<![CDATA[Many Indonesian students experience difficulties in writing descriptive texts due to limited vocabulary, weak grammar, and low motivation. This study examined the contribution of Cooperative Learning (CL) to students’ descriptive writing skills and the challenges of its implementation. A descriptive qualitative design was conducted at a junior high school in Karawang, Indonesia, involving one English teacher and seven ninth-grade student group leaders selected through purposive sampling. Data were collected through classroom observations and semi-structured interviews and were analyzed using thematic analysis. The findings showed that CL improved writing through idea sharing, peer feedback, and vocabulary enrichment while increasing students’ motivation, participation, and social skills. However, challenges such as unequal participation, language barriers, and classroom management issues remained. The study concluded that CL was an effective strategy for teaching descriptive writing when supported by balanced group participation and explicit language instruction.]]>
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