THE EFFECT OF TEACHING STRATEGIES AND
STUDENTS’ MOTIVATION ON STUDENTS’ ACHIEVEMENT
IN WRITING DESCRIPTIVE PARAGRAPH
A THESIS
Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of
Magister in Humaniora
BY:
SITI HAJAR
Registration Number: 082188330068
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
THE EFFECT OF TEACHING STRATEGIES AND
STUDENTS’ MOTIVATION ON STUDENTS’ ACHIEVEMENT
IN WRITING DESCRIPTIVE PARAGRAPH
A THESIS
Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of
Magister in Humaniora
BY:
SITI HAJAR
Registration Number: 082188330068
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
ABSTRACT
SITI HAJAR, Registration Number: 082188330068. The Effect of Teaching Strategies and Students’ Motivation on Students’ Achievement in Writing Descriptive Paragraph. A Thesis, English Applied Linguistics Study Program. Postgraduate School, State University of Medan. 2013.
The objectives of quasi experimental research were to: (1)discover whether the students’ achievement in writing descriptive paragraph taught by Picture Word Inductive Model (PWIM) strategy significantly higher than that taught by Peer Review (PR), (2) to find out whether the students’ achievement in writing descriptive paragraph of the students with high motivation was higher than that students’ achievement in writing descriptive paragraph of the students with low motivation, and(3) to examine whether there was any interaction between teaching strategies and students’ motivation on the students’ achievement in writing descriptive paragraph.
The population was all students of Grade VII Private Junior High School (Sekolah Menengah Pertama: SMP Swasta) Dwi Tunggal Tanjung Morawa consisting of 96 students and 30 students were as sample through Cluster Random Sampling technique, namely Grade VII. They were divided into two groups; the first group was taught by PWIM and the second group by PR.
The method was Factorial Design 2x2. Before conducting the treatment, the sample was given the questionnaire to discover their motivation level. Achievement test used to test the research hypothesis was first tried out to know the difficulty, validity, and reliability of the test. The techniques of data analysis used were descriptive and inferential statistics. The research hypothesis was tested by using Two Way ANOVA that had been tried out, i.e. normality using Lilleofors Test and Homogeneity using Barlet.
ABSTRAK
SITI HAJAR, Nomor Registrasi : 082188330068. Pengaruh Strategi Mengajar dan Motivasi Siswa terhadap Kemampuan Siswa dalam Menuliskan Paragraph Deskiptif. Tesis. Program Studi Linguistik Terapan Bahasa Inggris. Sekolah Pascasarjan. Universitas Negeri Medan. 2013.
Tujuan penelitian eksperimenini adalah untuk: (1) menenemukan apakah kemampuan siswa dalam menulis paragraf deskriptif yang diajarkan dengan Picture Word Inductive Model (PWIM) lebih tinggi daripada kemampuan siswa dalam menulis paragraf deskriptif yang diajarkan dengan Peer Preview(PR), (2) menemukan apakah kemampuan siswa dalam menulis paragraf deskriptif dengan motivasi tinggi lebih tinggi daripada kemampuan siswa dengan motivasi rendah, dan (3) menemukan apakah ada interaksi antara strategi belajar dan motivasi terhadap kemampuan siswa dalam menulisparagraf deskriptif.
Populasi penelitian ini adalah semua siswa Kelas VII Sekolah Menengah Pertama Swasta Dwi Tunggal Tanjung Morawa yang terdiri dari 96 siswa dan 30 siswa sebagai sampel dengan menggunakan teknik Cluster Random Sampling, yaitu Kelas VII. Mereka dibagi dalam dua kelompok: kelompok pertama diajarkan dengan PWIM dan kelompok ke dua diajarkan dengan PR.
Metode penelitian ini adalah Factorial Design 2x2. Sebelum melakukan perlakuan, sampel diberikan kuestioner untuk menemukan tingkat motivasi mereka. Tes kemampuan yang digunakan untuk menguji hipotesis penelitian terlebih dahulu diujicobakan untuk mengetahui tingkat kesulitan, validitas, dan reliabilitas tes. Teknik analisis data yang digunakan adalah statistik deskriptif dan inferensial. Hipotesis penelitian diuji dengan menggunakan ANAVA dua jaluryang terlebih dahulu diujicobakanyaitu uji normalitas Lilleofors dan uji homogenitas Barlet.
ACKNOWLEDGEMENTS
First and foremost, the writer would like to praise and express her high gratitude to Allah SWT, the Almighty for the blessing, health, strength, and inspiration who has led her to the completion of her final thesis. Moreover, blessing and peace be upon her prophet Muhammad SAW who has brought human beings from the dark area to the bright area.
In the process of writing this thesis, the writer faced a lot of difficulties and problems. It is with the assistance of many people that it can be presented in its presents form. Above all she would like to express her gratitude to those whose names should be mentioned here.
In particular, the writer would like to address her deepest thankfulness to the Prof. Dr. Berlin Sibarani, M.Pd., as her First Adviser, and Prof. Tina Mariany Arifin, M.A., Ph.D., as her Second Adviser, for their excellent comments, corrections, advices, and ideas from the beginning of writing this thesis until its present.
She would like to thank her whole-hearted gratitude to Prof. Dr. Busmin Gurning, M.Pd., Prof. Dr. Lince Sihombing, M.Pd., and Prof. Amrin Saragih, M.A., Ph.D., as her reviewers and examiners for their criticisms and suggestions in improving this thesis. She also wishes to express thank to all lecturers who have given her the valuable knowledge during her study at the English Applied Linguistics Study Program, Postgraduate School, State University of Medan.
On this special occasion, she would like to express her sincere appreciation and love to her beloved parents: M. Arlan and Hj. Rosmawaty Sitorus,for their prayers, motivations, moral and financial support.
Then, she is also deeply grateful to her beloved sisters Rodhiahtur Rahmah and Nur Hanifah; and husband Faizal Amir Panggabean for their sincere prayers, and supported during her during the academic years. And especially her lovely daughter Nur Fadhilah Az-Zahra Panggabeanfor the encouragement to complete her thesis, may Allah SWT always bless than.
Tunggal Tanjungmorawa for their willingness, their cooperative support, and work during the research.
In addition, she would like to thank her classmates and those whose names are not mentioned here for the care and attention. She would also like to express words of thankfulness to Farid as the Administration staff who has given her the assistance.
It is hoped that this thesis will serve as valuable inputs for the teachers, and those who are interested in conducting a more in-depth research on teaching strategies.
Pandan, 06June 2013 The Writer,
Siti Hajar
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS ... i
ABSTRACT ... iii
ABSTRAK ... iv
TABLE OF CONTENTS ... vi
LIST OF TABLES ... x
LIST OF FIGURES ... xi
LIST OF APPENDICES ... xii
Chapter I : INTRODUCTION ...1
1.1 Background of the Research ...1
1.2 Problems of the Research ...6
1.3 Objective of the Research ... 7
1.4 Scope and Limitation of the Research ... 7
1.5 Significance of the Research ... 8
Chapter II: REVIEW OF LITERATURE ...9
2.1 Theoretical Framework ...9
2.1.1 Writing ...9
2.1.1.1 Definition of Writing ...9
2.1.1.2 The Concept of Writing ... 10
2.1.1.3 The Purpose of Writing ... 11
2.1.1.4 Writing Process ... 12
2.1.1.5 Students’ Achievement in Writing ... 13
2.1.2 Paragraph ... 14
2.1.2.1 Topic Sentences ... 14
2.1.2.2 Supporting Sentences ... 15
2.1.3 Genre ... 15
2.1.3.1 Writing Genre ... 16
2.1.4 Descriptive Paragraph ... 16
2.1.4.1 Describing Personality ... 18
2.1.4.2 Describing Place ... 18
2.1.4.3 Describing Object ... 18
2.1.4.4 Describing Event ... 18
2.1.5 Teaching Strategies ... 19
2.1.5.1 Picture Word Inductive Model (PWIM) ... 21
2.1.5.2 Peer Review (PR) ... 27
2.1.6 Students’ Motivation ... 31
2.1.6.1 Important Motivation ... 33
2.1.6.2 Low and High Students’ Motivation in Learning ... 34
2.1.6.3 The Factor Influence of Students’ Motivation ... 35
2.1.6.4 Impacting Motivation in the Class ... 35
2.1.6.5The Measurement of Learning’s Motivation ... 37
2.2 Conceptual Framework ... 37
2.2.1 The Effect between the Students’ Achievements in Writing Descriptive Paragraph Taught by PWIM Strategy and that of the Students Taught by PR Strategy ... 37
2.2.2. The Differences between the Achievements in Writing Descriptive Paragraph of the Students’ with High Motivation and that of the Students with Low Motivation ... 40
2.2.3 The Interaction between Teaching Strategies and Students’ Motivation on the Students’ achievement in Writing Descriptive Paragraph ... 41
Chapter III: METHOD OF RESEARCH ... 43
3.4 The Instrument of Data Collection ... 45
3.4.1 Questionnaire of Motivation ... 45
3.4.2 Writing Test ... 46
3.5 Instrument of Validation ... 48
3.5.1 Validity of the Questionnaire ... 48
3.5.2 Validity of Writing Test ... 50
3.5.3 Reliability of Motivation Questionnaire ... 51
3.5.4 Reliability of Writing Test ... 52
3.6 Scoring System of the Test ... 53
3.7 Procedure of the Treatment ... 53
3.8 Control of the Treatment ... 54
3.8.1 Internal Validity ... 54
3.8.2 External Validity ... 55
3.9 The Technique Analyzing the Data ... 56
4.0 Statistical Hypothesis ... 56
Chapter IV: DATA ANALYSIS, RESEARCH FINDINGS AND DISCUSSIONS ... 58
4.1 Description of the Research Data ... 58
4.1.1The Students’ Achievement in Writing Descriptive Paragraph by PWIM ... 59
4.1.2The Students’ Achievement in Writing Descriptive Paragraph by Using PR ... 60
Descriptive Paragraph ... 61
4.1.4 Students’ Low Motivation in Writing Descriptive Paragraph ... 63
4.1.5 Students’ Achievement in Writing Descriptive Paragraph on Group with High Motivation Taught by PWIM ... 64
4.1.6 Students’ Achievement in Writing Descriptive Paragraph on Group with Low Motivation Taught by PWIM ... 66
4.1.7 Students’ Achievement in Writing Descriptive Paragraph on Group with High Motivation Taught by PR ... 67
4.1.8 Students’ Achievement in Writing Descriptive Paragraph on Group with Low Motivation Taught by PR ... 68
4.2 Requirement of Data Analysis ... 70
4.2.1 Normality Test ... 70
4.2.2 Homogeneity Test ... 71
4.2.2.1Groups of teaching Strategies ... 72
4.2.2.2Groups of Students’ Motivation ... 72
4.2.2.3Groups of Interaction ... 72
4.3 Hypotheses Testing ... 73
4.3.1 The Students’ Achievement in Writing Descriptive Paragraph Taught by PR and PWIM ... 74
4.3.2 The Students’ Achievement in Writing Descriptive Paragraph with High and Low Students’ Motivation ... 75
4.3.3 There are Significances Interaction Between Teaching Strategies and Students’ Motivation on Students’ Achievement in Writing Descriptive Paragraph ... 76
4.4 Research Findings ... 79
4.5 Discussion ... 80
4.5.1 Students’ Achievement in Writing Descriptive Paragraph Taught by PWIM Strategy is higher those Taught by PR ... 80
Paragraph with high Motivation is higher than Students’ Achievement in Writing Descriptive
Paragraph with Low Students’ Motivation ... 81
4.5.3 The Interaction between Teaching Strategies and Students’ Motivation on the Students’ Achievement in Writing Descriptive Paragraph ... 83
4.6 Limitation of the Research ... 85
Chapter V: CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS ... 86
5.1 Conclusions ... 86
5.2 Implications ... 87
5.3 Suggestions ... 88
REFERENCES ... 89
LIST OF TABLES
Tables Page
1.1 Writing Achievement Score of VII Grade Level Students in SMP Swasta Dwitunggal Tanjungmorawa
Academic Years 2012 /2013………
3
2.2 Impacting Motivation in the Class Intrinsic Motivation
and Extrinsic Motivation………
36
3.1 Simple Factorial Research Design 2x2 ……….. 43
3.2 The Blue Print of the Questionnaire of students’ Motivation………. 46
3.3 Writing Test Indicators……….. 47
3.4 Scoring Systems of the test……… 47
3.5 Number of Test Items Valid………. 49
3.6 Reliability of the Questionnaire……….... 51
3.7 Result of Computation of Inter Rater Reliability……… 53
4.1 Summary of the Research Data Description……….. 58
4.2 Frequency Distribution of the Students’ Achievement in Writing Descriptive Paragraph by PWIM………. 59
4.3 Frequency Distribution of the Students’ Achievement in Writing Descriptive Paragraph by PWIM………. 60
4.4 Frequency Distribution of the with High Motivation in Writing Descriptive Paragraph……….. 62
4.5 Frequency Distribution of the with Low Motivation in Writing Descriptive Paragraph……….. 63
4.6 Frequency Distribution of the Students’ Achievement in Writing Descriptive Paragraph with High Motivation Taught by PWIM……… 65 4.7 Frequency Distribution of the Students’ Achievement in Writing Descriptive Paragraph with Low Motivation Taught by PWIM………. 66 4.8 Frequency Distribution of the Students’ Achievement in Writing Descriptive Paragraph with High Motivation Taught by PR……… 67 4.9 Frequency Distribution of the Students’ Achievement in Writing Descriptive Paragraph with Low Motivation Taught by PR……….. 69 4.10 Summary on the Result of Normality Test………. 71
4.11 Result of Homogeneity Test of Teaching Strategies……… 72
4.12 Result of Homogeneity Test of Students’ Motivation……… 72
4.13 Summary on the Result of Homogeneity Test on Groups of Interaction (α=0.05)……….. 72
4.14 The result of homogeneity teat on each group……… 73
4.15 Two-Way ANOVA 2 X 2 Factorial Designs……… 73
4.16 Summary on the calculation result of Two-Way ANOVA……… 74
LIST OF FIGURES
Figure Page
2.1The process of Writing ... 13
4.1Histogram of the students’ Achievement in Writing Descriptive
Paragraph by PWIM ... 60
4.2Histogram of the students’ Achievement in Writing Descriptive
Paragraph by PR ... 61
4.3Histogram of the Students’ Achievement in Writing Descriptive
Paragraph of Students’ High Motivation ... 62
4.4Histogram of the Students’ Achievement in Writing Descriptive
Paragraph of Students’ Low Motivation ... 64 4.5Histogram of the Students’ Achievement in Writing Descriptive
Paragraph with High Motivation Taught by PWIM ... 65
4.6Histogram of the Students’ Achievement in Writing Descriptive
Paragraph with Low Motivation Taught by PWIM ... 67
4.7Histogram of the Students’ Achievement in Writing Descriptive
Paragraph with High Motivation Taught by PR ... 68
4.8Histogram of the Students’ Achievement in Writing Descriptive
Paragraph with Low Motivation Taught by PR ... 70
LIST OF APPENDICES
Appendix Page
A Validity and Reliability of Questionnaire……..……… 93
B Description of Basic Statistic Calculation……..…………... 97
C Description of the Students’ Score in Writing Descriptive Paragraph……….………. 114
D Description of the Students’ Score from Each Group……..………... 116
E The Reliability Computation of the Writing Test……….…. 117
F Testing Hypothesis Two Way ANOVA………... 119
G Requirement of Data Analysis……….….. 123
H Homogeneity Test of Variance……….. 133
I Tuckey –Test………..………….. 135
CHAPTER I INTRODUCTION
1.1 The Background of the Research
In Indonesia English is the first foreign language, study from the
Elementary level to university level. English is also intensively used in
international communication, in written as well as in spoken communication. In
additional, many books of science, technology, arts, and other published materials
issues are written in English.
In English language, there are integrated skills to be mastered such as;
listening, speaking, reading, and writing. As Haycraft (1978:8) states that there are
various skills in the mastering of a language, namely: respective skills, listening
(understanding the spoken language), reading (understanding the written
language), and productive skills-speaking and writing.
Writing as one of the four basic skills in learning holds an important role
in daily communication. Everyday people use writing from simple to complex as
a way to convey their ideas, opinions, experiences, events and histories such as
writing letter, notes, shopping list, checks or even writing using electronic media.
Without having good knowledge in writing, it is so difficult to be able to convey
the ideas to the readers.
Writing involves the application of grammar and the sentence patterns,
vocabularies or diction and cross-cultural understanding. And besides that, it can
express their ideas in the form of written representation but also to know the
content or the message that will be given to the reader. To be able to write,
someone has to know the technical writing such as spelling, punctuation, and
capitalization. Thus writing involves the active thinking about ideas that will be
developed to be a good and interesting writing. As what Nunan (1999:271) states
that in terms of skill, producing a coherent, fluent, extended, piece of writing is
probably the most difficult thing there is to do in language.
Referring to the Educational Unit Level Curriculum (Kurikulum Tingkat
Satuan Pendidikan 2006: KTSP) or (Curriculum 2006) that the students should
have written and spoken ability in communication. The ability to communicate is
the ability to understand and produce the spoken and written text realized in the
four language skills.
But in fact, the students who have learned the foreign language for years are not successful as the government’s expectation, especially in writing skills.
Most of them cannot write well. They always make mistakes in writing. It is
shown that many students are not very good in writing.
These phenomenons show us that writing is still being the most difficult
skill in language learning. As what Oshima and Hogue (1981) say that writing is
the most difficult skill in language learning. In addition, Shumin (2002) in his
research found that there is no doubt that writing is the most difficult skill for
The list of score found by the researcher in SMP Swasta Dwitunggal
Tanjung Morawa can be shown through in the Table 1.1 below:
Table 1.1
Writing Achievement Score of Grade VII Students of SMP Swasta Dwitunggal Tanjung Morawa 2012/2013 Semester Average Score of Language Skills
Listening Speaking Reading Writing
First 60 60 65 58
Second 62 65 67 60
Source: Monthly Semester Score in SMP Swasta Dwitunggal Tanjung Morawa 2012/2013
These situations can be caused by many aspects. First, it comes from the
students such as the motivation to study, the attitude of the students and the IQ.
Second, it comes from the environment such as the condition of the class and the
facility of the class. Many schools in Indonesia are under quality of the
international school, so it also influenced the quality of the students in their study.
And the last comes from the teacher such as the quality of the teacher, the strategy
or procedure that is use in the class. Those aspects can influence the quality of the
students in writing. Many teachers just give the task to the students to write
without giving any motivation that make the students interested, so it is makes
them lazy to study. Djamarah (2002) asserts that motivation is an energy change
within the person characterized by effective arousal and anticipatory.
The types of writing or text is technically called genre. A genre can be
(written or spoken) to accomplish something (Gerrot, 1994:14). There are four
types of writing; they are exposition, argumentation, description, and narration.
Descriptive paragraph intends to create in words a picture of a person, place,
object, and events stated by Wyirick (1996:191). Based on the problem above the
writer tries to find out the effective teaching strategies and students’ motivation on students’ achievement in writing descriptive paragraph.
There are several ways to teach writing achievement. Even though there are many ways or theories in teaching and learning to increase students’
comprehension but not of those theories and ways are successes. This thesis
would find out the effective way to learn writing achievement for students in
Junior High School. The picture word inductive models and peer review strategies
are the most interest to the writer because those two teaching strategies represent what the teacher’s want and student’s need. The students’ motivation was chosen
by writer because this style was easy applied by the students.
The Picture Word Inductive Model (PWIM) is a teaching strategy
developed by Emily Calhoun (1999). The PWIM uses pictures containing familiar
objects to help students develop their sight reading skill and writing vocabulary.
The students learn to write sentences and paragraphs. This model includes both
explicit instruction and concept formation lessons and is a multidimensional
approach to literacy development, one which encourages the use and integration
of all actions and strategies emphasized in every child works. The PWIM requires
teach students how to use observation and analysis in their study of everything
around them and the world, as well as support their comprehending and
composing efforts.
Hairston (1986:116) states that the flexible and adaptable quality of
writing that makes it so powerful is that when people have written something that
they are not satisfied with, they have a chance to revise it. In the context of
education, the most common way of correcting students’ writing that has been
done is to return it to the students with a great deal of underlining, crossing out,
question marks and occasional tick, (Harmer, 2004:110).
Fujieda (2007) explains that peer review strategy is a way to get feedback
from participants valued peer feedback. PR can be used by students to respond their friends’ writing and give comment whether students make mistakes. PR
strategy can be applied in group. Working in group can be productive and
congenial part of writing process in which it can increase the possibility that
students will look at problems from several perspectives. In PR strategy, students
not only get feedback from their teacher, but they also give feedback to their
classmates. It has twofold functions in which students learnt to be a good writer
and better reader. Furthermore, in peer reviewing strategy students are divided
into several groups that help teacher to evaluate their works easier.
In this study the writer focuses on the effectiveness of PR in improving students’ descriptive writing ability. The writer expects that this research can give
learning English. First, it can be used as a measurement in improving descriptive
writing ability through students reviewing. Second, this research provides students’ responses about PR strategy that can be applied in writing descriptive
class. Last, this research can be used as a reference in improving students’
descriptive writing ability through students review.
The PWIM and PR are teaching strategies. These teaching strategies will be applied in the students’ motivation to discuss the effect of those activities on
students’ writing achievement. The writer focuses on the research because she
would like wants to prove that PWIM and PR strategies are suitable to the students’ motivation and will affect significantly on student’s writing
achievement. So, on the next chapter writer will explain about the application of those activities on students’ writing achievement.
1.2 The Problems of the Research
Based on the background of the research, this research will investigate the
use of PWIM and PR strategies and students’ motivation in English classroom.
The problems of the study can be formulated in the following questions:
1. Do PWIM and PR significantly affect the students’ achievements in
writing descriptive paragraph?
2. Does students’ motivation significantly affect their achievements in
writing descriptive paragraph?
1.3 The Objectives of the Research
In carrying out the research, it is necessary to state the objective of this
study clearly. Otherwise, this research will be useless and only wasting the time.
So the objectives of the research are:
1. To examine whether PWIM and PR significantly affect the students’
achievements in writing descriptive paragraph
2. To examine whether students’ motivation significantly affect their
achievements in writing descriptive paragraph
3. To examine whether there is any interaction between teaching strategies
and students’ motivation on the students’ achievement in writing
descriptive paragraph.
1.4 The Scope of the Research
This research is to discuss the effect of the teaching strategies and students’ motivation on students’ writing achievement. The PWIM and PR
strategies are applied to be the teaching strategies in the classroom. And students’
motivation is chosen as impeller students in applying teaching strategies. All of those strategies and students’ motivation will be applied to investigate students’
1.5The Significance of the Research
There are two kinds of the finding of the research, they are theoretically
and practically:
Theoretically:
1. The results of the research will enrich the theory of teaching how to teach
and learn writing.
2. The results of this research can be used as references for those who are
interested in conducting a further in depth study.
Practically:
1. It can help teacher to be more creative and innovative in applying various
strategies so that be students are interested how to write on writing well.
2. Information for the students increasing their imagination about writing
descriptive paragraph.
3. Students’ motivation should be investigated and accommodated by the
CHAPTER V
CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
This chapter presents the research conclusions, implications, and
suggestions. The conclusions are taken from the data analysis of research findings.
5.1. Conclusions
1. PWIM and PR significantly affect the students’ achievement in writing
descriptive paragraph. Therefore, these strategies can be used to increase the students’ achievement in writing descriptive paragraph.
2. The students’ motivation significantly affects their achievement in writing
descriptive paragraph. The higher students’ motivation has the higher
achievement in writing they will get.
3. There is any interaction between teaching strategies and students’ motivation on students’ achievement in writing descriptive paragraph.
Students’ with high showed significant effect on their achievement in
writing descriptive paragraph. When they taught PWIM or PR. Whereas,
the students with low motivation showed significant affect on their
achievement in writing descriptive paragraph, when they taught by using
PR.
1.2. Implications
One of efforts to improve and increase the quality of language
teaching-learning is the use of varied teaching-learning activities and determination of an appropriate teaching strategies and students’ motivation on students’ achievement in writing
descriptive paragraph based on the students’ ability, condition, needs,
characteristics, and age. The use of varying activities, teaching strategies, and picture is needed to help students’ achieve the maximum result, improve and
increase the effectiveness in learning. It is also used to stimulate their motivation
and interest to the lesson. In addition, it involves students to be active mentally and physically. Thus, PWIM and PR can be applied in improving students’
achievement in writing descriptive paragraph.
The important of English is still handled by the English teachers at the
school. So, it is hoped that English teacher needs to motivate their students in
learning English, because the learning process will success without any motivation. Besides, the teacher needs to be aware of their students’
1.3. Suggestions
Based on the results of the study, the researcher would like to offer some
suggestions in improving the students’ achievement in writing descriptive paragraph using teaching strategies and students’ motivation especially. The
suggestions are:
1. English teachers are suggested:
a. Use PWIM and PR in their attempt to improve students’ achievement
in writing descriptive paragraph because the application of these strategies can improve students’ achievement in writing descriptive
paragraph.
b. Use PWIM for the class dominated by high students’ motivation, by using PR for the class with low students’ motivation.
c. Encourage students’ low motivation to participate in study English in
order to get the better achievement in writing descriptive paragraph.
2. Other researchers can develop further in depth study in the area of PWIM
and PR in order to discuss other research the students’ achievement in
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