Exploring the Strategies Used by English Teachers in Teaching Writing for Junior High School Students at Kota Bengkulu

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I whakaputaina i:	Journal of English Teaching vol. 11, no. 1 (2025), p. 105
Kaituhi matua:	Annisa, Meti Nur
Ētahi atu kaituhi:	Yunita, Wisma
I whakaputaina:	Journal of English Teaching
Ngā marau:	Indonesia English (Second Language) Second Language Instruction Writing Instruction Language Teachers Writing Strategies Junior High School Teachers Collaborative Writing Inquiry Models Writing Skills Skill Development Second Language Learning Foreign Countries Junior High School Students
Urunga tuihono:	Citation/Abstract Full text outside of ProQuest
Ngā Tūtohu:	Tāpirihia he Tūtohu Kāore He Tūtohu, Me noho koe te mea tuatahi ki te tūtohu i tēnei pūkete!

Whakaahuatanga
Whakarāpopotonga:	Writing is a fundamental skill in English language learning that requires the application of effective instructional strategies. Various strategies have been implemented in writing classrooms, including writing strategies, summarization, collaborative writing, specific product goals, word processing, sentence combining, prewriting, inquiry activities, the process writing approach, the study of models, and writing for content learning. This study aimed at examining the writing strategies employed by English teachers in junior high schools. To achieve the objective, interviews were conducted with two experienced junior high school English teachers. The interview questions were developed based on the writing instruction framework proposed by Graham and Perin (2007). The data was analyzed descriptively using the content analysis technique. The findings reveal that teachers primarily utilize summarization, collaborative writing, sentence combining, inquiry activities, and the study of models in their writing instructions. Additionally, the teachers emphasized that these strategies are essential and effective in enhancing students' writing skills.
ISSN:	2087-9628
Puna:	ERIC