Students’ Perceptions on Teacher’s Role in Teaching Writing at SMPN 13 Medan

This study aimed to find out students‟ perceptions of their English teacher‟s role
in motivating them in learning recount text at SMPN 13 Medan, and analyze the
teacher‟s role in motivating students in learning recount text at SMPN 13 Medan.
This study used a descriptive qualitative design to examine students‟ perceptions
of the teacher‟s role as a motivator in learning to write recount texts. The data
were obtained from students‟ responses to open-ended questionnaires and
observations. The findings of this study showed that most students had a positive
perception of their teacher‟s role in motivating them to write recount texts.
Students reported that the teacher‟s support, guidance, and feedback made writing
activities more engaging and reduced their anxiety. Encouragement to begin
writing, a friendly classroom atmosphere, and the use of model texts helped
students build confidence, understand writing structure, and stay motivated.
Although some students still required additional guidance, overall, positive
perceptions were linked to higher participation, improved confidence, and
willingness to revise their writing. The observations also revealed that the teacher
played a significant motivational role through consistent encouragement,
constructive feedback, role modeling, clear instructions, and creating a supportive
classroom environment. The teacher monitored students closely, offered guiding
questions, and provided opportunities for autonomy such as self-correction. These
strategies helped students remain engaged, confident, and willing to participate in
writing recount texts.