ANALYZING ENGLISH EDUCATION DEPARTMENT LECTURERS’ STRATEGIES IN TEACHING WRITING

Zhafira, Azis Soraya (2026) ANALYZING ENGLISH EDUCATION DEPARTMENT LECTURERS’ STRATEGIES IN TEACHING WRITING. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT Teaching strategy refers to a planned set of actions and decisions employed by lecturers to facilitate learning and achieve instructional objectives. Brown (2001) explains that teaching strategies involve the selection of methods, techniques, and classroom procedures that are adjusted to learners‟ needs, learning goals, and instructional contexts. This study investigates the teaching strategies used by English Education Department lecturers in teaching Critical Academic Writing, the ways these strategies are implemented in the classroom, and the challenges encountered during the teaching process. Writing academic texts is considered a complex skill for EFL students, as it requires critical thinking, linguistic accuracy, and familiarity with academic conventions. However, students often face difficulties in idea development, organization, and revision, which places significant demands on lecturers to apply appropriate instructional strategies. This research employed a qualitative descriptive design. The participants were two English Education Department lecturers who taught the Critical Academic Writing course. Data were collected through in-depth interviews, classroom observations, and documentation. Interviews were used to explore lecturers‟ perspectives on teaching strategies, observations focused on actual classroom practices, and documentation consisted of classroom photographs, interview recordings, and lecturers‟ lesson plans to support and validate the data. The data were analyzed using the Interactive Model of Analysis proposed by Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing and verification. The findings reveal that the lecturers primarily employed direct instruction, the use of model texts, teacher feedback, peer feedback, and limited collaborative activities. In practice, the implementation of these strategies was strongly influenced by classroom conditions, time constraints, and students‟ varied levels of writing proficiency. Differences in students‟ proficiency were evident in their ability to generate ideas, organize arguments, use academic language, and respond to feedback, which affected their participationiii in collaborative activities and the overall pacing of instruction. Several challenges emerged, including unequal student participation, limited assessment literacy in peer feedback, and significant gaps between higher- and lower-proficiency students in completing academic writing tasks. An emerging strategy identified in this study was a teacher tutoring approach, particularly through individualized consultation, which was used to provide more targeted support for students with lower proficiency and to address specific writing difficulties. Overall, the study concludes that teaching Critical Academic Writing requires flexible strategy use and continuous adjustment to learners‟ proficiency levels and classroom realities.

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