Cooperative Learning Strategy for Teaching Writing Recount Texts : A Case Study
Strategi Pembelajaran Koperatif untuk Pengajaran Menulis Teks Recount : Study Kasus
DOI:
https://doi.org/10.21070/ups.8693Keywords:
Writing, Recount text, Teacher’s Strategy, Cooperative Learning StrategyAbstract
This research investigates the teaching strategies used by an English teacher to enhance students’ writing skills in recount texts at the secondary school level. Using a qualitative case study approach, data were gathered through classroom observations and semi-structured interviews. The study focused on how strategies such as cooperative learning, scaffolding, and peer feedback were implemented to support students’ understanding of recount text structure and language features. Observations were conducted across multiple sessions to identify consistent teaching patterns. The findings show that the teacher combined collaborative and individual strategies, which improved students’ confidence, critical thinking, and writing proficiency. This study offers valuable insights into effective instructional practices for teaching recount texts in English as a Foreign Language (EFL) classrooms.
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