presenting information, a practice situation description, a stimulus presentation, comprehension questions, and paraphrase exercises. Second is task-based material.
A variety of games, role plays, simulations, and task-based communication activities have been prepared to support Communicative Language Teaching. Examples of
materials are in the form of one-of-a-kind items: exercise handbooks, cue cards, activity cards, pair-communication practice materials, and student-interaction
practice booklets. Third is realia. The use of “authentic”, “from-life” materials in the classroom has been advocated in Communicative Language Teaching. These might
include language-based realia, such as signs, magazines, advertisements, and newspapers, or graphic and visual sources which can build communicative activities,
such as maps, pictures, symbols, graphs, and charts. A plastic model also can be used to assemble from directions.
7. Scaffolding a. Definition of Scaffolding
The process of learning language is a series of scaffolded developmental steps which address different aspects of language. Vygotsky, as quoted in Feez and Joyce
2002: 26, proposes that learning is collaboration between teacher and student with the teacher taking on an authoritative role. In addition, this collaboration always
involves language in the form of a dialogue between teacher and student. Bruner 1986: 74, as quoted in Feez and Joyce 2002: 26, uses the term “scaffolding” to
describe the teacher’s role in the learning collaboration. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
According to Feez and Joyce 2002: 27, through scaffolding the teacher provides support for the students. It aims to provide explicit knowledge and guided
practice. The teacher explicitly contributes what students are not yet able to do or do not know. In the process of scaffolding, the teacher helps the student master a task
or concept that the student is initially unable to grasp independently. The teacher offers assistance with only those skills that are beyond the students’ capability. The
important point is allowing the student to complete as much of the task as possible, unassisted. The teacher only attempts to help the student with tasks that are just
beyond his current capability. Student errors are expected, but, with teacher’s feedback and prompting, the student is able to achieve the task or goal. When the
student takes responsibility for or masters the task, the teacher begins the process of scaffolding, which allows the student to work independently.
b. Scaffolding in the LearningTeaching Cycle
According to Feez and Joyce 2002: 102, a range of skills is needed in order to use language successfully. The skills are clustered under the four macro skills,
namely listening, speaking, reading, and writing. The macro skills are often paired in terms of spoken and written language. Listening and speaking skills are included in
oracy cycle. Whereas, reading and writing skills are included in literacy cycle. It is because the skills which support listening are complimentary to the skills which
support speaking. They both constitute the same channel of communication. In the same way the skills which support reading are complimentary to the skills which
support writing. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
