Articles

PLEASE Strategy Based on Product Approach (PSBPA) to Enhance Students’ Achievement in Writing Descriptive Text

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Modifying a couple of method can cover their weaknesses each other. This current research aims to intently find out if there is a significant improvement in students’ writing achievement after the students are taught through PLEASE strategy based on Product approach. This is a quasi-experimental research design that conducts a quantitative method. The students were gave writing tests, namely pre-test and post-test. There are 23 students in a class. The students are given treatments with the strategy namely PLEASE based on an approach namely product approach (PSBPA). The data are statistically analyzed through paired sample t-test in SPSS version 22 to obtain the findings. The finding shows that there is a significant improvement in students’ writing achievement after the students are taught through PLEASE strategy based on Product approach. The score of post-test (73.46) is higher than pre-test (56.91). The t-value, which is 14.071 is higher than the t-table, which is 2.074 with the sig (2-tailed) is  0.000 which is lower than 0.05. It is suggested for teachers to apply this new strategy at class, because it can boost the students’ writing ability, especially in descriptive text. Teacher should integrate PLEASE strategy in teaching writing for other text types and use model texts to guide writing tasks. And for further researchers should explore the strategy’s impact on different age groups or other types of writing.

The Guided Self-Correction to Improve Indonesian EFL Students’ Writing Achievement

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The current research aimed to identify the effect of the guided self-correction on students’ writing achievement. The study employed a quantitative design. The subject was 1 class which consisted of 31 students. This research used a purposive sampling method. The data were collected through the pre-test and post-test in the form of writing tests. The data from both pre and the post-tests were compared using SPSS 25.0 The results showed there was a statistically significant difference of students’ writing achievement when the students taught by guided self-correction with the significant level, 0.03. That is, when the students provided with the guided self-correction had better writing achievement. Therefore, the guided self-correction had statistically significant effects on the students’ descriptive writing achievement. The findings suggest that the guided could be implemented to facilitate students to improve their descriptive writing achievement.

Canva-Aided Project-Based Learning to Improve Students’ Writing Achievement

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This research aims to investigate the significant difference in the students’ writing achievement and explore their perceptions on the project-based learning aided by Canva. The study employed a quantitative experimental method that the data were taken from pre-test and post-test of writing and students’ perception questionnaire. The design of this research used one group pre-test and post-test design and the sample was taken randomly. The number of samples was 29 in one grade eleven class of Vocational School in Lampung Province, Indonesia. The data were analyzed statistically by using a paired sample test.

The results demonstrated that the integration of Canva in project-based learning positively impacted students’ writing achievement. The mean score of the pre-test was 63.62 and the post-test was 76.28. The gain between the mean score of pre-test and post-test was 12.655. In addition, the significance level was 0.000 < 0.05. It means there was a significant difference between students’ writing achievement in the pre-test and post-test. Besides that, the researcher also compared the t-value with the t-table. In this research, the t-value was 19.716 > 2.048. It means that the implementation of Canva-aided project-based learning could improve the students’ writing achievement. Regarding the students’ perceptions,  the use of Canva in language learning was dominantly positive, with many responses that Canva facilitated their expression of ideas and enhanced motivation in language learning.

In conclusion, this research highlights the potential benefits of using appropriate technology, such as Canva, to foster learning achievements in language education. Implementing Canva-aided project-based learning provided visually appealing support and encouraged students’ creativity in expressing their ideas. The researcher suggests further integrating this technology into the language learning process to improve students’ writing skills and overall learning motivation.