The Effects of Language Learning Strategies towards Students’ Descriptive Writing Achievement Taught Using PLEASE(Pick-List-Evaluate-Active- Supply-End) Strategy

Abstract

This study is an experimental study with a factorial design. The aims of the study were to find out the significant improvement, difference between students’ language learning strategies and descriptive writing achievement, the influence of those strategies to the achievement and the interaction effects among those variables. In conducting my research activities, 72 students from 150 students were selected as the sample of the study using a two-stage cluster random sampling technique. The result of the study showed that first, the result analysis of measuring significant improvement on students’ descriptive writing taught using PLEASE strategy was found. Second, result analysis of measuring the significant improvement on students' descriptive writing achievement in poor category taught by teacher strategy was found. Third, analysis of measuring significant difference on students' descriptive writing achievement taught by PLEASE and teacher’s strategy was not found. Fourth, next analysis of measuring the significant difference on students' descriptive writing achievement in very good and fair categories taught by PLEASE strategy was not found. Fifth, result analysis on the influence of language learning strategy towards students' descriptive writing achievement in very good and fair categories was found. Sixth, the result analysis of measuring the influence of language learning strategy towards students' descriptive writing achievement taught by PLEASE strategy was not found. The last, analysis of measuring the interaction effects between language learning strategy toward students’ descriptive writing achievement taught by PLEASE and teacher strategy was not found.