The Correlation Between Writing Strategies and Writing Achievement

Abstract

Many students still have problems in learning to write paragraph for examples, difficulty to develops their ideas, lack of motivation to read sources and lack of vocabulary, and so on. This research is aim to analyze the correlation between writing strategies and writing achievement. Writing strategy is a deliberate methods used to suit the purpose of writing itself. Its strategy is defined as that a writer involved in planning, drafting, revising, and other writing-related activities. This study used a quantitative method. Involving two variables are writing strategies and writing achievement. The researcher used questionnaire and document as the instrument. The participants were 54 students at second semester of English Education Department at University of Islam Malang. The researcher used statistic descriptive to know the most frequent strategy used by the students, And researcher used SPSS 20 with Pearson Product Moment Correlation. The first findings indicate that there was a correlation between writing strategies and writing achievement. The correlation between prewriting and writing achievement is .589. Its significant value is 0.000, and it is lower than 0.01.it means that prewriting strategies and writing achievement correlated. Besides, the correlation between while-writing and writing achievement is .470. Its significant value is 0.000, and it is lower than 0.01.it means that while-writing strategies and writing achievement correlated. And the correlation between revising strategies and writing achievement is .455. Its significant value is 0.001, and it is lower than 0.01.it means that while-writing strategies and writing achievement correlated. It is indicated that the more often students use writing strategies, the higher scores they get in writing paragraph. The second finding indicated that revising strategies 52.67 are more frequently used than prewriting 28.24 and while-writing 49.22 strategies. Based on the conclusion above and the study has been done, the writer would like to offer some suggestions. For the students, researcher hoped that students would see the value of writing strategies at each stage and use writing strategies that suit them the best. For lecturer, the writer expected that through the result of this study, the lecturer would become aware of the challenges of writing paragraphs as a consequence of this study and become familiar with writing tactics to enhance students' writing quality. And the last for future researcher, the writer recommended that researcher could use different form of more detailed questionnaire to describe writing strategies. Moreover, the writer suggested that the future researcher could prepare a better writing instrument. Researcher can concluded that revising was a strategy which was often used by students of second semester students of English Education program of at University of Islam Malang than prewriting and while-writing strategies. In addition, regarding the correlation between writing strategies and students’ writing achievement of second semester students of English Education program of at University of Islam Malang, the r results obtained from prewriting, while-writing and revising strategies were correlated with writing achievement. And interpretion of correlation is moderate. Keyword: Correlation, Writing Strategies, Writing Achievement