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The purpose of this research was to find out whether there is any significant difference result of writing achievement between learning styles (visual and auditory), whether there is any significant difference result of writing achievement in the use of writing learning strategies (computer and picture), and whether there is a significant interaction of learning style and the use of writing strategies on students’ writing achievement. A quantitative analysis that included descriptive statistics (mode, median, range, mean, standard deviation, and the distribution of frequency in histograms), and inferential analysis (ANOVA) tests were conducted to answer the research questions of this study. The respondents of this study were the fifth semester students (regular and non-regular class) taking the Writing III program at English department of Pamulang University academic year 2014/2015. Out of 85 students of the population, 48 (24 visual and 24 auditory) were chosen as the samples based on the cluster random sampling. To collect data, the study used two kinds of instruments: a writing test, and two questionnaires (Learning style and writing learning strategy questionnaire). The result of this study revealed that out of two independent variables, only the variables of learning style affected students’ writing achievement (p – value < 0.05) with mean score visual students were higher than auditory students. However, the different use of writing learning strategies did not give significant effect on students’ writing achievement (p – value > 0.05). But the overall use of both writing strategies through different students’ learning styles had not shown significant interaction on students’ writing achievement (p – value > 0.05). Thus only one alternate hypothesis was accepted in this study. Finally, the result of this study showed a fact that the writing achievement of English under graduate students of Pamulang University is still in inadequate level. Therefore, lecture should teach not only writing lesson, but also how to make the students be acquainted with writing strategies.
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