10
CHAPTER II REVIEW OF RELATED LITERATURE
This chapter aims to discuss some theories related to the topic. There are two sections in this chapter. They are the theoretical description and the
theoretical framework. In the theoretical description, there are some theories and researches which are relevant to the topic. In the theoretical framework, the
researcher relates the topic with the theories and researches.
A. Theoretical Description
This section is divided into three parts, which are scaffolding, writing, and recount text.
1. Scaffolding
There are four sections discussed in this part. They are the nature of scaffolding, the types of scaffolding, the advantages of scaffolding, and the zone
of proximal development. The discussion is as follows: a.
The Nature of Scaffolding Scaffolding is a teaching technique to help students by providing
assistance from adult or more capable peers. Scaffolding was invented by Lev Vygotsky 1978. The main point of scaffolding is to provide help or assistance
for the learners in learning something. The assistance allows the students to be independent learners as what Slavin 2012 states:
11 Scaffolding is the support for learning and problem solving; might include
clues, reminders, encouragement, breaking the problem down into steps, providing an example or anything else that allows the student to grow in
independence as a learner p. 42.
Similarly, Victoria State Government 2014 argues that “scaffolding is a
learning through the joint construction of language and gradually withdrawing the adult support as the children master the language.
” Bruner states that with an adult assistance, children could accomplish the tasks that they ordinarily could not
perform independently as cited in Huggins Edwards, 2011. The aim to involve scaffolding in the
students‟ learning process is to make them independent learners so that they are able to accomplish a task by themselves. Teachers
provide input and instruction that support and challenge the students as they move toward independence Hyland, 2003.
b. Types of Scaffolding
Scaffolding for students can be in the form of providing things like advance organizer, cue cards, mindmaps, etc. and guiding students in their
learning process. According to Alibali 2006, as cited in Nothern Illinois University, Faculty Development and Instructional Design Center n.d., the types
of scaffolding that provides things for students are advance organizers, cue cards, concept and mindmaps, examples, explanations, handouts, hints, prompts,
question cards, question stems, stories, and visual scaffolds. 1
Advance organizers Advance organizers have some information about the material that is being
learned. It is used to introduce new content and tasks to help the students to learn
12 about the topic. The example of advance organizers are venn diagrams, flow
charts, outlines that represent content, and mnemonics. Venn diagrams can be used to provide information in comparing and contrasting something. Figure 2.1 is
the example of venn diagram:
Figure 2.1 Venn Diagram
The other type of advance organizers is a flow chart. It can be used to illustrate processes. The next one is organizational chart. It is for illustrating
hierarchies. Scaffolding can also be in the form of outlines that represent content of the material being learned. The last is mnemonics. Mnemonics are used to help
our memory. Figure 2.2 is the example of mnemonics.
Figure 2.2 Example of Mnemonics
Adapted from: https:en.wikipedia.orgwikiMnemonic
Different Same
Different
Kategori