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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa IBDA` : Jurnal Kajian Islam dan Budaya Indonesian Journal of Applied Linguistics (IJAL) Semantik ELT Worldwide: Journal of English Language Teaching Jurnal S2 Pendidikan Bahasa Inggris Jurnal English Education: Jurnal Tadris Bahasa Inggris Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar Indonesian Language Education and Literature Jurnal Pendidikan Bahasa Al Ishlah Jurnal Pendidikan Metathesis: Journal of English Language, Literature, and Teaching IJIE (Indonesian Journal of Informatics Education) International Journal of Language Teaching and Education Indonesian Journal of English Language Teaching and Applied Linguistics English Language and Literature International Conference (ELLiC) Proceedings Research and Innovation in Language Learning Edulangue Voices of English Language Education Society Humaniora Journal of English Education TEKNOSASTIK Pedagogy : Journal of English Language Teaching UAD TEFL International Conference Indonesian Journal of EFL and Linguistics AKSARA: Jurnal Bahasa dan Sastra JEELS (Journal of English Education and Linguistics Studies) Indonesian Journal of English Language Teaching and Applied Linguistics
Ngadiso Ngadiso
English Education Department Teacher Training And Education Faculty, Universitas Sebelas Maret, Surakarta
Religion Arts Humanities Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Journal : TEKNOSASTIK

 1 
Applying PLEASE Strategy to Teach Writing Skill on Students with Different Linguistic Intelligence Dyah Aminatun; Ngadiso Ngadiso; Sri Marmanto
TEKNOSASTIK Vol 16, No 1 (2018): TEKNOSASTIK
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/ts.v16i1.120

Abstract

PLEASE Strategy is a mnemonic that provides learners with a road map for writing a text. It is a strategy when a teacher teaches the students an acronym to remember each step in writing. PLEASE strategy will help students to write, to start the first sentence, and to put the data information in their writing. This article refers to an experimental study on the effectiveness of PLEASE Strategy to teach writing at the eleventh grade of SMA Negeri 1 Ngemplak. The samples were two classes, experimental class which was taught using PLEASE Strategy and control class which was taught using Guided Writing Strategy. To gain the data, two instruments were use, writing test and linguistic intelligence test. The data were, then, analyzed by using Multifactor Analysis of Variance ANOVA 2x2 and Tukey test. Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. The findings of this research are: (1) PLEASE strategy is more effective than Guided Writing Strategy to teach writing; (2) The students having high linguistic intelligence have better writing skill than those having low linguistic intelligence; and (3) There is an interaction between teaching strategies and students’ linguistic intelligence in teaching writing.PLEASE Strategy is a mnemonic that provides learners with a road map for writing a text. It is a strategy when a teacher teaches the students an acronym to remember each step in writing. PLEASE strategy will help students to write, to start the first sentence, and to put the data information in their writing. This article refers to an experimental study on the effectiveness of PLEASE Strategy to teach writing at the eleventh grade of SMA Negeri 1 Ngemplak. The samples were two classes, experimental class which was taught using PLEASE Strategy and control class which was taught using Guided Writing Strategy. To gain the data, two instruments were use, writing test and linguistic intelligence test. The data were, then, analyzed by using Multifactor Analysis of Variance ANOVA 2x2 and Tukey test. Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. The findings of this research are: (1) PLEASE strategy is more effective than Guided Writing Strategy to teach writing; (2) The students having high linguistic intelligence have better writing skill than those having low linguistic intelligence; and (3) There is an interaction between teaching strategies and students’ linguistic intelligence in teaching writing.
Co-Authors Abdul Asib Abdul Asib Agus Wijayanto Ahmad Lizamuddin Amanda Ummu Haniah Andawi, Dyan Ayu Anggun Fitriana Dewi Anis Handayani Apriliani, Agustin Arifah, Kurnia Fitri Azizatuz Zahro Al Faruq Basuki, Yudi Budi Purnomo Cahyaningtyas, Dhestyn Ervina Sigit Cahyaningtyas, Dhestyn Ervina Sigit Cahyono, Syariful Imam Hadi Dewayani, Gracia Putri Djatmika Djatmika, Djatmika Dwi Oktalia Dyah Aminatun Eliawati, Deni Endang Setyaningsih Endang Setyaningsih Farro Durrotul Qorri’aina Fitria, Yuanovita Prihatianti Fransiskus Dinang Raja Haniah, Amanda Ummu Hasan Zainnuri I Gusti Bagus Wiksuana Iga Yolanda Joko Nurkamto Khotimah Mahmudah Kristian Adi Putra Laily, Farida Nur M. Sri Samiati Tarjana Mousa, Abdusalam Ali Muhammad Asrori Muhlis Fajar Wicaksana Nito Majid Mujtahid Nupus, Hayati Nur Arifah Drajati Nur Arifah Drajati Nur Arifah Drajati Nur Arifah Drajati Rahayu Meliasari Riyadi Santosa Salsabila, Unik Hanifah Senny Wiyanti Siti - Fatimah Slamet Supriyadi Slamet Supriyadi Sri Marmanto Sri Marmanto Sujoko Sujoko Sumardi . Sumardi Sumardi Sumardi, Sumardi Sunardi Sunardi Sunardi Suparno Suparno Suparno Suparno Suwandi, Sarwiji Tanty Prianty Tanty Prianty Teguh Sarosa Teguh Sarosa Vera Nursyarah Widyani Solihat Winarni, Retno Wiyanti, Senny Wulandari, Tri Agustina Yonalia, Salma Zainnuri, Hasan