12 limit the focus of the research and the way this research is conducted to be able to
answer the formulated problems.
a. Scaffolding Definition
Generally, a scaffold is a support. One of the examples of a scaffold is such as the temporary framework that supports workers in constructing a building. Then,
the concept of scaffolding as a support was brought to education field. The concept of scaffolding was popularized by Bruner Wood, Bruner, Ross, 1976 and was
grounded in the developmental theories of Vygotsky 1978 as cited in Hogan and Pressley 1997, who proposed that adult guidance could help children to develop
higher psychological functioning. This definition was also in line with what Rogoff 1990 says about scaffolding, which is a supportive situation adults create to help
children extend current skills and knowledge to a higher level of competence. In brief, all of the definitions above refer to the same points, namely a support for
children coming from an adult. Afterwards, this assistance or guidance needs to take an ideal place. Hogan
and Pressley 1997 explicate that scaffolding should happen in a convivial, collaborative environment, where children’s contributions are accepted as worthy
of considerations and where their understanding is frequently assessed. Under an adult’s assistance and guidance, students internalize knowledge. This knowledge
is their guidance to accomplish future tasks. As they grow in competence, the assistance and guidance are withdrawn, and the students have more responsibility
for completing the task given.
13 In summary, scaffolding means explaining, demonstrating, and jointly
constructing a performance. It employs students’ interest, reduces the number of steps to be more achievable, maintains their motivation on the learning goal, and
controls frustration and risk p. 47.
b. Scaffolding as an Instructional Strategy
After knowing to which definition of scaffolding this research refers, the researcher then reviewed the meaning of scaffolding as an instructional strategy.
Northern Illinois University 2008, p.1 states “instructional scaffolding is a
temporary support structures faculty put in place to assist students in accomplishing new task and concepts they could not typically achieve on their
own”. Further stated, the support is temporary and is removed once students are able to master or accomplish the task given. The removing signs that the
responsibility of learning shifts from the teacher to the students. The implementation of scaffolding as an instructional strategy will occur
when an instructor realizes a student is not progressing on some aspects of a task or unable to master a particular concept. Knowing that inability, scaffolding
happens to break the task or the concept into smaller and more manageable parts. Briefly, scaffolds are used to support students when they begin to work on
objectives that are more difficult to accomplish. Some examples of a teacher providing scaffolding as an instructional
strategy are stopping by a student’s desk to ask questions to determine hisher progress, providing hints, offering suggestions, and guiding to move the student
along Roehler Cantlon, 1997. By conducting such activities, the teacher is
14 providing support to allow a child to grow. Meanwhile, in providing the scaffolding
as an instructional strategy, there are several principles that need fulfilling. The first is the balance between challenge and support. Challenge is provided through
learner’s interest in completing the task, whereas support is provided through scaffolding. Next, the second principle is temporary forms of scaffolding. Then,
the last principle is the role of modelling dispositions and character units, e.g. respect for evidence, willingness to suspend decisions and openness to competing
ideas Roehler Cantlon, 1997
c. Five Types of Scaffolding
