluating effectively as the progress of their own work to know whether they have improved since the last learning or not.

3. Writing Recount texts Using Metacognitive Learning Strategies

Writing is one of the important skills for students. Moreover, there are many media to teach writing for students. One of the media is by using recount texts. It is a text that tells past experiences or events (Hyland, 2008). It can be based on the author‟s personal experiences or historical events. According to

Hyland (2002), the purpose of recount texts is to tell a sequence of events so that it entertains. This idea could guide the teacher to be more creative in using the recount texts as the teaching media for students.

According to Nunan (2003), writing can be defined as product or process that is considered as a complex process because it goes through different stages to reach its final format. It involves mental processes, thinking and rethinking to produce sentences. The process of writing is a way of looking at writing instruction which emphasis students‟ writing. According to Harmer (2004), the process of writing includes planning, drafting, editing and producing final version. Teacher should use different strategies to encourage students to produce a good writing.

Recount texts is a text genre which is used to retell a series of events or experiences in the past for the purpose of informing or entertaining (Hyland, 2008). Moreover, there are many strategies that can be used by students and one of them is metacognitive learning strategies that help students to plan, monitor and evaluate. Since the students have to write about the past event or their experience, the students can apply metacognitive learning strategies to review their own progress in the form of writing.

Englert (2001) confirms that a related area of difficulty is limited metacognitive knowledge and control. Learners may lack awareness of appropriate strategies, or have difficulty exercising control over implementing and monitoring them. As a result, this has contributed to evolving trends in the teaching of writing. According to Bereiter and Scardamalia (1987), learners make

the transition from spoken to written communication. In conversation, verbal and nonverbal signals from a partner constantly stimulate and modify further thought and language production, but in the case of writing language production usually has to be sustained by internal processes (p. 109). This kind of thought has also contributed significantly to the teaching of writing.

According to Hyland (2003), writing activity assists learners in the process of learning with its techniques, including generating, drafting, reshaping and evaluating texts. The process includes brainstorming, actual writing and revision, editing and publishing. On the other hand, according to Tompkins (2003), not all writers use that process in their writing activity chronologically because some of them tend to move back and forth the process as they desire. Some writers edit portions of their written work as they proceed with writing while others complete their writing first and then revise it. Therefore, Foster (2012) describes the writing process as recursive in the sense that writers are flexible to deal with a selected aspect of the process.

The writing process may be taught in a variety of disciplines besides the Language Arts classrooms. Sobal (2001) defines the writing process as writing that includes any activity that contributes to the final written product by including research practices, reading practices, thinking practices, and many more. Teaching students how to write in any discipline, may require the teacher to introduce the particular ways of reading, thinking, researching, and writing in that discipline and giving the learners opportunities to practice these processes by breaking them down into discrete skills.

According to Raimes (1983), learners can learn a great deal about how writing works if they concentrate not only on what the writer has written but also on how writer has written it. Besides, during the writing process, writers must continuously decide which activity to employ next (MacArthur, Charles A., Graham S., and Fritzgerald J., 2008). In fact, according to Hyland (2002), writing is seen as a social act that the writer brings to writing which is influenced both by the personal attitudes and social experiences. Moreover, it is central to writers‟ personal experience and social identities and writers are often evaluated by their control of it. According to Oxford (1990), Metacognitive strategy supports learners to a variety of metacognitive awareness to develop learners‟ writing skills. Therefore, the goal for teaching metacognitive in writing should help learners to develop their skills through the use of the strategies, so they can get meaningful writing assignments in the learning process that helps them to enhance good writing strategies.

In addition, writing recount texts contributes a shared experience for students in the class that links to a variety of language activities. According to Oxford (1990), by using metacognitive learning strategies, all students will plan, monitor and evaluate to produce appropriate vocabulary, idiom and sentence structure through their writing. After students receive the sufficient knowledge by using the metacognitive learning strategies, they can create their own writing from their past event or experiences. Nunan (2002) also notes that the appropriate learning strategy could be the basis of many aspects in learning. In writing, it can

be used to control composition, sentence-combining, or sequence sentence to the writing of recount texts.

By using metacognitive learning strategies, students and teacher could also learn together and they would get new experience in learning how to write and compose a good writing. Practice writing is one of important ways to improve students‟ writing skill. Finally, the students prefer to remember their experiences in order to help them in the writing process. The use of metacognitive learning strategies in writing recount texts for junior high school provides the stimuli to build the students‟ knowledge. Therefore, metacognitive learning strategies could be a sufficient strategy to make the students create their imagination and creativity in writing certain genres of writing.

B.Theoretical Framework

In this thesis, the researcher would answer two research questions based on several related theories described in the theoretical description. The first research 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. The second research question is whether there is a correlation between metacognitive learning strategies and the students‟ responses to writing skills for writing recount texts in class 8A of SMP BOPKRI 1 Yogyakarta. Furthermore, in answering this research question, the researcher synthetizes the theory of the students‟ responses to writing skills, the metacognitive learning strategies and writing recount texts using metacognitive learning strategies.

First, the researcher analyzed the students‟ responses to writing skills from Knoblauch and Brannon (2015) who state that students‟ response is any verbal or non-verbal act which is designed for students to fulfil the expectations implicit in the questions, commands or request of others. Thereafter, Richard (2014) states that writing is among the most important skills that second language students need to develop because it involves composing skills and knowledge about texts, contexts and readers. Graham (2010) also declares that in the teaching and learning process, an effective writing practice is expected because they have been shown to be successful in enhancing students‟ writing on multiple occasions.

In addition, one of the strategies that help students in writing is metacognitive learning strategies. Zhang (2013) states that metacognitive strategy is a strategy that helps the students to improve and develop their language skills. Meichenbaum (1985) also states that metacognitive refers to awareness of one‟s own knowledge to understand, control and manipulate one‟s cognitive. Flavell (1987) also notes that metacognitive activities include planning how to approach a learning task, using appropriate skills and strategies to solve a problem, monitoring one‟s own comprehension of text, self-assessing and self-correcting in response to the self-assessment, evaluating progress toward the completion of a task, and becoming aware of distracting stimuli.

As for the second research problem, the researcher analysed the students‟ responses to writing recount texts when using metacognitive learning strategies for the students in class 8A of SMP BOPKRI 1 Yogyakarta. The researcher synthetised several specific theories about writing recount texts for junior high

school using metacognitive learning strategies. Nunan (2002) notes that the appropriate learning strategy could be the basis of many aspects in learning because it can be used to control composition, sentence-combining, or sequence sentence to the writing of recount texts. By using metacognitive learning strategies, students and teacher could also learn together and they would get new experience in learning how to write and compose a good writing. In connection with this, according to Harmer (2007), a teacher as the facilitator, should help learners to foster their autonomy in order to be able to respond and with the teacher‟s help in reviewing and editing their writing in various ways, the students will be more focused on the learning activity. Besides, it is suggested that teacher must encourage the students to respond to texts and situations with their own thoughts and experiences (Harmer, 2007). Therefore, according to Harmer (2007), students responses in the learning activity will be depend on how the teacher act and vary their behavior in giving the materials in the learning activity.

C.Hypothesis

Based on the theoretical framework above, the hypothesis was made whether there is a significant correlation between metacognitive learning strategies and the students‟ responses to writing skills for writing recount texts in the class 8A of SMP BOPKRI 1 Yogyakarta.

26 CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher explains the research method, the research setting, the research participants, the instruments and data gathering, the data analysis techniques and also the research procedure from the research conducted in this thesis. The first part of this chapter discusses the correlational research as the research method. The second part of this chapter discusses the specific setting of the research. The third part of this chapter explains all of the research participants. The fourth part of this chapter discusses several instruments and data gathering. Furthermore, the next part of this chapter discusses the analysis techniques and the research procedure which summarize the overall process of the research as the last part.

A.Research Method

The type of this research is quantitative research because this research uses numbers to conclude the research result. According to Ary, Jacobs, & Razavieh (2010, p. 22), “Quantitative research uses objective measurement and statistical analysis of numeric data to understand and explain the phenomena.” This research is the correlational research because the aim of this research is to find out the relationship between two variables. They are metacognitive learning strategies and the students‟ writing skills. According to Fraenkel & Wallen (2008), “Correlational studies investigate the possibility of relationships between two

variables, although investigation of more than two variables is common.” (p. 328). Along with this perspective, this research aims to find out whether there is a significant relationship between metacognitive learning strategies and students‟ writing skills in class 8A of SMP BOPKRI 1 Yogyakarta.

This research consists of one independent variable and one dependent variable. The independent variable is metacognitive learning strategies and the dependent variable is students‟ writing skills. The independent variable which is symbolised as “X” is estimated to give contribution to the dependent variable which is symbolised as “Y”, which is the outcome.

Figure 3.1 Research Design Notes:

X : Metacognitive Learning Strategies Y : Students‟ Writing Skills

: Correlation of X and Y

B.Research Setting

This research is conducted in SMP BOPKRI 1 Yogyakarta and it is located in Jl. Mas Soeharto No. 48, Yogyakarta. The observation of this research was conducted during the researcher‟s teaching practice. This research was conducted from November 18th – December 3rd, 2015 and continued on April 7th, 2016. There are 12 classes in SMP BOPKRI 1 Yogyakarta and each grade consists of four classes. Every class learn English, from the seventh grade up to the ninth grade. There are 326 students in this school and the number of all eighth grade students is 126 students.

C.Research Participants / Subjects

In this section, the researcher presents the research participants. This section consists of two parts. The first part presents the population of the research. The second part presents the sample of the research.

1. Population

In conducting research, the researcher always requires one or more groups of subjects to obtain the representative of the groups of subjects that are equivalent to one another and it is called population. Furthermore, Sprinthall (1991, p. 27) has described the meaning of population as the entire group of persons, things, or events that share at least one common trait. It means that population is something that can be used as subjects in taking the source of the data in the research. The population of this research is the eighth grade students of SMP BOPKRI 1 Yogyakarta in the 2015/2016 academic year. The number of all eighth grade students of SMP BOPKRI 1 Yogyakarta is 124 students. The distribution of each class is shown in the table below.

Table 3.1 the Number of Eighth Grade Students of SMP BOPKRI 1 Yogyakarta

Class Male Female Total

8 A 14 16 30

8 B 16 16 32

8 C 16 15 31

8 D 17 14 31

TOTAL 63 61 124

2. Sample

According to Sprinthall, Schmutte and Sirois (1991, p. 28), “a sample is a smaller number of observations taken from the total number making up a given

population.” Since the population is too large to be studied, the researcher can use sample which is taken from the population. According to Creswell (2005), there are two types of quantitative sampling strategies, namely probability sampling and nonprobability sampling. Probability sampling consists of simple random sampling, stratified sampling and multistage cluster sampling while nonprobability sampling consists of convenience sampling and snowball sampling (Creswell, 2005).

In this research, the researcher used probability sampling and the technique which is used to select the sample is by using simple random sampling. According to Creswell (2005), probability sampling is used as representative of the sample in order to generalize the population. Besides, the researcher used random sampling because “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.” (Sprinthall, 1991, p. 28). The researcher chose one class which was become the representative as the sample of this research, which is class 8A of SMP BOPKRI 1 Yogyakarta. The researcher only chose one class because class 8A shared the major population characteristics. There are 30 students in class 8A which will be used as the sample in this research.

Figure 3.2 Populations and Sample Target

Population

sample sample

Notes:

Population : 8th 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 numerical 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

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,

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

independent variable. Since correlational study was aimed to find out the correlation between two or more than two variables (Fraenkel & Wallen, 2008), the researcher correlated the results of the two variables by using SPSS.v.21. Moreover, in the test, the students were asked to write a recount text which was related to their unforgettable experiences from their holiday. In connection with this, the researcher modified a writing scoring rubric for writing composition tasks from Brown (2007) as the assessment to obtain the students‟ achievement level in the writing activity.

d. Interview

This research used interview as the instruments of the research. Ary et all. (2002, p. 434) state “Interviews are used to gather data on subjects‟ opinions, beliefs, and feelings about the situation in their own words”. On the other words, it is used to obtain data which cannot be obtained through questionnaire. The interview was used to find out about the students‟ response about using metacognitive learning strategies in writing activity and the blueprint of students‟ interview is presented in Appendix 22. It also used to interview the English teacher in order to strengthen the data about the teacher‟s response when using metacognitive learning strategies in writing activity and the blueprint of students‟ interview is presented in Appendix 23. Based on the nature of response desired, there are two basic types of question used in interview, which are close questions and open – ended (Ary et al. 2002). In close questions, the respondents give respond from the questions based on the options provided, while in the open –

ended question, the respondents are allowed to answer freely based on their understanding.

In this research, the researcher used open – ended questions to gather the data from both the students and the teacher, so they were free to give their answer. In conducting the interview sections, the researcher used Indonesian language to make the interview become more familiar, so they can give clear answers. Furthermore, the researcher also used simple and creative language in order to make the respondents understand and give the answer from the questions easily.

2. Data Gathering Technique

Before conducting the research, the researcher did the observation during the teaching practice in SMP BOPKRI 1 Yogyakarta. The observation was done before the researcher started to do the teaching practice and it was dones every Wedenesday and Friday in one month as the requirements from the school policy and the univeristy. During the observation, the researcher was asked to fill the observation sheet which was given from the university to observe the learning activity in SMP BOPKRI 1 Yogyakarta. Furthermore, in observing the learning activity, the researcher also made the observation sheet to record the learning activity (see Appendix 7) which was used as the reflection to prepare the researcher for the teaching practice. It included how the teacher teach and deliver the materials to the students and how the students response in the learning activity. The researcher did the observation individually. In addition, the

researcher also made a reflection after observing the learning activity in order to help the researcher in conducting the research.

In this research, the researcher administered an English writing test and metacognitive learning questionnaire to the students as the data gathering technique. The English writing test was given by asking the students to write recount texts which were related to their experiences. Furthermore, the researcher did the consultation with the lecturer and teacher to make an appropriate test. Before making the writing test, the researcher should know the characteristics of the learners. Besides, the researcher also did the review about recount texts to the students before the test. In doing English writing test, the researcher gave the topic to the students, namely “Unforgettable Holiday”. Every student was asked to make a plan or list that the researcher had prepared before they started to write. After they had done in making a plan, they would write the recount texts and use their plan as their guidance in writing recount texts.

In assessing the students‟ writing test, the researcher provided rubrics for writing test in order to make the assessing process easier (see Appendix 6). The rubrics were made by compiling five competencies of the writing skills, namely content, organization, grammar, mechanics and vocabulary. In the English writing ability rubric which was used in this research, there were five writing competencies in this rubric, namely content, organization, grammar, mechanics and vocabulary. Every competency had four scores and each score had its description of the competencies. The total score of five competencies was 20 and

it was multiplied by 5. Therefore, the minimum total score was 5 and the maximum total score was 100.

For the metacognitive learning questionnaire, the data was obtained by changing into number to be easier to analyse. The questionnaire used Indonesian in order to prevent the misinterpretation of the statement in the questionnaire among students if they were stated in English. The questionnaire had four options, namely sangat setuju (strongly agree), setuju (agree), tidak setuju (disagree),

sangat tidak setuju (strongly disagree). The answers were changed into number

based on likert scale. Every statement had four scores and each score had its description of the statements. The total score of 20 statements was 80 and it was multiplied by 4. The minimum total score was 20 and the maximum total score was 80. Furthermore, according to Azwar (2001, p. 99), likert scale is scale that is used to measure someone‟s attitude, opinion, and perception through something, someone, or event.

The other instrument was the interview to find out the students‟ response and to strengthen the result findings from the teacher‟s response about using metacognitive learning strategies in writing activity. They were chosen by the English teacher based on their writing score in the learning process. They also represented three categories of score which are the highest, middle and lowest score. Both the students and teacher were interviewed during the break time or outside their learning activity. The respondents were required to answer the questions related to the research of metacognitive learning strategies in writing activity which they had done though the learning process. The answers would be

fulfil the expectations implicit in the

questions, commands or request of others.

Knoblauch and Brannon (2015)

5. Dapatkah Anda

menceritakan pengalaman Anda ketika menulis dalam bahasa Inggris? (kapan, dimana, apakah guru memberikan umpan balik?)

Teachers know that most students find difficulties to imagine a reader‟s response as a guide in composing. Sommers (1982)

Students‟ Responses on Writing Skills

6. Hal apa sajakah yang Anda lakukan sebelum menulis? Apakah Anda membuat perencanaan sebelum menulis?

-Jika ya:

Apa yang Anda rencanakan? (ide pokok, jumlah paragraph, dll.) Perencanaan apa yang Anda lakukan?

(membuat list, mind map)

Mengapa Anda melakukan hal-hal tersebut?

Apakah perencanaan Anda sangat detail? -Jika tidak

Hal apa sajakah yang biasanya Anda lakukan di awal proses

penulisan?

“Metacognitive

strategies include three strategy sets: Centering Your Learning,

Arranging and Planning Your Learning, and Evaluating Your Learning.”

Oxford, Rebecca L. (1990) (p.136)

Metacognitive Learning Strategies

7. Ketika Anda menulis, apakah Anda berpikir tentang rencana yang Anda buat (jika Anda membuat rencana) saat Anda menulis?

Apakah Anda membuat rencana baru saat Anda menulis?

“Metacognitive

strategies include three strategy sets: Centering Your Learning,

Arranging and Planning Your Learning, and Evaluating Your Learning.”

Oxford, Rebecca L.

Metacognitive Learning Strategies

Apakah Anda membaca kembali apa yang telah Anda tulis? (Jika ya atau tidak, kenapa?) Hal apa sajakah yang Anda perhatikan ketika Anda Metacognitive Learning Strategies sedang menulis?

(1990) (p.136)

8. Ketika Anda sudah selesai menulis, hal apa sajakah yang Anda lakukan? Apakah Anda memeriksa kembali tulisan Anda? Apabila ada yang kurang sesuai, apakah Anda menggantinya?

-Jika ya, mengapa Anda membuat perubahan? Apakah Anda biasanya membuat perubahan pada tulisan Anda? -Jika tidak, bagaimana

pendapat Anda tentang tulisan Anda? Apakah Anda biasanya

membuat perubahan pada tulisan Anda?

“Metacognitive

strategies include three strategy sets: Centering Your Learning,

Arranging and Planning Your Learning, and Evaluating Your Learning.”

Oxford, Rebecca L. (1990) (p.136)

Metacognitive Learning Strategies

9. Apakah Anda mempunyai kesulitan dalam menulis? Jika ya, bagaimana cara Anda untuk mengatasi kesulitan tersebut? Jika tidak, apa yang biasanya Anda lakukan ketika Anda mengalami masalah saat menulis?

“Metacognitive

strategies include three strategy sets: Centering Your Learning,

Arranging and Planning Your Learning, and Evaluating Your Learning.”

Oxford, Rebecca L. (1990) (p.136)

Metacognitive Learning Strategies

10. Apakah Anda memiliki strategi yang digunakan untuk mempermudah dalam menulis?

The appropriate learning strategy could be the basis of many aspects in learning. Nunan (2002)

Metacognitive Learning Strategies

Appendix 23. Interview Blueprint for the Teacher

Interview Blueprint for the Teacher

No. Statements Theories Category

1. Sudah berapa lama bapak mengajar di SMP BOPKRI 1 Yogyakarta?

“Many commentators use the term facilitator to describe a particular kind of teacher, one who is democratic rather than autocratic, and one who fosters learner autonomy through the use of group-work and pair-group-work and by acting as more of a

resource than a transmitter of knowledge.” (p. 108) Harmer (2007)

Learning Strategy

2. Setelah sekian lama mengajar apakah pengalaman

mengajar bapak yang paling menarik selama ini?

“If teachers want their pupils to master language skills for themselves, so that they can go on learning long after they leave school and teachers behind, we had better make our language activities enjoyable, which will make teaching more enjoyable too, and far less exhausting.” (p. 5)

Bright & McGregor (1973)

Learning Strategy

3. Bagaimana

karakteristik siswa-siswi bapak di kelas 8A?

“Good learner

characteristics are students who can find their own way (without always having to be guided by the teacher through learning tasks), who are creative, who make intelligent guesses, who make their own opportunities for

practice, who make errors work for them not against them, and who use

contextual clues.” (p.86) Rubin and Thompson (1982, as cited in the Practice of English Language Teaching) 4. Apakah bapak

menemui kesulitan selama mengajar siswa-siswi ini?

“Teachers know that most students find difficulties to imagine a reader‟s response as a guide in composing.” Sommers (1982)

Learning Strategy

5. Bagaimana pendapat bapak tentang pembelajaran bahasa Inggris yang

diberikan selama ini?

“The appropriate learning strategy could be the basis of many aspects in

learning.” Nunan (2002)

Learning Strategy

6. Bagaimana bapak mengajar writing bagi siswa-siswi kelas 8A?

“Writing is a thinking process which is concerned with the act of writing.” Ken Hyland (2003)

Learning Strategy

7. Bagaimana bentuk partisipasi yang diberikan oleh siswa-siswi bapak dalam pembelajaran writing?

“Students need to be assisted by the teacher in order to help them directing their learning, including what they have to do to complete their task.” Meichenbaum (1992)

Students‟ Responses

8. Apakah mereka termasuk dalam siswa-siswi yang aktif dalam memberikan ide, bertanya, atau menjawab pertanyaan?

“Students must be encouraged to respond to texts and situations with their own thoughts and experiences, rather than just by answering questions and doing abstract learning activities.” (p. 84)

Harmer (2007)

Students‟ Responses

9. Apakah bapak menghadapi kesulitan dalam mengoordinasikan siswa-siswi bapak untuk berpartisipasi dalam pembelajaran

“One of the main problems students have with

organizing writing in English is in sorting out the differences between

generalizations and specific details or between a topic

writing? and support.”

Raimes, Ann. (1983) (p.123)

10. Bagaimana cara bapak mengatasi kesulitan dalam pembelajaran writing?

“The appropriate learning strategy could be the basis of many aspects in

learning. In writing, it can be used to control

composition, sentence-combining, or sequence sentence to the writing of recount texts.”

Nunan (2002)

Learning Strategy

11. Apakah bapak

pernah menggunakan metacognitive

learning strategies sebagai salah satu metode pembelajaran dalam pembelajaran writing?

“Metacognitive strategies include three strategy sets: Centering Your Learning, Arranging and Planning Your Learning, and Evaluating Your Learning.”

Oxford, Rebecca L. (1990) (p.136)

Metacognitive Learning Strategies

12. Bagaimana bapak mengaplikasikan strategi pembelajaran tersebut?

“Knowledge transforming thus involves actively reworking thoughts so that in the process not only text, but also ideas, may be changed.”

Bereiter and Scardamalia. (1987)

Metacognitive Learning Strategies

13. Bagaimana respon siswa-siswi ketika bapak menggunakan metacognitive learning strategies?

Students‟ response is any verbal or non-verbal act which is designed for students to fulfil the

expectations implicit in the questions, commands or request of others.

Knoblauch and Brannon (2015)

Metacognitive Learning Strategies

14. Bagaimana pendapat bapak tentang penggunaan metacognitive learning strategies? Apakah dapat membantu bapak

“Learners need to apply metacognitive strategies to monitor their learning process because successful learners apply strategy to the transfer their

knowledge through the

Metacognitive Learning Strategies

untuk

mengembangkan kemampuan siswa-siswi dalam pembelajaran writing?

learning process.” Halpern (1996)