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ISSN 2442-8965 & E ISSN 2442-8973  
Volume 2 Nomor 2- Agustus 2017 
http://journal.iaingorontalo.ac.id/index.php/al 

10 

 

IDENTIFYING TEACHER’S STRATEGIES  

IN TEACHING WRITING 
 

Irikawati 

Irikwati09@gmail.com 

English Education Department of Tarbiyah and Teacher Training Faculty 

The State Institute of Islamic Studies (IAIN) Sultan Amai Gorontalo, Indonesia 

 

Abstract 

This research discusses about “Identifying Teacher’s Strategies in Teaching Writing”. Then, 

the problem research are what is the teacher’s strategy in writing and how to identify teacher 

strategy in teaching writing. The purpose of this study is to determine the teacher’s strategy 

in teaching writing and identifying the teachers’s strategy in teaching writing. This research 

is carried out in class XI M.A Nuruttaqwa Limboto. The method used in this research is 

qualitative method. Respondent in this research is English teacher and student of class XI 

M.A Nuruttaqwa Limboto. The instrument used to identify the teacher’s strategy in teaching 

writing is observation and interview. The results of the research indicate the identification of 

the strategy of English education teacher in teaching writing, there are several strategies used 

and almost all the steps in the strategy is conducted and implemented well by the English 

teacher. 

Key words:  Teacher Strategy, Teaching Writing 

 

Abstrak 

Penelitian ini membahas tentang “Mengidentifikasi Strategi Guru dalam Mengajar Menulis”. 

Adapun penelitian ini mengangkat pokok permasalahan yaitu, Apa strategi guru dalam 

mengajar menulis dan Bagaimana mengidentifikasi strategi guru dalam mengajar menulis. 

Tujuan penelitian ini, untuk mengetahui strategi guru dalam mengajar menulis dan 

mengidentifikasi strategi guru dalam mengajar menulis. Penelitian ini dilakukan pada siswa 

kelas XI M.A Nuruttaqwa Limboto. Metode yang digunakan dalam penelitian ini adalah 

metode kualitatif. Responden  dalam penelitian ini adalah guru bahasa Inggris dan siswa 

kelas XI M.A Nuruttaqwa Limboto. Instrument yang digunakan untuk mengidentifikasi 

strategi guru dalam mengajar menulis adalah observasi dan wawancara. Hasil penelitian 

menunjukkan dari identifikasi strategi guru pendidikan Bahasa Inggris dalam mengajar 

menulis, terdapat lima strategi yang digunakan dan hampir semua langkah-langkah dalam 

strategi tersebut dilakukan. 

 

 

 

mailto:Irikwati09@gmail.com


Al-Lisan. Journal Bahasa  
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 2 Nomor 2- Agustus 2017 
http://journal.iaingorontalo.ac.id/index.php/al 

11 

 

A. INTRODUCTION 

 

Strategy is an overall approach relating to the execution of the idea, 

planning, and execution of an activity within a certain period of time. Strategy is an 

overall approach relating to the execution of the idea, planning, and execution of an 

activity within a certain period of time. In the world of education, strategy can be 

defined as a plan, method, or series of activities designed to achieve a particular 

education goal. So the learning strategy is a plan that contains about a series of 

activities designed to achieve certain educational goals. It could also be said that the 

learning strategy is the plan and the way the teacher will do the teaching by setting 

the main steps of teaching in accordance with the teaching objectives to be achieved 

and has been outlined. In the context of teaching, Sabri Ahmad (2007), state that the 

strategy is intended as a teacher's effort in creating an environment system that 

enables the teaching process so that the learning objectives that have been formulated 

can be achieved and succeeded. So a teacher is required to have the ability to 

organize in general the components of learning, so interrelated function between 

learning components in question. 

In the learning process requires a strategy in improving the performance of a 

teacher. Because the teacher is the subject in implementing the learning strategy. But 

before we review more about this it will be advanced in advance about the 

understanding of learn and learning strategies. Learning is an activity done to know 

things that are not understood or just to increase knowledge. Learning is done by 

itself or in groups as in the process of learning in the classroom. Syaiful dan Aswan 

(2013), explained that learning is essentially a change that takes place inside a person 

after the end of a learning activity. Not all changes are included in the learning 

category. For example, physical changes, insanity, and so on. 

According to Said  and Budimanjaya Andi (2015), that school institution is a 

collection of learners who are at the age of growth and development for learning. 

Gravity of student learning centered on the brain. The super teacher is when the 



Al-Lisan. Journal Bahasa  
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 2 Nomor 2- Agustus 2017 
http://journal.iaingorontalo.ac.id/index.php/al 

12 

 

teacher taught the students the learning process. Because not necessarily when 

teachers teach learners. Teaching and learning are two different processes. 

Writing skills is one of the teaching and learning processes. It is very 

important skill in life both in educational life and in community life. Writing is one of 

four aspects of language skills that students must possess. Learning to write is the 

second thing that the child should master after reading. Writing is a skill used to 

communicate indirectly. The writing activity is identical to the use of graphic 

symbols, a combination of letters associated with spoken language sounds. The 

symbols need to be compiled and in accordance with the appropriate provisions, 

either in forming words, composing words into sentences, composing sentences into 

paragraphs, or arrange paragraphs into a text. According to Asul (2004), argue that 

wrote writing has two meanings. First, writing means turning the audibled sound into 

visible signs. Second, the word writing means the activity of expressing the idea in 

writing. Karim and Rachmadi (2015), writing is to convey ideas in a piece of paper 

where this activity aims to produce a good article by each writer in this case that is 

meant students. Writing as one of the productive skills, that must mastered by 

students or writers is a process of delivering ideas in a piece of paper. Produce a good 

writing that meets the rules of writing is the goal of every author or student because it 

is very important for the success of every student or writer in learning the language.  

Based on some opinions above can be concluded that, writing is an activity 

that is performed and is one of the skills in language. Good writing is to write with 

sincerity and use the heart and also use simple words and phrases to be easily 

understood and understood by the reader. Good writing is to give a message and a 

good impression in a writing, which can be useful and be a role model and example 

for the people. 

 

 

 

 



Al-Lisan. Journal Bahasa  
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 2 Nomor 2- Agustus 2017 
http://journal.iaingorontalo.ac.id/index.php/al 

13 

 

B. METHOD 

 

Research method used in this research is qualitative research method. Nana  

(2007), says qualitative research is a study aimed at describing and analyzing the 

phenomena, events, social activities, attitudes, beliefs, perceptions and thoughts of 

individuals and groups. This study researchers conducted data collection techniques 

with: 1. Observations, is a complex process. 2. Interview, is used as data collection 

techniques if the researcher wants to do a preliminary study to find the problems to be 

researched, and also if the researcher wants to know the things from the more in-

depth respondent and the number of respondents is little/small (Sugiyono, 2016). 

Data analysis technique used in this research is qualitative data analysis following 

concept given by Milles and Huberman. Activity in qualitative data analysis is done 

interactively and continuously with data reduction, data display and conclusion 

drawing / verification (Imam Gunawan, (2014).  

 

C. RESULT AND DISCUSSION 

The data in this study included data identifying teacher strategies in teaching 

writing. The object of data collection from this research is the teacher of English class 

XI in M.A Nuruttaqwa Limboto who have difficulty in learning English especially in 

writing. Data were collected by observation and interview with English teacher and 

students in class XI. so from the existing problem of this research is to identify 

teacher strategy in teaching writing. 

Based on the results of field observation and also in-depth interview 

conducted by the researcher, it can illustrate some of the strategies commonly used in 

writing skills of students conducted by English teacher grade XI in M.A Nuruttaqwa 

Limboto, district of Gorontalo, as follows: 

1. Strategy by Using Image Media 

From the observation seen that in teaching teachers using the media images in 

learning media benefits to help students view and express the image in a post. In the 



Al-Lisan. Journal Bahasa  
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 2 Nomor 2- Agustus 2017 
http://journal.iaingorontalo.ac.id/index.php/al 

14 

 

use of this strategy the teacher does all the steps but adds a bit, ie asks the student to 

read in front of the class the form of the suggested suggestion and the bid that has 

been written first, to foster the confidence of each student bravely deliver the results 

of his work. 

2. Strategy by Using the Environment as a Learning Resource 

From the observation it can be seen that English teachers use this strategy when 

teaching material about describes an object which is a type of descriptive writing 

style, which describes an object, character and others. With the source of learning 

environment by the teacher to enrich the insight and knowledge of students because 

they learn not only limited to a room and the truth is more accurate, because children 

can be directly involved. The benefit is that the learning activities become more 

interesting and not boring and also improve students' learning motivation. 

3. Roundtable Strategy 

In this strategy, researchers found that students more explored as well as express 

opinions, views as well as thoughts. From the research, teachers use this strategy 

when teaching material about a write a story in which it will make the writing process 

easier and building team spirit of the students, also affects students' self-confidence. 

4. Strategy by Using the Game 

From the results of observations the researchers found that one of the 

strategies used by teachers to teach the strategy by using the game on the topic of 

learning vocabulary. This is done to make learning more interesting, especially in 

training students' writing skills. With the use of these strategies then students are 

better able to understand the lessons easily because they feel comfortable, fun and the 

students also learn actively because there is discussion in it. 

5. Self-Editing and Self-Correcting Strategies 

From the results of observation in the use of this strategy, where students are required 

to be able to edit and correct their own mistakes. At the beginning of the learning 

process the teacher redistributes the students' writing that has been marked by their 

mistakes and asks the students to correct their own mistakes. After they have finished 



Al-Lisan. Journal Bahasa  
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 2 Nomor 2- Agustus 2017 
http://journal.iaingorontalo.ac.id/index.php/al 

15 

 

correcting their own mistakes, then the teacher reaffirms what the writing should be. 

With the use of this strategy on invitation material it appears that students are more 

energetic and active. Utilized for students to be able to correct their own mistakes. 

There are some students who have not been able to correct themselves and the teacher 

gives them a special understanding. 

Of all the strategies used by English teachers in M.A Nuruttaqwa Limboto 

have their own goals and benefits depending on the topic of what material is taught. 

From the results of observation researchers, that the strategy often used by teachers in 

teaching is a strategy using the media images. Because this strategy is considered 

more attract more learners to learn and also eliminate the boredom when learning by 

using learning strategies. The benefits of learning media are also to help students 

view and express the image in a written form. Utilize the existing media effectively, 

efficiently and as well as possible, and of course see the situation when in 

implementing the learning process both in terms of student characteristics and 

availability of media especially the media images. 

 

D. CONCLUSIONS 

Based on the finding and discussion, researchers can conclude that there are 

five strategies used by English teachers in M.A Nuruttaqwa Limboto in teaching 

writing and almost all the steps of each strategy are implemented by the teacher in the 

class. 

 

 

 

 

 

 

 

 

 

 

 



Al-Lisan. Journal Bahasa  
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 2 Nomor 2- Agustus 2017 
http://journal.iaingorontalo.ac.id/index.php/al 

16 

 

REFERENCES 

 

Asul wiyanto. (2004). Terampil Menulis Paragraf. Jakarta: PT Grasindo. 

 

Imam Gunawan. (2014). Metode Penelitian Kualitatif. Jakarta: Bumi Aksara. 

 

Karim and Rachmadi. (2015). Journal Universitas Pendidikan Ganesha Jurusan 

Administrasi Pendidikan. Volume : vol: 6  No: 1. 

 

Nana Syaodih Sukmadinata. (2007). Metode Penelitian Pendidikan. Bandung: 

Remaja Rosdakarya. 

 

Sabri Ahmad. (2007). Strategi Belajar Mengajar & Micro Teaching. Padang: 

Quantum Teaching. 

 

Said Alamsyah and Budimanjaya Andi. (2015). 95 Strategi Mengajar Multiple 

Intelligences. Jakarta: Prenadamedia. 

 

Sugiyono. (2016). Metode Penelitian Pendidikan (pendekatan Kuantitatif, 

Kualitatif, dan R&D). Bandung: Alfabeta. 

 

Syaiful Bahri Djamarah and Aswan Zain .(2013). Strategi Belajar Mengajar. Jakarta: 

Rineka Cipta. 

  

 

 

 

  


