





































Putri Anggraeni, et al / Journal of English Language Teaching 6 (1) (2017) 

21 

 

 
ELT FORUM 11(1) (2022) 

 

Journal of English Language Teaching 

 
http://journal.unnes.ac.id/sju/index.php/elt 

 

 

Teachers’ strategies to teach writing Explanation texts 

 

Dadan Hidayat1, Jejen Jaenudin2 
 
1Universitas Bina Sarana Informatika Jakarta, Indonesia 
2 SMK As-Syukron Limbangan, Garut, Indonesia 

 

Article Info 
________________ 
Article History: 
Received on 6 
September 2021 

Approved on 25 
December 2021 
Published on 30 March 
2022 

________________ 
Keywords: 
Teaching Strategies; 
Teaching Writing; 
Explanation Text 
____________________ 

 

 

 

 

Abstract 
___________________________________________________________________ 
The strategy in teaching is very important for the teacher in teaching writing, 
especially in teaching writing explanation text. The teacher must have a variety in 

teaching to help the students study successfully. This research was intended to find 
out the teaching strategies used by the teachers at SMAN 10 Garut. The purposes of 

this research are to identify some of the teachers' strategies and techniques used in 

teaching writing explanations. The data needed is gained through a sample 
consisting of 4 SMAN 10 Garut (Senior High School) teachers. The teachers are 

provided with 18 questionnaires. The responses are in the form of Yes, Sometimes, 
and No to the statements given. Then, the result is formulated by using: = f × 100%. 

This research used the descriptive method and employed qualitative data. The writer 
observed the teachers in teaching writing explanation text and using teachers' 

observation form also. Based on the findings, (61. 11%) of the respondents perceive 

that various teaching strategies were needed for the students. Based on the writer's 
interpretation, it is suggested that the teachers practice specific strategies for teaching 

writing explanations. 

 

  
Correspondence Address: p-ISSN 2252-6706 | e-ISSN 2721-4532 

Agung Raya 1, Lenteng Agung, Jagakarsa  

Jakarta Selatan  

E-mail: Dadan.dhq@bsi.ac.id  

http://issn.pdii.lipi.go.id/issn.cgi?daftar&1333515478&1&&
http://issn.pdii.lipi.go.id/issn.cgi?daftar&1576658845&1&&


Dadan Hidayat, Jejen Jaenudin | ELT Forum 11(1) (2022) 

22 

 

INTRODUCTION 

Writing is one of the essential skills that students in Senior High School must accomplish. They may 

express ideas, information, and thoughts through writing. They use written language to express 

feelings and experiences wholly and regularly. However, when expressing oneself, Essays or 

paragraphs represent ideas and thoughts. Students still make some errors when they are writing. In 

this case, teachers have an important role in helping the students minimize the student's errors in 

writing. Teachers need a strategy for helping students to improve students writing skills.  

Teachers' strategies are essential in the learning and teaching process. The teachers must 

improve the teaching method by implementing good strategies. They play a necessary strategy in 

helping the student achieve the goal of language learning. The teacher also needs to improve their 

techniques in teaching.  Ariyanti and Fitiana (2017) said that teachers must move away from various 

traditional methods and switch to a new approach to apply in the writing classroom to improve their 

students in all aspects of essay writing. In addition, modern teaching techniques and aids are indeed 

very helpful in enhancing students' writing ability.  The teacher must help them express ideas in the 

language being taught. The teachers are obligated to find suitable teaching strategies. According to 

Horby (1980), strategy is the technology of planning operations and actions, especially the 

movements of the army and navy, or the ability to organize and carry out something. Another 

theory from Ahmad (2007) stated that this strategy is intended as a teacher's effort to create an 

ecosystem that enables the educational process to achieve and succeed in formal learning goals. 

Based on this explanation about the strategies in the learning and teaching process, it proves that the 

teacher needs some strategies in the learning process to help students understand the material and 

improve their skills in English. 

The teacher needs the strategies in teaching in the classroom because the teacher has some 

capital tasks that must be done. Those are: the teachers must plan, teach, and evaluate the teaching-

learning activity. And to do so, the teachers have to comprehend something closely related to the 

teaching-learning process. Typically, strategies are divided into three main categories: 

metacognitive, cognitive, and socio-affective. Brown (1994) explained that Metacognitive is a term 

used in information processing theory to indicate an executive function of the strategies that involve 

planning for learning, thinking about the learning process as it is taking place, monitoring one's 

production or comprehension, evaluating knowledge after an activity is completed. Cognitive 

strategies are more limited to specific learning material itself. Socioaffective strategies have to do 

with mediating social activity with others. These strategies will help the teacher in the learning 

process to deliver the material in the learning process. The other hand, the teachers need to help 

students because teaching is showing or helping someone to understand as Brown (2007) stated that 

teaching is showing or helping someone to learn something, giving instructions to someone, guiding 

someone in the study of things, giving knowledge to someone, and knowing something to someone. 

It is defined as making people understand. However, teaching and learning cannot be separated. It 

cannot be defined separately from learning.  

Teachers have a role in the classroom. Harmer (2004) stated that teachers have five parts: 

controller, prompter, participant, resource, and tutor. As the controller, the teacher must control the 

class or activity and often lead from the front. As a controller, he takes the register, tells students, 

organizes drills, reads aloud, and in various other ways exemplify the qualities of a teacher-fronted 

classroom. Then as the prompter, the teacher gives the solution for students if they get the problem 

in the learning process. The teacher only provides the solution without giving the answers to their 

students. Like the participants, the teacher stands back from the activity of learners to get on with it 

and only intervenes later to offer feedback and correct mistakes. As the resource, the teacher takes 

part or tries to control the students, or even turns up to prompt they might be entirely unwelcome. 

The help should be capable of applying suitable methods and techniques of language learning.  

Based on these explanations, it proves that the teachers have an essential rule learning process.  

 The teacher is the director of all students' behavior, and the students are imitators of her non-

verbal model. The teacher is the authority in the classroom. The teacher and the student are more 

like panthers in the teaching-learning process. A teacher should be able to improve their student's 

skills. Students must master four skills. One of them is writing. According to Oshima (1996), it is 

one of the basic skills to be learned. Writing is a process of creating, organizing, writing, and 

polishing. Writing is one of the productive skills that can be used to measure students' improvement 

in learning English.   Another theory of writing explained by Karim and Rachmadi (2015) stated 



Dadan Hidayat, Jejen Jaenudin | ELT Forum 11(1) (2022) 

23 

 

that writing conveys ideas on 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 students or writers must master is delivering ideas 

on a piece of paper. Producing good writing that meets the rules of writing is the goal of every 

author or student because it is significant for the success of every student or writer in learning the 

language. In teaching English, there are some kinds of texts that the students must master. One of 

them is an explanation. According to Horby and Garry (1980), an explanation text is a text that 

explains the processes involved in the formation or workings of natural or social, cultural 

phenomena. Especially for writing explanation text, students need techniques to help them write the 

text. Based on Haerazi Et al. (2020), writing activities manifest the latest language skills that English 

teachers should acquire after listening, speaking, and reading. Compared to the other three skills, 

writing skills are more challenging to learn than native speakers because they require learning 

various language elements and aspects and the language itself. Writing is one of the basic skills that 

the student must master. It proves by the statement from Patel (2008) Writing is a skill that must be 

taught and practiced. Writing is an essential feature of learning a language because it provides a very 

good way of foxing the vocabulary, spelling, and sentence pattern. It becomes an important aspect of 

students' expression at a higher stage—there are some writing processes. 

There are some stages in writing classroom activity as Richards (2002) stated that The writing 

process as a classroom activity incorporates the four primary writing stages. Planning, drafting 

(writing), revising (redrafting), and editing. The teacher also has three other externally imposed 

stages on students: responding (sharing), evaluating, and post-writing. Here is the plot of the process 

of writing. The writer will explain all steps. The planning in writing is essential because the student 

can plan their activity and prepare something related to the report. They can write their idea on 

paper after they plan their training in pre-writing. The second stage is drafting. In section, the writers 

focused on writing fluency and were not preoccupied with grammatical accuracy or the neatness of 

the draft. The third stage is editing. At this stage, students are engaged in tidying up their text as they 

prepare the final draft for evaluation by the teacher. For the editing section in writing, the student 

can evaluate their mistake and tidy up their writing. The last stage is revising. In the revising area, 

students change. They review their texts based on the feedback given in the responding setting. The 

final step is essential for the writer to find out their mistake forgive their input for their writing. Then 

in the revising stage, the writer can find out the weakness of their writing 

 Teachers need some techniques or strategies to teach writing to make the learning process 

simple and successful. Based on Patel (2008), teaching writing techniques involves using pictures 

and reading, using all language skills, and controlling writing. In using the photo, teachers can find a 

valuable resource in the image: drawings, photographs, posters, slides, cartoons, magazine 

advertisements, diagrams, graphs, tables, charts, and maps. First of all, pictures provide a shared 

experience for students, a joint base leading to various language activities. Then in the process of 

using reading, The teacher gives a short story, a newspaper column, an advertisement, a letter, a 

magazine article, a poem, or a piece of student writing that can work the same way as a picture to 

provide shared content in the classroom. In the process of using all language skills, The students will 

listen to each other listen-once the classrooms talk like," Is she running? Yes, she is." With listening 

comes comprehending what the speaker is saying. The listener can then react by writing down his 

version of the information he has just heard for a reader. In the technique process in teaching 

practical writing, Practical writing has a clear purpose and a specific audience. Much of this 

everyday writing is "writing to get the thing done. "Messages, forms, invitation, letters, and 

instructions are types of writing that anyone might have to do at some time or other. 

The previous study about teaching strategies in teaching writing has gained much attention 

from some researchers. Atikah (2018) presented a good model of effective teaching strategies in 

writing class. This result was based on small-scale research in one of the institutions in Indonesia. 

She collected the data by doing class observation and interview to evaluate the lecturer's strategies in 

teaching writing and note down the rationales of using specific strategies. Besides, she also used an 

online focus group to obtain the students' perceptions about the lecturers' ways of teaching. Her 

research result indicates that some teaching writing strategies have been applied to the class, 

improving their writing skills. The rationale for choosing the specific lecturer was due to his 

popularity among students and colleagues who consider him a good writing lecture in the EFL 

context. In general, the teaching approach implemented was the process-writing approach. Some 

strategies applied were the lecturer asked to share the students' draft orally to their peers and criticize 



Dadan Hidayat, Jejen Jaenudin | ELT Forum 11(1) (2022) 

24 

 

their essay, used different strategies to provide feedback (oral and written corrective feedback). 

Another researcher was Karunia (2019). She presented teacher strategies in learning English in 

teaching writing. Based on research that has been done that the teacher used some strategies in the 

teaching writing and learning process such as mind mapping and group discussion and the use of 

strategies in learning has a good impact on increasing student writing skills, students are more 

enthusiastic in following the learning material provided by the teacher. Irikawati (2017) analyzed the 

strategy in teaching writing. Several strategies are used, and almost all the steps in the strategy are 

conducted and implemented well by the English teacher. Prabantoro and Hikmat (2018) the 

researcher analyzed the teacher's strategy in teaching narrative text writing is using cooperative 

learning because this strategy keeps students active and can solve problems in analyzing generic 

structures, language features, and social functions of the narrative text so that they can make 

narrative text well. The other researcher is Raharjanto (2016). He used collaborative learning and 

discussion to analyze teacher strategies in teaching writing by forming groups and examining 

pictures. 

There are some similarities and differences between previous and current studies. The 

similarities are studies are about investigating teachers’ strategies to teach writing skills. Then the 

differences between previous research and recent studies are the previous research are focused by 

using group discussion and use some specific strategies in teaching writing such as mind mapping 

and group discussion, narrative texts, exploring the picture, applying cooperative learning to teach 

writing while in this research focusses on teachers’ strategies to teach writing explanation text. This 

researcher will analyze the teachers’ strategies to teach writing explanation texts by giving strategies 

in teaching writing. This research was intended to find out the teaching strategies used by the 

teachers in the Senior High School. The purposes of this research are to identify some of the 

teachers' strategies and techniques used in teaching writing explanations. 

 

METHODS  

This research method was qualitative descriptive analysis; all aspects will be formulated in a written 

essay. According to Alwasilah (2000), the observer provided the readers with facts and interpreted 

what was being investigated in descriptive research. In this research, the writer carried out an 

investigation. The descriptive method was used for this research. This is in line with Meleong's  

(2007) argument that the Descriptive methods interpret or explain the phenomenon. 

The subjects of this study were the teacher at Senior High School. In abbreviations, the 

teachers' names are A.R, Y.R, A.S, and S.K. The issues were the English teachers. The teacher was 

selected because The primary purpose of the study was to describe and document what strategies 

teachers use in teaching writing explanation text at Senior High School. The researcher observes the 

teaching-learning process of the teachers in the class. The researcher observes how the teachers’ 

strategies in teaching writing explanation texts. 

In collecting data, the writer did three stages. The first stage was to organize the instrument. 

This study triangulated the methods to strengthen the validity and reliability of data. In other words, 

all data collection methods and the participants used in this study were the time to test and validate 

the data to see if it produces the same results (reliability). The instruments used questionnaire items 

and observation. Second, the questionnaire items were administered to the teachers to know their 

teaching strategies. And the last, the writer observes the teacher in the classroom to investigate their 

teaching strategies. The writer acted as a non-participant observer and used teachers’ observation to 

observe the teaching explanation text's learning process. The writer observed the teachers’ strategies 

while teaching writing explanations, beginning from pre-activity until post-activity. The writer only 

writes the actual activities in the classroom when the teacher is teaching, writing a description on 

text. Passive participant observation means the researcher only sits down and pays attention to the 

actual data. The questionnaires items were one of data collection of teachings in the descriptive 

method. It has been used to describe and support the data about the problem in teaching writing 

explanation. The questionnaire was given to the teachers for gathering data. It consists of 18 

questions that respondents must fill. The choice completes the questions, Yes, Sometimes, or No. 

Data analysis aims to discover patterns, ideas, explanations, and understanding (McMillan, 

2010). In this research, the data collected are analyzed to clearly describe teachers' strategies to teach 

writing explanation texts at Senior High School. The writer did some steps for analyzing the data. 

The first step is editing. This stage checked the results of questionnaires collected to determine the 

suitability of respondents' answers. There were no replacement answers in editing with the intention 



Dadan Hidayat, Jejen Jaenudin | ELT Forum 11(1) (2022) 

25 

 

that the data was consistent and according to the research purpose. The second step is coding. At 

this stage, Coding is referred to as open coding, preliminary coding, or provisional coding. To 

interpret the data, the most frequent strategy is to read and reread all of the material and categorize it 

by looking for units of meaning-words, phrases, and sentences. After receiving the data, the 

researcher collected it at this stage. Involves the gathering of all data. The researcher groups all units 

with the same coding together. The data will be easier to read. In brief, by coding all of the data we 

gathered, we can highlight the appropriate data for this research topic. The last step is cleaning. At 

this stage, the data obtained and collected was then cleaned by checking the data and then only 

retrieving the correct data, so there was no dubious or false data. 

 

FINDINGS AND DISCUSSION 

Findings  

These are the overall results of the investigation on teachers' strategies in teaching writing 

explanation texts. 

 

Table 1. Teachers responses to questionnaire 
 The Questionnaire Number Yes Sometime No 

F % F % f % 

1. Apakah saudara selalu mengacu pada kurikulum yang 
berlaku ketika mengajar ? 

4 100 - - - - 

2. Apakah saudara selalu menggunakan buku paket yang 

sudah tersedia di sekolah ? 

- - 4 100 - - 

3.  Apakah saudara selalu membuat persiapan RPP terlebih 

dahulu sebelum mengajar  teks explanation ? 

4 100 - - - - 

4. Apakah saudara selalu menngunakan bahasa Inggris 

ketika mengajar writing teks explantion? 

- - 4 100 - - 

5.  Dalam Mengajar Writing explanation, apakah saudara 
memperkenalkan terlebih dahulu teks explanation 

4 100 - - - - 

6. Dalam mengajar writing explanation, apakah saudara 
selalu menjelaskan ciri ciri teks explanation? 

4 100 - - - - 

7.  Sebelum mengajar writing explanation, apakah saudara 
menjelaskan terlebih dahulu definisi explanation text? 

3 74 1 25 - - 

8.  Apakah saudara pernah menyuruh siswa untuk 
menterjemahkan hasil teks explanation yang mereka 

tulis ? 

3 75 1 25 - - 

9.  Apakah saudara pernah membuat group atau kelompok 
di kelas ketika mengajar writing explanation? 

3 75 1 25 - - 

10.  Dalam mengajar writing explanation, apakah saudara 
selalu menyuruh siswa meringkas teks explanation? 

1 25 2 50 1 25 

11.  Dalam mengajar writing explanation, apakah saudara 

mengajarkan dengan cara menyusun kalimat ? 

2 50 2 50 - - 

12.    Apakah saudara selalu menyuruh siswa untuk  
menentukan ide/ gagasan yang akan dikembangkan 

dalam menulis teks explanation? 

2 50 2 50 - - 

13.  Apakah saudara selalu memberikan tugas kepada siswa 
untuk membuat teks explanation di rumah? 

4 100 - - - - 

14.  Apakah saudara memiliki strategi pembelajaran dalam 
mengajarkan writing explanation? 

3 75 1 25 - - 

15.  Pernahkah saudara mengajar writing explanation 

dengan menggunakan berbagai strategi sehingga siswa 
bisa menulis teks explanation dengan baik? 

2 50 2 50 - - 



Dadan Hidayat, Jejen Jaenudin | ELT Forum 11(1) (2022) 

26 

 

16.    Apakah saudara selalu memberikan motivasi kepada 
siswa yang kurang dan yang belum bisa menulis teks 

explantion? 

3 75 1 25 - - 

Sum 44 1100 27 675 1 25 

Average 2.44 61.11 1.50 37.50 0.06 1.39 

 

Based on the Table above, it is clear that respondents would prefer yes answers to sometimes 

answers and no answers. But, there are two dominant choices between yes solution and sometimes 

answer. Data above show that all the teachers had different characters when teaching. Teacher AR 

asked students about explanation text before teaching.  

“Do you know about explanation text? “  

 Some students responded to the teacher's question by referring to their understanding of 

explanation texts. Following that, several students discussed explanation texts. Teacher A.R went 

over the purpose of explanation texts, the basic structure, and language aspects in the teaching 

process. After that, teacher A.R. inquired about the material with the students. 

 “ Do you understand about the material? “ 

Students said that they understood the material. After that, Teacher A.R asked students to 

make explanation texts. 

Teacher Y.R had a different way of teaching with teacher A.R. Before teaching, and teacher 

Y.R did not ask students about explanation texts. She didn't go over the basics of genre theory 

instead of focusing on explanation texts. She described the explanation text's purpose, general 

structure, and language features. Teacher Y.R did not ask students about the material after she had 

finished teaching since she assumed that students understood it. Teacher Y.R instructs students to 

write/create an explanation text at the end of the teaching process. 

Teacher A.S. and S.K. manage the class differently than teacher A.R. and teacher Y.R. They 

do not maintain control over the class, resulting in a noisy situation. The teaching method was 

considered ineffective as a result of this situation. Teachers A.S. and S.K. also instructed students to 

write/create explanation texts without specific instructions. As a result of this situation, some 

students were confused by the assignment. 

 

The data interpretations 

The findings of the research will be interpreted based on the number of each question. Based Figure 

1, most teachers teaching explanation texts were based on the curriculum because the curriculum is 

a teaching reference to attain the purpose, but all teachers use English books. Still, the teachers use 

other books such as 'LKS.'  The teacher always prepares the RPP before teaching, writing 

explanation text for students. The teacher uses RPP because it is essential to succeed in the class's 

teaching process. The teachers sometimes use the English language. They try to mix between 

English, Indonesian, and Sundanese languages to understand the teacher's explanation. The teachers 

always give the example of an explanation text before the students write it so that they do not get 

confused when they write an explanation text. The teacher always gives a detailed explanation about 

the explanation text, such as the generic structure and language features, so the student understands 

materials, especially for writing an explanation text 

In teaching writing explanations, the teachers sometimes faced some problems. The teachers 

felt the delivery method because they were afraid that the students could not understand the way of 

delivery. Based on the interpretation above, most respondents chose yes to the statements given. It 

meant that the respondents almost had a good strategy in teaching writing explanations. In this case, 

the English teachers should be able to increase the suitable strategies in teaching. 

Every teacher has a unique approach in teaching writing. Teacher A.R. has good teaching 

strategies because he constantly asks students questions before going on to the next section. The 

interaction between Teacher A.R and the students was active during the learning process. Student A 

asked about explanation texts with the teacher. 



Dadan Hidayat, Jejen Jaenudin | ELT Forum 11(1) (2022) 

27 

 

 
 

Figure1. Data interpretation teacher strategies and teaching writing 

Student 1 told the teacher A.R that she understood the material. Still, she told the teacher that 

when she started to write an explanation text, She occasionally forgot about the tense used when 

writing explanation texts. 

 
“I understood about the explanation texts, but when I started to write an explanation text. I  forgot about 

the tense and the rule.” 

 

Student 2 told the teacher that she got the same problem with student 1. She forgot about the 

tense when she started to write.  

 
“I got the same problem with student 1. I forgot about tense when I began to write and  explanation 

texts.” 

 

Student 3 was different from students 1 and 2 . She told the teacher that she did not get 

confused with the tense but got confused with the idea when she began to write.  

 
“ I did not get confused with the tense, but I lost the idea when I began to write explanation texts.” 

 

Based on students' problems, teacher A.R explained the tense and how to get an idea when 

they wrote explanation texts. At the end of the learning process, students said thank you to teacher 

A.R because they understood the material. They were enthusiastic when teacher A.R gave the 

assignment because they understood the material. 

Teacher Y.R  got the same situation in the class with teacher A.R about students' writing 

problems. Some students told the teacher that they were still confused with the tense , gaine the idea 

and rule when they began writing and explaining texts. Teacher Y.R explained clearly about the 

tense and rules in writing explanation text.  

 
“ Hello, students. I will explain clearly to you about tense, how to get an idea when you begin to write “  

 

Teacher Y.R had a good strategy and can manage the class well so the material can be 

delivered clearly and students also understand with the explanation from the teacher Y.R.  

Teachers S.K and A.S could not manage the class well, so the class was noisy. This situation 

confused some students, and some did not give attention to the teacher. So when the teacher gives 

them the assignment, they are still confused about how to do it. 

4 4 4 4 4 4

3 3 3

1

2 2

4

3

2

33

4

3

4

3

4

1

2

1

2 2 2 2

1

2

3

0

0,5

1

1,5

2

2,5

3

3,5

4

4,5

Data interpreatation Teacher strategies and Teaching Writing

Teachers' strategies Teaching Writing



Dadan Hidayat, Jejen Jaenudin | ELT Forum 11(1) (2022) 

28 

 

 

Discussion 

Based on the data analysis and data interpretation above, it can be concluded that the teachers 

almost have a good strategy in teaching writing explanation text. Ahmad (2007) stated that the 

strategy is intended as a teacher's effort to create an ecosystem that enables the educational process 

to achieve and succeed in formal learning goals. Especially in teaching writing, the teacher need 

more efort to creat a good situatiuon in the class.  Karim and Rachmadi (2015)  stated that   writing 

conveys ideas on a piece of paper where this activity aims to produce a good article by each writer, 

in this case, that is meant students. Although the result is good, the teachers still need to increase 

their strategy in education writing explanation. The writer found some different data about their 

statement on the Questionnaire from the teacher's observation data. What the teachers chose on the 

Questionnaire with their activities at class was different. 

Each teacher has different strategies in teaching writing explanations. They also have 

different characters. So, the writer got some difficulties in analyzing each other. According to the 

statement above, the writer would like to explain the teachers' strategies in writing explanations 

based on the teacher's form. 

The first teacher was Mr. A.R. He taught the twelfth-grade student. When the writer 

observed, he was at class XII IPS 3. He was well prepared and well organized in class for the 

preparation stage. It is looked from the way he began the class activities with the good responses 

from the students. Before going further, he reviewed material then used the English book to new 

material about explanation text. He explained the definition of explanation text then he asked 

students about this material. The teacher explained the text's purposes, general structure, and 

language features, such as using simple present tense conjunction and noun phrase. Then he used 

the simple way in the teaching process to understand what he taught. He gave the simple technique 

of writing explanation text, so the student's enthusiasm for the subject led. When the student asked 

about explanation text, the teacher answered the question carefully and satisfactorily. The teacher 

knew the problem and gave the solution when the student got the problem—the methodology or 

strategies in the class were balanced and varied. The teacher strategies are practical and suitable for 

students' abilities. The teacher asked the students to write or write a descriptive text based on general 

structure and language characteristics. When the student has difficulties in writing explanation text, 

the teacher helps the students. After that, the teacher examines the result of the students' 

assignments. 

The second teacher was Mrs. Y.R. She taught twelfth-grade students. When the author 

observed, she was in XII IPS 2 for the preparatory stage. She was well prepared and well organized. 

She checked the material and saw new material for obvious reasons. She had been warmed up in 

advance. Then she explained the material of the explanation text. While she gave direction, it was 

clear and concise so that the students could carry it out. After that, she explained the material was 

presented in a logical sequence. She did not explain the basic theory of the genres, but she focused 

on explanation texts. She explained the purposes, general structure, and language features of the 

explanation text. The teacher was careful and satisfactorily when she answered the questions from 

the student. But She did not know when the student was having trouble understanding because she 

felt that the student understood the material. The students were interested and enthusiastic about the 

subject taught because the teacher explained the material very well. The method or strategies from 

the teacher are not too effective because there are students who sleep in the class. The teacher gave 

the student assignment to make or write the explanation text to the student. Then she helped when 

the student had difficulties in writing explanation text. 

The third teacher was Mr. A.S. He taught the tenth-grade student. Mr. A.S. was not different 

from Mrs. Y.R. and Mr.A.R in managing the class, but in the strategies and technique is different 

from the other. He explained material without using strategies effectively. The students did not 

understand what the teacher taught. The students felt confused with the instruction that the teacher 

explained. The teacher asked the students to write the explanation text without instructing them 

how to make a good writing explanation text. At the end of the teaching process, the teacher gave 

the students assignment, and he did not know that the students had difficulties writing explanation 

text. Then he left his class without checking the assignment of his students. 

The last teacher was Mrs. S.K. She taught the tenth-grade student. When she taught, she did 

not control her students in teaching. She could not manage the class, and the course was noisy. She 

explained purposes, general structure, and language features of explanation text with condition class 



Dadan Hidayat, Jejen Jaenudin | ELT Forum 11(1) (2022) 

29 

 

were loud. The writer looked at the teacher used the strategy that was not suitable for the student's 

writing ability. She did not have a strategy to motivate her students in writing an explanation. So, 

many students did not understand and could not write explanation text well. 

 

CONCLUSION 

The following were conclusions of the research findings, which presented the teachers' strategies in 

teaching and learning writing explanation texts. The teachers' strategies were essential in teaching, 

especially in writing explanation text. The teachers' must-have strategy in teaching for helping 

students write explanations well. The teachers used many teaching strategies to motivate their 

students to write explanations. The teaching strategies were: the teachers helped students who could 

not write an explanation text. The teachers gave way to writing explanation text well when the 

students found some difficulty and some problem in teaching explanation. In teaching writing 

explanation text, the teachers always faced some problems. The problems faced by teachers were: 

the use of appropriate methods and techniques in teaching, the students did not understand the 

explanation text, and the students were still confused to determine their idea. 

 

ACKNOWLEDGEMENT 

The researchers would like to express their sincere gratitude to some parties, including the teachers 

and colleagues, for their valuable support and help while conducting and producing this research 

paper. Hopefully, the result will positively contribute to the educational development and the 

readers. 

 

REFERENCES 

Ahmad, S. (2007). Strategi belajar mengajar & micro teaching. Quantum Teaching. 

Alwasilah. (2000). Pokoknys kualitatif: Dasar-dasar Merancang dan Melakukan Penelitian Kualitatif. PT 

Dunia Pustaka. 

Ariyanti & Fitiana. (2017). EFL Students’ difficulties and needs in essay writing. Advances in Social 

Science, Education, and Humanities Research (ASSEHR), 158, 111–121. 

Atikah, D. (2018). Teaching strategies in writing class. Asian EFL Journal, 20(8). 

Brown, H. . (1994). Teaching by Principle: An interactive approach to language pedagogy. A Paramount 

Communication Company. 

Brown, H. . (2007). Principles of language learning and teaching. Longman. 

Ichsan Raharjanto, F. I., (2016). Teachers' strategies in teaching writing descriptive text At Mts N Sukoharjo 

In 2015/2016 Academic Year (Doctoral dissertation, Universitas Muhammadiyah Surakarta). 

Gerrot & Wignel. (1998). Making sense of functional grammar. Grid Stabler AEE. 

Harmer, J. (2004). How to teach writing. Pearson Education Limited Edinburg Gate. 

Haerazi, H., Irawan, L. A., Suadiyatno, T., & Hidayatullah, H. (2020). Triggering preservice 

teachers' writing skills through genre-based instructional model Vvewed from 

creativity. International Journal of Evaluation and Research in Education, 9(1), 234-244. 

Horby & Garry. (1980). Counselling skills and strategies. RoutledgeFalmer. 

Irikawati. (2017). Identifying teacher’s strategies in teaching writing. Al-Lisan. Journal Bahasa, 2(2). 

Karim &Rachmadi. (2015). Journal Universitas Pendidikan Ganesha Jurusan Administrasi 

Pendidikan. Journal Universitas Pendidikan Ganesha Jurusan Administrasi Pendidikan, 6(1). 

Karunia, L. (2019). The English teacher strategies to teach writing. Sulthan Thaha Saifuddin  Jambi. 

McMillan, J. H. & S. S. (2010). Research in education. New Jersey: Pearson Education. 

Meleong, L. j. (2007). Metode penelitian kualitatif. Remaja Rosdakarya. 

Oshima, A. (1996). Introduction to academic writing. Longman. 

Patel, F. (2008). Englih language teaching. Sunrise Publisher & Distributors. 

Prabantoro, A. T., & Hikmat, M. H. (2018). Teacher’s strategies in teaching writing narrative text at 

SMKN 1 Kismantoro 2016/2017 Academic Year (Doctoral dissertation, Muhammadiyah 

University of Surakarta). 

Richards, R. (2002). Methodology_in_Language_Teaching_2002_scanned.pdf (pp. 1–432). 

 

 


