Utilizing PLEASE Strategy as a Metacognitive Writing Process in Teaching Writing a Recount Text toward Students’ Writing Skills and Motivation

Authors

  • Diana Puji Utami Universitas Terbuka
  • Audi Yundayani English Education Department, STKIP Kusuma Negara, Indonesia
  • Maya Puspitasari English Education Department, Universitas Terbuka

DOI:

https://doi.org/10.35961/salee.v6i1.1716

Keywords:

PLEASE Strategy, Recount Text, Writing Skills, and Writing Motivation

Abstract

Writing is a process-oriented language skill requiring students to construct and develop ideas and thoughts in written form. This study was designed to investigate whether there is an effect of PLEASE strategy on students’ writing skills and motivation to recount texts among 11th-grade students.  This study employed a quasi-experimental design on both experimental and control classes. The data were collected through writing tests to measure writing skills and a writing motivation questionnaire to analyze writing motivation. The data were analyzed statistically using a t-test after complying with Normality and Homogeneity test. The results revealed that PLEASE strategy affected student’s writing skills and motivation to recount texts compared to teacher-centered strategy. PLEASE strategy promoted a metacognitive skill within the writing process on recount texts. This was favorable to assist the students in planning, monitoring, and evaluating writing through the steps of Pick, List, Evaluate, Activate, Supply, and End, and motivate the students to write extrinsically and intrinsically. This study recommended broader implementation of PLEASE strategy to teach the writing process across other text genres in all stages of education.

References

Aininna, N. (2014). The benefits of using dialogue journal writing for improving students’ writing of personal letter. ELT Forum: Journal of English Language Teaching, 3(1). https://doi.org/10.15294/elt.v3i1.3967

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 [M.S. - Master of Science]. Middle East Technical University. http://etd.lib.metu.edu.tr/upload/3/12611947/index.pdf

Al - Hadidi, B. M. B., & Al - Azzawi, I. T. (2024). The effectiveness of using PLEASE strategy for teaching writing skills to EFL preparatory school students. Journal of Tikrit University for Humanities, 31(7), 1-19. https://www.iasj.net/iasj/article/318598

Anderson, M. & Anderson, K. (2003). Text Types in English 2. South Yarra: Macmillan Education Australia.

Asmita, S. D., Ridwan, Bentri, A., and Fetri Y. J. (2023). Teaching writing strategies used by English teachers at MAN 2 Kampar. International Journal of Educational Review, Law And Social Sciences (IJERLAS), 3(5), 1513-1517. https://radjapublika.com/index.php/IJERLAS/article/download/1034/949

Asri, A. K. (2022). The PLEASE strategy effect to improve paragraph writing skill at Universitas of Ibrahimy. JOEY: Journal of English Ibrahimy, 1(1). https://doi.org/10.35316/joey.2022.v1i1.20-25

Atmojo, A. E. P. (2021). PLEASE strategy for teaching writing viewed from students’ self esteem. FOSTER: Journal of English Language Teaching, 2(2), 309–319. https://doi.org/10.24256/foster-jelt.v2i2.39

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: Guilford Press.

Caswell, R., & Mahler, B. (2004). Strategies for Teaching Writing: Association for teaching writing. Alexandria- Virginia, USA: ASCD.

Charles, M. (1990). Responding to problems in written English using a student self-monitoring technique. ELT J, 44, 286–293.

Creswell, J. (2015). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. Pearson Education Inc.

Derewianka, B. (1990). Exploring How Texts Work. Australia: Primary English Teaching Association.

Dewi, P. M. S. E. (2020). PLEASE and POWER Strategies on Students’ Writing Competency Across Text Genres. Lingua Scientia, 7(1). https://ejournal.undiksha.ac.id/index.php/JJBI/article/view/22573/15146

Eliwarti & Aruan, R. (2018). A survey on the teaching of writing at senior high schools in Riau Province. International Journal of Educational Best Practices, 2(2), 63–74.

Gloria, G., & Mbato, C. L. (2023). Indonesian master students’ motivation and metacognitive strategies in academic writing. Englisia: Journal of Language, Education, and Humanities, 11(1), 128–147. https://doi.org/10.22373/ej.v11i1.18559

Gustiani, S. (2020). Students’ Motivation in Online Learning during Covid-19 Pandemic Era: A Case Study. Holistics Journal, 12(2). 23–40.

Habib, M. (2023). The effect of PLEASE strategy of students’ skill in writing descriptive text at SMA Dar Alfalah Tanjung Balai. Journal of English Education, Linguistics, Literature, and Language Learning and Teaching, 1(1). 20–26. https://ejurnal.bangunharapanbangsa.id/index.php/jee/article/view/105/87

Harmer, J. (2004). How to Teach Writing. England: Pearson Education.

Harmer, J. (2007). How to Teach English. Harlow: Pearson Longman.

Harris, A., Ansyar, M., & Radjab, D. (2014). An analysis of students’ difficulties in writing recount text at tenth grade of SMA N 1 Sungai Limau. Journal English Language Teaching (ELT), 2(1), 55-63. https://ejournal.unp.ac.id/index.php/elt/article/view/4567

John, A. M. (1997). Text, Role and Context. Australia: Cambridge University.

Kitao, S. K. & Kitao, K. (1996). Testing Writing. Educational Resources Information Center (ERIC). https://files.eric.ed.gov/fulltext/ED398259.pdf

Kurniati, W., Wijaya, M., & Rohmatillah, R. (2020). Fostering students’ descriptive text writing skills: please strategy vs. idea details strategy. Pedagogy: Journal Of English Language Teaching, 8(1), 34–42.

https://e-journal.metrouniv.ac.id/index.php/pedagogy/article/view/1952

Linse, C. (2005). Practical English Language Teaching: Young Learners. New York: McGraw-Hill.

Listyani, L. (2022). Exploring Indonesian EFL writing students’ differences in motivation: A language learning journey to success. Journal of Language Teaching and Research, 13(2), 406–416. https://doi.org/10.17507/jltr.1302.23

Mahdiyah., Lestari, S., & Ardini, S. N. (2020). The use of PLEASE strategy in teaching writing descriptive text for the tenth grade. Journal of English Language Learning, 4(2), 39–47. https://jurnal.unma.ac.id/index.php/JELL/article/view/2529

Masruroh, L., & Miladiyah, N. (2023). English teacher’s strategy in teaching writing. Lingual: Journal of Language & Culture, 16(2), 39–46. https://ojs.unud.ac.id/index.php/languange/article/download/109649/52488

Moybeka, A. M. S., Syariatin, N., Tatipang, D. P., Mushthoza, D. A., Dewi, N. P. J. L., & Tineh, S. (2023). Artificial Intelligence and English classroom: The implications of AI toward EFL students’ motivation. Edumaspul: Jurnal Pendidikan, 7, 2444–2454. https://doi.org/10.33487/edumaspul.v7i2.6669

Mustika, I., & Sugandi, A. I. (2019). Pengembangan model pembelajaran menulis teks cerita pendek berbasis pendekatan metakognitif bagi siswa SMP. Semantik, 8(2), 139. https://doi.org/10.22460/semanti k.v8i2.p34-44

Ormrod, J. E. (2008). Human learning (5th ed.). New York: Pearson.

Pajares, F. (2003). Self-Efficacy Beliefs, Motivation, and Achievement in Writing: A Review of the Literature. Reading and Writing Quarterly, 19, 139–158. https://doi.org/10.1080/10573560308222

Qin, C., Zhang, R., & Xiao, Y. (2022). A questionnaire-based validation of metacognitive strategies in writing and their predictive effects on the writing performance of English as foreign language student writers. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1071907

Rahmalia, I., & Yenti, D. (2022). Teaching writing by using PLEASE (Pick, List, Evaluate, Activate, Supply, End) strategy at Eight Graders of MTsN 3 Lima Puluh Kota in 2017/2018 Academic Year. Jurnal Edukasi, 2(1), 30–37.

Recount Text: A Trip to the National Zoo and Aquarium. https://www.english-academy.id/blog/pengertian-recount-text

Richards, J.C., & Renandya, W. A. (2002). Methodology in language teaching: an anthology of current practice. Cambridge: Cambridge University Press.

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860

Sartika, D. (2018). The effect of PLEASE strategy and writing interest toward students' writing skill. Journal of English Education and Linguistics, 2(1). https://doi.org/10.32663/edu-ling.v2i1.474

Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113–125. http://dx.doi.org/10.1023/A:1003044231033

Siswita, F., & Al Hafizh, M. (2014). Teaching Writing Recount Text to Senior High School Students by Using “Reading-Writing Connection Strategy. JELT, 2(2).

Slavin, R.E. (2006). Educational Psychology: Theory and Practice. Boston: Pearson.

Susilowati, T., & Rahmadani, A. (2023). Membangun Metakognitif dalam Menulis Menggunakan Teknik Scaffolding. Pertemuan Ilmiah Bahasa dan Sastra Indonesia (PIBSI) XLV. https://conference.upgris.ac.id/index.php/snl/article/view/4880

Teng, M. F., & Yue, M. (2022). Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach. Metacognition Learning 18, 237–260. https://doi.org/10.1007/s11409-022-09328-5

Welch, M. (1992). The PLEASE strategy: A metacognitive learning strategy for improving the paragraph writing of students with mild learning disabilities. Learning Disability Quarterly, 15, 119–127.

Wolpert-Gawron, H. (2014). Writing Behind Every Door: Teaching Common Core Writing in the Content Areas (1st ed.). Routledge. https://doi.org/10.4324/9781315819860

Zhang, D., & Zhang, L. J. (2019). Metacognition and self-regulated learning (SRL) in second/foreign language teaching in Second Handbook of English Language Teaching, Springer International Handbooks of Education, 1–15. https://doi.org/10.1007/978-3-319-58542-0_47-1

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Pract, 41, 64–70. http://dx.doi.org/10.1207/s15430421tip4102_2

Downloads

Published

2025-01-25

How to Cite

Utami, D. P., Yundayani , A., & Puspitasari , M. (2025). Utilizing PLEASE Strategy as a Metacognitive Writing Process in Teaching Writing a Recount Text toward Students’ Writing Skills and Motivation. SALEE: Study of Applied Linguistics and English Education, 6(1), 219–233. https://doi.org/10.35961/salee.v6i1.1716

Issue

Section

Articles