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
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
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
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
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
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.
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.
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 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.
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 ………..
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 ………...
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
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
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
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).
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
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.
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:
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.
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
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
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
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
6. The Students in Class 8A of SMP BOPKRI 1 Yogyakarta Academic Year
2015/2016
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
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‟
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.
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).
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
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
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
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
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.
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.
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.
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
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.
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
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
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
[image:45.595.86.515.234.628.2]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
[image:46.595.84.514.196.650.2]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
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
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
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
[image:50.595.82.516.239.612.2]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
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
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
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
in the forms of opinion, attitude, or feeling towards the topic. The interview with the respondents took seven minutes each and it was intended to obtain and strengthen the data of the respondents‟ response on the study of metacognitive learning strategies to develop writing skills in the writing activity. Furthermore, the researcher used recorder to record the respondents‟ answer as the most efficient way to collect the interview data. It is also used to provide verbatim record of the responses (Ary et all, 2002).
3. Validity and Reliability of Metacognitive Learning Strategies
Questionnaire and Interview
a. Validity
Acording to Fraenkel and Wallen (2008, p. 453), “Validity refers to the appropriateness, meaningfulness, and usefulness of the inferences a researcher makes.” In other words, the questionnaire is valid if the statements of the questionnaire are able to reveal what is claimed to measure. There are three main types of validity which are content-related evidence of validity, criterion-related evidence of validity and construct-related evidence of validity (Fraenkel and Wallen, 2008). Content-related evidence of validity is “validity that is estimated by testing the content of the instrument by using rational analysis or personal judgement” (Azwar, 2001). In other words, the content that researcher wants to test should be the representative sample. According to Fraenkel and Wallen (2008), criterion-related evidence of validity is related to the relationship between scores obtain using the instrument and one or more other instruments or measures. It refers to the validity of the instruments if there is a relationship between two instruments. Constructed-related evidence of validity refers to “the nature of the physiological construct or characteristics being measured by the instrument”
In this research, Pearson‟s product moment correlation was used to get the validity of the questionnaire items (Azwar, 2001) and the formula is shown below.
Figure 3.3 Pearson’s Product-moment Correlation Formula
Notes:
rxy = the Pearson‟s product-moment correlation
X = the scores of Metacognitive Learning Strategies distribution Y = the scores of students‟ writing skills distribution
N = the number of paired Metacognitive Learning Strategies and students‟ writing skills scores (subjects)
b. Reliability
According to Fraenkel & Wallen (2008), the reliability relates to “the consistency of the scores obtained-how consistent they are for each individual from one set of item to another” (p. 453). It refers to the reliability of the questionnaire whether the responses of the subjects are consistent from time to time. Furthermore, there are many procedures to test the reliability of a questionnaire, which are retest method, equivalent-forms method, and internal-consistency methods (Fraenkel and Wallen, 2008). In this research, in order to find out the reliability of the questionnaire, the researcher use Cronbrach‟s
coefficient alpha to analyse the data which is included in internal-consistency. According to Fraenkel & Wallen (2008), in calculating the reliability of items in some essay tests where it is possible to have more than one answer and that are not scored right versus wrong, the Cronbrach‟s coefficient alpha is used. In other words, the Cronbrach‟s coefficient alpha is used to find out the reliability of an
� = Σ − Σ Σ
instrument that the items scores are not 1 or 0, for example the questionnaire or the essay tests. Below is the formula of Cronbrach‟s coefficient alpha.
Figure 3.4 Cronbrach’s Coefficient Alpha Formula
Notes:
r11 = the instrument reliability
k = the number of items
∑ = the sum of the variances of the items score
= the sum of the variance of the test score (all k items)
E. Data Analysis Technique
The aim of this research is to find out the relationship between students‟ writing skills and metacognitive learning strategies in class 8A of SMP BOPKRI 1 Yogyakarta. The data analysis which was used to know the relationship between students‟ writing skills and metacognitive learning strategies in class 8A of SMP BOPKRI 1 Yogyakarta is by using the Pearson‟s Product-moment Simple Correlation formula. Therefore, in order to analyse the data, the researcher did normality test and linearity test as the data analysis technique.
1. Normality Test
The normality test was used to see whether the data of the variables were normality distributed or not. The normal distribution of the variables would be tested using Kolmogorof-Smirnov test.
Figure 3.5 Kolmogorof-Smirnov Tests
� = �− 1 1 − � ∑� ���
Notes:
Dn = the maximum deviation
Fn(x) = the sample distribution function
F(x) = the specific population distribution function
2. Linearity Test
[image:59.595.85.512.240.609.2]The linearity test was used to see whether the relationship between the two variables was linear or not. The formula for linearity test is shown below:
Figure 3.6 Linearity Test
Notes:
Freg = the value of the regression line
N = the sample size m = number of predictor R = the correlation coefficient
F. Research Procedure
In order to conduct this research, the researcher did several procedures in this research. Below is the explanation of how the research was conducted.
1. Observing the teaching and learning activities in SMP BOPKRI 1
Yogyakarta
Before conducting the research, the researcher did the observation during the teaching practice in SMP BOPKRI 1 Yogyakarta. The observation was conducted on Wednesday, 12th August 2015 to record the teaching and learning activity that might help the researcher in the research.
2. Asking the permission to conduct a research
In conducting the research, the researcher asked for permission to the principal of SMP BOPKRI 1 Yogyakarta by giving the letter of research permission (see Appendix 1). It was given on Thursday, 12th November 2015. The researcher got the research letter from SMP BOPKRI 1 Yogyakarta on Friday, 11th December 2015 (see Appendix 2).
3. Designing English writing test and metacognitive learning strategies
questionnaire
Before conducting an English writing test and distributing metacognitive learning strategies questionnaire, the researcher designed a writing test and a questionnaire about metacognitive learning strategies. The writing test was designed based on the materials about recount texts which had been learned by the students. In addition, metacognitive learning strategies‟ questionnaire was
designed based on the related theories about metacognitive learning strategies. 4. Doing the validity and reliability test
5. Setting the research place and range of time
In this procedure, the researcher made an agreement with the English teacher of SMP BOPKRI 1 Yogyakarta to set the research place and range of time. The place for conducting the research was in class 8A and in the listening laboratory of SMP BOPKRI 1 Yogyakarta. The research was conducted during the English class. It was started on 18 November, 2015 and ended on 2 December, 2015.
6. Conducting English writing test and distributing metacognitive learning
strategies questionnaire
Before conducting the writing test, the researcher reviewed materials about recount texts to students to remind them about the materials which
