EXPLORING THE TEACHERS’ STRATEGIES FOR ENHANCING WRITING INSTRUCTION IN HIGH SCHOOL

This study investigates the strategies employed by English teachers in teaching writing at MAN Palopo, focusing on identifying the most dominant and effective approaches. Using a descriptive qualitative method, data were collected through
classroom observations, interviews, and documentation. Data analysis followed Creswell’s procedures, including transcription, coding, categorization, and thematic interpretation. The findings reveal six strategies used by teachers: genre-based approach, cooperative learning, quick write, RAFT, journalistic questioning, and blooming sentences. Among these, the genre-based approach and cooperative Learning were applied most frequently because they provide structured procedures, align with the curriculum, and effectively promote student interaction and engagement. Integrating collaborative and contextual strategies significantly improved students’ writing skills, confidence, and participation. This research contributes to the literature on writing instruction strategies at the high school level and can serve as a reference for teachers and educational institutions seeking to develop more effective writing pedagogy.

Keywords: Writing Instruction, Teaching Strategies, High School, Genre-Based Approach, Cooperative Learning, Qualitative Research