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 and finds out the reasons underlying the teachers using certain theory. The strategy which the teachers use was analyzed by following the theory of Johns’ Scaffolding Strategy (2010). Scaffolding Strategy divided into Explicit Implementation consist of three types namely (1) modeling; (2) joint negotiation and (3) independent construction. And the other one is Implicit Implementation which consists of four types namely (1) dimly felt of sense; (2) begin composing; (3) course composing and (4) external feedback. The data was analyzed following Miles and Huberman theory of qualitative research (1994). The research findings showed that, the English teachers are using all three types of explicit implementation and only one type of implicit implementations, 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.


Introduction
Writing is a language skill that the students should be done easily and quickly, without extend many thought and effort. Writing skill is complex and sometimes difficult to teach, required mastery not only in the grammatical and theoretical device but also conceptual and judgmental elements. To teach writing to students, teacher should invite the students to practice writing and communicate knowledge and thought to form of text.
Teacher can implement some strategies or methods to helps the students to be more interesting and enlightened students' idea and make learning writing more easily.
Hence, the research that relates to teachers' strategy in teaching writing descriptive was conducted in order to describe to what strategy do the teachers use in teaching descriptive writing and the reasons why do the teachers use certain strategy.

Theoretical Review
The nature of Descriptive Text Description or descriptive etymology is derived from the word describe which means to draw, to illustrate or to picture object, place, person in order to have visual appearance of the object described (Wy. Dirgayasa, 2014) descriptive text has identification and description as generic structure (Gerrot and Wignell, 1995). The aim of description is to reveal character, set the scenes and to established the mood. There are four types of descriptive text to teach, namely (1) personal and commonsense description; (2) literary description; (3) animal reports and (4) information report. Teachers should do these things in teaching descriptive writing, namely (1) activate students' experience; (2) guiding the students to observe physical object; (3) ask the students to write down small description of first impression; (4) compare their description with others; (5) editing; (6) revising.

Types of Research
In accordance with the objective of the research this research was conducted by applying qualitative research method with descriptive design. Qualitative research is a generic term for an array of educational research approaches, such as ethnography, naturalistic inquiry, narrative research, case studies, interpretive research, fieldwork, field studies, and participant observation.
Qualitative research seeks to understand a phenomenon by focusing on the total picture rather than breaking it down into variables. The goal is a holistic picture and depth of understanding than a numeric analysis of data. (Ary, 2010: 23)

Research Subject
The subject of this study is the English teacher itself. The teacher who chose in this study is the teacher who teach writing descriptive at that school. The teacher was chosen randomly by the writer.

Technique of Analyzing Data
The data of this research will be analyzed by using Miles, Huberman and Saldana (1994) Data Condensation This step refers to the process of selecting, focusing, simplifying, abstracting, and/or transforming the data that appear in the full corpus (body) of the writtenup field notes, interview transcripts, documents, and other empirical materials. After writer do observation and interview, the data will be transcribing into the document data by the writer.

Data Display
Generically, a display is an organized, compressed assembly of information that allows conclusion drawing and action. In this step, the writer displays and explain the findings in chart, and constructing a descriptive from the data that has found to response the research problem. Also, the writer was described the phenomenon based on Knapp theory.

Drawing & Verifying Conclusion
Conclusion lightly, maintaining openness and skepticism, but still there, vague at first then increasingly explicit and grounded. Conclusions are also verified as the analyst proceeds. Verification may be as brief as a fleeting second thought crossing the analyst's mind during writing, with a short excursion back to the field notes. or it may be thorough and elaborate, with lengthy argumentation and review among colleagues to develop "intersubjective consensus" or with extensive efforts to replicate a finding in another data set.

No Teachers
Explicit Implementation Implicit Implementation confidence and public speaking in front of the class.

Discussion
In theory, there is scaffolding strategy that can be used as a strategy in teaching descriptive writing. And in scaffolding strategy, it consists of two implementations namely (1) explicit implementation and (2) implicit implementation. In explicit implementation there are three types which are (1) modeling, (2) joint negotiation and (3) independent construction. While implicit implementation consists of four types, they are (1) dimly felt of sense, (2) begin of composing (3) course composing (4) external feedback. In teaching learning process, the teachers used all three types of explicit implementation, and only one type of implicit implementation.
Based on the researcher interview with the teachers, the reasons of why the teachers were using this strategy in teaching writing descriptive are the teachers want to know and enlighten students' knowledge of generic structure, language features and social functions of descriptive text, how well the students' understanding of the generic structure, language features and social functions of descriptive text in real text, how well the students applying their knowledge about descriptive text on their own-making-descriptive text and practicing students' writing skill, and also want the students to scoring, and acknowledge their friends' work also to raise students' confidence.

Conclusion
Based on the findings of the research and discussions in chapter IV, then proposed the following conclusion.
1. The strategy that the teachers applied in teaching writing descriptive text at SMP Negeri 3 Tebing Tinggi was Scaffolding Strategy from Johns (2010). From Johns' Scaffolding Strategy, the teachers are using all three of explicit implementation namely (1) modeling, (2) joint negotiation (3) independent construction. And also using one type of implicit implementation namely external feedback.
2. The reasons why the teacher applied the strategy are: i. In modelling, the teacher, the teachers' want to enlighten students' knowledge about generic structures, language features and social functions of descriptive text.
ii. In joint negotiation, the teachers' want to know the students' understanding about descriptive text.
iii. In independent construction, the teachers' want to know how well the students applying their knowledge of descriptive text by asking them to write their own-making descriptive text.
iv. In external feedback, the teachers want to enlighten the students of how to criticize their friends' work.

Suggestions
Based on the conclusion above, the researcher would offer some suggestions that hopefully will be useful for:

Teachers
This strategy can be applied in classroom because it can help teachers in teaching descriptive writing and also improve the teachers' quality in teaching.

Students
By using this strategy, teachers can deliver the material more effectively and the students can understand the materials even better.

Next researcher
The researcher wishes that other researcher could conduct this research in wider area. So, the teachers can get more effective strategy in teaching English especially descriptive writing.