TEACHER’S STRATEGIES IN TEACHING WRITING AT MAN 1 SAMARINDA OF THE ACADEMIC YEAR 2022/2023

Abstract

Rada Mustika. 2023. “Teacher’s Strategies in Teaching Writing at MAN 1 Samarinda of the Academic Year 2022/2023.” Thesis, English Education Department, Teacher Training and Education Faculty, Sultan Aji Muhammad Idris State Islamic University of Samarinda. This research is under the guidance of Mr. Dr. Umar Fauzan, M.Pd as the first advisor, and Mrs. Dra. Sitti Hadijah, M.Pd as the second advisor.

Writing is one aspect that is not easy to understand for some people. Writing is a way of communication that may convey ideas and feelings. Writing must be done through intensive training so that writing skills can be better organized. When it comes to teaching English, especially in writing, the teacher needs strategies in teaching writing because strategy is the most important in the learning process. Students feel they do not know how to start writing and what to write, and the use of strategies makes it easy for teachers and students to obtain material, and the teaching process becomes effective and easy to understand. Based on these issues, the researcher decided to know what are teacher strategies and how the teachers implement the strategies in teaching writing at MAN 1 Samarinda.

The data analysis of this research is descriptive qualitative. The subject of this research was the XII grade teacher at MAN 1 Samarinda. The data were collected using interview guidelines, observation sheets, and documentation, and then analyzed using the interactive model of Miles, Huberman, and Saldana. The data were validated using source and technical triangulation.

Based on the results, the researcher found that the teacher used several strategies in the teaching and learning process, such as brainstorming, which is suitable for providing stimulus to students; guided tasks to provide direction regarding students’ writing so that they become active and creative; focus group discussion that makes students enthusiastic to learn because they learn in groups; and peer response that provides feedback on student writing. The implementation of these strategies makes a good impact on students and improves their writing learning.