Writing is a complex process-oriented language skill that requires students to construct ideas and develop ideas into sentences and paragraphs systematically. This study was designed to investigate whether there is an effect of PLEASE strategy implementation on students' writing skills and their writing motivation on recount texts of Grade XI students in the first semester of the academic year 2024/2025 at a Senior High School in Tanjungpinang, Indonesia. A quasi­experimental design was employed in which an experimental class was taught by using PLEASE strategy, and a control class was taught by using teacher-centered learning strategy. The data were collected through a writing test (pre-test and post-test) to assess the student's writing skills. In contrast, the data was collected through a writing motivation questionnaire to describe the students' writing motivation. The effect of the two strategies was analyzed statistically using Paired Sample T-Test and Independent Sample T-Test after complying with the Normality and Homogeneity Test. The results revealed that implementing PLEASE strategy affected student's writing skills and writing motivation on recount texts in the experimental class, contrasting with those in the control class. Using the PLEASE strategy in the writing process constructed the student's metacognitive strategy in writing. PLEASE strategy assisted the students in expressing their ideas using a series of sequential activities systematically: Pick, List, Evaluate, Activate, Supply, and End, and contributed to engaging student's motivation extrinsically and intrinsically in writing. In conclusion, using the PLEASE strategy is significantly effective and favorable to enhance the student's writing skills and motivation. The study recommended broader implementation of using PLEASE strategy to teach the writing process across other text genres in all stages of education.