Strategies In Teaching Writing For Ninth Grade Students At Junior High School

Abstract

This study aims to investigate the strategies used by the English teacher at SMP Muhammadiyah 2 Purwokerto in teaching writing and to identify the challenges faced during the instructional process. This study was conducted using a qualitative approach with a descriptive qualitative method. The data were collected through classroom observations, interviews, and documentation. The findings show that the teacher applied three strategies: Guided Writing Strategy, Cooperative Learning Strategy, and Expository Learning Strategy. Guided Writing Strategy helped students organize sentences correctly before writing independently, while Cooperative Learning Strategy encouraged students to exchange ideas and complete writing tasks through group collaboration. Expository Learning Strategy provided clear explanations of grammar and writing components to build students’ understanding before practice. The study found four main challenges: students’ limited vocabulary, differences in ability levels, managing a large class, and limited lesson time. Meanwhile, difficulties related to developing students’ writing skills, using technology, addressing varied learning needs, lack of confidence in trying new methods, or depending on a single teaching method did not become major problems because the teacher was confident and flexible in managing those aspects.