Learning Strategy towards Students’ Descriptive Writing Achievement Taught by Using 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 (1) the significant improvement on students’ descriptive writing achievement taught using PLEASE strategy, (2) the significant improvement in poor category taught by teacher’s strategy, (3) the significant difference on students' descriptive writing achievement taught by PLEASE and teacher’s strategy, (4) the significant difference in very good and fair categories taught by PLEASE strategy, (5) the influence of language learning strategy towards students' descriptive writing achievement in very good and fair categories, (6) the influence of language learning strategy towards students' descriptive writing achievement taught by PLEASE strategy, and (7) the interaction effects between language learning strategy toward students’ descriptive writing achievement taught by PLEASE and teacher’s strategies. In conducting my research activities, 72 out of 150 students were selected as the sample of the study using a two-stage cluster random sampling technique. The results of the study showed that first, the result analysis of measuring showed that significant improvement on students’ descriptive writing taught using PLEASE strategy using paired-sample test was found since the p-output (0.000) is lower than the significant level at 0.05. Second result analysis by using paired-sample test in measuring the significant improvement on students' descriptive writing achievement in poor category which was taught by using teacher strategy was found since the p-output (0.000) was less than the significance level at 0.05. Third analysis in measuring a significant difference on students' descriptive writing achievement which was taught by PLEASE and teacher’s strategy using independent-sample test was not found since the p-output (0.013) was greater than the significance level at 0,05. Fourth analysis in measuring the significant difference on students' descriptive writing achievement in very good and fair categories taught by PLEASE strategy using independent-sample test was not found since the p-output (0.286) was higher than the significance level at 0.05. Fifth result analysis on the influence of language learning strategy towards students' descriptive writing achievement in very good and fair categories using one-way ANOVA was found since the p-output (0.000) smaller than the significance level at 0,05. Sixth, the result analysis of measuring the influence of language learning strategy towards students' descriptive writing achievement taught by PLEASE strategy using one-way ANOVA was not found since the p-output (0.115) higher than the level of significance level at 0.05. The last analysis of measuring the interaction effects between language learning strategy toward students’ descriptive writing achievement taught by PLEASE and teacher strategy using two-ways ANOVA was not found since the p-output (0,430) was bigger than the significance level at 0,05

Strategi Belajar Bahasa Inggris Mahasiswa Pada Masa Pandemi Covid 19

“…Beberapa hasil penelitian menunjukan bahwa strategi belajar secara umum berpengaruh atau berkorelasi secara signifikan terhadap hasil belajar (Idham, 2014;Zhou & Intaraprasert, 2015;Pratama., Setiyadi. & Flora, 2015;Purmadi, 2018;Marzulina, 2018;Alfian, 2018;Budi., Rahmawati., & Ekhsan, 2021). Selain berpengaruh atau berkorelasi pada hasil belajar secara umum, ditemukan bahwa pembelajar yang memiliki kecakapan berbahasa tinggi cenderung menggunakan strategi metakognitif ( Sun, 2013;Hayati, 2015;Lee & Heinz, 2016;Alfian, 2018).…”

“…Strategi belajar dapat didefininisikan secara beragam meskipun secara substansi memiliki makna yang relatif sama. Marzulina (2018) menyatakan bahwa strategi belajar merupkan suatu langkah atau perbuatan tertentu yang secara sadar dipilih dan dilakukan pembelajar dalam belajar. Sejalan dengan gagasan ini, Alfian (2018) menyatakan bahwa strategi belajar bahasa merupakan langkah-langkah atau aksi yang dilakukan pembelajar untuk meningkatkan belajar bahasa sasaran.…”

English Education and Large Classes: Unpacking the Challenges and Coping Strategies

“…In the words of Finch (2003), for certain individuals or groups in delivering their thoughts in various activities, language is a system of communication. Additionally, language is used for having a communication with other people and it makes it easier for them to interact with each other (Marzulina, 2018). For example, English is as one of the international languages that are used by many people.…”

“…Considering that English is very widespread, henceforth, it has an exceptional place in educational settings in numerous nations, including Indonesia. In Indonesia, schools are required their students to learn English from elementary to high school which finally may facilitate students to interact easily with other people from different nations (Hamra and Syatriana, 2010) while Abrar and Mukminin (2016) also argue that English has an important position in Indonesian educational system in which it is one of the compulsory subjects that must be learnt by the students from senior high schools to a university level (2016 as cited in Marzulina, 2018). Furthermore, the 2003 Law on the Indonesian educational system places English as the first foreign language among other foreign languages such as German, Arabic, or Japanese (Abrar et al, 2018).…”

Penggunaan Strategi Please dalam Meningkatkan Keterampilan Menulis

“…Penelitian lain dilakukan oleh (Marzulina, 2018) dengan metode deskriptif. Penelitian tersebut menemukan bahwa strategi PLEASE memberikan peningkatan yang signifikan dalam kemampuan menulis teks deskriptif bagi peserta didik.…”