Abstrak

This research is aimed to reveal whether: (1) PLEASE strategy is more effective than RAFT strategy to teach writing; (2) Students having high self-esteem have better writing skill than those having low self-esteem; and (3) There is an interaction between the teaching strategies and the students’ self-esteem in teaching writing.
This experimental research was conducted at the tenth grade of SMAN 1 Tangen in the academic year of 2016/2017. The researcher employed two classes from the tenth grade natural sciences students of SMAN 1 Tangen in the academic year of 2016/2017 as the sample. One class, experimental class, was taught by using PLEASE strategy. Another class, control class, was taught by using RAFT strategy. The sample was taken by using cluster random sampling. Each class was divided into two groups of which each consisted of students having high self-esteem and those having low self-esteem. To collect the data, two instruments were employed. Those were writing test to find out the scores of students’ writing skill and self-esteem questionnaire to find out the scores of students’ self-esteem. The data were, then, analyzed by using Multifactor Analysis of Variance ANOVA 2 x 2 and Tukey test. Before conducting the ANOVA test, pre-requisite test such as normality and homogeneity test were done.
The findings of this research can be stated as follows: (1) PLEASE strategy is more effective than RAFT strategy to teach writing; (2) Students having high self-esteem have better writing skill than those having low self-esteem; and (3) There is an interaction between teaching strategies and students’ self-esteem to teach writing.
Based on the findings of this research, it implies that PLEASE strategy is an effective strategy in teaching writing to the tenth grade students of SMAN 1 Tangen. Further researches are encouraged to optimize the use of PLEASE strategy by combining it with interesting teaching media. The use of other attributive variables are also encouraged.

Keywords : factorial design, PLEASE strategy, RAFT strategy, students’ self-esteem, writing skill.