22 development in learning and teaching. The first level is a level of independent
performance. The second level is a level of potential performance. The process of learning and teaching can gain its goal by focusing on the two levels in which
teachers and students are in collaborative learning process. Brunner used the term of Scaffolding to describe collaborative learning process. In scaffolding process,
teacher supports students by providing explicit knowledge and practice so that the students can achieve their potential level of independent performance.
The process of scaffolding in the cycle of teaching and learning consists of five stages Susan Fees, 2002: 27-32. The stages are building the context,
modeling and deconstructing the text, joint construction of the text, independent constructing of the text and linking related text. The explanation of each stage can
be presented as follows:
a. Building the Context
In this stage, students are introduced to the social and cultural context of the text. The students will gain and build knowledge related to the context. The
contexts are presented through pictures, audio-visual material, realia, excursions, field trips etc. The authentic materials are provided to help students to be close to
the topics and further to achieve the objectives of the learning. This is the way of acquiring knowledge.
b. Modeling and Deconstructing the Text
In this stage, the model of the text is given to the students. The students explore the text to investigate the structural pattern and the language feature of the
text and to compare the text with other examples or types. In this stage, the
23 students analyze the text model, identify its parts and determine the generic
structure.
c. Joint Construction of the Text
In this stage, students participate in constructing text. The process of constructing text can be done by providing jumble sentences to the students and
the students construct the sentences into good order. The model of exercises can be also in the form of outlining text, paragraph arrangement, determining topics
and thesis sentences, developing paragraph, and providing support details for topic sentences. The activities help students to understand text construction and to
enter in the process of creating text.
d. Independent Construction of the Text
In this stage, students are asked to create a kind of text in which the students can implement their knowledge and understanding about the model. The
model of text is constructed in the process of creating a text, in which the students determine the topics, brainstorming the ideas, searching information, drafting the
ideas, writing a rough text, revising and writing a neat one.
e. Linking to Related Text
