Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Bachelor Degree of Sarjana Pendidikan (S.Pd) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatig
THE USE OF SCAFFOLDING STRATEGY TO IMPROVE THE
STUDENTS’ SPEAKING SKILL OF THE ELEVENTH
STUDENTS OF SMK N 1 TENGARAN IN ACADEMIC YEAR
2016/2017
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
Requirements for the Bachelor Degree of Sarjana Pendidikan (S.Pd)
English Education Department of Teacher Training and Education
Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
MILA HANIFAH
113 12 053
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA 2017
MOTTO “All of our knowledge begins with the senses” -Immanuel Kant-
DEDICATION
This work is sincerely dedicate for: My beloved parents (Mr. Sardi Yanto, and Mrs. Umi Muflikhah), my beloved elder sister
(Muftikhatul Karimah) and my young brothers (Zidni Ilman Nafi’an, and Ahmad Nadzif Azmy).
My beloved family that can not mentioned one by one.
ACKNOWLEDGMENT
Assalamu’alaikum Wr. Wb.In the name of Allah SWT, the most gracious and merciful. The king of universe and space. Thank you Allah since the writer could complete this paper as of the requirement to finish the study in the Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
This research would not succeed without support, guidance, and help from individual and institution. Therefore, I would like to express special and deepest thanks to:
1. Dr. Rahmat Hariyadi, M. Pd. As the Rector of State Institute for Islamic Studies (IAIN) Salatiga.
2. Suwardi, M. Pd., as the Dean of Teacher Training and Education Faculty of IAIN Salatiga.
3. Noor Malihah, Ph. D., as the Head of English Education Department of State Institute Studies (IAIN) Salatiga.
4. Setia Rini, M.Pd, as counselor who has brings up, give the researcher advices, suggestions and recomendations for this graduating paper from begining until the end.
Thank you for your patience and care.
5. All lecturers in the English Education Department of IAIN Salatiga. Thank you for all guidance, knowledge, and support.
6. All of the staff who have helped the researcher in processing of graduating paper administration.
8. My beloved family that can not mentioned one by one, thank you for everything.
9. My big family of LPM Dinamika. Thank you for your support, attention, and all the knowledge that I got.
10. The big family of SMK N 1 Tengaran who allowed me to conduct the research there.
11. My wonderful friends are Ain, Azizka, Aya, Dini, Ratih, Kiki,Tri, Afifah and my KKN mate Uut, thank you for your help, support and advices. Keep our friendship.
12. Slamet Budiono (mas Oyon), Eko Septian Hartanto (kak Eko) thankyou for help.
13. All of my friends who help me to finish this graduating paper.
Finally, this graduating paper is expected to be able to provide useful knowledge and information to the readers.
th
Salatiga, March6 2017 The Researcher
Mila Hanifah NIM. 11312053
TABLE OF CONTENTS
TITLE………………………………………………………………….. i
DECLARATION……………………………………………………… ii
ATTENTIVE COUNSELOR NOTES………………………………. iii
STATEMENT OF CERTIFICATION………………………………. iv
MOTTO………………………………………………………………… v
DEDICATION…………………………………………………………. vi
ACKNOWLEDGMENT………………………………………………. vii
TABLE OF CONTENTS………………………………………………. ix
LIST OF TABLES AND FIGURE……………………………………. xi
ABSTRACT……………………………………………………………. xii
CHAPTER I: INTRODUCTION……………………………………....1 A. Background of the Research…………………………………..
1 B. Statement of the Problem Study……………………………...
3 C. Objectives of the Study……………………………………….
4 D. Benefits of the Study………………………………………….
4 E. Definition of the key Terms……………………………………..
5 F. Limitation of the Study………………………………………..
6 CHAPTER II: THEORITICAL FRAMEWORK……………………..
9 A. Speaking……………………………………………………….
9 1. Definition of Speaking Skill……………………………….
9 2. Types of Speaking Performances………………………….
10 3. Elements of Speaking……………………………………...
11 4. Teaching Speaking Skill…………………………………...
13
5. Learning Speaking Skill……………………………………
17
6. Classroom Speaking Activities…………………………….
18 B. Scaffolding Strategy……………………………………………
22
1. Definition of Scaffolding Strategy…………………………
22
2. Procedures of Scaffolding Strategy………………………….
25 CHAPTER III: RESEARCH METHODOLOGY……………………
27 A. Setting of Research…………………………………………......
27 B. Subject of the Research…………………………………….........
27 C. Evaluation Criteria……………………………………………….
28 D. Description of Research Schedule……………………………….
30 E. Research Instrument……………………………………………..
30 F. Research Methodology…………………………………………..
32 G. Technique of Collecting Data……………………………………
34 H. Technique of Data Analysis……………………………………...
36 I. Procedures of The Research……………………………………...
38 J. Model of The Research…………………………………………..
39 CHAPTER IV: DATA ANALYSIS AND DISCUSSION………………..
41 A. Data Presentation………………………………………………..
41 B. Data Analysis…………………………………………………....
46 C. Discussion……………………………………………………….
55 D. The improvement of cycle 1 and cycle 2……………………....
68 CHAPTER V: CLOSURE………………………………………………
71 A. Conclusion……………………………………………………
71 B. Suggestion……………………………………………………
72 REFERENCES
APPENDICES
LIST OF FIGURE AND TABLE
Table 4.2 Students’ Observation Sheet………………………………………42Table 4.9
Table 4.8 Criteria of Students’ Achievement of Post-TestII………………..52Table 4.7 Criteria of Students’ Achievement of Pre-TestII…………………51Criteria of Students’ Achievement of Post-test 1…………………48
Table 4.6
Table 4.5 Criteria of Students’ Achievement of Pre-test 1………………….47Table 4.4 Students’ Observation Sheet……………………………………….45Table 4.3 Result of Pre-test and Post-test 2………………………………….44Table 4.1 Result of Pre-test and Post-test 1………………………………….41Figure 3.1 Model of The Research……………………………………………39Table 3.6 Students’ Observation Sheet……………………………………...30Instrument of Test…………………………………………………30
Table 3.5
Time Setting of The Research…………………………………….29
Table 3.4
Table 3.3 Criteria of Students’ Achievment………………………………...28Table 3.2 Assesment Scale for Oral Ability…………………………………27Table 3.1 List of Tata Busana (TB) 1 Class…………………………………26Analysis of Students’ Improvement…………………………….....69
ABSTRACT
Hanifah, Mila. 2017. THE USE OF SCAFFOLDING STRATEGY TO IMPROVE THE STUDENTS’ SPEAKING SKILL OF THE ELEVENTH STUDENTS OF SMK N 1 TENGARAN IN ACADEMIC YEAR 2016/2017. A Graduating Paper. English Education Department. Teacher Training and Education Faculty. State Institute for Islamic Studies (IAIN) SALATIGA.
The research is about the use of scaffolding strategy to improve the students speaking skill of the eleventh students of SMK N 1 Tengaran in academic year 2016/2017. The objective of this research is to improve the students speaking skill through scaffolding strategy. Based on the observation of the researcher during teaching learning process, the students were difficult and less of confidence to speak in English. The methodology of this research was classroom action research which consists of two cycles. The number of the students in this research was 35 students. In completing the research, researcher used observation sheet, documentation and tests pre- test and post-test as the instruments of collecting data. By conducting classroom action research, it was found that implementation of scaffolding strategy improved the students’ speaking skills. The result of this research showed that the finding cycle II was higher than the KKM (Minimum
Mastery Criteria) of SMK N 1 Tengaran on score 70 in the academic year
2016/2017. The mean of score of post-test in cycle II was 80,85. Based on the result of this research, it could be concluded that the implementation of
scaffolding strategy improved the students’ speaking skills of the eleventh students of SMK N 1 Tengaran in academic year 2016/2017.
Key Words: Speaking, Scaffolding Strategy.
CHAPTER I INTRODUCTION A. Background of the Study Language is generally described as a means of communication, but
in studying it, we consistently come up against the question of what it is to be ‘competent’ in communicating. We communicate; but our communication has no guarantee of success, and the feedback we get from the words and actions of others often indicates that they have received something different from what we thought we were transmitting. That is why, language and communication is closely related each other. They cannot be separated. People must know the language used for communication (McArthur, 1983: 31).
One of the expressive language elements is speaking skill. Speaking is the most common and important means of providing communication among humans beings. Speaking is the primary situation in which learners have an opportunity to use the target language, namely English. Students or learners use the English for variety of different purposes within the lesson, including interacting with the teacher and with other learners and using language to negotiate and complete learning activities and asigments (Richard, 2000: 193). Speaking is the most frequent used by human being as daily means of communicating to share opinions and ideas with other persons. To know whether learners speak, it is necessary to get them to actually say something.
Speaking is one of the language skills that should be mastered by language learners. To master this skill is not as easy as business because there some language components as tools for mastering it. Among others are grammar, vocabularies, spelling, pronunciation, fluency, and confident. Therefore, one will be called skillful in speaking when they are able to make use the component needed to share ideas, feelings and thoughts. Brown and Yule (1983:25) state that “learning to talk in the foreign language is often considered being one of the most difficult aspects of language learning for the teacher to help the students with.” Many of the learners in a speaking class are reluctant speakers. The disability of the students to speak may lead them to be unable to express their ideas, feelings, thoughts even in a simple form of conversation.
Based on the interview with Mrs. Afid as an English Teacher in XI
Tata Busana1 class in SMK N 1 Tengaran, the writer got an information
about the problems faced by students in speaking skill. She said that the students low motivation to study English. Lack of vocabulary caused the students feel lazy to speak English.
Based during observation in speaking class, the researcher found some problems that exist. First, it related condition of students who have low motivation to speak English. They think that English is very difficult they worry if their friend will laugh at them. Second, the students’ capability in mastering grammar, vocabulary, and also pronounciation is low. They have limited vocabulary, and incorrect in grammar. Third, in speaking material. The teacher has translated all the sentences first before explaining what kind of expression it. and the fourth, students did not bring dictionary when they do not understand about the meaning of several words.
According to whole explanation above, the reseacher interested in doing research entitled THE USE SCAFFOLDING STRATEGY TO
IMPROVE THE STUDENTS’ SPEAKING SKILL OF THE ELEVENTH STUDENTS OF SMK N 1 TENGARAN IN ACADEMIC YEAR 2016/2017.
B. Statement of the Problems Study
1. Does “Scaffolding Strategy” can improve the students’ speaking skill of the eleventh students of SMK N 1 Tengaran in academic year 2016/2017?
2. To What extent is the use of scaffolding strategy can improve the students’ speaking skill of the eleventh students of SMK N 1 Tengaran in the academic year 2016/2017?
C. Objectives of The Study
1. To find out whether the implementation of scaffolding strategy improve the students’ speaking skill of the eleventh students of SMK
2. To find out to what extent is the use of scaffolding strategy in improving the students’ speaking skill of the eleventh students of SMK N 1 Tengaran in the academic year 2016/2017.
D. Benefits of The Study
1. For the researcher This research can contribute and help the researcher to find out an appropriate and the method for teaching speaking English for student.
Besides, it is also gets a valuable experience which can be used for conducting a better action in the future
2. For the students They are expected to have better communication by using English. It means, they will be able to speak fluently using correct grammar, vocabulary as well as promouncation. Besides, it can be useful for them to find a better job in future.
3. For teacher The result of this study can be used to give some feedback for the teacher in providing and supporting the teaching material. It is hoped that the varieties in teaching speaking will improve the quality of the teaching and learning process.
E. Definition of the Key Terms
There are some key terms in this paper. The writer wants to explain the meaning of the key terms in the title in order to make easy and understand
1. Improve Improve in the oxford dictionary is the process of becoming or making to the better (Oxford university press, 2003: 216)
2. Speaking skill Definition from (Jeremy Harmer, 1988:269), Speaking skill is the ability to speak fluently presupposes not only a knowledge of language features, but also the ability to process information and language ‘on the spot’.
3. Scaffolding strategy Scaffolding is described as a support made available for students’ learning until the students can perform independently of that support (Verhagen&Collis 1996).
4. Dialogue Roger states that dialogue provides the means of contextualizing key structures and illustrates in which structures might be used as well as some cultural aspect of target language (2001: 59).
F. Limitation of The Study
In order to make focus in this research, the researcher will limited the study as ollows:
1. The researcher is limited in the application of scaffolding strategy and dialogue .
2. The researcher is limited in speaking skill.
3. The researcher is limited in carried out to the students’ at the eleventh year of SMK N 1 Tengaran in academic year 2016/2017.
G. Review of Related Research
In this paper the writer takes review of related literature from another thesis as comparison of this research.
The first research conducted by Rahmawati, Tika (2010), a student of State Institute of Islamic Studies Salatiga 2010. Her research title is THE USE OF SCAFFOLDING TALK TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING SKILL (Classroom Action Research of the Eighth Grade Students of MTs NegeriAndong in the Academic Year of 2013/2014). The writer used Classroom Action Research as method of research technique. This research design consist of 2 cycle. The result of this research is Scaffolding Talk technique is successful in improving the students’ speaking skill. It can be seen from the development of students’ speaking skill. Students’ grammar, vocabulary better than before. They are more confidence in conveying ideas. Students became more active and not afraid to speak up in front of his friends.
The second research conducted by Ratna KurniaDewi (2011), a student of Sebelas Maret University 2011. Her research is Improving Students’ Speaking Skill Through Dialogue (An Action Research Conducted at the Tenth Year Students of SMA N 1 TerasBoyolali of the academic year 2010/2011). The Writer used Classroom Action Research research is dialogue can be implemented effectively in the speaking class. The students’ speaking skill is improved through the dialogue activities. The students are encourage to speak and become more active during teaching and learning process.
In this research, the researcher used classroom action research as the methodology of the research. The research used scaffolding strategy as the method to teach in the class. And use asking and giving dialogue as the material.
H. Outlines of Graduating Paper
This Graduating paper will consist of five chapters. Each chapter will be discussed as follow: Chapter one is an introduction. It is explains of the background of the study, statement of the problems, objectives of the study, purpose of the study, benefit of the study, limitation of the study, and definition of key terms.
Chapter two is theoretical framework. It consist about theory of scaffolding strategy. Secondly it consist about speaking skill theory.
Chapter three is methodology of the research. It discusses approach and method of research, the setting of research, procedure of research, technique of collecting data, and technique of analysis data.
Chapter four is data analysis. It consist of writer present of field note about cycle I, cycle II, the discussion of cycle I, cycle II.
Chapter five is the last part of closure. It consist of two parts, there are conclusion and suggestion. Then, for the attachment there bibliography and appendix.
CHAPTER II THEORITICAL FRAMEWORK A. Speaking
1. Definition of Speaking Skills Speaking skill is an ability to orally express opinion, thought, and feeling to other people both directly and directly. Speaking is an interactive process of constructing meaning that involves producing, receiving and processing information (Brown, 1994; Burns & Joyce, 1997). It is an important part of everyday interaction and most often the first impression of a person is based on his/her ability to speak fluently and comprehensively. So, as teachers, we have a responsibility to prepare the students as much as possible to be able to speak in English in the real world outside the classroom (Hornby 1995: 37). Speaking is the competence to express explain and convey thinking, feeling, and idea.Speaking is using our voice to say, express our mind or opinion or express what we see. Too most people, mastering the art of speaking is the single most important aspect of learning a second or a foreign language, and success is measured in term of the ability to carry out conversation in the language (Fauziati 2005: 126). In addition, she asserts that speaking is an interactive process of constructing meaning that involves producing, receiving and
2. Types of Speaking Performances Brown (2004: 140) describes five categories of speaking skill area.
Those Five categories are as follows:
a. Imitative This category includes the ability to practice an intonation and focusing on some particular elements of language form. That is just imitating a word, phrase or sentence. The important thing here is focusing on pronunciation. The teacher uses drilling in the teaching learning process. The reason is by using drilling, students get opportunity to listen and to orally repeat some words.
b. Intensive This is the students’ speaking performance that is practicing some phonological and grammatical aspects of language. It usually places students doing the task in pairs (group work), for example, reading aloud that includes reading paragraph, reading dialogue with partner in turn etc.
c. Responsive Interaction and test comprehension but at the somewhat limited level very short conversation, standard greetings and small talk, simple requests and comments, giving instructions and directions. Those replies are usually sufficient and meaningful. d. Interactive The length and complexity of the interaction which sometimes includes multiple exchange and/or multiple participants.
e. Extensive Teacher gives students extended monologues in the form of oral reports, summaries, and storytelling and short speeches.
From the explanation above, the researcher used intiensive category. Which the students read the dialogue then practiced with their partner.
3. Elements of Speaking
The ability to speak fluently presuppose not only knowledge of language features, but also the ability to process information and language on the spot (Harmer, 2001 : 269).
a. Language features Among the elements necessary for spoken production, are the following:
1) Connected speech: effective speakers of English need to able not only to produce the individual phonemes of English. In connected speech sounds are modified (assimilation), omitted, (elision), added (linking), or weakned (through constractions and stress patterning). It is for this reason that we should involve students in activities designed specifically to improve
2) Expressive devices: native speaker of English change the pith and stress of particular parts of utterances, vary volume and speed, and show by other physical and non-verbal (paralinguistic) means how they are feeling(especially in face- to-face interactions).
3) Lexis and grammar: spontaneous speech id marked by the use of a number of commons lexical phrases, especially in the performance of certain language functions. 4) Negotiation language: effective speaking benefits from the negotiator language we use to seek clarification and show the structure of what we are saying. We often need to ask for clarification when we are listening to someone else talks and it is very crucial for students.
b.
Mental/ social processing Success of speaker’s productivity is also dependent upon the rapid processing skills that talking necessitates.
1) Language processing : effective speakers need to able to process language in their own heads and put it into coherent order so that it comes out in forms that are not only comprehensible, but also convey the meanings that are intended. Language processing involves the retrieval of words and their assembly into lessons is to help students develop habits of rapid language processing in English.
2) Interacting with others: most speaking involves interaction with one or more participants. This means that effective speaking also involves a good deal of listening, an understanding of how the other participants are feeling. And a knowledge of how linguistically to take turns allow other to do. 3) (on the spot) information processing: quite apart from our response other’s feelings, we also need to be able to process the information they tell us the moment we get it.
4. Teaching Speaking Skill This research is conducted to improve students’ speaking skill using scaffolding strategy and dialogue. The methodology which the researcher use in this research is Classroom Action Research, where the researcher roles as a teacher and an observer. It means that this research will involve teaching learning process. Therefore, the following explanation relates to teaching and learning process, especially in speaking skill.
As the researcher described in the background of the research, there are several problems of speaking skill in the classroom according to Penny Ur (1991: 121-122), those are: about making mistakes, fearful of criticism or losing face, or simply shy of the attention that their speech attracts.
b. Nothing to say. Sometimes learners feel that they have nothing to say in their mind. They have no motive to express themselves beyond the guilty feeling that they should be speaking. c.Low or uneven participation. Only one participant can talk at a time if he or she is to be heard, and in a large group this means that each one will have only very little talking time. This problem is compounded by the tendency of some learners to dominate, while others speak very little or not all.
d. Mother tongue use. In classes where all or a number of the learners share the same mother tongue, they may tend to use it to communicate because it is easier. This can obstruct the process of learning target language.
Based on the problems above, teacher as the most important component of teaching learning process is demanded to be able to figure the problems out. Penny Ur (1991: 122) states the following ways are several actions that can be done by the teacher to solve the problems above:
a. Use group work By using group work, the students have more period of supervise all learner speech, so that not all utterances will be correct, and learners may occasionally slip into their native language; nevertheless, even taking into consideration occasional mistakes and mother tongue use, the amount of time remaining for positive, useful oral practice is still likely to be far more than in the full class set up.
b. Base the activity on easy language In general, the level of language needed for a discussion should be lower than that used in intensive language learning activities in the same class; it should be easily recalled and produced by the participants so that they can speak fluently with
.
minimum hesitation
c. Make a careful choice of topic and task to stimulate interest On the whole, the clearer purpose of the discussion the . more motivatedparticipants will be
d. Give some instruction or training in discussion skills If the task is based on group discussion then include instruction about participation when introducing it. For instance, tell learners to make sure that everyone in the group contributes to the discussion, appoint a chairperson to each group who will regulate participation.
Keeping students speaking the target language will train them to be habitually speaking target language, and it will help students’ learning process quickly (Ur, 1991:122).
Teaching learning process does not get out from the role of the teacher. Therefore, there are three particular relevancies if we are trying to get student to speak fluently (Harmer, 1984: 275-276):
a. Prompter: students sometimes get lost, cannot think of what to say next or in some other way lose the fluency we expect of them. We can leave them to struggle out of such situations on their own and indeed sometimes this maybe the best option.
However we may be able to help them and the activity to progress by offering discrete suggestions. If this can be done supportively without disrupting the discussion, or forcing students out of role it will stop the sense of frustration that some students feel when they come to a ‘dead end’ of languages or idea.
b. Participant: teachers should be good animators when students produce language. Sometimes this can be achieved by setting up an activity clearly and with enthusiasm.
c. Feedback provider: the vexed question of when and how to give feedback in speaking activities is answered by considering inhibit them and take the communicativeness out of the activity. On the other hand, helpful and gentle correction may get students out of difficult misunderstanding and hesitation. Everything is depends on the situations to givefeedback.
When students have completed an activity it is vital that we allow them to assess what they have done and that we tell them what,in our opinion, went well. We will respond to the content of theactivity as well as the language used (Harmer, 1984: 276).
5. Learning Speaking Skill The second important component of teaching learning process is students. There are some characteristics of successful speaking activity that may be done by the students/ learners of speaking, those are: a. Learners talk a lot.
b. Participation is even. Classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak, and contributions are fairly evenly distributed.
c. Motivation is high. The learner has high motivation to speak, because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective. d. Language is of an acceptable. Learners express themselves in utterances that are relevant, easily comprehensible to each other and of an acceptable of language fluency (Ur, 1991: 120).
On the other hand, there are also some rules in learning spokenlanguage, such as:
a. To learn to speak the language correctly, you must speak it aloud.
b. To learn to speak a language fluently, you must think in that language.
c. The more you speak the language aloud, the more quickly you willlearn to speak fluently.
d. You must never make a mistake when you are speaking (Lundquist:13-15).
6. Classroom Speaking Activities Teaching speaking should be taught in attractive and communicative activities. There are many types of classroom speaking activities. Harmer (2001: 271-274) states six classroom speaking activities. They are acting from script, communication games, discussion, prepared talks, questionnaires, simulation, and role play.
a. Acting from script Playing scripts and acting out the dialogues are two kinds of acting scripts that should be considered by the teacher in the this activity is as theatre directors, drawing attention to appropriate stress, intonation, and speed. This means that the lines they speak will have real meaning. By giving students practice in these things before they give their final performances, the teacher ensures that acting out is both a learning and language producing activity. In acting the dialogue, the students will be very helped if they are given time to rehearse their dialogues before the performance. The students will gain much more from the whole experience in the process.
b. Communication games Games are designed to provoke communication between students. The games are made based on the principle of the information gap so that one student has to talk to a partner in order to solve a puzzle, draw a picture, put a thing in the right order, or find similarities and differences between pictures. Television and radio games, imported into the classroom, often provide good fluency activities.
c. Discussion Discussion is probably the most commonly used activity in the oral skills class. Here, the students are allowed to express their real opinions. According to Harmer (2001:272) discussion range is groups that can be used for a whole range of discussion. For example, students are expected to predict the content of a reading text, or talk about their reactions after reading the text. The second is instant comments which can train students to respond fluently and immediately is to insert ‘instant comment’ mini activities into lessons. This involves showing them photographs or introducing topics at any stage of a lesson and nominating students to say the first thing that comes into their head. The last is formal debates.
Students prepare arguments in favour or against various propositions. The debate will be started when those who are appointed as ‘panel speaker’ produce well-rehearsed ‘writing like’ arguments whereas others, the audience, pitch in as the debate progresses with their own thoughts on the subject.
From the explanation above, the researcher used acting from script activity. The students learned from their dialogue, then they practiced in front of class with their partner.
d. Prepared talks Students make a presentation on a topic of their own choice. Such talks are not designed for informal spontaneous conversations because they are prepared and more ‘writing like’. However, if possible students should speak from notes rather than e. Questionnaires Questionnaires are very useful because they ensure that both questioner and respondent have something to say to each other. Students can design questionnaires on any topic that is appropriate. As they do so the teacher can act as a resource, helping them in the design process. The results obtained from questionnaires can then form the basis for written work, discussions, or prepared talks.
f. Simulation and Role play Simulation and role play can be used to encourage general oral fluency, or to train students for specific situations. Students can act out simulation as them or take on the role of completely different character and express thoughts and feelings as they doing in the real world. Those activities can be used by teachers to teach speaking. Teachers can choose an activity that related to the topic and objective of the lesson. Besides, they must consider the situation, condition of the students and materials that will be taught. For example, they use simulation and role play activities when they teach expressions. Teachers can ask them to write some dialogues and after that they have to act them out in front of the class. It may be used by the teachers in using acting from script. In measure how far students can speak, say and express their feeling in English.
B. Scaffolding Strategy
1. Definition of Scaffolding Strategy Scaffolding strategy is a recent view of teaching new skills, concepts and higher levels of understanding. It is a more mature educational and psychological view of the teachers' support and intervention in the learners' learning. Many efforts have been made to explore this view, its concepts, types and techniques, and to develop guidelines and cautions for using scaffolding in classrooms.
Scaffolding Theory was introduced in the late 1950s by Jerome Bruner, a cognitive psychologist. He used the term to describe children's oral language acquisition that was helped by their parents when they first begins to speak. Scaffolding as a teaching strategy originates from Lev Vygotsky’s sociocultural theory and his concept of the zone of proximal development (1978) represents the relationship of the learner with the teacher support in learning with assistance or support until the learning is mastered and becomes independent of support. “The zone of proximal development is the distance between what children can do by themselves and the next learning that they can be helped to achieve with competent assistance” (Raymond, 2000:
Concerning the definition of scaffolding talk above I want to unfold the characteristic of scaffolding talk according to Bruner in Cameron (2001 : 8) there are six characteristics of scaffolding strategy :
a. Provides clear direction and reduces students’ confusion – Educators anticipate problems that students might encounter and then develop step by step instructions, which explain what a student must do to meet expectations,
b. Keeps students on task – By providing structure, scaffolding lesson or research project, provides pathways for the learners. The student can make decisions about which path to choose or what things to explore along the path but they cannot wander off of the path, which is the designated task.
c. Giving hints: providing clues or suggestions but deliberately does not include the full solution.
d. Controlling the students frustrating during the task
e. Pointing out what was important to do or showing other way to solve, f. Demonstrating an idealized version of the task given.
The expert functions as a facilitator who is knowledgeable in the skills, strategies and processes required for effective learning. The expert not only helps motivate the learner by providing just enough task, and providing hints and questions that might help the learner to reflect. In this view, the adult’s role includes perceptual, cognitive and affective components (Van Lier, 2004).
Scaffolding as a teaching strategy originates from Lev Vygotsky’s sociocultural theory and his concept of the zone of proximal
development (1978) represents the relationship of the learner with the
teacher support in learning with assistance or support until the learning is mastered and becomes independent of support. “The zone of
between what children can do by
proximal development is the distance
themselves and the next learning that they can be helped to achieve with
competent assistance” (Raymond, 2000: 176).Inherent in scaffolding from Lev Vygotsky’s (1978) idea of Zone of proximal development vygotsky suggests that there are two part of learner’s developmental level. 1. The actual developmental level; the zone of proximal development is “the distance between the actual developmental level as determined by independent problem solving. It is the differences between the students actual development level determined by their capability to master the task independently 2.