Writing is a crucial skill in learning English, yet many students, especially in vocational high school, still struggle to master it. One potential solution is the PLEASE strategy, a metacognitive technique that guides students through the writing process and helps them organize ideas effectively. Therefore, the researcher was interested in investigating its impact in the classroom. This study aimed at finding out whether the PLEASE strategy could significantly improve students’ writing skill. A quantitative method was used, involving 75 tenth-grade students of SMK Negeri 2 Palembang in the academic year 2024/2025. They were conveniently divided into two groups: X TKJ 1 as the control class with 38 students and X TKJ 2 as the experimental class with 37 students. The data were collected through essay writing tests on a report text over twelve meetings, including a pretest, ten treatments using the PLEASE strategy, a post-test, and a questionnaire. The paired samples test in the experimental group showed a t- value of -6.486 with a p-value below 0.001. The independent samples test also showed a significant difference between the groups, with a t-value of 2.489 and a p-value of 0.015. These results indicate that the PLEASE strategy significantly improved students’ writing performance and can be considered an effective technique for teaching writing.