The Effect of Pick, List, Evaluate, Active, Supply, End (PLEASE) Strategy on Students’ Writing Ability in Developing Descriptive Paragraphs

Suci Anjar Sari, Henri Fatkurochman, Indri Astutik

Abstract


The purpose of this study was to look into the effect of the PLEASE (Pick, List, Evaluate, Activate, Supply, and End) approach on the development of paragraph writing skills. It attempted to look into the effect. In previous study, the research was conducted in areas outside East Java and this research was conducted in the area of East Java, to be precise at SMP Negeri 2 Genteng, Banyuwangi. Seventy-three EFL students from SMP Negeri 2 Genteng took part in the study and were divided into experimental and control groups. The researchers used a pre- and post-test on both groups to achieve the study's goal. The research was analyzed by comparing the pre-test and post-test of both group by using normality test, homogeneity test and independent sample t-test. The findings of the data analysis revealed that the PLEASE method had a significant effect on developing paragraphs.

Keywords


PLEASE strategy; Descriptive text; Experimental study;

Full Text:

PDF

References


Akincilar, V. (2010). The effect of “please” strategy training through the self-regulated strategy development (srsd) model on fifth grade efl students’ descriptive writing: strategy training on planning.

Al-Zu’bi, M., & Kayed, M. Al. (2019). The impact of please strategy on developing paragraph writing skills. Journal: A Journal on Language and Language Teaching, 22(2), 270–275. https://doi.org/10.24071/llt.2019.220211

Aminatun, D., & Marmanto, S. (2018). Applying PLEASE Strategy to Teach Writing Skill to Students with Different Linguistic Intelligences (Vol. 16, Issue 1).

Basri, S. (2016). Improving Writing Skills By Using Please Strategy Of Seventh Grade Students At Mts Nurul Falah Air Mesu Pangkalanbaru (Vol. 1, Issue 1). http://isc.sagepub.com

Brown, H. D. (2007). Teaching By Principles An Interactive Approach To Language Pedagogy.

Eka Yoandita, P. (2019). An Analysis Of Students’ Ability And Dif F Iculties In Writing Descriptive Text. Print) Jurnal JOEPALLT, 7. https://jurnal.unsur.ac.id/jeopalltonline

Erniwati, E., Mertosono, S. R., Arid, M., Anggreni, A., & Nirwijayanti, N. (2022). Promoting Effective Writing through POW+TREE Strategy Corresponding Email Article’s History. https://doi.org/10.30605/25409190.429

Farnsworth, D., Posner, M., & Miller, A. (2021). Single cell transcriptomics of the developing zebrafish lens and identification of putative controllers of lens development. Experimental Eye Research, 206.

Fitzgerald, J., & Shanahan, T. (2000). Reading and writing relations and their development. Educational Psychologist, 35(1), 39–50. https://doi.org/10.1207/S15326985EP3501_5

Galbraith, D. (2009). Cognitive Models of Writing.

Haerazi, & Irawan, L. A. (2019). Practicing Genre-Based Language Teaching Model to Improve Students’ Achievement of Writing Skills. Indonesian Journal of English Language Teaching and Applied Linguistics, 4, 9–18.

Lee, L. (2017). Learners’ perceptions of the effectiveness of blogging for L2 writing in fully online language courses. International Journal of Computer-Assisted Language Learning and Teaching, 7(1), 19–33. https://doi.org/10.4018/IJCALLT.2017010102

Marpaung, M. B., & Hum, M. (2019). Cognitive Models Of Writing Of Students Taught By Text-Oriented Teaching And Research.

Murugiah, M. R. (2013). Improving the 5th Formers’ Continuous Writing Skills through the Creative Writing Module. Advances in Language and Literary Studies, 4(2), 7–12. https://doi.org/10.7575/aiac.alls.v.4n.2p.7

Nasution, S. N. (2018). The Effect of Using PLEASE Strategy on The Students’ Achievement in Writing Descriptive Paragraph at SMPN 1 Bilah Hulu.

Niño, F. L., & Páez, M. E. V. (2018). Building Writing Skills in English in Fifth Graders: Analysis of Strategies Based on Literature and Creativity. English Language Teaching, 11(9), 102. https://doi.org/10.5539/elt.v11n9p102

Peregoy, S. , & Boyle, O. (2016). Reading, Writing, and Learning in ESL. In A Resource Book for Teaching K-12 English Learners. Person.

Rao, C. S., Satya, M. V, & Durga, S. (2018). Developing Students’ Writing Skills in English-A Process Approach. Issue, 6. http://www.jrspelt.com

Sartika, D., & Nery, R. (2018). The Effect Of Please Strategy And Writing Interest Toward Students’ Writing Skill. In Journal of English Education and Linguistics P (Vol. 2, Issue 1). https://journals.unihaz.ac.id/index.php/edu-ling

Tetik, T., & Özer, D. A. (2022). Suporting The Writing Skills Of Primary School Third Grade Gifted Students With Activity-Based Digital Storytelling: Action Research. European Journal of Education Studies, 9(9). https://doi.org/10.46827/ejes.v9i9.4475

Welch, M. (1992). Hammill Institute on Disabilities The PLEASE Strategy: A Metacognitive Learning Strategy for Improving the Paragraph Writing of Students with Mild Learning Disabilities. In Source: Learning Disability Quarterly (Vol. 15, Issue 2).




DOI: https://doi.org/10.31004/jele.v8i2.413

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Suci Anjar Sari, Henri Fatkurochman, Indri Astutik

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.