ENGLISH TEACHERS’ STRATEGIES IN TEACHING WRITING SKILL AT SECOND GRADE SMAN 3 BENGKULU

This research aims to find out the strategies English teachers use
specifically in teaching descriptive writing skills of public senior high school
students in Bengkulu City. This research used descriptive qualitative method.
The samples in this study are two English teachers who teach in grade 11, the
grade level where descriptive writing is studied. Data were collected through
observations and interviews. The observation indicators and interview questions
were developed based on the theories of strategies for teaching descriptive
writing skills from Ulfa and Rosa (2014), Sedillo (2003), Lestari, et al (2014),
and Raharjanto (2016). Data analysis involved: data collection, data reduction,
data presentation, and conclusion. Research findings were validated using
triangulation techniques. The results showed that specifically teacher 1 used
visual using pictures strategy and teacher 2 specifically used guided writing
strategy, in addition to the strategies specifically used by teachers, the
researcher also found other strategies that teachers may use but are not aware of
using. There are some strategies that were not identified in the observation, but
emerged during the interview, this shows that teachers actually use some
strategies in teaching students' descriptive writing skills. The Strategies are:
clue strategy, choosing the focus strategy, use of words strategy, re-reading and
re-doing strategy, guided writing strategy, and visual and cooperative learning
strategy.
Keywords: Strategies, Descriptive Writing, English Teacher