The Implementation of Claim, Evidence, and Reasoning (CER) Strategy in Teaching Writing Skill in The 9th Grade at MTs Al Amien Ambulu Jember

Wakhidah, Kuni Salma (2026) The Implementation of Claim, Evidence, and Reasoning (CER) Strategy in Teaching Writing Skill in The 9th Grade at MTs Al Amien Ambulu Jember. Undergraduate thesis, Universitas Kiai Haji Achmad Siddiq Jember.

Text FINAL DRAFT THESIS MANUSCRIPT KUNI SALMA WAKHIDAH SRN T20196004.pdf Download (2MB)

Abstract

Writing is one of the essential skill in English learning because it enables students to express ideas, opinions, and information in written form. In writing activities, students are expected to organize ideas clearly and develop coherent paragraphs. However, many students still experience difficulties in organizing arguments, connecting supporting details, and developing logical explanations in their writing. Previous studies have mostly focused on the effectiveness of CER strategy quantitatively, while limited studies have discussed the implementation process and students’ responses toward the use of the Claim, Evidence, and Reasoning (CER) strategy in teaching writing skill, especially at the junior high school level. Therefore, this study focuses on the implementation of the CER strategy in teaching writing skill at MTs Al Amien Ambulu Jember.
This study aims to investigate the implementation of the Claim, Evidence, and Reasoning (CER) strategy in teaching writing skill and to identify students’ responses toward its implementation at MTs Al Amien Ambulu Jember. The research questions of this study are: 1) How is the implementation of the Claim, Evidence, and Reasoning (CER) strategy in teaching writing skill to the ninth-grade students at MTs Al Amien Ambulu Jember? and 2) How are the students’ responses toward the implementation of the Claim, Evidence, and Reasoning (CER) strategy in teaching writing skill at MTs Al Amien Ambulu Jember?
This study employed a descriptive qualitative method. The subjects of this research were the English teacher and the ninth-grade students at MTs Al Amien Ambulu Jember. The data were collected through observation, interviews, and documentation. To ensure the validity of the data, the researcher used source triangulation and technique triangulation. The data were analyzed through data reduction, data display, and conclusion drawing.
The findings of this study showed that the implementation of the CER strategy was observed through classroom activities, including introduction, modeling, guided practice, independent writing, peer review, and revision. The teacher implemented CER in a structured way that helped students follow the writing process step by step. The results indicated that students gave positive responses toward CER, reflected in their increased interest, participation, confidence, and involvement in collaborative learning activities. However, some students still experienced difficulties in developing reasoning and connecting evidence logically. Overall, the CER strategy contributed to improving students’ writing skill by providing a clear framework for organizing ideas and supporting their understanding of argumentative writing

Keyword: CER, Implementation, Writing

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