9 researcher since the students will only have English classes up to semester 4.
Further, the research also can afford to benefit the students’ ability to teach English in the future, especially in making teaching and learning material for children.
3. Other researchers and further research
Although the research only focuses on the implementation of scaffolding as an instructional strategy in learning writing, it aims that other researchers can
use the result of the research as a reference to analyze the use of scaffolding as an instructional strategy in teaching other English skills and or other materials in
English. Therefore, there will be more reference of helpful ways to understand any new concepts for English learners.
F. DEFINITION OF TERMS
This study concerns with some variables. Therefore, it is significant to define some variables to make the concern clearer and to avoid misunderstanding.
The terms that are needed to be defined in this research are as the following:
1. Scaffolding
Bruner 1984 stated that scaffolding is an assistance given by an expert to students to accomplish a certain goal of learning, both in accomplishing a certain
task and in mastering a particular new concept. This definition is supported by Rogoff 1990, like cited by Hogan and Pressley 1997, stating that scaffolding
refers to the supportive situations adults create to help children extend current skills and knowledge to a higher level of competence. As the students gradually gain
10 control of the task, they take over more of the responsibility and finally the teacher
gradually remove the scaffolding Hogan and Pressley, 1997.
2. Scaffolding as an instructional strategy
The definition of scaffolding as an instructional strategy in this research refers to the definition of instructional scaffolding coined by Faculty of
Development and Instructional Design Center, Northern Illinois University. The faculty defined it as temporary support structures faculty put to help students in
accomplishing a certain task and in mastering a particular new concept that they cannot do on their own 2008. The word temporary here means that the support
will be gradually drawn as the learners can master the task and the concept.
3. Writing skill
According to Wright, et al. 2006, writing purpose is to communicate something to somebody in a written way. Meanwhile, Brubacher 2007, p. 391
states that writing is a kind of skill that “requires learners to produce a correct written language”. For this reason, writing skill is a skill to produce a correct
written communication. However, the producing requires some elements of a good writing, which are syntax, grammar, mechanics, organization, word choice,
purpose, audience, the writer ’s process, and content Raimes, 1983. In this
research, the writing teaching and learning employed some of the elements above. They are organization, word choice, grammar, and mechanics, which are
summarized on the teaching writing limitation of this research.
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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter has two major parts, namely theoretical description and theoretical framework. The theoretical description presents some theories related to
the research. This part covers the theories of 1 scaffolding as an instructional strategy and 2 writing. Meanwhile, the theoretical framework presents the
summary of the theories that is used to solve the formulated research problems.
A. Theoretical Description
In this section, the researcher discusses the theories underlying this study. There are two major theories explained in this section. Firstly, the researcher
elaborates the theories of scaffolding that includes scaffolding definition, scaffolding as an instructional strategy, five types of scaffolding, and the
characteristics of scaffolding learning activities. Next, in the second section, the researcher presents the theories of writing that covers the nature of writing and
teaching writing.
1. Scaffolding
In this section, the researcher reviews some points about scaffolding: the definition of scaffolding used in this research, the meaning of scaffolding as an
instructional strategy, the types of scaffolding, and the characteristics of scaffolding. All of the theories are essential to be presented in this section for they
