<![CDATA[This research was motivated by challenges in implementing writing skills through authentic materials. Authentic materials were used to bridge the gap between classroom learning and real-life materials, enhance language functionality, and increase student engagement. However, teachers needed to act as effective facilitators by providing scaffolding to help students deal with the difficulty of real-world texts. Therefore, this research aimed to analyze how teachers implemented authentic materials, specifically brochures and food menus, in teaching writing to tenth-grade students at SMK N 2 Bukittinggi. This research employed a qualitative approach with a case study design. Data were collected through observation sheets and analysis of student responses. The participants consisted of nine students from classes X Culinary 1, X Culinary 2, and X Culinary 3. The results showed that the implementation of authentic materials was not yet optimal because the teacher had not fully implemented the preparation stage, particularly material adaptation and scaffolding. Consequently, students encountered several obstacles, including the suboptimal introduction of difficult vocabulary, unclear instructions, and warm-up activities that needed further optimization, resulting in confusion when beginning tasks involving authentic materials. Nevertheless, the identification and selection stage was conducted effectively by selecting brochures and food menus relevant to the students’ culinary major. These findings indicate that the preparation stage is crucial for achieving more optimal learning outcomes through appropriate material adaptation and systematic scaffolding.]]>
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