AN ANALYSIS OF EFL TEACHER’S STRATEGIES IN TEACHING WRITING

DESCRIPTIVE TEXT

THESIS PROPOSAL

Presented to

State Islamic Institute of Kediri

In Partial Fulfillment of the Requirements

For the Degree of Sarjana in English Language Education

By:

Alvira Avia Rizka

NIM. 932203319

DEPARTMENT OF ENGLISH LANGUAGE EDUCATION

FACULTY OF TARBIYAH

STATE ISLAMIC INSTITUE OF KEDIRI

2022

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 APPROVAL PAGE

This is to certify that the Thesis Proposal of Alvira Avia Rizka has been approved by the advisor
for further approval by board examiners

AN ANALYSIS OF EFL TEACHER’S STRATEGIES IN TEACHING WRITING

DESCRIPTIVE TEXT

ALVIRA AVIA RIZKA

NIM: 932203319

Approved by:

Examiner I Examiner II

Muhammad Afifi S.Hum. M.Pd Ima Fitriyah, M.Pd.I

NIDN. 2027038401 NIP. 198607022015032003

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 PREFACE

The researcher says praise and gratitude to God Almighty, because of love and grace
so that the researcher can complete this thesis proposal, entitled “An Analysis of EFL
Teachers’ Strategies in Teaching Writing Descriptive Text”. This thesis proposal is
prepared to fulfill one of the requirements to obtain a Bachelor of Education in the
Department of English Education at the State Islamic Institute of Kediri.

In preparing this thesis proposal, the researcher has difficulty and realizes that this
thesis proposal is still far from perfect. Because of that, the researcher looking forward to
criticism and constructive suggestions for perfecting this thesis proposal. On this occasion,
the researcher expresses gratitude to Mrs. Ima Fitriyah, M.Pd.I. as a thesis advisor who
has provided many directions and guidance to the researcher during the process of
completing this thesis proposal. The researcher sincerely hopes that this research proposal
will be useful in the world of education.

Kediri, December 2022

Author,

Alvira Avia Rizka

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 TABLE OF CONTENTS

APPROVAL PAGE ..............................................................................................................i

PREFACE ........................................................................................................................... ii
TABLE OF CONTENTS................................................................................................... iii
LIST OF TABLES ..............................................................................................................iv
LIST OF APPENDICES ...................................................................................................... v
CHAPTER I INTRODUCTION .......................................................................................... 1
A. Background of Study ............................................................................................... 1
B. Research Question ................................................................................................... 4
C. Objectives of Study.................................................................................................. 4
D. Scope and Limitation of Study ................................................................................ 4
E. Significance of Study ............................................................................................... 5
F. Definition of Key Terms .......................................................................................... 5
CHAPTER II LITERATURE REVIEW ............................................................................. 7
A. Definition of Writing Skills ..................................................................................... 7
B. Teaching Writing Skills ........................................................................................... 8
C. Definition of Descriptive Text ............................................................................... 10
D. Definition of Strategy ............................................................................................ 11
E. Strategies in Teaching Writing Descriptive Text .................................................. 12
F. Difficulties of Teaching Writing Descriptive Text ................................................ 14
G. Previous Study ....................................................................................................... 15
CHAPTER III RESEARCH METHOD ............................................................................ 17
A. Research Design .................................................................................................... 17
B. Place and Subject of The Research ........................................................................ 17
C. Research Instrument .............................................................................................. 19
D. Data Collection ...................................................................................................... 19
E. Data Analysis ......................................................................................................... 21
F. Triangulation .......................................................................................................... 21
REFERENCES .................................................................................................................. 22
APPENDICES ................................................................................................................... 25

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 LIST OF TABLES

Table 2.1 Strategies in Teaching Writing Descriptive Text .............................................. 12

Table 3.1 The List of Teacher Interview Questions .......................................................... 19

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 LIST OF APPENDICES

Appendix A. Observation Instrument ................................................................................ 25

Appendix B. Interview Instrument .................................................................................... 27

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 CHAPTER I

INTRODUCTION

This chapter covers the entire introduction of this study. This chapter focuses on
teachers’ strategies in teaching writing descriptive text. The text and the rest of this
chapter describe the background of the study, statement of the research problem,
objectives of the study, scope and limitation of the study, significance of the study, and
definition of key terms.
A. Background of Study
The role of writing skills is important for EFL (English as a Foreign Language)
students to support learning media. EFL students can develop words into productive
sentences. EFL students can do writing exercises by integrating their main ideas into
writing to become coherent paragraphs. Through exercises in writing EFL students can
develop their grammar and vocabulary. In summary, the role of writing skills in the
academic field for EFL students is important. EFL students can be motivated to write
better in academics (Barker & Moroz, 1997). Febriyanti et al (2018) stated that writing is
important to be learned and mastered by students. Writing includes skills that can develop
imagination in students. In writing skills, students are required to grow the main ideas
and develop them into written work. Students are invited to develop, feel, assess and
explore thoughts in the form of feelings and expressions. Furthermore, writing skills are
important in the world of education because students need to master and understand well
and correctly about writing skills.
In the world of education, writing skills are prioritized. This is because writing skills
are useful for students, teachers, and researchers. Within the scope of the world of
education, students are expected to be accustomed to compiling and processing words
into a coherent arrangement and a paragraph. In this case, students need to understand
writing skills, it will be easier and accustomed to working on essay assignments. In
addition, by paying attention to grammar, vocabulary, and creativity in writing and
combining a sentence by mastering these things, students can use their ideas to start
writing new topics (Hsiang, et al., 2020).

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 Bryne (1988) classified problems about writing difficulties into three categories. The
first three categories are linguistic aspects such as choosing grammar, using the right
vocabulary, and accuracy in choosing sentences. The second aspect is writing difficulties
such as difficulties in combining sentences correctly and difficulties in developing words
into sentences. The third aspect is cognitive, this aspect is the basis of knowledge in
carrying out writing activities such as punctuation, formatting, paragraphs, and
capitalization.
As an EFL student who learns English as a second language, writing an essay using
English is a challenge and difficult. The students have difficulty with the lack of
vocabulary they know. In compiling an essay, students must be faced with phrases and
words that are not quite right. Usually, students tend to find it difficult to compose a
paragraph because of their lack of experience and mastery in essay writing activities. In
general, this can be influenced by factors of expression, the form of writing,
characteristics in writing, and motivations faced by the writer (Sulaiman & Muhajir,
2019).
The factors that become difficulties in writing activities must be points that students
must be aware of to fix. Al Badi (2015) divided factors that underlie writing skills,
namely, choosing the appropriate language, cohesion, coherence, and references that are
following the writing topic. In these factors, of course, writing an essay for students is not
easy. These difficulty factors can be overcome by students by always being willing to
learn to compose sentences in English. For this reason, the difficulties experienced by
students become the teacher's consideration for determining strategies for teaching in the
classroom.
In previous studies, several studies discussed writing skills. In a previous study,
Aulia (2019) in her research discussed teacher strategies for teaching writing skills at the
junior high school level at SMPN 44 Muaro Jambi. Her research uses qualitative research.
Data collection techniques using research, interviews, and documentation. Her researched
several teachers in one school. Raharjanto (2016) in his research discusses the strategies
applied by teachers when teaching at the junior high school level at MTS N Sukoharjo.
He uses qualitative research by describing his findings in the form of sentences. Research
data collection techniques using observation and interviews.

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 Another research, namely from Rijal (2018) his research he researched about
teaching descriptive writing by using thinking, speaking, and writing. He researched at
the Islamic University of Madura. In his research, he uses qualitative methods. The
participants are students and lecturers from the Islamic university of Madura. In addition
to other research, namely Muza'roah et al (2021) their examined the teacher's strategy in
teaching descriptive text at the junior high school level at MTs Assalam Bangilan. They
use qualitative research methods. In collecting research data they used observation and
interviews. They only collected data through two teachers at the same school.
Based on the observations in one school that the researcher conducted on November
24th, 2022 at SMA Negeri 6 Kediri, the researcher has found the uniqueness of EFL
teachers in implementing strategies in eleventh grade at SMA Negeri 6 Kediri. At the
time of observation, the researcher interviewed an English teacher named Moh. Kusen
M.Pd. who teaches English in an EFL class. He said that in implementing writing
learning strategies he applied different strategies in the class. The strategy implemented
by him in teaching writing is that he does not only apply the same teaching writing
strategy to the class he teaches, but he pays attention to the strategies needed by the
students. He said that teachers have innovation and creativity in teaching so that teachers
can apply strategies to teach writing with teacher innovation and creativity that suit the
needs of their students in the EFL classroom. He added that creative teachers will fulfill
different strategies in each class.
Based on the observation in the second school, that the researcher conducted on
November 28th, 2022 at SMA Negeri 1 Ngadiluwih. At the time of observation, the
researcher interviewed an English teacher named Nurlaela S.Pd. who teaches English in
EFL classes. She said that in teaching writing skills she asked her students about the
definition, generic structure, language features, and social functions of descriptive texts.
She continued her statement that after asking students about this, she would start giving
examples of descriptive texts and from there, students could draw conclusions about
descriptive texts. Next, the researcher proposed the strategies applied in the EFL class,
she claimed that in implementing writing teaching strategies adapted to the abilities of
her students because each class had a different character, the strategy implemented by her
is different in each class.

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 From some of the previous studies, some points have not been listed. Namely, first,
in the previous study, the researcher only interviewed a few teachers in one school, and
students were not involved as participants. To know a teacher has successfully
implemented his strategy, the researcher must know from the point of view of a student.
Second, in previous studies, researchers only collected data at the junior high school level.
Third, in previous studies, the study was only conducted in one school, not in several
schools. Furthermore, based on the observations conducted by the researcher at SMA
Negeri 6 Kediri and SMA Negeri 1 Ngadiluwih, the way the teacher applies strategies in
teaching writing is not monotonous. Teachers can vary and innovate regarding strategies
in teaching writing depending on the needs of the students in the class. These strategies
applied by two different teachers in different schools will support the research which
aims to find out the strategies of EFL teachers in teaching writing descriptive texts. It can
be concluded that from the points that have not been listed in the previous research and
based on observation in SMA Negeri 6 Kediri and SMA Negeri 1 Ngadiluwih, the
researcher wants to raise the title, "An Analysis of EFL Teachers' Strategies in Teaching
Writing Descriptive Text." The researcher will take research data from a Senior High
School in Kediri as the object of the study.
B. Research Question
Based on the background of the study stated above, the researcher formulates the research
problem as follows: what are the EFL teachers’ strategies in teaching writing the
descriptive text?
C. Objectives of Study
Based on the research question above, the researcher formulates the objectives of study as
follows: the purpose of this study was to find out the strategies used by the EFL teacher
in teaching writing descriptive text.
D. Scope and Limitation of Study
The target of this study is to analyze teachers’ strategies in teaching writing a
descriptive text. In this case, the study has scope and limitations and the discussion is not
broad. The scope and limitations have a subject and object of the study. The subject of
this study is limited to the teacher at two Seniors High Schools in Kediri and the object of
study is limited to the teacher’s strategies in teaching writing a descriptive text.

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E. Significance of Study
The researcher hopes that this study can contribute to providing an analysis of
teachers’ strategies in teaching writing a descriptive text. In addition, this study hopefully
it can be useful for students, teachers, researchers themselves, and readers. For teachers,
this study can add variety to teaching English writing skills. Teachers can choose the best
way or strategies to teach their students writing skills. Teachers, they can find out what is
needed to teach writing skills in language classes. The teacher will know how the
strategies that have been applied in the language class can affect the students' writing
skills in a descriptive text. The benefit is that studies for students can be a means or an
option for learning English writing skills so that they can gain learning, especially writing
skills. In this case, they are taught to think more critically and creatively in writing skills
so that students can process words into sentences and arrange them into paragraphs. The
last benefit is for the readers, this research can be a source of information and can be the
basis for further study.
F. Definition of Key Terms
1. Writing
Writing is an activity carried out by students to train student’s cognitive abilities.
Through writing, students can practice arranging words into sentences and
combining them into paragraphs. Good and correct writing skills will increase
students' chances of success in writing skills in English. Writing skills train thinking
to collect ideas, arrange sentence structures, and arrange formats in writing.
2. Strategies for teaching writing skills
There are strategies for teaching writing skills, including direct teaching strategy,
indirect teaching strategy, interactive teaching strategy, experiential teaching strategy,
and independent learning strategy. These strategies are needed by teachers in
teaching writing skills classes.
3. Difficulties of teaching writing skills
Difficulties in teaching writing skills come from internal and external sources. In the
difficulties of internal problems, there are difficulties in grammar, vocabulary, and
cohesion. The difficulties experienced by these students can certainly be overcome

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 by being able and willing to study independently and in groups. Learning
independently, students can repeat the learning materials that have been discussed at
school by studying at home. An external difficulty in teaching writing skills is a class
atmosphere that is not conducive and crowded. This can be overcome by the teacher
using the right teaching strategy or model and the students are obliged to obey it.
4. A Descriptive Text
A descriptive text is a text to explain or describes a certain topic into a text in the
form of writing. This descriptive text is one type of text in writing skills. Descriptive
text is written with the purpose that the writer can convey the information from the
chosen topic. In this case, each paragraph in the descriptive text consists of more than
5 sentences.
5. EFL (English as a Foreign Language)
EFL is an acronym for English as a foreign language. EFL is English which has
become a foreign language for listeners, readers, and beginners. In this case, EFL can
be interpreted as people who do not use English as their first language. EFL can be
addressed to students who are just starting to learn English as a foreign language. In
this case, teachers teaching English as a foreign language have several strategies so
that students can understand and master English as an easy language for students.

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 CHAPTER II

LITERATURE REVIEW

This chapter covers the entire theoretical framework of this study. This chapter
covers the definition of writing skills, teaching writing skills, the definition of descriptive
text, the definition of strategy, strategies in teaching writing descriptive text, difficulties
of teaching writing descriptive text, and previous studies.
A. Definition of Writing Skills
Writing is an activity by building on the main idea and developing it into a sentence.
According to Brown (2001), writing is an activity of thinking method. Similarly, Saleh &
Sulhan (2021) noted that writing is an activity to cultivate language skills. By using
writing skills students can arrange words into coherent sentences and paragraphs.
Processing words into sentences is an important component for students. In the process of
writing, it takes a long time to process and arrange words. Thus, writing skills are
considered by students to be one of the most difficult skills to do. By giving the main idea
and developing it into a sentence, of course, writing becomes one of the skills that is
difficult and takes a long time to do. Besides that, to be able to have good language skills,
students must get used to processing words by compiling several paragraphs.
Through writing, students can practice arranging words into sentences and
combining them into paragraphs. Linse (2005) stated that writing skills are activities
carried out by students that are used to train students' cognitive abilities. Students' writing
skills that are good and correct will increase the chances of students' success in writing
skills in English. In doing writing skills, students train their thinking to collect ideas,
structure sentences, and arrange formats in writing. Students must be able to know
aspects of grammar and connect words in a sentence coherently. The process by which
students collect ideas and put them into writing so that it is easily understood by readers.
Writing is a useful activity. Writing cannot be mastered at one time because writing
skills require quite a long time of practice. According to Harmer (1991), writing is a
productive activity that can unite feelings and emotions in a piece of writing. Writing will
be easier if you often practice making written works. In addition according to Rao (2017),
writing is a complex skill. Writing skills, several aspects make writing a complex skill,

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 namely phonological, morphological, semantic, and syntactic. These aspects can make
writing the most advanced skill among several skills in English. Writing skills will look
difficult if they are not balanced with trying to write an essay. Constrained the lack of
vocabulary that is understood is a major factor in writing activities. As a result, in the
context of writing students who use English as a second language will look difficult.
Writing activities are a good tool for students to practice creativity in compiling
vocabulary and choosing the right grammar. Writing activities are carried out so that
students can express ideas, feelings, and emotions to be used in writing activities.
According to Siburian (2013), writing activities are opportunities for students to express,
develop, and explain their ideas in written work. Students can organize their ideas into
text by thinking accurately. Furthermore (Iftanti, 2016) claimed that in the world of
education, writing skills are prioritized. Through writing, any knowledge can be obtained.
It can be seen that from books, stories, texts, and others for educational purposes, there is
a coherent sentence structure that is well and correctly arranged. Students can describe
the topic or explain an object or thing using sentence structure. The students in writing
activities are focused on compiling and processing words into sentences. These few
sentences will be arranged into coherent paragraphs for essay assignments in language
class. For this reason, writing skills are prioritized as skills that must be considered in an
educational environment.
Based on the theory above, writing skills are activities carried out to be able to
explore ideas in developing written work by thinking critically. Writing skills will make
it easier for students to express their thoughts and feelings in written work. The students
are expected to be able to practice continuously so they are familiar with writing
activities in the form of paragraphs.
B. Teaching Writing Skills
Hodges (2017) highlights several theories in learning to write, the first of which is
the theory of cognitive processes in writing. This process is carried out to develop
students' cognitive skills. Flower & Hayes (1981) stated that in writing activities the first
step is to carry out a process of thinking through the thinking process the writer can
develop the main idea so that he can complete a written work.

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 The second theory is the socio-cultural theory of writing. In this theory, what
underlies it is the influence that involves social elements in it. The existence of social
motivation and influence is an important foundation of this theory (Hodges, 2017). In
other words, socializing and interaction are the basis of this theory.
The third theory is social cognitive theory and self-efficacy. This theory refers to the
belief in carrying out writing assignments to completion. This theory determines factors
Social-cognitive theory in writing refers to how cognitive, behavioral, personal, and
environmental factors interact to become a reference for motivation and behavior
(Bandura 1993).
The fourth theory is ecological theory. This theory refers to the interaction of
students in the classroom to create written products related to the surrounding
environment. One student and another will have different ideas according to what they
find in the surrounding environment. Cooper (1986) stated that ecology in writing
activities encompasses a wider range than individual writers and direct contexts. Process
of writing skills according to Brown (2001):
1) The first is choosing a topic, for the first draft students must determine which
topic to use in writing activities. Students can choose topics individually or are
given choices by the teacher to choose topics in written work.
2) The second step in the process of writing skills is generating ideas, in this stage,
the students put their ideas into the main ideas. In generating ideas the students
determine the main idea to be developed into a sentence.
3) The third step in the process of writing skills is writing the first draft, in this
stage, the students begin to prepare the first draft for their written work. The
main idea that has been determined will be developed into a sentence and
paragraph. In compiling the first draft students can write about a fact to be able
to convince the reader.
4) The fourth step in the process of writing skills is peer-editing, at this stage
students can ask their classmates for advice to check for deficiencies in their
written work. Students can share opinions about the shortcomings of written
work.

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 5) The fifth step in the process of writing skills is revision, in this stage, students
revise their written work which has been corrected by some of their classmates.
In this case input from friends becomes material for improvement in writing.
6) The sixth step in the process of writing skills is writing the second draft and
proofreading, in this stage, the writing will be written in a clear and structured
manner after making revisions. Students can read back repeatedly before being
handed over to the teacher.
7) The last step in the process of writing skills is using the teacher's feedback, in
this stage, the teacher will check the students' written work and determine which
one to revise. In this case, the students must follow the direction of the teacher.
C. Definition of Descriptive Text
Gerot & Wignell (1994) the purpose of descriptive text is to define something about
people, places, and things. Similarly, Panjaitan & Elga (2020) stated that Descriptive text
is a text that describes a thing, thing, or person that aims to provide information to the
readers. Descriptive text can explain inanimate objects such as landscapes, objects, and
plants. It is hoped that after reading the descriptive text the readers can have a clear view
of the topic being explained. In writing descriptive texts, students can collect ideas that
are following the topic written, and collect various sources of information to become
supporting material for the appropriate topic.
In carrying out writing activities students must pay attention to generic structure.
This generating structure is important for organizing sentences in paragraphs. Mardiayah
et al (2013) stated that descriptive text aims to describe something clearly by describing
the topic of something, a topic, or a place to the readers. So that readers can find out in
detail the topic being explained. The descriptive structure consists of identification and
description. In the identification section, the writer must explain in detail the form
characteristics, forms, and others from a particular topic. The identification section is
only contained in the first paragraph to introduce the topic that will be described in the
next paragraph. Meanwhile, for the description section, the writer must describe in detail
a particular topic. Usually, the main idea is found in the first sentence and the next
sentence becomes a supporting sentence. More specifically Gerot & Wignell (1994)
stated that the generic structure of the descriptive text is identification and description.

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 The identification aims to identify phenomena. The identification section is in the first
paragraph to introduce the topic to be explained. In the second part, there is a description,
this section aims to describe in detail the characteristics and quality. The description is
located in the second paragraph. This section is used to support the identification section.
The descriptive text has the goal of describing a real situation in detail. Hyland (2004)
stated that descriptive text has a social purpose, which is to explain the circumstances
regarding certain events that can be imagined and did happen. The descriptive text aims
to be imagined by the reader.
D. Definition of Strategy
Success in teaching depends on what steps the teacher chooses to teach. As well as
the tactics used, the learning objectives will be achieved. Issac (2010) explained that the
tactics applied by the teacher in the classroom are behaviors that are owned by the
teacher and are poured into the class. Similarly Said & Budimanjaya (2015) stated that
the teacher's role in developing strategies is important for the development of students in
learning. The teacher's role in the educational environment for students is to be a
distributor of knowledge and information. Students can develop in science, none other
than the role of the teacher in the teaching and learning process
In the process of teaching and learning, teachers certainly have strategies for teaching.
The strategy used by the teacher should be what the students need. Teaching strategies
can include methods of teaching. The achievement of goals in the teaching and learning
process cannot be separated from the role of the teacher. The teacher is a source of
knowledge and information. Because of that, the selection of strategies must be
appropriate and appropriate to the target, namely the students. In determining the strategy
or method used, the teacher must know the needs and difficulties experienced by the
students. In a summary, the accuracy of the strategy chosen by the teacher can determine
whether or not a goal is achieved in learning. Students must of course be ready to follow
directions from the teacher according to the learning strategies applied in the EFL
classroom (Sarode, 2018).
The learning strategy is the teacher's plan for teaching. Issac (2010) stated that in
teaching strategies there are teaching structures, learning objectives, and methods used so
that teaching strategies can be applied. More specifically Irikawati (2017) explained that

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 a strategy is an approach taken by teachers to achieve learning objectives. In this case, the
teacher can plan, run, and carry out the activities planned for a certain learning period.
This strategy is a series of methods implemented by teachers to students so that the
learning process takes place effectively and students can understand the material that has
been delivered properly.
E. Strategies in Teaching Writing Descriptive Text
In the process of writing written works, students must be able to master writing skills,
namely in writing fluency and emphasis in their sentences. In doing writing skills several
steps must be prepared. In the process, writing skills involve students and teachers.
Students are expected to be able to make paragraphs by thinking critically, innovatively,
and thinking deeply. Writing skills can be obtained by collecting ideas or sources of
information both formally and informally. Writing skills are the same as small children
learning to learn a word while writing skills students learn to write essays fluently
(Cameron, 2001). According to Spencer (2005), there are several strategies for teaching
writing:
Table 2.1 Strategies in Teaching Writing Descriptive Text
Process of writing
Strategies in teaching writing descriptive text
skills
1. Brainstorming
Brainstorming is a strategy carried out in writing activities that
is useful for leading to certain topics with the ability to think
openly can receive all information, knowledge, theories, ideas,
Free-writing and ideas. In brainstorming, students can find all sources of
information through books, journals, and the internet.
According to Brown (2001) in the brainstorming stage,
students don't need to be afraid of making mistakes in thinking
because brainstorming is thinking freely and broadly about the
topic to be discussed. The purpose of brainstorming is to help
ideas to be written down and to provide opportunities for
students to argue according to their understanding.
2. Mind mapping

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 Mind mapping, in this stage the strategy for teaching writing
uses concept maps by grouping them according to the topic of
discussion. Buzan (2006) stated that mind mapping can
organize ideas, thoughts, and sentences arranged into several
points of discussion. Mind mapping can be compiled by
writing the main ideas in certain sub-chapters which will be
developed into phrases. In making mind mapping can be used
by doing striped patterns, and colors, or by using visual images.
1. Sensory details
Sensory details, sensory details is important to make it easier
for students to recognize the topic of discussion to be
discussed. According to Suriyanti & Yaacob (2016), sensory
Whilst-writing details are details of writing that will make it easier for readers
to understand the contents of the written work. In this case, the
sensory details can explain the shape, color, smell, and taste.
The sensory details strategy invites students to be able to
provide real conditions and forms that can be felt by readers.
2. Figurative language
Figurative language, figurative language is a strategy in
teaching writing that is used to be able to compose written
works. According to Spencer (2005), figurative language is
similes, allusions, hyperboles, and embodiments. This
figurative language strategy needs to be mastered by students
so that it can assist in the writing process.
3. Vivid words
Vivid words, the strategy in this learning is that students can
describe people, animals, plants, places, and things clearly.
Vivid word is included in whilst-writing in Spencer's theory.
1. Revision
Post-writing Revision, this strategy is included in post-writing. This revision
is used in teaching writing strategies. In this stage, the revision

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 process can be done with corrections by teachers and peers. At
the revision stage, it can be marked with a scribble.
Unimportant information can be removed and the revised
results must be followed with the topic to be discussed.
2. Presentation
Presentation, in this strategy the teacher can ask students to
make a presentation of their written work. They can make
presentations with the teacher or in front of the class. This
presentation is the final strategy in post-writing.
Adapted from Spencer, A Step-by-step Guide to Descriptive Writing (2005).

This study uses the theory of teaching strategies of descriptive text from Spencer.
Her book contains three processes in teaching writing namely free-writing, whilst-writing,
and post-writing. In free writing, there is brainstorming and mind mapping. Whereas in
whilst-writing there are sensory details, figurative language, and vivid words. Meanwhile,
post-writing includes revision and presentation. In this study, it is suitable to use
Spencer's theory because her book it contains strategies carried out by teachers in
teaching descriptive texts.
F. Difficulties of Teaching Writing Descriptive Text
There are difficulties experienced by the students in writing descriptive skills. Even
though the teacher had guided the students, they still had difficulties. Students find it
difficult to develop ideas or main ideas, combine main ideas into a descriptive text
sentence, and lack vocabulary that is understood by students in the preparation of
descriptive texts. Concerning difficulties in descriptive texts, teachers must know what
efforts must be made for EFL students to achieve learning objectives. Thus, students
must be cooperative in carrying out learning in the classroom so that the difficulties
experienced in the process of writing descriptive texts can be overcome (Apriliana et. Al.,
2020).
In teaching English as a Foreign Language (EFL) there are several difficulties
experienced by teachers. In this case, the difficulties experienced by teachers who speak
English natively and teachers who do not speak English experience different difficulties
in teaching writing skills. The difficulties experienced by teachers in teaching writing

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 skills are that there is a lack of student knowledge of English vocabulary, a lack of
knowledge about grammar in English, and a lack of student motivation in learning
(AlAamri, 2013). In addition, the teaching difficulties experienced by EFL teachers are
certainly a challenge in teaching to be able to achieve the desired learning objectives.
EFL teachers can be more motivated to innovate and be creative in developing teaching
in EFL classes. This statement is supported by other research by Indrilla & Ciptaningrum
(2018), who stated that the teacher's role in teaching EFL classes is to support and direct
students who are useful for achieving learning goals. Teachers can choose and apply
teaching approaches appropriately. In summary, the existence of teaching difficulties
experienced by EFL teachers is not an obstacle to achieving learning objectives. However,
teachers can facilitate students and implement strategies so that the teaching process takes
place effectively.
G. Previous Study
In Aulia (2019), in her research entitled "The English Teacher Strategies to Teach
Writing the Second Grade of SMPN 44 Muaro Jambi". This research uses qualitative
research. The data sources for this study were the teachers at SMPN 44 Muaro Jambi
Class VII. The results of the research show that teachers at SMPN 44 Muaro Jambi Class
VII use the Group Discussion method, use mind mapping learning media, and students
are allowed to bring an English dictionary with the learning process of opening the
dictionary so that students can overcome English vocabulary problems in the classroom.
The next study is Raharjanto’s (2016) research with the title "Teacher's Strategies in
Teaching Writing Descriptive Text at MTS N Sukoharjo 2015/2016 Academic Year" in
his thesis, he discusses teacher strategies in teaching writing skills at MTS N Sukoharjo
2015 Academic Year /2016. He used data from observations, interviews, and documents.
In the technique of collecting research data, the researcher uses observation and interview
techniques. In this case, his research discusses three main points of research in his thesis,
namely, the teacher's strategies in teaching writing descriptive texts, the application of
learning strategies, and the problems faced by teachers in teaching writing texts.
descriptive. His research uses qualitative research. The results of this study were the
teacher carried out the process of learning writing skills using a cooperative learning
model, namely by working together in groups, discussing with friends, and analyzing

15
pictures in the classroom. In this case, the research states that the difficulties experienced
by students are vocabulary, grammar, and generic structure in English.
The other study is by Rijal (2018) with the title of his thesis “Teaching Descriptive
Writing Using Think Talk and Writing (TTW) at the Faculty of Teacher Training and
Education, Department of English Education, Islamic University of Madura” this
research was conducted at the Islamic University of Madura with a major studied
majoring in English. In Rijal's research, his thesis discusses the process of learning
writing skills in descriptive text with the think talk and write (TTW) model. The
participants in the study were students majoring in English in the second semester. This
study used descriptive qualitative research. The results of his study is that the learning
model using Think Talk and Writing (TTW) at Madura university is effective and has
significance for teaching writing skills to students.
Muza'roah et al (2021) in their research, entitled, "An Analysis of Teacher's
Strategies in Teaching Writing of Descriptive Text at MTs Assalam Bangilan" uses a
qualitative method. Their research examined two teachers in the same school. Their
research showed that the strategies used by the first teacher in teaching descriptive text
were using pictures, playing with guessing words for vocabulary, describing things, and
asking questions. The second teacher, using the word imagination strategy, describes
something, and asks questions. The strategies carried out by the teacher show that there is
a link between teaching strategies and students in the teaching and learning process can
be easier and more efficient.

16
 CHAPTER III

RESEARCH METHOD

This chapter covers the entire research methodology of this study. This chapter
describes the research methods used in this study. This chapter covers research design,
research setting, data collection, data analysis, and triangulation.
A. Research Design
This research uses descriptive qualitative research to portray how teachers apply their
strategies in teaching writing. According to Ary et al (2010) qualitative research is used
to focus on understanding the big picture rather than breaking down phenomena into
variables. In qualitative research, the researcher understands an event by focusing on the
overall data or variables rather than dividing them into groups. In addition, a case study is
used as the study design for this study to aid interpretation data collected. Ary et al (2010)
stated that qualitative research works with the data in the form of words, and pictures.
The researcher uses the data in the form of documents, field notes, and excerpts from
videotapes, audio, and electronic communications. In this study, the researcher collects
the data obtained through three techniques there are observation, interview, and
documentation. A detailed explanation of these techniques describes in the data collection
subsection.
B. Place and subject of The Research
This research is conducted in SMA Negeri 6 Kediri and SMA Negeri 1 Ngadiluwih.
SMA Negeri 6 Kediri is a senior high school located at Ngasinan Street 52, Kediri City.
SMA Negeri 1 Ngadiluwih is a senior high school located on Puskesmas Street,
Budimolyo, Branggahan, Kediri Regency. SMA Negeri 6 Kediri and SMA Negeri 1
Ngadiluwih is chosen by the researcher because the researcher wants to examine two
teachers from two different schools. Furthermore, this research can be justified by using
two research subjects in different schools and the data produced is objective data.
In this research, the subjects of the research are two English teachers who teach the
students of SMA Negeri 6 Kediri and SMA Negeri 1 Ngadiluwih in eleventh grade. In
this research, the researcher uses T-1 as the first teacher and T-2 as the second teacher.

17
The researcher uses English teachers because the researcher analyses the strategies for
teaching writing in the classroom.
The researcher chose two teachers in different schools at SMA Negeri 6 Kediri and
SMA Negeri 1 Ngadiluwih, the two teachers at the school implemented strategies for
teaching writing by paying attention to what students needed in the EFL class. The
strategies applied by the teacher in each class will be different. This can make teaching
writing skills not monotonous. Teachers can develop creativity and innovation in
teaching so that students can be enthusiastic about participating in learning in the EFL
class. By examining more than one teacher the data collected is not subjective. The data
collected to find out the teacher's strategy in teaching writing descriptive texts for more
than one teacher can be objective data according to the research field. Data taken from
different places produce different data because there are two different school research
locations.
In this research the researcher chooses two subject of the research at SMA Negeri 6
Kediri and SMA Negeri 1 Ngadiluwih. The unique teacher at SMA Negeri 6 Kediri with
Moh. Kusen M.Pd. is he encourages students to be able to express what they feel and
describe it in descriptive text. He has the high creativity and innovation that he has in
teaching. He made classes more enjoyable and less boring by teaching outside the
classroom, forming discussion groups, and innovating in using technology in daily tests.
Furthermore, the unique teacher at SMA Negeri 1 Ngadiluwih with Nurlaela S.Pd. is she
encouraged students to be able to find out descriptive texts in the form of definitions,
general structures, language features, and social functions by asking students one by one.
She uses a description of the scenery in teaching descriptive text. She gives more
flexibility to students in describing the topic of landscapes in the form of beaches, parks,
and similar views.
In this research, the theoretical framework used by the researcher is Spencer's, 2005
with the title of the book "A step-by-step guide to descriptive writing" in her book
discussing steps to guide students in teaching descriptive text. According to Spencer
(2005) in teaching writing descriptive text through the process of free-writing, whist-
writing, and post-writing. By using the process of writing descriptive text, good and

18
 correct descriptive text will be produced. In this study, it is suitable to use Spencer's
theory for strategies in teaching descriptive texts aimed at English teacher subjects.
C. Research Instrument
In this study, there are three instruments in the study namely observation, interview,
and document. The first instrument for the instrument of research is observation, the
researcher observes the checklist in the class to find out the strategies implemented by the
EFL teacher in the class. The second instrument for the instrument of research is EFL
teachers who are interviewed by the researcher to collect data regarding the teacher's
strategy in teaching descriptive texts. In this study, EFL teachers will be given several
appropriate questions to answer the research question. The researcher develops questions
that are following the EFL teachers' strategies in teaching descriptive texts during the
interviews. The following is a list of interview questions that will be conducted by the
researcher:
Table 3.1 The List of Teacher Interview Questions
Aspects of The Item
The purpose of The questions
Questions Number
Respondents’ To discover information about teachers’ identity
identities
Teaching To discover information about the teaching activity 1, 2, 3
that teachers usually do while teaching in EFL classes
Writing To discover information about the teaching writing 4, 5, 6
process in the EFL class
Strategy To discover information about the EFL teachers’ 7, 8, 9,
strategies in teaching writing descriptive text 10
The third instrument of the research is documentation. In this research, the researcher
needs to collect evidence in the form of photos, videos, and sound recordings to provide
evidence that the research is carried out. Instruments in the form of documents can
provide benefits for research and future research.
D. Data Collection
This study used a qualitative data collection method using observation, interviews,
and documentation. These three methods were used to collect data in this study (Ary, et

19
al., 2010). In the observation, the researcher conducted research by permitting schools to
conduct research observations in English classes. The school will appoint one of its
teachers to guide the researcher in making observations. The researcher will ask
permission from one of the selected teachers to take part in the observation in the class.
The researcher will begin observing the writing skills and teaching strategies applied in
the language class by bringing an attachment to the observation checklist. When the
teacher teaches the researcher will observe in terms of the teacher's teaching, the
strategies applied, and the teacher's creativity in teaching writing skills. This observation
checklist will later be arranged into a sentence and developed into a paragraph.
The second step in data collection of this research is an interview in qualitative
research is important and popular. The researcher uses interview techniques as one of the
techniques in collecting research data. In collecting data through interviews, the
researcher asks one or more questions to the subject in this study who is an EFL teacher
at SMA Negeri 6 Kediri and SMA Negeri 1 Ngadiluwih. The researcher asks the
questions needed in this study and recorded them in the form of a voice record. Research
using interview techniques is carried out offline according to an appointment with the
teacher. The teachers can answer the questions that have been provided by the researcher.
In this research, the researcher conducted interviews with EFL teachers 3 times. The
researcher thinks about the number of interviews taken to find out the strategy carried out
by the teacher is appropriate and do not change, where later the data is collected by
researcher through interviews would become valid, accurate, and accountable data.
The third step in data collection for this research is documentation is communicable
material for the researcher. In the documentation, the researcher can take pictures of the
actual conditions that exist in the research field. The documentation contains photos of
the teacher when teaching writing in the class, the researcher uses documentation when
the teacher teaches writing skills, the researcher uses documentation when the teacher
applies strategies to teach writing in class, portraits of interaction between teacher and
students, and when the researcher conducts interviews with the teacher. Documentation
such as video, audio, and pictures. Documentation is used to explain the attributes of the
object and procedure with some motion.

20
E. Data Analysis
Data analysis is used to analyze data obtained in a study to answer research questions.
Huberman & Miles (1992) stated that the analysis of data through data reduction, data
display, and data verification. The first step is data reduction, data reduction focuses on
the teachers’ strategies in teaching writing English descriptive text. Sugiyono (2012)
stated data reduction is summarizing, and choosing the main things. Data reduction gives
a clear picture and facilitates the researcher in collecting the data for the next step. The
second step is data display, in the data display the researcher presents and explains the
results in a table, paragraph, and pictures to answer research questions. The data display
proves the research by analyzing research data, matching teaching strategies with
interpretations in the classroom, classifying research problems, describing teacher
strategies, and drawing conclusions from data in research. The last step is drawing the
conclusion, the drawing conclusion or verification is about the accuracy of the research
results through the cross-checking or triangulation of the EFL teachers, EFL students, and
experts of theoretical results.
F. Triangulation
In qualitative research, the researcher can check the validity of the data analysis by
using triangulation. Triangulation in qualitative research can be accounted for and trusted.
Triangulation is data collected in research using different procedures or instruments. In
other words, the researcher wants to seek further support and conclusions from data
sources. In this case, various sources can provide credible data on research results (Ary,
et al., 2010). In this research, the researcher uses methodological triangulation to
determine the validity of the data analysis. Methodological triangulation, namely by
combining data from different sources, namely by comparing information from data
found between observations and interviews to produce data that can be trusted to be true.

21
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 APPENDICES

Appendix A

Observation Instrument

Implementation
Activities Learning Steps
Yes No

Introduction 1. The teacher greets students with English greetings.

(Pre- 2. The teacher opened the class by leading a prayer
teaching) 3. The teacher checked the attendance list of the students
4. The teacher asked the students whether they were ready
to learn English today.
5. The teacher informs students about the topics to be
studied that day.
Core Activity 1. The teacher explains descriptive text material in class
(Main smoothly and clearly, follows the order of descriptive
Activity) text material, and masters the material faced by students.
2. The teacher can apply appropriate teaching strategies
according to students' abilities in understanding
descriptive text material.
3. The teacher has tools to support the teaching and
learning process of descriptive texts using technology or
assistive media such as YouTube, LCD/projectors, and
laptops.
4. The teacher develops students' interests and talents in
learning descriptive texts in a class by giving students
motivation in learning.
5. The teacher can build communication with students
smoothly.
6. The teacher can choose a strategy in the teaching and

25
 learning process by developing a creative side and
initiative in the process of teaching writing descriptive
text.
7. The teacher can make connections between descriptive
texts and students' daily lives so that students can better
understand illustrations or descriptions directly about
descriptive text material.
8. The teacher provides an opportunity for students to ask
questions about descriptive text material.
9. The teacher can respond to questions raised by students
quickly, responsively, and clearly.
10. The teacher gives exercises to students appropriately to
be able to measure understanding and accuracy of
learning strategies applied in class.
11. The teacher divides students into several groups
12. The teacher evaluates assignments to students accurately
and commensurately.
Closing 1. The teacher moves the students to be able to provide
Activity conclusions on the material that has been studied,
namely descriptive text.
2. The teacher gave several questions to students to find out
the students' memory of descriptive text material.
3. The teacher gives homework to the students.
4. Mr./Mrs. Teacher motivates to learn to students.
5. The teacher closes the class by praying and greeting.
Adapted from Karimah, Teaching Writing of descriptive Text (2016).

26
Appendix B

Interview Instrument

Aspects of The Questions

Questions

Respondents’
Information about teachers’ identity
identities

Teaching 1. What curriculum is implemented in your school?

2. What teaching materials do you use in teaching descriptive texts in
eleventh grade at the senior high school level?
3. Are there specific learning objectives in teaching descriptive texts in
eleventh grade at the senior high school level?
Writing 4. How is the process of teaching writing in EFL class?
5. What are the difficulties of EFL teachers in teaching writing?
6. Do EFL teachers use tools in teaching writing skills?
Strategy 7. Does an EFL teacher use the strategy of brainstorming in teaching
writing skills?
8. Does an EFL teacher use the strategy of mind mapping concept in
teaching writing skills?
9. Does an EFL teacher use a synonym strategy in teaching writing skills?
10. Does an EFL teacher use revision strategies in teaching writing skills?

27