This thesis presents research about An Analysis of Students’ Learning
Strategies in Writing Descriptive Texts. This research used a qualitative method with
descriptive qualitative design. The research subjects were one teacher and ten
students in the ninth grade of SMPN 1 Ulaweng. The data was collecting by
observation and interview. The technique of data analysis namely; reduction, display,
and verification. The aim of this research is to find out the students’ Learning
Strategies in Writing Descriptive Texts. Based on the result of data observation and
interview have found that students utilized cognitive, metacognitive, and social
affective learning strategies. Students who used cognitive learning strategies; they are
able elaborate the sentence in writing descriptive text, organize their vocabulary to
enhance comprehension, repeatedly construct descriptive sentences, identify key
topics and take notes, summarize materials, and focus on the essential aspects to
understand the text. Metacognitive strategies; they are able to comprehend the text
and reflect on the learning outcomes, pay attention to the teacher's explanation of the
material, and concentrate on the material being taught. Social affective strategies;
actively engage in questioning during the learning process, form groups, participate
in discussions, and describe objects directly.
A. Conclusion
Based on the result of finding and discussion in the previous chapter, the
researcher draws the conclusion of the students’ learning strategies in writing
descriptive texts. The researcher concluded that the following description:
Based on the results of the observation and interview, it shows that students
utilized cognitive, metacognitive, and social affective learning strategies. Students
who use cognitive learning strategies are five students, metacognitive are three
students, and social affective are two students. Students who employ cognitive
learning strategies namely organize their vocabulary to enhance comprehension,
repeatedly construct descriptive sentences, identify key topics and take notes,
summarize materials, and focus on the essential aspects to understand the text rather
than memorizing it. Students who utilize metacognitive strategies include
comprehend the text and reflect on the learning outcomes, pay attention to the
teacher's explanation of the material, and concentrate on the material being taught.
Students who employ social affective strategies are students who are actively engage
in questioning during the learning process, form groups, participate in discussions,
and describe objects directly.
B. Suggestion
After closing the conclusions and conducting the research, the researcher has
several suggestions for English teachers, students, and the next researchers.
1. For English teachers
Suggestions for teachers, hopefully in the future teachers can be more creative
in choosing and using learning media so that students can be more motivated to learn
writing.
2. For students
Suggestions for students, the results of this study are expected that students
can be more enthusiastic and more motivated to learn writing especially descriptive
text.
3. For the next researchers
Suggestions for further researchers, hopefully the results of this study can be
useful as a reference for further researchers and can develop further research that
wants to conduct further research on students’ learning strategies in writing
descriptive text.

STAR20230388

388/2023

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