Teacher’s Strategies in Teaching Writing descriptive text at Senior High School

Abstract

This qualitative descriptive study examines the strategies employed by an English teacher to teach descriptive text writing to tenth-grade students at SMA Negeri 1 Sindue and the challenges encountered during instruction. Data were drawn from three classroom observations and semi-structured interviews with the teacher. Guided by Haynes and Zacarian’s (2010) framework, the analysis identified seven strategies: modifying instructional input, using visuals, activating prior knowledge, emphasizing key concepts, adapting vocabulary instruction, promoting cooperative learning, and modifying assessment. These practices were broadly consistent with the scientific approach associated with the 2013 Curriculum. Nevertheless, students’ limited vocabulary constrained their ability to express ideas in English, while unequal participation reduced the potential benefits of group work. The findings illustrate how linguistic, visual, and collaborative scaffolding can be combined in EFL writing lessons. Because the study involved one teacher and did not directly measure changes in students’ writing performance, its contribution is a contextual account of instructional practices rather than evidence of causal effectiveness. Implications include contextual vocabulary support, clearer roles in group activities, and ongoing formative feedback.