English Teachers’ Strategy in Teaching Writing Descriptive Text to Students of All-Grades at Junior High School

This research was aimed at describing the extent to which strategy does the teachers use in teaching
descriptive writing to students at Junior High School. The strategy that the teachers use was
analyzed by following the theory of Johns’ Scaffolding Strategy (2010) that consists of two
implementations, namely explicit implementation, and implicit implementation. Explicit
implementation divided into three types namely (1) modelling; (2) joint negotiation and (3)
independent construction. And as implicit implementation, consist of four types, they are (1) dimly
felt of sense; (2) begin composing; (3) course composing and (4) external feedback. The data was
analyzed following Miles et.al’ s model. The research finding showed that, the English teachers
are using all three types of explicit implementation and only one type of implicit implementation,
namely, external feedback. And the reasons underlying teachers using these implementations are
(1)the teachers want to vivid students’ knowledge about the generic structure, language features
and social functions of descriptive text, (2) teachers want the students to understand more and get
familiar with descriptive text in real life, (3) teachers wants to know students’ ability in applying
their knowledge of descriptive text on their own-making descriptive text and (4) enlighten students
on how to criticize their friends’ work.