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Writing is a productive skill, where the students should produce a product in written form. Teaching writing cannot stand alone to improve the students writing achievement. It should be integrated with students’ style in learning. This research tries to find out whether the students’ writing achievement taught by using POWER strategy is significantly higher than 3 -2-1 strategy, whether the students with Read/Write learning style is higher than Kinesthetic learning style in writing achievement, and whether there is a significant interaction between teaching strategies and learning style on the students’ writing achievement. This research will be useful to improve the students’ skill and writing. The purpose of teaching POWER strategy is to provide explicit instruction to students on how to write, in this example, an effective factual paragraph, keeping in mind the characteristics of students with writing difficulties and the principles of effective instruction. There are many strategies offered by the experts but POWER strategy can be another alternative strategy in improving their teaching skill in writing especially in writing narrative paragraph. The POWER strategy is the independent variable and the writing achievement is the dependent variable. The test instrument of writing paragraph test will be used to collect the data about the students’ achievement in writing paragraph. In this research, the researcher will also use writing pre-test and post-test. The pretest and post-test is used to find out the significant differences before and after giving the treatment In analyzing the data, the researcher uses descriptive statistic and inferential statistic technique. The research results found that the students with POWER strategy are higher in writing achievement. Keyword: POWER Strategy, 3-2-1 Strategy, Learning Style,

The Effect of POWER and 3-2-1 Teaching Strategies and Learning Style on Students' Writing Achievement