The Implementation of PLEASE Strategy to Enhance the Students Writing Skills
Abstract
This classroom action research study explores the implementation of the PLEASE strategy to enhance the writing skills of eighth-grade students at SMPN 19 Kabupaten Sorong. The sample comprises 23 students, with an initial mean score of 59.61 on the pretest or diagnostic test. The study is conducted over two cycles, with the average score for posttest 1 in the first cycle showing a notable increase to 68.37. Subsequently, in the second cycle, the average score further improved to 81.79. The results demonstrate a significant enhancement in students' writing skills following the integration of the PLEASE strategy into the instructional approach. The findings suggest that the systematic focus on planning, listing ideas, evaluating content, organizing arguments logically, structuring drafts effectively, and critically evaluating work has positively impacted students' writing proficiency. The study underscores the effectiveness of the PLEASE strategy in fostering students' writing competencies and highlights its potential to support students in developing essential skills for effective written communication. The outcomes of this research contribute valuable insights into the benefits of incorporating structured writing strategies like PLEASE into classroom practices to enhance students' writing skills and promote academic success.
Downloads
References
Berhanu, A. (2021). Linked In. Diambil kembali dari Crafting Error-Free Copy: Unlocking the Secrets of Effective Writing: https://www.linkedin.com/pulse/crafting-error-free-copy-unlocking-secrets-effective-writing-berhanu-dkn4f/?trk=public_post_main-feed-card_feed-article-content
Boyle, J., & Scanlon, D. ( 2010 ). Methods and Strategy for Teaching Students with Mild Disabilities. Canada: Cengage Learning, inc.
Brownell, M. T., Smith, S. J., Crockett, J. B., & Griffin, C. C. (2012). Inclusive Instruction Evidence-Based Practices for Teaching Students with Disabilities. New York: The Guiford Press.
Chadha, A. (2008). Child Psychology. S.B Nangia.
Hasri, I. H., Ampa, A. T., & Ilmiah. (2021). Increasing Students’ Wiriting Ability Through Interactive Writing Model At Sman 1 Enrekang. Journal of Language Testing and Assessment.
Liza, M., & Refnaldi. (2013). Using PLEASE Strategy in Teaching Writing a Descriptive Text. Journal of English Language Teaching.
Milford, T., & Harrison, G. L. (2010). Using the PLEASE Strategy with a Struggling Middle School Writer with a Disability. Intervention in School and Clinic.
Nafiah, I., Susilohadi, G., & Sulistyawati, H. (2018). Improving Students’ Writing Coherence Through Graphic Organizers. English Education Journal.
Nasution, N. F. (2021). The Effect Of Using Please(Pick-List-Evaluate-Activate-Supply- End) Strategy On Students Achievement In Writing Descriftive Text At Sevent Grade Of Mts Nurul Hakim Tembung. Medan: Repository UIN Sumatera Utara.
Ramos, E. T., & Gatcho , A. R. (2020). Common Writing Problems and Writing Attitudes among Freshman University Students in Online Learning Environments: An Exploratory Study. Journal of Translation and Language Studies, 49-66.
Sa’adah, A. R. (2020). Writing Skill in Teaching English: An Overview. EDUCASIA.
Sinambela, M., & Sinulingga, J. (2013). Improving Students’ Achievement In Writing Hortatory Exposition Text Through Please Strategy. GENRE Journal of Applied Linguistics of FBS UNIMED.
Syahriyanti, Gaffar, S., & Nur, S. (2022). Exploring Teacher’s Feedback on Students’ Writing Skill in Indonesian EFL Classroom. Lingua Didaktika.
Tasya, M. A. (2022). Students’ Difficulties In Writing An Argumentative Essay. Jakarta: Repository UIN Syarif Hidayatullah.
.png)
22.png)
