Teaching Writing Effectively: A Descriptive Qualitative Study On Strategy Implementation

Abstract

This study aims to explore the strategies implemented by English teachers in teaching writing effectively at the secondary school level. Using a descriptive qualitative approach, data were collected through classroom observations, in-depth interviews with teachers, and documentation analysis. The findings reveal that effective writing instruction involves a combination of process-based approaches, scaffolding techniques, and the integration of peer and teacher feedback. Teachers employed strategies such as guided writing, modeling, brainstorming, and the use of graphic organizers to enhance students' writing skills. Moreover, the role of formative assessment and individualized feedback proved crucial in addressing students' difficulties and fostering improvement. Despite these efforts, challenges such as limited instructional time, varying student proficiency levels, and insufficient resources hindered optimal implementation. This study highlights the importance of strategic planning and continuous teacher development in achieving effective writing instruction. It is recommended that future research further examine the impact of these strategies on students' actual writing performance using mixed-method approaches.