Teachers’ Perceptions of Using the Outlining Technique in Teaching Writing
Abstract
Writing remains a challenging skill for many students, particularly in generating and organizing ideas. Although the effectiveness of outlining techniques has been widely investigated, teachers' perceptions of their use remain underexplored despite their importance for effective classroom implementation. Understanding teachers' perspectives is essential for informing pedagogical practices and supporting the effective use of outlining techniques in writing instruction. This study explored teachers' perceptions of outlining techniques and identified their benefits and challenges in writing instruction. Using a basic interpretative qualitative design, this study involved five English teachers from schools in Sidoarjo and Surabaya. Data were collected through open-ended questionnaires and observations and analyzed thematically through coding, theme identification, and interpretation. The findings revealed that teachers perceived outlining positively because it helped students organize ideas and supported a more systematic writing process, although several implementation challenges were identified. Overall, the findings provide insights for optimizing outlining techniques in writing instruction
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DOI: https://doi.org/10.31004/jele.v11i4.2682
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