Example Thesis

FLASHCARD AS A MEDIA IN TEACHING ENGLISH VOCABULARY
FOR YOUNG LEARNERS: A CLASROOM ACTION RESEARCH
A THESIS
Submitted to Fulfill One of the Requirements for Sarjana Pendidikan Degree at

English Education Department Faculty of Educational Sciences and Teachers’ Training
Siliwangi University
By
AMELIA NURBANI AMIN

192122037
ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATIONAL SCIENCES AND TEACHERS’ TRAINING
SILIWANGI UNIVERSITY
TASIKMALAYA
2023
ABSTRAK
HILMA AMALIA, 2020. “Teaching Writing To Junior High School Students:

A Focus On Challenges And Solutions”. Pendidikan Bahasa Inggris. Fakultas
keguruan dan Ilmu Pendidikan (FKIP). Universitas Siliwangi. Tasikmalaya.
Mengajar menulis di sekolah menengah pertama (SMP) menjadi sebuah tantangan

bagi guru, terutama di kelas bahasa Inggris sebagai bahasa asing. Menulis
merupakan kemampuan bahasa Inggris yang cukup kompleks, karena dibutuhkan
aspek kompetensi meliputi tata tulis, kosa kata, konten, organinasi dan mekanisme
tulisan. Tujuan dari penelitian ini adalah mendeskripsikan tantangan dan solusi
mengajar menulis bahasa Inggris untuk siswa sekolah menengah pertama (SMP).
Penelitian ini menggunakan teknik wawancara kepada tiga partisipan di salah satu
sekolah menengah pertama di Kota Tasikmalaya, Jawa Barat, Indonesia. Data di
analisis dengan menggunakan analisis tematik. Temuan hasil dari penelitian ini
menunjukan bahwa tujuh tantangan yang dihadapi guru saat mengajar menulis
bahas Inggris yaitu: (1) peserta didik kekurangan dalam kompetensi tata bahasa
Inggris, (2) ketidakmampuan dalam mengembangkan ide untuk menulis bahasa
Inggris, (3) kurangnya pengetahuan kosa kata bahasa Inggris, (4) kurangnya
motivasi peserta didik untuk belajar menulis bahasa Inggris, (5) keterbatasan
mengatur waktu guru untuk mengajar menulis bahasa Inggris, (6) terbatasnya
sumber materi belajar menulis bahasa Inggris, dan (7) terbatasnya fasilitas untuk
mengajar menulis bahasa Inggris. Di samping itu, temuan penelitian ini juga
mengidentifikasi solusi untuk mengatasi tantangan-tantangan tersebut,
diantaranya: (1) pengajaran kosa kata yang eksplisit, (2) aktivitas belajar bahasa
Inggris secara kolaboratif dan (3) latihan menulis bahasa Inggris. Dengan
mengetahui tantangan dan solusi tersebut, guru dapat menyelesaikan tantangan
dalam proses mengajar menulis bahasa Inggris di sekolah menengah pertama
secara lebih efektif.
Kata kunci: Pengajaran menulis bahasa Inggris, siswa sekolah menengah
pertama, tantangan dan solusi mengajar bahasa Inggris.
.
ABSTRACT
HILMA AMALIA, 2020. “Teaching Writing To Junior High School Students:

A Focus On Challenges And Solutions”. English Education Department.
Faculty of Educational Sciences and Teachers’ Training. Siliwangi University.
Tasikmalaya.
Teaching English writing in junior high school becomes a challenge for English
teachers especially in EFL countries. Basically, writing is a complex English skill
due to its requirement of mastering several components such as grammar,
vocabulary, content, organization, and mechanism. The aim of this study is
elaborating the challenges and solutions in teaching English writing to junior high
school students. In attempt for collecting the data, this study conducted an
interview to three participants in one of junior high schools in Tasikmalaya, West
Java, Indonesia. The data were analyzed using thematic analysis (Braun & Clarke,
2006). The findings from this study discovered that there are seven challenges
faced by teachers when teaching English writing. Those challenges involve: (1)
students’ poor English grammatical competence, (2) students’ incapability of
developing ideas for English writing, (3) students’ inadequate English vocabulary
knowledge, (4) students’ demotivation to learn English writing, (5) insufficient
time management to teach English writing, (6) limited sources of English writing
materials and (7) limited facilities to teach English writing. In addition, the
findings of this study also identified the solutions to overcome those challenges
which are: (1) explicit teaching English vocabulary, (2) collaborative English
writing activities, and (3) exercises of English writing. By knowing these
challenges and solutions, teachers are expected to be more effective in the process
of teaching English writing to junior high school students.
Keywords: Challenges and Solutions of Teaching English Writing, Junior High
School Students, Teaching English Writing.
PREFACE
This thesis is filled with the background information on why this research
is carried out, literature review, methodology, findings, and discussions,
conclusion and suggestion. The first chapter contains background information that
provides the context of the research that is about writing, the gap, the formulation
of the problems, the significances of the research, and the aims of the research.
The literature review consists of a brief about teaching writing, teaching writing in
EFL contexts, EFL teachers’ challenges and solutions to overcome the issue in
teaching writing are explained in the second chapter. The third chapter presented
research design, setting and participants, data collection, and data analysis. The
results of this study come out in the fourth chapter, it includes the data findings
and discussions. The last chapter consists of the conclusions based on the data
findings and other ideas for the next researcher dealing with teaching English
writing to junior high school students’ area.
Tasikmalaya, August 2020
The writer
i
ACKNOWLEDGEMENTS
Allhamdulillahirabbil’alamiin, I express my gratitude to Allah swt, for
blessing, love, opportunity, health and mercy to complete this thesis. In arranging
this thesis, a lot of people have provided motivation, advice and support me. In
this valuable chance, I would like to express my sincere gratitude to:
1. The honorable Head of English Education Department, Faculty of
Educational Sciences and Teachers’ Training, Siliwangi University,
Tasikmalaya.
2. The honorable Dr. Yusup Supriyono, M.Pd., as the first supervisor who
has given guidance, revision, suggestions, and motivation until the
completion of this thesis.
3. The honorable Santiana, S.S., M. Pd., as the second supervisor who has
given revision, suggestion, guidance, and motivation in writing this thesis.
4. All lecturers of English Education Department, Faculty of Educational
Sciences and Teachers’ Training, Siliwangi University, Tasikmalaya.
5. My beloved parents Mr.Amin Jaelani and Mrs.Iis Aisyah who always give
support and pray for me, and for my lovely Sister Riris Rismayanti, S. Pd
who always helps and accompanies me in the night during write this
thesis.
6. My greatest thanks to English A 2019, my lovely family in this university.
7. My lovely Haris Family who always support me in every singleday.
8. My best friends Indra Ramadhan, S.Pd who always hear me when I was
confused to write, helped, and always support me to finish this thesis .
ii
9. All people who have helped and supported me to finish this thesis
Finally, I would like to thank everybody who was important to the
successful realization of this thesis. They cannot mention one by one in this
page, but they always be in my heart and my pray day and night.
iii
TABLE OF CONTENTS
PREFACE................................................................................................................i
ACKNOWLEDGEMENTS..................................................................................ii
TABLE OF CONTENTS.....................................................................................iv
LIST OF TABLES................................................................................................vi
ENCLOSURES LIST..........................................................................................vii
CHAPTER 1 INTRODUCTION..........................................................................1
1.1. Background...................................................................................................1
1.2. Formulation of the Problems.........................................................................3
1.3. Operational Definitions.................................................................................3
1.4. Aims of the Research....................................................................................5
1.5. Significances of the Research.......................................................................5
1.5.1. Theoretical Contributions......................................................................5
1.5.2. Practical Contributions...........................................................................5
1.5.3. Empirical Contributions.........................................................................6
CHAPTER 2 LITERATURE REVIEW..............................................................7
2.1 Teaching Writing in EFL Contexts: A Brief Overview...............................7
2.2 EFL Teachers Challenges in Teaching Writing...........................................9
2.3 Possible Solutions for Teaching Writing Challenges in EFL Contexts.....10
CHAPTER 3 RESEARCH PROCEDURES.....................................................12
3.1. Research Design..........................................................................................12
3.2. Setting and Participants...............................................................................12
3.3. Data Collection...........................................................................................13
3.4. Data Analysis..............................................................................................14
3.4.1. Familiarizing With the Data.................................................................15
3.4.2. Generating Initial Codes......................................................................15
3.4.3. Searching for Themes..........................................................................16
3.4.4. Reviewing Themes...............................................................................16
3.4.5. Defining and Naming Themes.............................................................17
iv
3.4.6. Producing the Report...........................................................................17
3.5. Research Schedule......................................................................................18
CHAPTER 4 FINDINGS AND DISCUSSIONS...............................................19
4.1. The Challenges in Teaching English Writing to Junior High School
Students......................................................................................................19
4.2. Teachers’ Solutions to Overcome The Challenges in Teaching Writing to
Junior High School Students......................................................................35
CHAPTER 5 CONCLUSIONS AND SUGGESTIONS...................................42
5.1. Conclusions.................................................................................................42
5.2. Suggestions.................................................................................................43
REFERENCES.....................................................................................................44
ENCLOSURES.....................................................................................................47
BIOGRAPHY.......................................................................................................74
v
LIST OF TABLES
Table 3.1 Generating initial codes.........................................................................15
Table 3.2 Grouping the codes................................................................................16
Table 3.3 Defining and naming themes.................................................................17
Table 3.4 Research Schedule.................................................................................18
vi
ENCLOSURES LIST
Enclosure 1 Consent Form.....................................................................................47

Enclosure 2 Lembar Penetapan Proyek Tugas Akhir S-1.....................................50
Enclosure 3 Interview Protocol..............................................................................55
Enclosure 4 Transcript of Interview.......................................................................56
Enclosure 5 Surat Keputusan.................................................................................70
Enclosure 6 Kartu Bimbingan Skripsi....................................................................71
vii
CHAPTER 1
INTRODUCTION
1.1. Background
Writing is one of the important skills in teaching English to ESL and
EFL students in all educational levels including to junior high school students.
Moreover, it is crucial for students as one of the communication tools in
written form (Dombey, 2013; Salma, 2015, and Nassi & Nasser, 2018).
Additionally, the process of writing can support students to develop their
ideas. Hammadi and Sidek (2015) noted that writing in education is the way
how students communicate with peers and instructors professionally, to
participate in learning and teaching activities. Therefore, writing is pivotal to
be taught to students.
In teaching writing, the teachers should consider grammar, vocabulary,
mechanics, organization, and content. Widiawati and Cahyono (2006) noted
that teaching writing can support to reinforce grammar, reading, and
vocabulary to use for communicative purposes. Therefore, the implementation
of teaching writing to junior high school students in EFL context remains
challenging.
Contextually speaking in Indonesian context, as the researcher
experienced in the school-based internship in one of the junior high schools in
Tasikmalaya, West Java, she observed that there was insufficient exposure to
teaching writing. Based on the preliminary interview on December 02, 2019,
she found the challenges faced by the teachers when teaching writing. The
2
preliminary interview indicated that three of the participants agreed that writing
is the most difficult skill to be taught to junior high school students.
Studies about writing have been well-investigated almost in decades.
Dueraman (2012) found that the teachers in one of the Southern colleges of
Technology in Thailand encountered difficulties when teaching writing related
to lack of teachers’ inadequate writing skills, insufficient English language use,
lack of available writing resources, and absence of feedback from peers. In
addition, Adas and Bakir (2013) noted that teaching writing has developed
skills for second and third-year students at conventional universities in
Palestine through blended learning integrated with traditional methods.
Moreover, Seyabi and Tuzlukova (2014) portrayed in Omani school and
university context, the students’ problems when writing in English. As the
examples, the students encountered problems while using lexical and content
aspects of writing. The next research was conducted by Badi (2015) showing
the main factor of teaching writing difficulties related to students’ lack of
experience, and prior knowledge of students. Another research is Almubark
(2016) discovering the problems faced by the teachers in developing English
writing and various approaches used to develop teaching English writing in
terms of grammatical, sociolinguistic strategic and discourse competences.
Further Ibrahim, Yunus, & Khairi (2017) have investigated students’
difficulties when academic writing in terms of structure, content, and language.
In a similar vein Nassi & Nasser, (2018) scrutinized when teaching writing, the
teachers have challenges related to differences of linguistic and cultural

3
background among the students and teacher and the teaching context. The last
research was conducted by Karki (2019) indicating the main challenges in
teaching writing viewed from the aspect of large classes, low proficient
learners, pressures of course completion, lack of writing practices, and
insufficient resources (ICT facilities in the context of classrooms).
There have been growing studies focusing on teaching and learning
writing in EFL and ESL contexts. Nevertheless, a few studies emphasized on
exploring the challenges while teaching writing in university. Moreover, there
is not yet a study focusing on challenges encountered by English language
teachers in teaching writing to junior high school students. Even, a very scarce
investigation on the way how the teachers overcome their challenges during
teaching English writing. Therefore, this study aims at examining the teachers’
challenges when teaching writing and how they overcome such challenges to
junior high school students.
1.2. Formulation of the Problems
In particular, two questions are addressed in this study:
1.2.1 What challenges do the English teachers encounter when teaching
writing to junior high school students?
1.2.2 How do the English teachers overcome their challenges during
teaching writing?
1.3. Operational Definitions
1.3.1 Teaching English writing : It is the teaching process where the

4
: teachers teach the materials
involving grammar, vocabulary,
mechanism, content, and
organization, and the process of
teaching students to generate and
develop their ideas through written
form.
1.3.2 Junior high school students : Junior high school is a secondary
education continuation of
elementary school. It is a school
for students from 7th through 9th
grade. They learn to write
sentences, paragrapgh, text, and
learn to generate ideas through
written form.
1.3.3 Teachers’ challenges in teaching : It is the process of teaching writing
writing where the teachers faced the
problems in the classroom, for
examples students’ lack of
grammar, vocabulary, and lack of
technology in the classroom.
1.3.4 Teachers’ solutions in teaching : It is the process of the ways to
writing overcome teachers’ challenges

5
during teaching writing, for
examples make writing materials to
be more creative, and use internet
during teaching English writing.
1.4. Aims of the Research
This research aims at describing the challenges encountered by the
teachers in teaching writing to junior high school students and the solution to
overcome the challenges.
1.5. Significances of the Research
1.5.1. Theoretical Contributions
This research provides the development of theories in teaching
English writing in EFL context (Hyland, 2003) focusing on challenges and
solutions in teaching writing to junior high school students to make the
learning process in the classroom more effectively.
1.5.2. Practical Contributions
This research provides to investigate the challenges and the
solutions of English language teachers when teaching writing to junior
high school students to improve teachers’ performances in teaching
writing.
6
1.5.3. Empirical Contributions
This research expands about the research dealing with the
challenges and the solutions when teaching writing to junior high school
students.
CHAPTER 2
LITERATURE REVIEW
2.1 Teaching Writing in EFL Contexts: A Brief Overview
Writing is a process of communicating with others in which a writer
sends and expresses the ideas and also information through written forms.
Hidayati (2018) noted that writing is a communication tool in written
form. Additionally, in teaching writing there is English competence
including learners’ grammatical competence, vocabulary mastery, and how
to organize a good paragraph of English (Brown, 2004, p. 233 as cited
Hidayati, 2018).
Similarly, teachers should provide guide to students when they write
ideas and information. In effective teaching writing, the teacher needs
several things, such as an organization to develop and build ideas,
arguments and information (Ahlsén & Lundh, 2007). Moreover, the
teachers should know and pay attention to rhetorical patterns in writing
English as a foreign language to help facilitate the teaching writing process
to students in the classroom (Nassi & Nasser, 2018).
Hyland (2003) states, as a basic language structure in teaching writing
there are 4 stage-process, namely:
a. Familiarization: the learners are taught certain grammar and
vocabulary usually through a text.

8
b. Controlled writing: the learners manipulate fixed pattern from
substitution tables that have been made.
c. Guided writing: the learners imitate model texts.
d. Free writing: the learners use patterns they have developed to write an
essay, letter, and others.
In teaching writing, the teachers need to complete themselves with
knowledge and skills of teaching writing because most of the teachers found
that writing is a complex skill to be taught (Almubark, 2016). In the foreign
language classroom, teaching writing involves linguistics knowledge,
vocabulary choices, syntactic patterns, and cohesive devices that comprise
the essential building blocks of texts (Hyland, 2003).
In Indonesia as EFL contexts, English is a foreign language that
is only taught in schools as subjects, in secondary education students
are only given the exercises to make some sentences, then make
paragraphs to manipulate the words grammatically (Widiati &
Cahyono, 2006). Moreover, they noted that writing in Indonesia is taught at
various levels in educational institutions. Meanwhile, teaching writing
applied in Indonesia nowadays is the teacher being the center attention of
students in the classroom, which is called teacher-centered, teachers become
more active, and students are less to develop their ideas in writing skills
(Ariyanti, 2016).
9
Liaghat and Biria (2018) showed that in EFL context writing can be
studied in English language course institutions to demand students for
learning English. They also stated several approaches to support the learning
process of writing English in the classroom, such as teacher-student
cooperation, feedback, collaboration, and mediation. In addition, teachers
need to get access to resources available such as printed materials, electronic
sources, peers, English teachers, or English native speakers (Dueraman,
2012, p. 261).
2.2 EFL Teachers Challenges in Teaching Writing
In EFL classroom, teachers faced challenges related to lack of the use of
technology in the classroom, classroom management in the large class, and
different learning styles of students (Ali & Ramana, 2018). On the other hand,
another challenge of teaching writing in EFL context is feeling unconfident,
doubt and use traditional methods. For instance, the teacher uses a single
method to teach writing skills (Nassi & Nasser, 2018). Moreover, the teachers
faced difficulties in developing English writing related to students lack of
grammar and vocabulary knowledge, motivation, the topic in the text book is
not interesting, mother tongue interference among students is a disruptive
factor in teaching writing (Almubark, 2016).
In addition, the teachers faced challenges related to have a big class who
made the learning process not effective, the time for teaching writing is less
which makes students difficult to understand the materials that have explained
(Ariyanti, 2016). Adas and Bakir (2013) stated that there are causes of writing
10
problems such as English language learners who have limited vocabulary and
less creativity.
Rovikasari, Suparno & Supriyadi (2019) noted that as an EFL teacher,
teaching writing is very challenging assignment. For instance, lack of
students’ motivation, vocabulary, language use, organization, and give
feedback as a reflection for students’ writing assignment related to different
students’experiences when they write the assignment. Moreover, Hidayati
(2018) found that internally, the teachers faced difficulties related to
vocabulary mastery, grammar knowledge, students’ motivation, and reading
habits. On the other side, externally the teachers faced challenges such as the
large classroom form, physical discomfort, intimidating atmosphere, and
unbalance attention and feedback.
2.3 Possible Solutions for Teaching Writing Challenges in EFL
Contexts
There are two factors to identify the problems in teaching writing, that
are Internal and external factors. In internal factors, to overcome challenges
when teaching writing the teachers can try to instruct their students to use
the internet for learning English and make more creative exercises.
Externally, parents should support their children to use English at home,
buy some English books, magazines and newspapers to make their children
learn English regularly (Muhammad, 2018).
According to Adas and Bakir (2013) blended learning method can be
one of the solutions to teach writing, they noted that blended learning is a
11
flexible approach that provides online English courses and it can support to
improve students' writing skill to keep learning with their teacher and
classmates outside of the classroom. Moreover, Reid-Young as cited Adas
and Bakir (2013) reported that using various activities such as students may
get online sessions for example students were asked to upload their written
materials online in a well-organized way.
Rovikasari, Suparno, and Supriyadi (2019) noted the solutions for
the indicator of writing related to vocabulary the teachers can provide the
collection of vocabulary and meanings, ask students to translate words in a
text drilling vocabulary and meanings. They also reported the solution for
language use such as the teachers can give an explanation of tenses related
to a text, give the feedback for students’ writing assignment and for
students who have lack motivation, the teachers can give discussion and
feedback and give the appreciation to students who do not cheat
(plagiarism from the internet). In addition, the collaborative strategy
among students may help to improve teaching writing, intensive writing
exercises to identify students’ weaknesses, using devices learning in the
classroom and teachers need to be trained consistently in teaching writing
(Almubark, 2016).
CHAPTER 3
RESEARCH PROCEDURES
3.1. Research Design
Grounded in descriptive case study, the present study aims at
depicting detailed and contextualized picture of a particular phenomenon, it
is used to describe a phenomenon and contexts that occur in real life (Yin,
2018). This research design was selected because this study described and
focused on the phenomenon of the challenges faced by English teachers and
the solutions in order to overcome the challenges when teaching writing to
junior high school students.
3.2. Setting and Participants
The research was conducted at one of state junior high schools in
Tasikmalaya, West Java, Indonesia. In this school, English is taught during
4 hours for two meetings in a week. This place was selected because first,
the researcher followed pre-service teacher program in that school, therefore
there is accessibility to the research site. Second, the phenomenon of
challenges in teaching English writing occurred in there, and agreement of
the English teachers to be participants.
In this research, the participants were three English teachers in one of
junior high schools in Tasikmalaya. The reasons why the participants are
three because they taught at the same junior high school in each grade level.
They are Indonesian EFL teachers who teach in seventh to ninth grades.
13
They were recruited since they agreed to participate in this research. They
were chosen from each level of class and they have long experiences in
teaching English writing. Their ages ranged from 48 to 59 years old with
ranged of teaching experiences from 21 to 33 years. In general, they
communicate in local language (i.e. Sundanese), national language (i.e.
Indonesian), and foreign language (i.e. English). Based on gender, they are
categorized into male (N = 2) and female (N = 1).
3.3. Data Collection
The data collection of this study used semi-structured interview. It
carried out through voice recording using a cell phone to investigate the
challenges and the solutions of English teachers in teaching writing. In
practiced, the interview addressed to three participants (N = two males and
one female). Further, the interview guidance was designed by several
numbers of topics for posing questions. The topics are related to the
challenges encountered by the teachers and the solutions to overcome their
challenges during teaching writing to junior high school students. In fact
“interviewing is a tool for professional development in which language
teachers engage in research that examines classroom realities drawn from
teacher stories” (Widodo, 2014, p.102). Semi-structure interview is used to
explore participants' thoughts, feelings, and beliefs about a particular topic
(DeJonckheere & Vaughn, 2019).
Technically, the researcher performed some steps to conduct this
interview, namely:
14
1. Contacting the teachers as non-participant via telephone to confirm
availability to be a participant.
2. Confirming to school to ensure the availability of the institution as the
research site.
3. Making interview guidance.
4. Making consent form to be given to non-participant.
5. Doing the interview process.
As the guidelines to make the interview protocol, the researcher
adopted the interview protocol framework from Castillo-Montoya (2016)
comprising of four-phases:
1. Ensuring interview questions align with research questions
2. Constructing an inquiry-based conversation
3. Receiving feedback on interview protocols
4. Piloting the interview protocols
3.4. Data Analysis
The researcher analyzed the data from the interview transcripts used
thematic analysis. Braun and Clarke (2006) stated, “thematic analysis is a
method for identifying, analyzing, and reporting patterns (themes) within
data” (p. 6). The reason why this analysis is adapted because it was identified
the challenges and solutions in teaching writing frequently arose from the
results of the interview data and made into several themes to report the
results. Using thematic analysis can make active choices about the particular
15
form of analysis they are engaged in (Braun & Clarke,2006, p.5). They noted
the steps to conduct a thematic analysis are:
3.4.1. Familiarizing With the Data
The researcher transcribed the data from the interview, and then
read and re-read the data transcript related to the topic of this research about
the challenges and the solutions in teaching writing to junior high school
students.
3.4.2. Generating Initial Codes
The researcher categorized the data by using the initial codes that were
colored to highlight the challenges faced and the solutions made by the
teacher during teaching writing in junior high school.
Table 3.1 Generating initial codes
P :Kendala ada, terkait dengan seperti ketika Students’

memberikan tugas ke anak-anak itu kan demotivation to learn
tidak semua mengerjakannya, dan English writing
keterbatasan anak memiliki perangkat- Limited facilities to
perangkat pembelajaran bahasa Inggris, teach English writing
misalnya di rumah tidak mempunyai kamus Students’ inadequate
kadang-kadang anak juga malas kan gitu English vocabulary
untuk menulis karena mereka tidak knowledge
mengetahui kosakata bahasa Inggris apa Insufficient time
yang ingin mereka tulis. Nah itu tantangan management to teach
bagi saya tentang bagaimana anak-anak English writing
didik itu termotivasi untuk belajar bahasa
Inggris seperti itu. Gini, kalo pembelajaran
writing kadang-kadang kan ya tidak tuntas
nya materi yang harusnya pada waktu itu
tuntas
16
3.4.3. Searching for Themes
The researcher grouped the codes into possibly in the same themes
from the data that has been categorized and highlighted earlier in the
second step.
Table 3.2 Grouping the codes
Students’ English Writing Teachers knowledge and

Skills competences in teaching English
writing
 Students’ poor English 7  Insufficient time management 6
grammatical competence to teach English writing
 Students’ incapability of 9  Limited sources of English 4
developing ideas for English writing materials
writing
 Students’ inadequate English 10 Students’ psychological
vocabulary knowledge factor
Limited of facilities  Students’ demotivation to learn 15
English writing
 Limited facilities to teach 7
English writing
Teaching English Writing Style

 Explicit teaching English vocabulary 2
 Collaborative English writing activities 3
 Exercises of English writing 5
3.4.4. Reviewing Themes
The researcher re-examines the themes that have been identified about
the challenges and solutions of teachers in teaching writing to junior high
school students to ensure the placement of the code has been grouped into
the appropriate theme.

17
3.4.5. Defining and Naming Themes
The researcher determined and given the name of the theme based on
the data that has been obtained, namely about the challenges faced by the
teachers and their solutions in teaching writing to junior high school
students.
Table 3.3 Defining and naming themes
Sub themes Themes

1. Students’ poor English grammatical The challenges in
competence teaching English writing
2. Students’ incapability of developing to junior high school
ideas for English writing students
3. Students’ inadequate English
vocabulary knowledge
4. Students’ demotivation to learn
English writing
5. Insufficient time management to
teach English writing
6. Limited sources of English writing
materials
7. limited facilities to teach English
writing
8. Explicit teaching English vocabulary Teachers’ solutions to
9. Collaborative English writing overcome the challenges
activities in teaching writing to
10. Exercises of English writing junior high school
students
3.4.6. Producing the Report
The researcher reported the result of this research that is about
challenges encountered by the teachers and the solutions when teaching
writing to junior high school students.

18
3.5. Research Schedule
Table 3.4 Research Schedule
Descriptions Oct No Dec Ja Feb March Ap May June July Augt

v n r
Tentative
consultation
s
Research
approval
Making the
introduction
Constructing
the literature
review
Deciding the
methodolog
y
Research
proposal
examination
Collecting
the data
Analyzing
the data
Reporting
the data and
making
conclusion
Final thesis
examination
CHAPTER 4
FINDINGS AND DISCUSSIONS
The research aims at describing the teachers’ challenges and solutions
during teaching English writing to junior high school students. The findings of
this study cover two main themes, namely (1) the challenges in teaching
English writing to Junior high school students and (2) teachers’ solutions to
overcome the challenges in teaching writing to junior high school students.
More technically, the first theme is specified into several sub-themes, namely
students’ poor English grammatical competence, students’ incapability of
developing ideas for English writing, students’ inadequate English vocabulary
knowledge, students’ demotivation to learn English writing, insufficient time
management to teach English writing, Limited sources of English writing
materials and limited facilities to teach English writing. The second theme
encompasses explicit teaching English vocabulary, collaborative English
writing activities, and exercises of English writing.
4.1. The Challenges in Teaching English Writing to Junior High School
Students
4.1.1. Students’ poor English grammatical competence
Based on the results of the interview, the researcher found that
teacher faced some challenges when teaching writing to junior high
school students. One of them is the students’ poor English grammatical
competence. The students found it difficult to write and understand the
sentence structure due to their lack of English grammatical competence

20
for example when the teacher said “I will go to school by motorcycle”,
and asked students to write that sentence, they did not understand
what to write, as shown by one of the participants (participant 2) as
follows:
Excerpt 1
Participant Extract
P2 One of the challenges of teaching writing is due to how the

way they write. Commonly, they applied spoken language to
written in English. For instance, when I said “the word
division” of a sentence, for example, “I will go to school by
motorcycle” and I requested them to write it, they
encountered obstacles to write. This may be caused by their
difficulties to understand the sentence structure in
English. Moreover, the participant argues that the students
have difficulties in grammatical competences include they
were difficulties in understanding the structure to write their
ideas in written form, then the participant said that the most
difficulties in teaching writing were teaching the structure
such as they were difficulties to change the tenses when
writing. In English, there are past tense, present tense,
future, present continuous tense (study, studies, studied,
studying), students encounter difficulties to apply the tenses.
(Interview transcript, February 7th 2020, Participant 2, translated by the

author)
Excerpt 1 indicated that the students’ lack of grammatical
knowledge was portrayed as one of the students’ difficulties in teaching
writing. For instance, the word “study” in English has several forms
when it is used in past (studied), present (study or studies), future (will
study), and continuous (studying) tense. They felt complicated to write
their ideas due to a lack of applying and understanding the sentence

21
structure. It made them confused when they were asked to write the
assignment in English because they were difficult to understand the
sentence structure and differentiate the tenses.
Copland, Garton, and Burns (2013) found that many teachers
identified grammar as a challenge in teaching writing because when
they explained grammar, such as about the present perfect and simple
past tense, the students seemed bored and did not pay attention to the
teachers. Moreover, Almubark (2016) asserted that teachers often find
students who lack grammar knowledge and writing skill is one of the
most complicated skills related to grammar as in writing. There are a lot
of aspects that need to be considered so that the writing result can be
readable. For instance, grammar in writing determines how a paragraph
should be constructed and how their ideas can be understood, and also
the teachers found that the students lacked in this respect, it made their
writing result unreadable (Ali & Ramana, 2018).
For these reasons, guiding the students to understand and utilize
English grammar during classroom writing activities remains pivotal to
mitigate the impacts of their poor English grammatical competence on
their writing performance.
4.1.2. Students’ incapability of developing ideas for English writing
Second, another finding demonstrated that the teachers
encountered the challenges during teaching writing to junior high

22
school students related to students’ incapability to develop ideas for
writing. Students were confused when they wrote the sentences, for
examples “I went to Bandung last week, I went to the zoo yesterday”
after they wrote those sentences, they did not know the next sentence
that will they write and when they develop the ideas in writing about
their experiences in English, many students lacked of vocabulary and
grammar knowledge, it made them difficult to write, such as
participants’ statements below:
Excerpt 2
Participants Extracts
P1 Students could not develop their ideas for writing. In

addition, their confusion on English sentence structure
became one of the most influential factors inhibiting them to
write for example “I went to Bandung last week, “saya
pergi ke kebun binatang kemarin (I went to the zoo
yesterday” after they wrote those sentences, they were
confused to write the other’s sentences in English.
P2 Students are incompetent or difficult to determine the

main idea in each paragraph in the text. They find it
difficult to develop ideas when they write the text and
sentences it makes them look confused.
P3 Moreover, in our culture, it is hard to deliver ideas

through writing, and it becomes harder when we use
English. Therefore, students always find it difficult when
they are asked to do the writing task. For example, when
they were asked to make a sentence, they seem confused
and difficult to do it. Moreover, when they were asked to
write their experiences or to write their past activities in
English, they found it even harder. Even when they were
asked to write in a simple form of language, they still find
some difficulties. They are confused so they become lazy
to do the writing task.
(Interview transcript, February 7th and 10th, 2020, Participant 1, 2 and 3
translated by the author)
23
The data of the interview results above indicated that students were
difficult to develop ideas in English writing. For instance, when the
teachers asked them to write some sentences related to their experiences
and daily activities, they were difficult to write because they do not
know how to write ideas in English. They could not determine the main
ideas in the textbook and also felt difficult to write the text, such as
descriptive and narrative text. They were difficult to develop their ideas
for instance writing sentences into paragraphs related to the text. This
matter made the students lacked creativity in writing because many
students seemed confused to write the ideas, determine the sentence
structure, and word choices in English.
Adas and Bakir (2013) found that the teachers had some
problems in teaching writing such as students’ difficulties in writing
and developing their ideas which made them less creative. Copland,
Garton, and Burns (2013) stated that when the students were asked to
write stories or to compose sentences, many of them cannot express
themselves in their writing. A lot of students were less creative in
writing English stories such as many students were unable to complete
the assignment, and they could not even begin to do the writing
assignments.
Students’ incapability to develop ideas for their English writing
became a challenge for the teachers. The teachers should pay attention
to their students conscientiously because many students felt confused

24
when they were instructed to write some text. The students were lazy to
write due to their confusion in developing ideas. Therefore, guiding
students during teaching English writing process, especially guiding
them in developing ideas is important to direct them in producing
readable writing and to help them in understanding how to convey their
ideas in writing assignments.
4.1.3. Students’ inadequate English vocabulary knowledge
Vocabulary is the most important aspect and basic component in
writing skills (Ali & Ramana, 2018) because it is a comprehensive
aspect of all four English skills and grammar. On the other hand,
vocabulary became one of the challenges in teaching writing to junior
high school students. It can be seen from the interview result that the
teachers also faced difficulties in teaching writing to junior high school
students related to students’ inadequate vocabulary knowledge. As
shown in the transcript of the interview:
Excerpt 3
P1 The first challenge is vocabulary. In this school, the

students are varied in terms of vocabulary mastery.
Students’ difficulties in learning vocabulary and their
inconsistency in understanding the vocabulary make
teaching writing challenge. For example, the students
found it difficult to understand that the past and
present form of the word ‘pergi’ (going) in English is
different.
P2 When I asked the students to write their daily

activities, which tells the time they wake up, the time
they go to school, and others. They are willing to do it.
The challenge is in their vocabulary. They do not
25
know how to write some words in English. For

example, they do not know the words “bangun”
(waking up) and “mandi” (taking a bath)’ in
English.
P3 The process of writing implementation is also difficult,

such as when the students asked to make a sentence
like ‘I go to school by bicycle’. They are confused
because they do not know such word ‘pergi (going)’
and ‘sepeda (bicycle)’ in English. Moreover, the
students here are rarely exposed to English vocabulary.
(Interview transcripts. February 7th and 10th, 2020, Participant 1, 2 and 3

The data of the interview result indicated that many students in
that school lacked of vocabulary knowledge and were lazy to
understand the use of English vocabulary in the sentence or text. They
did not know the vocabulary that they would write. For instance,
students did not understand the main idea of the text because they
lacked of vocabulary knowledge, and sometimes they did not know the
meaning of each word. The implementation of writing activity also
became challenging, for example when the teachers gave the students
assigned to write about their daily activity, there were some words such
as “pergi (going), sepeda (bicycle), bangun (waking up), mandi (taking
a bath)”, and then when they asked to write the sentence, many students
did not know the English vocabulary. The students found it difficult to
write the sentence and to understand the contents of English texts
because they were lacked vocabulary knowledge. It made them have a
problem to understand the meaning of some words.

26
The finding above is supported by Nakagawa and Leung (2020)
who found that the majority of challenges faced were students' lacked
of English vocabulary, such as in writing, students had difficulty in
writing longer and full sentences so that they tended to produce very
short sentences. Furthermore, Rovikasari, Suparno, and Supriyadi
(2019) reported that in teaching writing, a lot of teachers had problems
related to students’ vocabulary. For example, students were not able to
put the appropriate verb, noun, and noun phrase.
In other words, students’ lack of vocabulary is a challenge for the
teachers, because when the students confused to write some words in
English, the teachers should help them translate those words into
English. There is a factor that becomes another challenge related to
students' lack of vocabulary knowledge that is students’ laziness in
interpreting the English vocabulary. Meanwhile, vocabulary is one of
the basic aspects of writing skills, if students do not know the English
vocabulary they will find it difficult to write. Therefore, the teachers
should pay more attention to guide students in understanding English
vocabulary such as in translating the word one by one to make teaching
and learning writing process effective.
4.1.4. Students’ demotivation to Learn English writing
The next finding is students’ demotivation to learn English writing.
Motivation is one of the factors that students should have in learning
English including in writing. Students who had good motivation wanted

27
to do the English writing assignment, but students having low
motivation were lazy to do it. Based on the interview result, the teachers
had difficulties related to students’ laziness to write in English and they
were less of participations in learning English writing in the classroom
because when given the assignments in the class, there were only a few
active students and wanted to write, many students lacked a desire to
write, such as the participants’ statements below:
Excerpt 4
28
P1 Indeed, in this junior high school, most students lack

motivation in writing. For example, when they were
asked to do a writing task, not all of them do it.
Sometimes, they also seem lazy to do it. The challenge is
in how to improve and maintain students’ motivation,
which is varied, also in the variability of students’
comprehension. This is indeed a heterogeneous class,
and it needs an enrichment program.
P2 Students’ learning style in writing is also different so

that for them who have high motivation, they tend to pay
attention, but for them who have low motivation, they
tend to not pay attention. Nowadays. there are mostly
reading tasks, such as whether the students comprehend
the text or not, so there is no special task for writing.
There is just information regarding the characteristics of
each text. For example, the characteristics of recount,
descriptive text, narrative text, procedure text.
P3 Sometimes there are tasks where the students are asked

to re-write the main idea of the text. It truly helps
students to write in English. However, in one class, only
one or two students who can do the task while the others
feel so difficult to do it. I find it difficult to teach writing
under that situation when the students struggle, and they
are also lazy to write. Then, when I ask them to ask me
questions, no one wants to ask.
(Interview transcript, February 7th and 10th, 2020. Participant 1, 2 and 3

The interview result indicated that students with a lack of
motivation made English learning became not interesting. This situation
led to less of students’ participation in the classroom during learning
English writing. There were just a few students who were willing to
accomplish the assignment in the classroom, and it made the teachers
difficult to give motivation to students because most of them were lazy to
write in English. Miftah (2015) reported that students who did not have a
29
strong motivation in writing, they just kept silent and looked confused
when they did the assignment, and when the teacher asked them. It was
because they were difficult to understand the instruction given by their
teachers, such as when they should write the outline of recount text, they
were lazy because they lacked English vocabulary and grammar. So that
they did not know what should do with their writing assignments.
Yu, Zhou, Zheng, Zhang, Cao & Li, (2019) reported that lack of
motivation factors negatively influence such as failure or avoidance of
performance. This situation could be seen when students worked on the
assignments. If students lacked of motivation in writing, they became lazy
to write and avoided participating in the classroom. Moreover, Ali &
Ramana (2018) pointed out that a lot of students think that writing skill is
one of the most complex skills because it involves better grammar. In the
writing process, a lot of aspects need to be considered to make the result of
writing readable. Therefore, it becomes challenging for the teacher to give
students the motivation to do writing assignments.
In other words, students who lacked motivation in learning
English writing were challenging for the teachers. This situation made
the learning process in the classroom not enjoyable because many
students did not pay attention to the learning process and they lacked of
participations in doing the assignment. The data above indicated that
the school had a low understanding or low scores in English writing, so
they should join the remedial programs. This situation made the
30
teachers difficult to give each of them motivation because the teachers
could not treat those who got low scores specially or even could not
give them remedial programs since the class was heterogeneous.
4.1.5. Insufficient time management to teach English writing
In teaching writing, there are stages of writing process related to
pre-writing, drafting, revising, editing, and publishing (Tompkins &
Hoskisson (1995, p.231) as cited in Miftah (2015). Therefore, it needs a
long time to teach writing in the classroom. However, based on the
interview result, teachers have a problem in teaching writing related to
insufficient time to teach English writing. Such the participants’
statements:
Excerpt 5
P1 Based on the current curriculum, students are only focused

on learning the themes discovered on that day. Teachers
sometimes do not have sufficient time to teach writing, the
students only have a brief opportunity to comprehend the
materials.
P2 Especially, the time to teach writing is limited, even though the

writing is a lot of stages such as first, students were to practice
for writing words into sentences, from the sentences into
paragraphs.
P3 However, sometimes I am challenged by the limitation of the

time. Due to the time constraints for teaching writing, the
writing activities sometimes become homework.
(Interview transcript, February 7th and 10th 2020, Participant 1, 2, and 3

31
The data of the interview result indicated that the teachers have a
problem in teaching writing related to insufficient time to teach English
writing. It made the process of writing not clear in the classroom
because when students did writing English assignments, there were a lot
of processes such as the teacher asked the students to do the writing
topic, then students wrote an outline that will be developed by them and
also should write their ideas and the teachers should give the feedback
to the results of students' writing assignment. Aryanti (2016) noted that
time also became a big challenge for the teachers in teaching writing
because to improve students’ writing, they should do several complex
steps of writing such as brainstorming, prewriting, drafting, and editing.
Those made time to teach and do writing assignments were hampered.
Meanwhile, the teachers only have a brief opportunity to explain the
materials of writing, and many students could not finish their writing
tasks in the classroom and took it as the homework.
According to Graham, Harris, and Beard (2018), writing is
complex and challenging assignment because in writing there are a lot
of basic aspects related to time for goal setting, planning, monitoring,
evaluating, and revising. Furthermore, the teachers also needs the time
for checking sentence construction skills, handwriting, and spelling,
therefore, teachers should have more time for teaching writing.
Moreover, Leki (2001) stated that one of the challenges faced by
teachers in teaching writing is correcting text assignments and giving

32
feedback to many students who could not be done due to lack of time in
teaching writing.
Consequently, insufficient time to teach English writing became
another challenge for the teachers. This situation only allows teachers
to explain the material briefly, and the time for students to practice
writing and to develop their ideas is not sufficient, and they also
cannot finish the assignment in the classroom due to the limit of time.
4.1.6. Limited sources of English writing materials
In exploring writing materials, the teachers should have many
sources as a guide for teaching writing in the classroom. However, the
researcher found that one of the teachers’ challenges in teaching writing
to junior high school students was limited sources of English writing
materials. The teachers should be more creative in creating English
writing materials and should make some materials attractive to students.
While, in the textbook, there were a lot of uncompleted writing
materials, such as the following interview transcript of participants:
Excerpt 6
P1 Deciding teaching materials is challenging because it

requires teachers’ creativity to attract and to motivate
students in learning English.
P2 It is difficult to explain the materials. For example, in

explaining each paragraph of the text, and then asked the
students about the main idea of each paragraph, such as the
33
first or the second paragraph. Sometimes, they do not have

any idea about the text.
(Interview transcript, February 7th 2020 Participant 1 and 2 translated by the

author)
The teachers argued that in English writing, there were fewer of
English materials as well as a multiple-choice exercise in the textbook.
When the teachers explained the types of texts such as descriptive,
recount, narrative, and procedure text, they lacked of materials to explain
and give examples of those texts. For example, in the procedure text, the
teacher asked the students to find how to make fried rice. The challenge
was the lacked materials in the textbook. Therefore, teachers should be
more creative in creating English writing materials.
Leki (2001) reported that the objectives of teaching writing were
difficult to achieve because the lack of materials accessing the target
language in students’ environments, such as teaching materials that came
from the central government had to be adjusted to the students' situation.
For example, make copies of student texts for peers to read, this material
may not always be appropriate to be used. Moreover, Almubark (2016)
stated that the topics in the textbooks for writing skills that are not
interesting and persuasive enough become the other challenges for the
teachers to teach writing in the classroom.
Therefore, the finding above portrayed as a challenge for the
teachers. They should find interesting materials from other sources in

34
order to increase students’ motivation in learning English writing in the
classroom.
4.1.7. Limited Facilities to Teach English Writing
Another obstacle of teaching English writing based on the
interview result was the lack of supporting media such as the
availability of a projector to display text for all students to see. It caused
difficulty for teachers to explain the correct form of writing by using
technology. The following interview transcript below:
Excerpt 7
P1 The students do not bring a dictionary, and their parents

do not pay attention to it. Unfortunately, the availability of
dictionaries provided by the school is also limited.
Furthermore, mobile phones are banned in this school so
that it is difficult for students to find out examples of
sentences and text, also material which is not provided in
the textbook, for their writing task, from the internet.
P2 The projectors are also limited and sometimes there is

power outage. Only several classes provide projectors.
P3 One of the challenges related to the facility is when the

projectors provided in the classrooms do not work
anymore. Another challenge is found in the computer lab.
The computers are often in trouble accessing the
internet so that students are not able to find information
from the internet such as the examples of particular tasks.
Furthermore, in this school, the students are not allowed to
use a mobile phone. They, of course, are not willing to take
risks from bringing their mobile phone to school. Therefore,
it is difficult when I asked the students to find some
sources to learn writing or to find an example of writing
English text from the internet.
(Interview transcript, February 7th and 10th 2020, Participant 1, 2 and 3,

35
From the data transcript of the interview, limited facilities became
a challenge for the teachers when they teach writing in the classroom. In
their school, there were limited projectors and computers. Not all classes
had and could use a projector, and many computers could not be used. It
gave an impact on the teaching writing process such as when it needs to
display text or video using a projector, it spent a lot of time to prepare.
Therefore, the process of writing practice was hampered due to the length
of the projector installation process. This problem forced the teachers to
use the traditional method in their teaching of English writing and it made
students bored with learning in the classroom.
Graham and Hebert (2011) noted that " writing about a text should
facilitate comprehending it, as it provides students with a tool for visibly
and permanently recording, connecting, analyzing, personalizing, and
manipulating key ideas in the text" (p.712). Therefore the lack of facilities
in school became a challenge in teaching writing because the teachers
would be difficult to explain materials by using technology in the modern
era and the students were also bored with learning by using the traditional
method. Ali and Ramana (2018) found that the teacher faced challenges in
teaching writing, one of which related to lack of the use technology in the
classroom. Therefore, the teachers only taught by using a traditional
method such as explaining and writing the materials on the whiteboard.
In this modern era, this condition made the teachers difficult to
assist students to improve their ability in English writing. For instance,

36
students were difficult to find out the materials which are not available in
the textbook, and the teachers were difficult to explore materials such as
displayed pictures book or video due to the limited projectors in the
classroom.
4.2. Teachers’ Solutions to Overcome the Challenges in Teaching Writing to
Junior High School Students
4.2.1 Explicit Teaching English Vocabulary
Teaching English vocabulary became one of the solutions to
overcome the challenges in teaching writing. It made the students
memorize the vocabulary every day and helped them to improve their
ideas when they wrote because they already know the vocabulary that
will be written in their assignment, such as the participants’ statements:
Excerpt 8
P2 For the solution, sometimes I teach autodidactic to make

the students understand. I asked them to memorize
vocabulary, for example, they use bahasa (Indonesian
language) at first and then they translated into English in
written form. For instance, the sentence ‘saya sedang
belajar’ is translated into ‘I am studying’, using present
continuous form.
P3 Related to vocabulary, for example, the students were given

a text. Then, they were asked to read a fairy tale and
collected also to memorize the vocabulary from it, two to
five words per day with their meanings.
(Interview transcript, February 7th and 10th 2020, Participant 2 and 3,

37
The solution for the challenges on vocabulary was the teacher
asked their students to memorize English vocabulary by writing two or
five words such as writing words from Indonesian into English or from
the text or story that they had collected. It made the students understand
to use English vocabulary in writing sentences or text.
Rovikasari, Suparno, and Supriyadi (2019) stated that the
solutions to overcome the writing issue related to vocabulary. The
teachers can provide the collection of vocabulary and meanings, ask
students to translate the words in a text, drill vocabulary, and meanings.
Gu and Johnson (1996) as cited in Goundar (2015) noted that there
were some strategies for learning vocabulary, one of them was
memorizing vocabulary. This strategy was classified into two categories
namely rehearsal and encoding. The example of rehearsal strategies was
word lists and repetition. While, for the example of encoding strategies
includes included an association, visual, auditory, imagery, semantics,
and contextual coding and word structure including word analysis.
Therefore, collecting and memorizing vocabulary were the
solutions for teaching writing to junior high school students. The teachers
can help students to improve their vocabulary knowledge and to develop
the ideas when they have a writing assignment.
4.2.2 Collaborative English writing activities

38
Collaborative English writing activities can be one of the solutions for
the challenges in teaching writing to junior high school students. Learning
English writing through group discussion activities could assist students to
motivate each other, and also help students who were lazy to be more
motivated to learn because through group discussion they shared their
ideas, more creative, and also given feedback. Such participants’
statements below:
Excerpt 9
P1 The solution is such divided the students into some

groups. First, we analyzed them based on their
comprehension of writing materials, and then we mix
them in the groups so that a group consists of students
with a high and low level of comprehension. In this
heterogeneous group, they can help each other to do the
task such as they can give feedback to each other.
P2 For the division of the groups, the students are categorized

into lazy and diligent students. Then, they are divided
into several groups consisting of those two categories in
each group. The two categories are mixed in one group so
that the lazy students can be motivated to do tasks, and
those who are diligent can also help the lazy students to
do the task to be creative.
P3 Well, for the groups the students are usually and always
divided based on their motivation in learning English
or based on their quality of English writing. They are
divided into several mixed-level motivation groups.
Students with a high level of motivation in learning
English are expected to help them who have a low level
of motivation.
(Interview transcript, February 7th and 10th 2020, Participant 1, 2 and 3,

39
From the findings above, the teachers taught English writing trough
collaborative English writing activities such as making group discussion
in the classroom by dividing students into some groups consisting of
students with different learning style to make them actively engage in
peer correction, to motivate students each other in learning English
writing they give their peer correction. For example, when the teachers
asked their students to write a text, they can write in longer sentences and
paragraphs because they can share their ideas to be more creative by
giving feedback to each other.
Storch (2005) found that collaborative writing is better conducted
in the form of writing task fulfillment, complexity, and grammatical
accuracy. It helps the students to expand their ideas and allow them to
provide feedback with each other. Biria and Jafari (2013) found that in
Iranian EFL learners, collaborative writing exercises improved the
overall quality of the student writing, such as an improvement in students
writing skills, where the students could write a text by using more clauses
and be more creative. Therefore, collaborative English writing activity is
one of the solutions for teaching writing to junior high school students.
In other words, there are many benefits from collaborative
English writing activities such as the teachers can help students to
combine their ideas into writing assignments in a group. The students can
also learn to give corrective feedback related to their ideas in written

40
form, improve their motivation in learning to write in English, and also
improve their creativity in developing ideas.
Therefore, collaborative English writing activities by considering
aspects of motivation and students' understanding of learning English
writing can be the solution to deal with difficulties in teaching English
writing. Furthermore, the students can explore their ideas in written form
in a group so that they can motivate each other and can also share their
understanding of English writing assignments.
4.2.3 Exercises of English writing
Exercises of English writing can be the solution to make the
students improve their writing skills. Based on the interview result, the
researcher found that the teachers have this solution to overcome the
challenges in teaching English writing because students not only improve
their competences in writing skills but they were also practicing to make
sentences, and learn more about tenses inside and outside of the classroom,
such as the participants’ statements below:
Excerpt 10
P1 They are trained to make sentences by using

grammar that they have learned before and to
motivate the students in learning writing.
P2 When we teach present continuous tense, we can

relate it to the context, for example, ‘what are you
doing?’ or ask the students in Indonesian language
(bahasa) first, like “sedang apa kamu sekarang?”
41
They probably respond “Belajar bahasa Inggris”

Then, we asked the students to translate it into
English. Therefore, the English practice could be
based on the current situation.
P3 Related to grammar, it is based on the teaching

learning context. For example, we give an example
for present tense materials from daily activity.
Then, they are asked to practice for making
sentences.
(Interview transcript, February 7th and 10th 2020, Participant 1, 2 and

3, translated by the author.
Giving exercises to students was one of the solutions to overcome
the challenges in teaching writing to junior high school students. The
teachers give the exercise to students to train their grammar knowledge
and also to give them motivation so that want to write the sentences. It
can be done by using picture storybooks, then match the picture with
the sentence, fill incomplete sentences, and make more creative writing
materials.
Muhammad (2018) stated that to overcome challenges in
teaching writing, the teachers can try to ask their students to use the
internet and make more creative exercises for them to learning English
writing. Therefore, through a lot of writing exercises, the teachers can
help students improve their grammar and develop their ideas in written
form.
In other words, giving English writing exercises can be the
solution to overcome the challenges because when the teachers give
writing exercises after they explain materials in the classroom, students

42
are trained to develop their writing skills regularly, such as practicing to
make sentences based on the tenses. In present continuous tense, for
instance, the teachers can ask the students to make sentences based on
what they do at the moment. Another example that the teachers give to
the students’ picture story and list of activities, and then they are asked
to match the picture with the sentence, and also to fill in the incomplete
sentences.
CHAPTER 5
CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions
The study aims to identify and describe the challenges and solutions in
teaching English writing to junior high school students. Based on the
findings, there are seventh challenges faced by the teachers and three
solutions to overcome their challenges during teaching writing to junior high
school students. Those challenges are: 1) students’ poor English grammatical
competence, 2) students’ incapability of developing ideas for English writing,
3) students’ inadequate English vocabulary knowledge, 4) students’
demotivation to learn English writing, 5) insufficient time management to
teach English writing, 6) limited sources of English writing materials, and 7)
limited facilities to teach English writing. The solutions to cope with those
challenges are: 1) explicit teaching English vocabulary, 2) collaborative
English writing activities, and 3) exercises of English writing.
Therefore, by knowing the challenges encountered by the teachers in
teaching writing and the solutions to overcome the challenges during teaching
writing to junior high school students, it is recommended to improve
teachers’ performances in teaching writing such as the teachers are able in
identifying, preparing for improvement and evaluating for teaching and
learning English writing process. However, the solutions to overcome the
challenges can make the learning process in the classroom more effectively.
44
5.2. Suggestions
The limitations of this study were a single data collection technique
(semi-structured interview), focusing on in-service teachers’ perspectives,
describing the challenges and solutions in teaching English writing. First, this
study was only focused on challenges and solutions during teaching English
writing to junior high school students. For further research, it should be
covered the Teacher Professional Development (TPD) to obtain more
representative to describe the teachers’ development in teaching writing to
junior high school students. Next, this study only used a single data
collection technique namely interview. The next study should use triangulated
data collection such as document analysis, questioners and observation to
gain more confirmable data. In another limitation, this study only focused on
in-service teachers’ scope. For further research, it should expand the scope
such as to pre-service teachers and students. The last limitation, this study
simply described the challenges and solutions in teaching writing to junior
high school students. For the next study, using a critical analytical framework
should be an option.
REFERENCES
Abubakar Muhammad, H. (2018). Teaching and Learning English Language in

Nigerian Schools: Importance and Challenges. Teacher Education and
Curriculum Studies, 3(1), 10. https://doi.org/10.11648/j.tecs.20180301.13
Adas, D., & Bakir, A. (2013). Writing Difficulties and New Solutions : Blended
Learning as an Approach to Improve Writing Abilities PhD in teaching
English Language Methods , AL-Quds Open University. International
Journal of Humanities and Social Science. 3(9).
Ahlsén, E., & Lundh, N. (2007). Teaching Writing in Theory and Practice A
Study of Ways of Working with Writing in the 9th Grade. Stockholm
Institute of Education Department of Curiiculum Studies and
Communication.
Al-Badi, I. A. H. (2015). Academic writing difficulties of ESL learners. WEI

International Academic Conference Proceedings, (August), 63–76. Retrieved
from http://www.westeastinstitute.com/wp-content/uploads/2015/02/Ibtisam-
Ali-Hassan-Al-Badi-full-Paper.pdf
Al-Hammadi, F., & Sidek, H. M. (2015). 79. Academic Writing in the Yemeni
EFL Context: History, Challenges and Future Research. The effects of brief
mindfulness intervention on acute pain experience: An examination of
individual difference, 1, 167-174.
Ali, S. S., & Ramana, V. L. (2018). Academic writing challenges at Universities
in Saudi Arabia and solutions. International Journal of English Language
and Humanities, IV(X), 291–298.
Almubark, A, A. (2016). Exploring The Problems Faced By The Teachers In
Developing English Writing Skills For The Students In Saudi Arabia.
International Journal of English Language Teaching.V.4, No.10, pp.10-
23.
Al-Seyabi, F., & Tuzlukova, V. (2014). Writing Problems and Strategies : An
Investigative Study in the Omani School and University Context. Aisian
Journal of Social Sciences & Humanities, 3(4), 37–48.
Ariyanti, A. (2016). The Teaching of EFL Writing in Indonesia. Dinamika Ilmu,
16(2), 263. https://doi.org/10.21093/di.v16i2.274
Biria, R., & Jafari, S. (2013). The Impact of Collaborative Writing on the Writing
Fluency of Iranian EFL Learners. Journal of Language Teaching &
Research, 4(1).
Braun, V. and Clarke, V. (2006) Using thematic analysis in psychology.
Qualitative Research in Psychology, 3 (2). pp. 77-101. ISSN 1478-0887
45
46
Castillo-Montoya, M. (2016). Preparing for interview research: The interview

protocol refinement framework. Qualitative Report, 21(5), 811–831.
Copland, F., Garton, S., & Burns, A. (2013). Challenges in Teaching English to
Young Learners: Global Perspectives and Local Realities. TESOL
Quarterly, 48(4), 738–762. doi:10.1002/tesq.148
DeJonckheere M, Vaughn LM. (2019) Semi structured interviewing in primary
care research: a balance of relationship and rigour. Fam Med Com Health,
7:e000057. doi:10.1136/ fmch-2018-000057
Dombey, H. (2013). What we know about teaching writing. Preschool and
Primary Education, 1(1), 22. https://doi.org/10.12681/ppej.40
Dueraman, B. (2012). Teaching EFL writing : Understanding and Re- thinking the
Thai Experience. Journal of Alternative Perspectives in the Social Sciences,
4(1), 255–275.
Goundar, P. R. (2015). Vocabulary learning strategies of English as foreign
language (EFL) learners: A literature review. International Journal of
Humanities and Cultural Studies (IJHCS) ISSN 2356-5926, 2(2), 292-301.
Graham, S., Harris, K. R., & Beard, K. (2018). Teaching writing to young African
American male students using evidence-based practices. Reading & Writing
Quarterly. Advance online publication.
doi:10.1080/10573569.2018.1535775
Graham, S., & Hebert, M. (2011). Writing-to-read: A meta-analysis of the impact
of writing and writing instruction on reading. Harvard Educational
Review, 81, 710–744.
Hidayati, K. H. (2018). Teaching Writing to EFL Learners : An Investigation of
Challenges Confronted by Indonesian Teachers. Journal of Assosiation for
Arabic and English. 4(1), 21–31.
Hyland, K. (2003). Second Language Writing. The Press Syndicate of The
University of Cambridge.
Ibrahim, S., Md Yunus, M. A., & Mohd Khairi, M. T. (2017). Teaching Academic
Writing for Engineering Students : Challenges and Recommendations.
International Journal of Education, Phychology and Counseling, 2(5), 160–
169.
Karki, T. (2019). Writing Instruction in Secondary Schools: Unraveling Practices
and Challenges. Journal of NELTA Gandaki, 1(2007), 108–118.
https://doi.org/10.3126/jong.v1i0.24465
Leki, I. (2001). Material, educational, and ideological challenges of teaching EFL
writing at the turn of the century. International Journal of English
Studies, 1(2), 197-209.
Liaghat, F., & Biria, R. (2018). A comparative study on mentor text modelling
47
and common approaches to teaching writing in Iranian EFL context.

International Journal of Instruction, V.11(3), 701–720.
https://doi.org/10.12973/IJI.2018.11347A
Miftah, M. Z. (2015). Enhancing writing skill through writing process
approach. Journal on English as a Foreign Language, V5(1), 9-24.
Nakagawa, H., & Leung, A. (2020). The Effects of Implicit Learning on Japanese
EFL Junior College Students' Writing. International Journal of
Instruction, 13(1).
Nassi, A., & Nasser, A. (2018). Teaching the Writing Skill To Yemeni Efl
Learners : South -Asian Journal of Multidisciplinary Studies, 3(6), 191–203.
Rovikasari, M., & Supriyadi, S. (2019). An Analysis Of EFL Teachers ’ Beliefes
About Teaching Writing and Their Practices in Vocational School. 3rd
English Language and Literature International Conference. P.146–154.
Salma Scholar, U. (2015). Problems and Practical Needs of Writing Skill in EFL
Context: An Analysis of Iranian Students of Aligarh Muslim University.
IOSR Journal Of Humanities And Social Science Ver. III, 20(11), 74–76.
https://doi.org/10.9790/0837-201137476
Storch, N. (2005).Collaborative writing: Product, process, and students’
reflections. Journal of Second Language Writing, 14(3), 153–
173. doi:10.1016/j.jslw.2005.05.002
Widiati, U., & Cahyono, B. Y. (2006). The Teaching of Efl Writing in the
Indonesian Context : the State of the Art. Jurnal Ilmu Pendidikan. P. 139–
150.
Widodo, H, P. (2014). Methodological Considerations In Interview Data
Transcription. International Journal of Innovation in English Language.V.3.
Yin, R, K. (2018). Case Study Research and Applications : Design and Method
(6th ed.). Thousand Oaks, CA: Sage Publications.
Yu, S., Zhou, N., Zheng, Y., Zhang, L., Cao, H., & Li, X. (2019). Evaluating
student motivation and engagement in the Chinese EFL writing context.
Studies in Educational Evaluation, 62, 129–
141. doi:10.1016/j.stueduc.2019.06.002
ENCLOSURES LIST
Enclosure 1 Consent Form

Participant 1
48
49
Participant 2
Participant 3
50
Enclosure 2 Lembar Penetapan Proyek Tugas Akhir S-1

51
52
53
54
55
56
Enclosure 3 Interview Protocol

A. Challenges of Teaching writing
1. Students’ prior knowledge (Latar belakang pengetahuan peserta didik)
2. English writing competences knowledge (Pengetahuan kompetensi
menulis bahasa Inggris)
3. Instructional Media (Media pembelajaran)
4. Types of English writing tasks (Jenis tugas menulis bahasa Inggris)
5. Students’ motivation in learning English writing (Motivasi siswa dalam
belajar menulis bahasa Inggris)
6. Resources of teaching English writing (Sumber daya pengajaran menulis
bahasa Inggris)
7. Classroom management (Manajemen kelas)
8. Teachers’ corrective feedback (Umpan balik korektif guru)
9. Technological use (Penggunaan teknologi)
B. Potential solutions of teaching English writing
1. Consulting to smart phone-based English dictionary (Merujuk kamus
bahasa Inggris di ponsel)
2. Explicit teaching English vocabulary (Mengajarkan kosakata bahasa
Inggris secara eksplisit)
3. Designing a small group discussion of students (Merancang kelompok
diskusi kecil peserta didik)
(Adapted from, Ali & Ramana, 2018 ; Almubark, 2016)

57
Enclosure 4 Transcript of Interview

Interview Transcript of First Participant
Date : February 7th , 2020
Participant : An English Teacher in Eight grade
Utterances Initial Codes

I : Assalamu’alaikum bapak
P : Wa’alaikum salam
I : Terimakasih atas kesediaannya waktu bapak
untuk melakukan wawancara dengan saya. bisa
kita mulai proses wawancara nya pak?
P : Ya, bisa
I : Bapak, sudah berapa lama mengajar bahasa
Inggris?
P : Saya sudah mengajar 22 tahun
I : Dimana bapak pertama kali mengajar?
P : Di SMP ini, langsung disini sampai sekarang
I : Baik bapak, Terkait pengajaran Bahasa Inggris
bapak, Apakah ada tantangan saat mengajar
keterampilan menulis bahasa Inggris di SMP?
P : Tantangan mengajar writing satu terkait dengan Students’ inadequate
kosakata yang kedua tentang struktur atau English vocabulary
grammar dan motivasi anak-anak disini itu knowledge
bervariaitif, seperti pertama tantangan mengajar Students’ poor English
writing itu kan vocabulary, tantangan nya itu grammatical
kurang motivasi, di SMP kita sangat kurang competence
motivasi dan terbatasnya anak untuk memahami Students’ demotivation
kosakata, anak-anak itu tidak konsisten dalam to learn English writing
menghafal kosakata, seperti anak sulit Limited facilities to
memahami kata “pergi” kan itu beda bahasa teach English writing.
Inggrisnya sebelum pergi dan sesudah pergi.
karena memang itu rananhnya, disekolah itu kan
terbatas untuk mengahafal kosakata. Kemudian
juga terbatasnya kemampuan konsistensi guru
didalam hal memantau kebiasaan-kebiasaan
anak, misalnya menciptakan lingkungan
berbahasa Inggris dikelas itu kan, nah itu yang
menjadi tantangan-tantangan utamanya. Err dan
terbatasnya anak membawa kamus. Orang tua
juga kurang memperhatikan hal itu, karena dari
sekolah untuk ketersediaan kamus itu terbatas.
Sebetulnya, motivasi itu tergantung kita ya,
bagaimana kita memotivasi siswa untuk belajar
58
menulis bahasa Inggris.

I : Selain itu, apakah dalam mengajarakan menulis
dari segi grammar bapak memiliki tantangan
khusus? Jika iya, bisa dijelaskan.
P: Ketika kita mengajar itu tidak fokus ke masalah Insufficient time
struktur. Jadi tidak fokus seperti dulu, kalo management to teach
sekarang itu tergantung teks yang diterangkan English writing
pada hari itu, tema nya tidak runtut kalo saat ini.
Ketika mengajarkan procedure teks kan anak Students’ poor English
belajar menggunakan present tense, ketika masuk grammatical
materi narrative kan past tense seperti itu. Dari competence
kurikulum juga sekarang siswa hanya difokuskan
untuk belajar terhadap tema yang ditemukan Limited sources of
pada hari itu, guru kadang-kadang juga English writing
terlewatkan waktu untuk mengajar menulis, jadi materials
hanya pada cukup anak-anak memahami materi
itu dan hanya sepintas tentang itu. Euu, mencari Students’ incapability of
bahan ajar seperti kreativitas guru itu juga developing ideas for
menjadi tantangan karena guru harus bisa English writing
menarik siswa supaya termotivasi untuk belajar
bahasa Inggris. Seperti mencari buku cerita Students’ demotivation
bergambar yang menarik untuk supaya euu anak to learn English writing
itu termotivasi untuk menulis. Permasalahan juga
ada saat siswa membuat teks, seperti ketika saya
menjelaskan terkait coba anak menceritakan
kegiatan sehari-hari saja dengan menggunakan
simple present tense kan, kembali lagi ya
kedalam kurangnya pengetahuan kosakata itu
kan, jadi anak juga tidak bisa mengembangkan
ide mereka untuk menulis, memahami form
penulisannya anak-anak itu bingung. Walaupun
saya sudah menjelaskan intruksinya, saya sudah
kasih clue tentang contoh kata kerja yang bisa
digunakan ini itu ini itu, tetap saja anak itu
bingung dan terlihat sulit untuk menulis. Untuk di
SMP ini ya memang kurang motivasinya, tidak
semua siswa hanya kebanyakan siswa itu kurang
motivasi dalam writing seperti siswa kesulitan
saat diperintahkan untuk merancang ide mereka
seperti membuat outline itu misalnya teks
recount, saya menyuruh siswa atau anak-anak
gitu ya menulis misalkan tentang holiday dan
dari kata itu anak-anak menulis kata untuk
dikembangkan menjadi kalimat seperti “I went to
Bandung last week, saya pergi ke kebun binatang
kemarin “I went to the zoo yesteday” nah kan
59
setelah itu anak-anak itu sulit lagi

mengembangkan ide dalam bahasa Inggris itu
sebelum ke teks itu kan ya, dari sana juga anak-
anak itu kesulitan malas gitu siswa itu untuk
mengembangkan ide karena ya motivasi mereka
anak-anak itu kecil.
I : Selanjutnya, bagaimana tantangan yang dihadapi
bapak saat mengajar menulis jika dilihat dari
latar belakang siswa?
P : Nah, kalo dari latar belakang siswa jelas, kalo Students’ demotivation
ini kan apa, di kota tetapi berada di daerah to learn English writing
pinggiran yang notaben nya keluarga
menengah kebawah. Sehingga, untuk belajar
bahasa Inggris itukan minimal anak itu punya
kamus dan dia mau istilah nya mencoba belajar
dari teks-teks harus mandiri. Dan karena
keterbatasan waktu mengajar disekolah itu,
partisipasi anak kurang, karena menulis bahasa
Inggris itu dianggap pelajaran yang sangat
sulit, kan harusnya enjoyable kan gitu, fun.
Beda dengan listening, kalo saya mengajar
listening bisa dengan menguunakan sing a song
sehingga anak merasa tertarik untuk belajar,
tidak seperti writing siswa kurang
berpartisipasi dan motivasinya juga kurang.
I : Dari jenis tugas yang diberikan kepada siswa

dalam pengajaran menulis, apakah ada jenis
tugas teks atau topik dalam teks yang sulit untuk
diajarkan kepada siswa? Jika ada bisa
dijelaskan.
P : Kalo tugas-tugas saya kira kan kita itu tugas itu Limited sources of
seperti cerita bergambar, sebetulnya siswa bisa English writing
menggunakan internet untuk mencari bahan ajar materials
atau istilah nya tema yang diajarkan pada waktu
itu. Tantangan nya, ketika saya umpanya saya Students’ demotivation
menjelaskan procedure teks. Misalnya, to learn English writing
memberikan arahan kepada anak untuk coba cari
cara membuat nasi goreng, nah tantangan nya
seperti dari kurang nya materi dalam textbook Limited facilities to
dan kemauan anak-anak untuk mencari contoh teach English writing
step-step itu kurang, karena disekolah itu ada
aturan tidak boleh membawa handphone jadi Students’ inadequate
siswa itu kesulitan juga kan untuk mencari English vocabulary
contoh tulisan di internet. seperti mencari contoh knowledge
kalimat, text atau materi yang tidak tersedia di
60
buku paket, jadi kalo dibiarkan belajar mandiri

saat menulis itu sulit karena ya anak-anak
bingung sedangkan kan dizaman yang serba
canggih ini hp bisa digunakan untuk proses
pembelajaran kan sebenarnya. Karena terkadang
anak-anak itu salah memanfaatkan saat
membawa handphone, seperti saat belajar ada
yang malah main game kan seperti itu. Hal ini
juga berpengaruh kan saat memberi instruksi
dalam memberikan tugas menulis menggunakan
bahasa Inggrispun menjadi tantangan, karena
siswa tidak kadang fokus bermain handphone
apalagi bahasa Inggris kan merupakan bahasa
asing ya di kita itu jadi sulit dipahami siswa
seperti itu anak-anak menulis kalimat atau
membuat teks recount mereka itu terlihat pusing
karena asing sekali bahasa Inggris itu di kita.
Seperti ketika saya menerangkan atau menyuruh
untuk menulis tugas menggunakan bahasa
Inggris ya anak-anak itu siswa kan ya tidak
paham jadi harus pake bahasa Indonesia dulu
atau bahasa Inggris langsung diartikan sama
saya saat dikelas itu ya biar anak-anak paham
karena mereka itu disini ya bahasa Inggris itu
kosa kata ya kurang jadi banyak terlihat
kebingungan anak itu saat saya menggunakan
bahasa Inggris dikelas itu .
I : Selain memberi instruksi, apakah ada kendala

saat bapak memberikan umpan balik terhadap
tugas siswa dalam menulis?
P : Kendala ada, terkait dengan seperti ketika Students’ demotivation
memberikan tugas ke anak-anak itu kan tidak to learn English writing
semua mengerjakannya, dan keterbatasan anak
memiliki perangkat-perangkat pembelajaran Limited facilities to
bahasa Inggris, misalnya di rumah tidak teach English writing
mempunyai kamus kadang-kadang anak juga
malas kan gitu untuk menulis karena mereka Students’ inadequate
tidak mengetahui kosakata bahasa Inggris apa English vocabulary
yang ingin mereka tulis. Nah itu tantangan knowledge
bagi saya tentang bagaimana anak-anak didik
itu termotivasi untuk belajar bahasa Inggris Insufficient time
seperti itu. Gini, kalo pembelajaran writing management to teach
kadang-kadang kan ya tidak tuntas nya materi English writing
yang harusnya pada waktu itu tuntas, tapi
karena kendala-kendala itu anak-anak itu Students’ demotivation
61
bervariatif gitu ya, ada yang memang tuntas to learn English writing
dikerjakan pada waktu pembelajaran bahasa
Inggris ada juga yang memang tertinggal.
Kesulitannya, harus pandai-pandai
bagaimana mengsiasati memberi motivasi
anak ketika anak yang low dan high
pemahaman dalam memahami tugas tersebut
ada yang cepat ada yang lambat, ini memang
yang kelas heterogen ini harus ada
pengayaan. Sulitnya konsisten dalam
mengadakan program pengayaan itu, karena
kan tidak merata.
I : Selain itu, untuk perbedaan cara belajar siswa

dikelas, apakah ada beberapa hal yang menjadi
tantangan saat mengajar menulis bahasa
Inggris?
P : Ya kalo bicara terkait dengan tantangan dan Students’ demotivation
kemampuan anak dalam menangkap to learn English writing
pembelajaran itu sendiri ya, sebetulnya kalo di
urai itu panjang. Karena memang target nya Insufficient time
anak itu mengerti dan paham materi saja ya management to teach
seperti itu dan indikator nya diuji dengan nilai English writing
jadi tidak ada tantangan khusus dalam hal ini.
Jadi kita hanya, ketika menjelaskan materi dan Students’ inadequate
diakhir saya uji paling cuma tantangan nya itu English vocabulary
bagaimana anak yang low nilai nya itu bisa knowledge
mengikuti anak-anak yang diatasnya dengan
remedial dan pengayaan. Cuma keterbatasan kita
dalam waktu, misalkan ketika pulang kemudian
anak yang low itu dipisahkan dan diberikan
pengayaan juga kan anak sekarang itu kan ikut
bubar. Yang jelas memang culture dan disini
serba pas-pasan yang menjadi tantangan khusus
itu. Pengalaman siswa juga kurang, karena
bahasa Inggris itu menjadi bahasa yang sulit
dipelajari kan, apalagi untuk menulis susah
banget. Karena minimnya kosakata yang
dikuasai. Di kurikulum sekarang juga kurang
untuk praktik belajar menulis bahasa
Inggris.Kalo sekarang kan hanya yang 5M itu
apa seperti mengamati, menanya, mengumpulkan
informasi, mengasosiasi dan mengkomunikasikan
materi.
I : Berdasarkan tantangan-tantangan yang sudah
disebutkan tadi. Bagaimana solusi yang dapat
62
mengatasi masalah tersebut?

P : Untuk solusi, harus sinergik antara kebutuhan Exercises of English
siswa dan sarana yang disediakan sekolah, writing
pertama dari pihak sekolah sudah
menginformasikan bahwa setiap anak itu
harus membawa 1 kamus dan orang tua
mengupayakan untuk menyediakan fasiltias
seperti kamus manual maupun elektronik.
Kemudian ada juga, dilatih untuk membuat
kalimat dengan menggunakan grammar yang
dipelajarinya dan memberikan motivasi
kepada siswa terkait pembelajaran writing
tersebut.
I : Apakah diskusi kelompok menjadi salah satu

solusi untuk mengatasi tantangan proses
mengajar writing dikelas?
P : Ya, itu merupakan solusi seperti pembagian Collaborative English
kelompok nya kita deteksi dulu siswa yang writing activities
paham dan yang tidak terhadap materi menulis
itu kan ya, kemudian dicampur dari yang high
sampai low itu ada agar siswa yang low dapat
terbantu pemahaman nya seperti itu, jadi bisa
saling membantu dan memberikan feedback gitu.
I : Apakah penggunaan kamus elektronik dan
menggunakan internet saat proses belajar bahasa
Inggris bisa menjadi solusi untuk mengatasi
tantangan tersebut?
P : Oh ya. Saya membolehkan siswa untuk
menggunakan kamus di handphone saat
pelajaran bahasa Inggris, walaupun dari
lembaga belum dibolehkan. Tapi baru-baru ini
saya memperbolehkan siswa untuk menggunakan
kamus dan internet saat belajar bahasa Inggris,
khususnya dalam proses menulis, kalo sebelum-
sebelumnya saya tidak mengizinkannya. Karena
sudah berkembangnya teknologi, aplikasi sudah
banyak di hp. Makanya untuk pelajaran saya,
baru-baru ini dijadikan untuk membawa hp yang
penting bisa digunakan untuk pembelajaran
bahasa Inggris kan gitu.
I : Apakah ada solusis khusus yang dapat dijadikan
saran untuk guru-guru masa depan dalam
mengatasi tantangan mengajar menulis?
P : Untuk guru, solusi nya itu bisa dari seperti tadi Exercises of English
cerita bergambar itu, kemudian ada kegiatan writing
63
mencocokan gambar dengan kalimat, mengisi

kalimat yang belum lengkap dan lebih kreatif
dalam membuat atau memilih materi penulisan
yang lebih menarik seperti itu.
I : Baik bapak, terimakasih sudah bersedia menjadi
partisipan dan melakukan wawancara hari ini.
Mungkin, cukup sekian untuk pengambilan
data ini pak. Terimakasih banyak.
P : iya, mangga. Sama-sama.
Interview Transcript of Second Participant

Date : February 7th , 2020
Participant : An English Teacher in Ninth grade
Utterances Initial Codes
I: Assalamu’alaikum, ibu. Sebelumnya,
terimakasih atas ketersediaan waktu ibu untuk
melakukan wawancara hari ini. Bisa kita
mulai wawancara nya, bu?
P : Wa’alaikumsalam. Ya, boleh silahkan.
I : Ibu sudah berapa lama mengajar bahasa
Inggris di SMP ini?
P : Pertama ngajar mulai ngajar bukan hanya di
disini. Pertama di SMP Imanuel, terus di
SMP 4, terus SMP Galunggung. Cuma di
angkat di SMP ini, jadi mulai lagi kuliah teh
udah mulai ngajar.
I : Perihal, mengajar menulis. Apa saja
tantangan yang ibu hadapi selama mengajar
di kelas pada siswa SMP?
P : Tantangan nya dari cara menulis, karena Students’ poor English
cara menulis itu pengucapan. Pengucapan grammatical competence
misalnya saya mengucapkan kata “division”
atau kalimat seperti “I will go to school by Students’ incapability of
motorcycle” kemudian meminta anak itu developing ideas for
untuk menulis kata itu. Nah itu kan sulit English writing
mereka itu jadi harus tahu nulis nya dulu.
Pola struktur nya, anak-anak itu sulit
mengingat pola struktur tersebut jadi nulis
juga sulit kan suka terlihat bingung anak-
anak kalo saya meminta menulis kalimat
atau kata itu, seperti itu.
I : Selain itu, jika dilihat dari segi latar belakang
64
siswa, apakah ada tantangan saat mengajar

menulis bahasa Inggris?
P : Iya pasti, kalo anak misalnya di lesin sama
orang tuanya, tidak terlalu sulit untuk
mengajar, di SD nya yang sudah ada
pelajaran bahasa Inggris pasti tidak terlalu
sulit. Tapi kalo gak ada, sekarang kan
apalagi tahun sekarang tidak ada pelajaran
bahasa Inggris di SD dihilangkan.
Bagaimana nanti di SMP belajar bahasa
Inggris, khususnya menulis akan menjadi
masalah dan sulit untuk diajarkan ke anak-
anak, langsung ke belajar writing begitu.
I : Selain itu, dari segi metode, apakah ada
metode yang sulit ketika ibu mengajar menulis
bahasa Inggris?
P : Ya, ada yang paling sulit satu terkait dengan Students’ poor English
struktur. Karena kalo nulis itu kita harus grammatical competence
tahu struktur. Kalo structure nya gak tahu,
susunan nya susah karena dalam bahasa
Inggris susah nya apa dalam belajar anak,
kata kerja itu ada 4. Seperti ada past tense,
present tense, future, present continuious
tense kan susah itu anak berubah-rubah gitu.
Misalnya, saya belajar bahasa Inggris, saya
sedang tetep belajar bahasa Inggris, saya
sudah belajar bahasa Inggris. Kalo Inggris
kan study, studies, studied, studying, nah itu
susah nya itu susah untuk mengaplikasikan
nya. Jadi anak mah kalo pengen bahasa
Inggris nya pinter satu harus euu apa euu
ada kemauan terus ada kemauan untuk
belajar bahasa Inggris itu apa ya harus mau
dulu belajar nya gitu, ya kalo tidak suka
terus tidak suka. Harus ada motivasi untuk
belajar. Saya senang pelajaran bahasa
Inggris, itu pasti dia bisa.
I : Selanjutnya ibu, selain dari metode. Dari segi

media pembelajaran dikelas. Bagaimana
media pembelajaran bahasa Inggris yang
digunakan disini? Apakah ada tantangan nya
dalam penggunaan media tersebut?
P : Ya media, media itu kalo menerangkan. Kalo Limited facilities to teach
menerangkan kalo ditulis dengan pake English writing
media. Kalo media kan cuma dilihat, tapi
65
kalo menulis dipapan tulis misalkan

penggunaan structure nah gampang gitu
dihapus sama kita nya, tapi kalo pake media
harus anu anu, apalagi kalo apa mati lampu
ada apa nah itu. Tidak semua, nah
bagaimana tergantung apa bahan pelajaran
mau diajarkan dilihat dulu, ini bagus nya
pake media atau pake whiteboard ditulis itu
gitu. Proyektor juga ada yang kurang, terus
ya kadang mati listrik terus ini kurang anu
kurang anu. Tidak semua kelas ada dan bisa
menggunakan proyektor.
I : Selain itu,ketika ibu memberikan tugas kepada
siswa. Apakah ada jenis tugas yang ibu rasa
sangat sulit diberikan kepada siswa, seperti
dari segi teks dan topik menulis nya? Jika ada,
bisa dijelaskan.
P : Yang paling sulit itu, yang paling susah ya itu Students’ poor English
kalo yang ngajar bahasa Inggris yang paling grammatical competence
susah itu apa saya mengajarkan structure.
Misalkan, jenis teks itu kan ada 5 sekarang. Limited sources of English
Dulu mah waktu ibu ngajar di SMP belum writing materials
ada yang itu. Sekarang mah report, ada euu
apa ada descriptive ada recount ada Students’ incapability of
procedure ada narrative nah sekarang mah developing ideas for
itu. Jadi mengajar menulis sekarang mah English writing
harus tahu ciri-ciri nya lalu di terangkan ke
anak teh itu jadi terangkan nih ciri nya Insufficient time
narrative gini, pokonya dongeng narrative management to teach
cukup itu saja. Jadi ya udah, kalo dongeng English writing
itu teks narrative itu udah pasti nah harus
sekarang. Sulitnya itu dalam menjelaskan Students’ inadequate
materi. Contohnya menjelaskan paragraph English vocabulary
dalam teks dan bertanya kepada anak satu knowledge
tentang apa itu nah anak-anak kan gak tahu,
paragraph dua menceritakan apa itu. Main
idea, masih belum bisa anak-anak susah
untuk menentukan main idea setiap
paragpragh itu apa nah itu susah untuk
mengembangkan ide juga kan berdampak
jadi terlihat pusing anak itu.Dari ke 5 teks itu
ya hampir sama, cuma beda tenses nya aja.
Kalo misalkan descriptive menggunakan
present tense, kalo narrative itu pasti past
tense nah gitu udah aja gitu cara ke anak
ngajar mah. Sulitnya itu tenses itu anak itu
66
gak tau cara menggunakan kata kerja gitu.

Hampir kelemahan anak itu gak tau kata
kerja, ini harus kalimat ini menggunakan
kata kerja keberapa. Kan sekarang mah saya
juga tidak boleh ngajar seperti yang dulu
guru-guru. Sekarang mah harus
menerangkan tenses harus ada yang ada
didalam teks, begitu saja, dulu mah ibu gak
pernah. Jadi sekarang mah sesuai tema yang
diajarkan misalkan tentang apa nah
langsung disitu ada ini teks menggunakan
present tense atau past tense, nah itu jadi
kadang-kadang tidak fokus present tense
sekarang gak gitu, kalo dulu mah ibu waktu
di sekolah guru ibu menerangkan belajar
menulis bahasa Inggris teh sampai ingat
sekarang cara nya teh begitu. Jadi dulu mah
tidak menggunakan diteks. Langsung,
misalkan past tense adalah pekerjaan yang
sudah dilakukan, kata kerjanya harus
menggunakan kata kerja ke dua, to be nya
hanya satu yaitu did, dulu mah gitu.
Sekarang mah anak-anak susah, coba ini teks
apa gak tau, karena apa tidak seperti itu,
guru tidak boleh menerangkan seperti itu,
karena langsung ada teks nya tidak
menerangkan tenses terlebih dahulu. Apalagi
waktu mengajar menulis sedikit sekarang itu,
padahal menulis itu kan banyak tahapan-
tahapan nya seperti siswa harus latihan dulu,
menulis kata menjadi kalimat, kalimat
menjadi paragraph kan ya gitu. Sekarang
hanya bertanya kepada siswa “ini teks
apa?” dan menjelaskan kalo ada kata did
dalam teks itu oh berarti past tense.
Sekarang anak-anak misalnya kata kerja
pertama drink kata kerja ke dua nah itu anak
gak tahu. Anak-anak gampang lupa apa yang
sudah diberi tahu tentang kata kerja itu.
I : Berhubungan dengan pemberian tugas

menulis ibu, apakah ada kesulitan ketika ibu
memberikan umpan balik atau feedback
terhadap tugas siswa?
P : Udah aja suruh apa euu satu anak-anak Students’ inadequate
sekarang mah susah di suruh PR, dikerjakan English vocabulary
67
disekolah. Jadi susah anak apalagi ada hp, knowledge

jadi susah diberitahu. Di kurikulum sekarang
kan anak-anak gak boleh dikasih PR, jadi Students’ poor English
saya bingung kan. Tapi saya suka grammatical competence
memberikan PR, tapi tidak terlalu banyak
dikasih PR untuk melatih dan mengingat
kembali materi. Sulitnya, memberikan umpan
balik dari tugas yang diberikan ke anak
dalam bentuk PR, karena ya itu kadang-
kadang tidak bisa, kadang-kadang
dikerjakan sama teman nya disekolah jadi
susah sekarang mah. Ya jadi mengartikan
main idea dari tulisan anak itu kadang-
kadang bingung, karena kosa kata dan
struktur penulisan mereka kurang jadi
kurang dipahami juga hasil tugas nya.
I : Dari pemberian umpan balik tersebut, jika
kembali dilihat dari tujuan pembelajaran
dalam RPP, apakah ada kesulitan saat ibu
memberikan tugas dengan tujuan
pembelajaran yang harus dicapai siswa?
Jika ada bisa dijelaskan.
P : Oh tentu saja. Ada banyak hal dalam writing Students’ incapability of
ya satu writing itu apa. Satu misalnya dalam developing ideas for
ujian ada menyusun kalimat menjadi English writing
paragraph, jadi jarang ulangan writing,
paling latihan. Menulis ya, misalnya
menyusun kata menjadi kalimat, menyusun
kalimat menjadi paragraph jadi itu harus tahu
ciri-cirinya, nah dalam menyusun kalimat
menjadi paragraph kesulitan anak-anak itu.
Jadi ketika menerangkan materi itu basic
pengetahuan anak-anak dalam writing itu
kurang. Jadi gini, tujuan belajar bahasa
Inggris itu apa, untuk memahami teks bacaan,
untuk bisa menulis, apa supaya bisa ngomong.
Sekarang mah jadi langsung, tujuan
pembelajaran itu gak dikhususkan writing
siswa harus bisa ini ini gak gitu, jadi tidak
spesifik sekarang mah tujuan pembelajaran
nya gitu.
I : Selanjutnya, apakah ibu suka memberikan
peluang kepada siswa untuk latihan menulis
bahasa Inggris untuk mengembangkan ide
dan apa tantangan yang ibu hadapi saat
memberikan peluang latihan tersebut?
68
P : Iya, suka. Misalnya seperti daily activity kan Students’ inadequate

menulis, jam berapa bangun, mandi, terus English vocabulary
pergi ke sekolah jam berapa, suka ngasih. knowledge
Tantangan nya itu, cara nulis nya yang gak
bisa misalnya bangun itu apa sih, mandi itu Students’ demotivation to
apa sih nah itu mereka tidak tahu kosa kata learn English writing
nya. Gaya belajar siswa dalam menulis juga
beda, jadi ya yang siswa motivasi nya bagus Students’ poor English
dia memperhatikan, tapi yang gak suka ya grammatical competence
cuek gitu, sekarang mah gitu. Dalam
grammar juga kurang, karena anak sulit
memahami structure untuk menuliskan ide
mereka dalam tulisan karena sekarang
banyak nya reading misalnya siswa mehami
isi teks ini itu, gak ada khusus writing, cuma
ada cirinya misal nya descriptive apa,
dongeng narrative menggunakan apa,
procedure ciri nya apa menggunakan apa
gitu.
I : Berhubungan dengan latihan menulis tersebut,
dari segi fasilitas apakah ada yang menjadi
hambatan untuk ibu saat mengajar dikelas?
P : Untuk fasilitas itu tergantung mata Limited facilities to teach
pelajarannya, misalkan anak di suruh bawa English writing
handphone di pelajaran bahasa Inggris, itu
akan mengganggu ke pelajaran lain karena Limited sources of English
tidak semua guru memperbolehkan siswa writing materials
membawa handphone. Kalo ibu tergantung
subjek nya, misalnya kalo subjek nya
tentang things around us nah silahkan kalo
gak ada yang gak tahu bisa buka
handphone, kalo yang betul-betul perlu
bawa handphone itu bawa, tapi kalo gak
mah tidak saya tidak pernah mengizinkan
mereka membawa hp kalo tidak perlu. Dari
fasilitas buku sudah memadai, cuma
sekarang buku nya gini banyak nya essay
kalo ujian semua multiple choice, kalo buku
latihan multiple choice itu sedikit buku-
buku sekarang. Ujian kita multiple choice
gak ada essay.
I : Selain tantangan-tantangan mengajar menulis
bahasa Inggris, bagaimana solusi yang ibu
lakukan untuk mengatasi tantangan –
tantangan tersebut?
P : Ya kadang-kadang solusinya, kalo ibu Exercises of English
69
kadang-kadang ngajar secara otodidak. writing

Untuk supaya ngerti. Coba hafalkan
kosakata, misalnya nih siswa pake bahasa
Indonesia dulu lalu dibahasa Inggriskan
ditulis, misalkan saya sedang belajar tinggal
dirubah satu persatu, misalkan “sedang”
pake present continuous jadi “I am studying”
sekarang saya lagi diterangkan sedang
makan, tidur, bermain, menulis, jadi I am
sleeping, I am eating, I am playing, I am
writing. Jadi gitu, secara otodidak, jadi oh
kalo sedang teh semua harus pake ing ini to
be ny itu kalo I itu am kalo you, we, they itu
to be nya are. Kalo udah gitu, ngomong
apapun kalo sedang dilakukan itu yang harus
di pakai itu kosa kata menggunakan ing, jadi
itu termasuk kedalam pembelajaran kosa
kata secara langsung. Misalkan saya sedang
bermain, tambah lagi kata nya misalnya
kamu mau main apa, itu vocab untuk
menambah pengetahuan vocab anak,
misalnya kamu lagi makan, makan apa, mau
bubur mau bakso tambahkan aja tambahkan
lagi nah itu untuk menambah vocab.
Misalnya saya sedang makan bakso, anak
bertanya bu bakso itu apa, meatball. Nah itu
kan nambah pengetahuan vocab anak. Jadi
caranya itu, diberikan latihan-latihan untuk
mengembangkan kosa kata siswa.
I : Selain solusi tersebut, apakah diskusi
kelompok bisa dijadikan solusi untuk
mengatasi tantangan – tantangan tersebut?
P : Ya, tentu saja bisa, tapi kadang-kadang tidak Collaborative English
semua anak bekerja. Untuk pembagian writing activities
kelompoknya dibagi-bagi misalnya anak itu
kan ada yang malas ada yang tidak. Itu
digabungkan agar yang malas terbawa
semangat termotivasi untuk mengerjakan
tugas dan yang rajin bisa membantu mereka
memberi motivasi ke yang malas itu gitu
agar lebih kreatif.
I : Apakah menggunakan kamus juga menjadi
salah satu solusi untuk mengatasi tantangan
dalam mengajar menulis bahasa Inggris?
P : Ya, dulu mah kalo yang remidial ibu suka
memerintahkan beli kamus 1, 1 kamus 5 Exercises of English
70
orang. Hanya sekarang mah tidak boleh writing

seperti itu. Jadi kalo anak yang tidak
mempunyai kamus, ibu memperbolehkan Explicit teaching English
mereka untuk membawa dan menggunakan vocabulary
kamus yang ibu bawa. Yang penting itu lihat
dulu topiknya, misalnya things around us,
suruh aja keluar semua, cari benda apa
inggriskan, yang ada diperpustakaan, di
kantin, yang ada diruang guru apa. Anak
disuruh cari tahu dulu apa bahasa Inggris
nya misalnya batu apa nah anak disuruh cari
dulu, kalo mereka gak tau bisa lihat dikamus
yang dibawa ibu. Jadi tidak selamanya
ngajar writing harus didalam kelas,
tergantung topik pembelajaran. Kalo ngajar
present continous tense langsung aja misal
“what are you doing now?” atau dalam
bahasa Indonesia dulu “sedang apa kamu
sekarang?” belajar bahasa Inggris, ayo
Inggriskan jadi kejadian waktu itu kita di apa
euu di inggriskan nya gitu. Jadi euu biar
cepet ngerti. Terus euu misalnya ada anak-
anak lagi bermain. Kita berkata “look at
outside”, oh they are playing football, jadi
berikan latihan yang berhubungan dengan
kejadian pada waktu itu. Berikan anak-anak
motivasi, misalnya kamu harus bisa bahasa
Inggris, nanti kalo bisa bahasa Inggris kamu
bisa ini, kamu bisa bekerja di perusahaan
luar negeri, misalnya.
I : Baik ibu, terimakasih sudah bersedia menjadi

participant dalam penelitian saya dan
terimakasih sudah menjawab pertanyaan
penelitian saya. Mungkin, cukup sekian ibu.
Terimakasih.
71
Enclosure 5 Surat Keputusan

72
Enclosure 6 Kartu Bimbingan Skripsi

73
74
75
BIOGRAPHY
Name : Amelia Nurbani Amin

Place and Date of Birth : Tasikmalaya, 12th of Desember 1999
Sex : Female
Hobby : Traveling and watching movies
Religion : Islam
Nationality : Indonesia
Address : Kp. Nagrak RT/RW 003/008
Kelurahan Sindangraja
Kecamatan jamanis Kabupaten
Tasikmalaya 46461
Education : 1. Elementary School graduated
from MI Sindangraja (2012)
2. Junior High School graduated
from SMPT Darussalam Islamic
Boarding School (2014)
3. Senior High School graduated
from SMAT Darussalam Islamic
Boarding School (2018)
4. English Education Department
Siliwangi University (2023)
76
77

Example Thesis

Uploaded by

Copyright:

Available Formats

You might also like

Example Thesis

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Example Thesis

Uploaded by

Copyright:

Available Formats

FLASHCARD AS A MEDIA IN TEACHING ENGLISH VOCABULARY

FOR YOUNG LEARNERS: A CLASROOM ACTION RESEARCH

Submitted to Fulfill One of the Requirements for Sarjana Pendidikan Degree at

AMELIA NURBANI AMIN

ENGLISH EDUCATION DEPARTMENT

HILMA AMALIA, 2020. “Teaching Writing To Junior High School Students:

Mengajar menulis di sekolah menengah pertama (SMP) menjadi sebuah tantangan

HILMA AMALIA, 2020. “Teaching Writing To Junior High School Students:

is carried out, literature review, methodology, findings, and discussions,

writing to junior high school students’ area.

Tasikmalaya, August 2020

Allhamdulillahirabbil’alamiin, I express my gratitude to Allah swt, for

this valuable chance, I would like to express my sincere gratitude to:

1. The honorable Head of English Education Department, Faculty of

Educational Sciences and Teachers’ Training, Siliwangi University,

has given guidance, revision, suggestions, and motivation until the

completion of this thesis.

given revision, suggestion, guidance, and motivation in writing this thesis.

4. All lecturers of English Education Department, Faculty of Educational

Sciences and Teachers’ Training, Siliwangi University, Tasikmalaya.

6. My greatest thanks to English A 2019, my lovely family in this university.

7. My lovely Haris Family who always support me in every singleday.

confused to write, helped, and always support me to finish this thesis .

Finally, I would like to thank everybody who was important to the

Enclosure 1 Consent Form.....................................................................................47

Writing is one of the important skills in teaching English to ESL and

Moreover, it is crucial for students as one of the communication tools in

Additionally, the process of writing can support students to develop their

how students communicate with peers and instructors professionally, to

participate in learning and teaching activities. Therefore, writing is pivotal to

In teaching writing, the teachers should consider grammar, vocabulary,

mechanics, organization, and content. Widiawati and Cahyono (2006) noted

that teaching writing can support to reinforce grammar, reading, and

vocabulary to use for communicative purposes. Therefore, the implementation

of teaching writing to junior high school students in EFL context remains

Contextually speaking in Indonesian context, as the researcher

experienced in the school-based internship in one of the junior high schools in

teaching writing. Based on the preliminary interview on December 02, 2019,

is the most difficult skill to be taught to junior high school students.

Studies about writing have been well-investigated almost in decades.

Technology in Thailand encountered difficulties when teaching writing related

to lack of teachers’ inadequate writing skills, insufficient English language use,

lack of available writing resources, and absence of feedback from peers. In

skills for second and third-year students at conventional universities in

Palestine through blended learning integrated with traditional methods.

Moreover, Seyabi and Tuzlukova (2014) portrayed in Omani school and

university context, the students’ problems when writing in English. As the

the main factor of teaching writing difficulties related to students’ lack of

experience, and prior knowledge of students. Another research is Almubark

(2016) discovering the problems faced by the teachers in developing English

writing and various approaches used to develop teaching English writing in

terms of grammatical, sociolinguistic strategic and discourse competences.

Further Ibrahim, Yunus, & Khairi (2017) have investigated students’

difficulties when academic writing in terms of structure, content, and language.

teachers have challenges related to differences of linguistic and cultural

research was conducted by Karki (2019) indicating the main challenges in

learners, pressures of course completion, lack of writing practices, and

insufficient resources (ICT facilities in the context of classrooms).

There have been growing studies focusing on teaching and learning