Abstract

Writing is one of the central issues in second language learning. The importance of writing is it reinforces the grammatical structures, idioms and vocabulary we have been teaching our students. When students write they also have the chance to be adventurous with the language. In order for students to achieve this ability, what must teachers consider in teaching writing? The aim of this study is to observe what transpire during the classroom teaching and learning process. This study involved two classes (3K and 3A) in a rural lower secondary school. Ten observations were conducted for each class. Documents such as teachers’ record books and respondents’ exercise books were also analyzed. The findings from these instruments will be discussed in the following subtopics: teachers’ preparations, teachers’ mode of instructions, respondents’ reception and activities, teachers’ mode of evaluation, amendments of the writing made by respondents and the summary of findings. From the findings, the researcher came to a conclusion that the teaching and learning process that had been practiced in the two classes involved in this study failed to guide and assist the respondents in acquiring the writing skills needed and thus the respondents failed to perform well in the writing component of the LSE English Language Paper.