THE EFFECT OF TEACHING STRATEGIES AND STUDENTS’ ENGLISH LEARNING ATTITUDE ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT

The objectives of this experimental research are to investigate whether : (1) students’s achievement in writing descriptive text taught by using TTW (Think-Talk-Write) strategy is higher than that taught by using PLEASE(Pick, List, Evaluate, Activate, Supply, End) strategy, (2) the descriptive writing achievement of the students with positive English learning attitude is higher than that of the students with negative English learning attitude, and (3) there is interaction between teaching strategies and English learning attitude on the students’ achievement in writing descriptive text. The population of this research is the students 2014/2015 grade X of SMAN 1 Besitang. The total number of the population is 180 students and 68 students areselected as the sample of this research by applying random cluster sampling with lottery technique. The experimental design used factorial design 2x2 with two experimental groups. The experimental group I is treated by using TTW strategy and the experimental group II is treated by using PLEASE strategy. The English learning attitude is conducted for classifying the students upon the positive English learning attitude and negative English learning attitude. Students’ achievement in writing descriptive text is measured by using writing test. The data is analyzed by applying two-way analysis of variance (ANOVA) at the level of significance α = 0.05. The result shows that (1) the students’ achievement in writing descriptive text taught by using TTW is higher than that taught by using PLEASE strategy, with Sig. value is 0.000 which is < 0.05, (2) the writing descriptive text of students with positive English learning attitude is higher than that of the students with negative English learning attitude with Sig. 0,002 which is < 0.05, (3) there is no interaction between teaching strategies and English learning attitude with Sig. value is 0.079 which is <0.05. It means that the positive English learning attitude affects better to the students’ achievement in writing the descriptive text no matter what strategy is used. It can be concluded too that TTW strategy performs better and superior, which is suitable to be taught to any English learning attitude.