TEACHING INTENSIVE READING THROUGH DIFFERENT SCAFFOLDING STRATEGIES IN THE BILINGUAL CLASSROOM CONTEXT.
TEACHING INTENSIVE READING THROUGH DIFFERENT SCAFFOLDING STRATEGIES IN
THE BILINGUAL CLASSROOM CONTEXT
Refi Ranto Rozak
IKIP PGRI Bojonegoro
[email protected]
Abstract: Teaching intensive reading to young learners of English has a long history. It aims to train the learners
to read for predetermined reading questions and for language exercises. The use of students’ first language
alongside English in school and to use it in intensive reading will support both academic achievement and
development of English as an additional language. However, teaching intensive reading in bilingual classrooms
is lack of teacher’s reading strategies that facilitate students’ comprehension and words recognition in English.
To fill this practical gap, the presenter will introduce different scaffolding strategies to develop students’ reading
skills. These involve encouraging reciprocal teaching (teacher modeling of strategies), teacher’s self-regulated
comprehension strategies (prior knowledge activation and question generation); delivering reading texts; making
frequent repetitions of key words and ideas; and clarifying the meaning of words through graphic organizers,
pictures, and charts as scaffolding tools to convey concepts. This paper presentation reports how each of these
strategies work in Indonesia the bilingual classroom.
Keywords: Intensive reading, scaffolding, strategies, bilingual
Introduction
Teaching reading for young learners is very urgent and essential. The urgency of reading especially in
primary schools cannot be neglected as a school effort in improving students’ early literacy. This is needed to
develop students’ further language development and is very crucial to place language foundations. Meanwhile,
the most important goal of reading instruction in primary school is to assist students in obtaining skill and
knowledge they need to read grade-level text fluently and with good comprehension (Torgesen, Houston,
Rissman, and Kosanovich, 2007). Thus, the reading program should be able to improve students’ academic
achievement and development of English as an additional language.
As a part of school efforts in developing international language especially English, some schools in
Indonesia have attempted to immerse the existing literacy program. This aims at supporting students’ literacy
and language learning in the current of globalization (Cumming-Potvin, Renshaw, and Van Kraayenoord, 2003).
In addition, the issue is also supported by sociocultural approaches to literacy that emphasizes the importance of
integrating students’ everyday life experiences and cultural practices into classroom pedagogies (Bloch, 1999;
Breen et al., 1994). This can be well-implemented if teacher is able to understand the process of becoming
literate using appropriate different learning strategies and employ first language as the foundation of successful
early childhood program acknowledge. As mentioned by A Global Education Association (2010) notified that
research on second language development has shown that literacy in a second language is supported by literacy
in the native language. Language and literacy knowledge in one language can serve as the foundation for a new
language (Cummins, 1991; Paez & Rinaldi, 2006; Proctor, August, Carlo, & Snow, 2006).
Dealing with teacher’s effort in developing primary students’ literacy in intensive reading and further
language development in English as an additional language, providing appropriate strategies are particularly
important. Grasser as cited in Kolic-Vehovec, Bajsanski, and Zubkovic (2011) declared that reading strategies
are “cognitive or behavioral actions that are enacted under particular contextual condition, with the goal of
improving some aspects of comprehension”. Alexander, Graham, and Harris (1998) stated that strategies are
procedural, purposeful, effortful, willful, and facilitative in nature. However, teaching intensive reading in
bilingual classroom is lack of English school teacher’s reading strategies that facilitate students’ comprehension
and words recognition in English. Whereas comprehension in reading is very essential in building accessible
conceptual knowledge about a particular domain in form of words, phrases, clauses, and complex texts.
Furthermore, little is known about how students learn additional language via bilingual learning and how they
can use in reading activities.
In this regard, the teacher’s strategies used in intensive reading should be based on sociocultural
perspective which involves Vygotsky’s work on zone of proximal development (ZPD). Here, Vygotsky (1978)
postulated that the ZPD as the difference between the child’s actual level of development assessed through
independent problem solving and the level of potential development determined from various forms of assisted
performance. The nature of scaffolding strategies is considered developing students’ social interaction. It is in
line with Vacca and Levitt (2011) that learning is social process and not individual one, and it occurs when
730
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The 61 TEFLIN International Conference, UNS Solo 2014
students interact with their teacher and with one another in the classroom. Again, in the classroom, scaffolding is
a process by which a teacher provides students with a temporary framework for learning. As Dorn, French, and
Jones (1998) stated that a temporary support that teachers create to help extend current skills and knowledge to a
higher level of competence. The skillful use of observation and the teacher’s knowledge of the child enable the
teacher to design and employ the appropriate dialogue, experiences, strategies, and/or models that will scaffold
children as they construct their understanding of the concepts that will extend their knowledge to more advanced
levels (Burch, 2007).
This article attempts to give broader comprehension dealing with teaching intensive reading for primary
school students using different scaffolding strategies in bilingual classroom context. The strategies are based on
the theoretical basis on reading comprehension. The outcome of the recent research is expected to encourage
primary students’ early literacy and additional language awareness. Meanwhile, it can be a teacher’s professional
development in developing and increasing teacher’s technical reading instruction using different scaffolding
strategy in bilingual classroom context as he/she is able to develop both literacy and language learning.
The research context
The investigation took place at Muhammadiyah Primary School 3 International Class Program (ICP)
Sumberrejo in Bojonegoro district, East Java – Indonesia. Principal research question underpinning this
ethnography study was “In what extent do teacher and students implement different scaffolding strategies in
bilingual classroom context?’. According to Cumming-Potvin, Renshaw, and van Kraayenoord (2003),
characterized by active intervention of the researcher into the psychological and cultural processes being studied,
this type of experiment differs significantly from the verification method that attempts to isolate and control
independent variables.
The characteristics of the lesson
The lesson was designed as intensive reading program as an additional English program in school’s
literacy enrichment. It was conducted in six meetings between June and July, 2014. Each meeting lasted 90
minutes in grade 5th classroom of Muhammadiyah Primary School 3 International Class Program from 08.00 –
09.30 A.M. The initial second language reading program of the school is conducted twice a week every Monday
and Thursday. As the researcher, I attempted to implement different scaffolding reading strategies to enrich
students reading experience and develop their comprehension. The program was developed in five reading
components such as phonemic awareness, phonics instruction, fluency, vocabulary, and comprehension
(National Institute of Child Health and Human Development/NICHD, 2000: 4).
Participants
A teacher of English and some selected grade 5th students are chosen as research participants. The
students following the program were those who filled research content forms. These aimed to give students’
agreement on the purposes, description, guidelines, and schedule of the research. Based on the distributed
consent forms, there were 21 students (5 male and 16 female students) participating in the program. All of the
participants’ ages range from 9 to 10. In addition, 3 students were interviewed to express their experiences
during following the program. It documented their responses and it was analyzed to know the connections
between different scaffolding strategies and second language learning using bilingual approach emerged as
important for understanding learning and development.
Meanwhile, an English teacher was selected as the research respondent who gave information on
intensive reading program of the school. She observed the implementation of my reading intervention using
different scaffolding strategies and helped me set technically the program as well. She could not participate
during the research implementation all the times because she had her own business. However, the English
teacher data obtained from several instruments helped me complete in exploring intensive reading program of
the school.
Teaching materials
In designing the material, I used some short reading texts from “K5 Learning Website” in which there
were previously two kinds of reading selection namely fiction and non-fiction trialed in the first intensive
reading activity. I could easily determine which texts needed to adapt based on student’s comprehension level,
length of the words and time allocation. In fact, mostly students found that reading non-fiction texts seemed to
be difficult because the text was too long and the vocabulary used were too complex. It became my consideration
in the following meetings that the texts selection must be according to the students’ knowledge and
comprehension and it was found in fiction texts. The features of fiction texts are mostly imaginative, simple,
entertaining, easy to understand, and full of illustration that primary students can stimulate their imagination.
Meanwhile, the selected topics of fiction texts were various including adventure, fantasy, historical fiction, and
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The 61 TEFLIN International Conference, UNS Solo 2014
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science fiction. They characterize fiction texts including character, setting, problem or conflict, plot, point of
view, and moral value of the author. Meanwhile, the reading activities included in three main reading stages
(pre-, while-, and post- reading) were structured in learning log. It enabled students to keep track of learning “as
it happens” and provide a springboard for follow-up activities. Logs furnish an additional way for all students to
participate actively in their group (Klingner & Vaughn, 1998: 35). Logs can be used for recording ideas while
applying every strategy, or only used for some of the strategies (e.g.: for writing down clunks and key ideas).
Research Methodology
The research had been conducted in 3 phases. Phase 1 of research involved obtaining information from
research setting social situation dealing with literacy and bilingual program including classroom selection based
on teacher and school staff consideration. Phase 2, various instruments were trialed such as reading
comprehension exercises, interviews, and self-participant observation. Reading comprehension exercises were
given in the end of intensive reading program each meeting to check students’ comprehension. Individual
interview was conducted with an English teacher and three students. Meanwhile, self-participant observation was
useful for recording events in the classroom. During the participant observation, the I engaged in an active role,
such as marking students’ work and conducting different scaffolding strategies in bilingual classroom context or
animating English reading groups along with English teacher. The participant observation was retrospectively
recorded in research journal, which provided a means to reflect and generate hypotheses and sometimes guide
future interventions.
Totally, there were six meetings in intensive reading program using different scaffolding strategies in
bilingual classroom context in this research. Each meeting had the similar teaching and learning characteristics
including program identification and reading stages. Program identification included date of the course (25, 28,
and 29 June and 02, 05, and 06 July 2014), Time (@ 90 minutes each), Class (5 grade), level of reading
proficiency (basic), subject (English language/intensive reading), genre (Fiction), Topics (Joe and Dick Do Not
Like Rats, The Bomb, The Bee, Dolphins, The Blue Whales, and The Coat), the goal (students will be able to
apply such basic reading skills as literal comprehension, reorganization, referential comprehension, evaluation,
and appreciation when reading the assigned text), source (K5 Learning Website and teacher-made materials),
and materials (student worksheets).
Data Analysis
In analyzing the data, I used selective verbatim transcripts for teacher and students’ oral interview and
self-observation using field notes description. Selective verbatim transcript helped me obtain the data from
teacher of English and students’ responses. Such selective verbatim transcript assisted me in doing
conversational analysis on teacher-students interactions. Self-observation using field notes helped me identify
and follow processes in witnessed events and how students characterize and describe particular activities and
events based on video recording. Specifically, the above data analysis using two instruments can be combined
such as: 1) gather all the interview transcripts and field notes together for coding; 2) empirical codes are created
from the emerging data so are essential in identifying new phenomena that we had not necessarily predicted; 3)
making additional notes and highlighting any quotes we may wish to use; 4) Once this has been completed and
we have surveyed the coded data, examine it again for similarities and differences (constant comparative
method); and 5) re-examining the data to identify broader conceptual framework that links to the research
questions.
Results
The implementation of different scaffolding strategies in bilingual classroom context
The results of the research based on the research question. Based on the data I coded, I highlight four
issues as follows.
Different scaffolding strategies in intensive reading
In the classroom, scaffolding is a process by which a teacher provides students with a temporary
framework for learning. At the completion of the lesson, the scaffolding is removed altogether; students no
longer need it (Lawson as cited in Vacca & Levitt, 2011). In the scaffolding implementation, the students needed
to be introduced its learning procedures. This stage called teacher’s modeling. The teacher models the desired
learning strategy or task and then gradually shifts responsibility to the students. This type of interaction is
consistent with Vygotsky’s belief that learning and cognitive development are culturally and socially based
(Vacca and Levit, 2011). This means, moreover, that learning is a social process and not an individual one, and it
occurs when students interact with their teacher and with one another in the classroom.
When the students were able to understand the scaffolding strategies, they independently used the
strategies in pre-, while-, and post-reading stages. In pre-reading, the activities consisted of teacher modeling of
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different scaffolding strategies, self-regulated comprehension strategies (prior knowledge activation and question
generation, telling some qualities in the text, and making prediction), and delivering reading texts. According to
Fitzgerald and Graves (2004) this level involves motivating - ask students’ questions or make statements to
interest students in a reading selection. In while-reading, the activities consisted of skimming and scanning the
comprehension questions, reading passages with the groups, writing difficult words or concept in clunk column,
using fix-up strategies to find out the difficult words, making frequent repetitions of keywords and ideas in gist
column, and clarifying the meaning of words through graphic organizers, pictures, and charts as scaffolding tools
to convey concepts. Fitzgerald and Graves (2004) suggested that teachers’ multi-task and monitor students’
reading as well as use desired scaffolding strategy in this stage. In post-reading, the activities consisted of
making questions about main ideas using questions words and reviewing something the students had learnt.
According to Fitzgerald and Graves (2004) teachers need to ask questions verbally or write questions down for
students to answer. Discussions can provide teachers with an insight on where students are with reading
achievement level.
Reading exposures
To support students’ literacy, the school provides all classrooms with reading exposures. This aims at
enriching students’ access on print comprehension and second language learning because mostly reading
exposures are in English. Literacy studies have found that exposure to print through wide and voluminous
reading contributes to several aspects of both first and second language literacy acquisition (Elley, 1991; Nagy,
Herman, & Anderson, 1983). Access to print, although it has received less attention, has also been shown to be
an important factor influencing students reading behavior by inducing students to read more (McQuillan, 1998a;
Krashen, 2004).
The setting of the research in grade 5 showed some exposures such as classroom regulations, reward
boards, numbers, names of animals and its organs, human’s body parts, English alphabets, collection of Islamic
prayers, names of fruits, archipelago and its province description, and learning schedule. Those exposures are
attached on the wall and written in English. This issue was supported by teacher FAA interview result that as the
realization of school support in developing reading program, many reading exposures and students’ works are
attached on the classroom wall. She said, “We try to attach some reading exposures such as students’ works,
students’ drawings, and some colorful pictures to add students’ learning value”. Meanwhile, student HIS, AHP,
and VBP also stated that they can find many exposures in their classroom and they could read them anytime.
Therefore, teacher of English language learners might use language development strategy like realia (concrete
objects to represent words), to help them internalize new vocabulary. They might simplify their language and
teach specific vocabulary likely to be unfamiliar to English language learners (Calderon, 2001; Carlo et al.
2004).
Teaching and learning reading using bilingual approach
During the process of intensive reading activity, both students and I used our first and second language.
Brown (2000) claims that “first language can be a facilitating factor and not just an interfering factor”, and
Schweers (1999) encourages teachers to incorporate the native language into lessons to influence the classroom
dynamic, and suggests that “starting with first language provides a sense of security and validates the learners’
lived experiences, allowing them to express themselves.
The reading texts used were totally written in English but to get easy understanding I used first language
especially in conversation activities, discussion of intensive reading, and preparation for writing. This statement
is also supported by HIS’s response that “it will be easier to know and understand the materials of reading texts
using bilingual”. This finding is in line with Nation (2008) that the reasons for using first language could be: 1) it
is more communicatively effective to use the first language, and 2) it is easier and more communicatively
effective to use the first language. The use of students’ first language would overcome students’ embarrassment
particularly for shy learners and those who feel they are not very proficient in the second language (Nation,
2008).
As teacher FAA replied, the use of bilingual is helpful to support students’ understanding. She added:
“Because in the classroom there are two kinds of students. Those are active and those are
passive. When we meet passive students, they usually do not really understand about the
meaning of the text. So, by using Bahasa Indonesia combining with English, it can help them
comprehend the difficult words and then they can know the meaning”.
In contrary, the finding also showed that intensive reading instruction using bilingual was not effective
because of much time consuming. It was shown in FAA teacher’s interview that “It takes too long teaching using
bilingual in reading because we have to translate difficult words into Bahasa Indonesia and actually it is not
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The 61 TEFLIN International Conference, UNS Solo 2014
733
effective because students can open up the dictionary when they need to know the meaning of difficult words”.
Native language instruction interferes with or delays English language development, and relegates children who
receive such instruction to a second-class, separate status within the school and, ultimately, within society. The
reason that more time on English reading should translate into more learning (Rossel and & Bake, as cited in
Sohn, 2005).
Students’ comprehension in intensive reading using different scaffolding strategies
The results of the study showed that scaffolding has a positive effect on learners' reading
comprehension. These findings are in line with the previous studies (e.g., Walqui, 2006; Mehdian, 2009;
Pishghadam and Ghardiri, 2011), confirming the claim that scaffolding can promote internal individual learner
variables like motivation and in this it can lead to learners' full engagement. When I asked the teacher about the
effectiveness of different scaffolding strategies in intensive reading she said “The strategy is good. Because
some of the students especially passive students sometimes they didn’t know well about the meaning each word
in the text. By scaffolding strategy, the materials need to be prepared before by using pictures, graphics, etc. it
can help the students to comprehend about the text”. Meanwhile, the students also had positive responses toward
the implementation of intervention strategy in intensive reading because it could help their comprehension.
Conclusion and Recommendation
Teaching intensive reading in primary school using bilingual approach has two essential roles namely as
a school literacy development program and additional language enrichment. As the most important goal of
reading instruction in primary school is to help students acquire the skills and knowledge they need to read
grade-level text fluently and with good comprehension. In other words, reading proficiency at the end of primary
school requires that students be able to identify the words on the page accurately and fluently; that they have
enough knowledge and thinking ability to understand the words, sentences, and paragraphs; and that they are
motivated and engaged enough to use their knowledge and thinking ability to understand and learn from the text.
Therefore, teacher needs to implement various reading strategies, students’ second language acquisition, and
some of the theories on which instructional practices in bilingual classroom reading are based.
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Biodata
Refi Ranto Rozak obtained his BA in ELT from Teacher College of PGRI Bojonegoro, Indonesia and Master of
English Education from University Sebelas Maret (UNS), Surakarta – Indonesia. He specializes in teaching
Reading Comprehension, Listening Comprehension, Bilingual Learning, and Computer Assisted Language
Learning (CALL). He recently sits on a Chair, English Department Language Laboratory Teacher College of
PGRI Bojonegoro.
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The 61 TEFLIN International Conference, UNS Solo 2014
735
THE BILINGUAL CLASSROOM CONTEXT
Refi Ranto Rozak
IKIP PGRI Bojonegoro
[email protected]
Abstract: Teaching intensive reading to young learners of English has a long history. It aims to train the learners
to read for predetermined reading questions and for language exercises. The use of students’ first language
alongside English in school and to use it in intensive reading will support both academic achievement and
development of English as an additional language. However, teaching intensive reading in bilingual classrooms
is lack of teacher’s reading strategies that facilitate students’ comprehension and words recognition in English.
To fill this practical gap, the presenter will introduce different scaffolding strategies to develop students’ reading
skills. These involve encouraging reciprocal teaching (teacher modeling of strategies), teacher’s self-regulated
comprehension strategies (prior knowledge activation and question generation); delivering reading texts; making
frequent repetitions of key words and ideas; and clarifying the meaning of words through graphic organizers,
pictures, and charts as scaffolding tools to convey concepts. This paper presentation reports how each of these
strategies work in Indonesia the bilingual classroom.
Keywords: Intensive reading, scaffolding, strategies, bilingual
Introduction
Teaching reading for young learners is very urgent and essential. The urgency of reading especially in
primary schools cannot be neglected as a school effort in improving students’ early literacy. This is needed to
develop students’ further language development and is very crucial to place language foundations. Meanwhile,
the most important goal of reading instruction in primary school is to assist students in obtaining skill and
knowledge they need to read grade-level text fluently and with good comprehension (Torgesen, Houston,
Rissman, and Kosanovich, 2007). Thus, the reading program should be able to improve students’ academic
achievement and development of English as an additional language.
As a part of school efforts in developing international language especially English, some schools in
Indonesia have attempted to immerse the existing literacy program. This aims at supporting students’ literacy
and language learning in the current of globalization (Cumming-Potvin, Renshaw, and Van Kraayenoord, 2003).
In addition, the issue is also supported by sociocultural approaches to literacy that emphasizes the importance of
integrating students’ everyday life experiences and cultural practices into classroom pedagogies (Bloch, 1999;
Breen et al., 1994). This can be well-implemented if teacher is able to understand the process of becoming
literate using appropriate different learning strategies and employ first language as the foundation of successful
early childhood program acknowledge. As mentioned by A Global Education Association (2010) notified that
research on second language development has shown that literacy in a second language is supported by literacy
in the native language. Language and literacy knowledge in one language can serve as the foundation for a new
language (Cummins, 1991; Paez & Rinaldi, 2006; Proctor, August, Carlo, & Snow, 2006).
Dealing with teacher’s effort in developing primary students’ literacy in intensive reading and further
language development in English as an additional language, providing appropriate strategies are particularly
important. Grasser as cited in Kolic-Vehovec, Bajsanski, and Zubkovic (2011) declared that reading strategies
are “cognitive or behavioral actions that are enacted under particular contextual condition, with the goal of
improving some aspects of comprehension”. Alexander, Graham, and Harris (1998) stated that strategies are
procedural, purposeful, effortful, willful, and facilitative in nature. However, teaching intensive reading in
bilingual classroom is lack of English school teacher’s reading strategies that facilitate students’ comprehension
and words recognition in English. Whereas comprehension in reading is very essential in building accessible
conceptual knowledge about a particular domain in form of words, phrases, clauses, and complex texts.
Furthermore, little is known about how students learn additional language via bilingual learning and how they
can use in reading activities.
In this regard, the teacher’s strategies used in intensive reading should be based on sociocultural
perspective which involves Vygotsky’s work on zone of proximal development (ZPD). Here, Vygotsky (1978)
postulated that the ZPD as the difference between the child’s actual level of development assessed through
independent problem solving and the level of potential development determined from various forms of assisted
performance. The nature of scaffolding strategies is considered developing students’ social interaction. It is in
line with Vacca and Levitt (2011) that learning is social process and not individual one, and it occurs when
730
st
The 61 TEFLIN International Conference, UNS Solo 2014
students interact with their teacher and with one another in the classroom. Again, in the classroom, scaffolding is
a process by which a teacher provides students with a temporary framework for learning. As Dorn, French, and
Jones (1998) stated that a temporary support that teachers create to help extend current skills and knowledge to a
higher level of competence. The skillful use of observation and the teacher’s knowledge of the child enable the
teacher to design and employ the appropriate dialogue, experiences, strategies, and/or models that will scaffold
children as they construct their understanding of the concepts that will extend their knowledge to more advanced
levels (Burch, 2007).
This article attempts to give broader comprehension dealing with teaching intensive reading for primary
school students using different scaffolding strategies in bilingual classroom context. The strategies are based on
the theoretical basis on reading comprehension. The outcome of the recent research is expected to encourage
primary students’ early literacy and additional language awareness. Meanwhile, it can be a teacher’s professional
development in developing and increasing teacher’s technical reading instruction using different scaffolding
strategy in bilingual classroom context as he/she is able to develop both literacy and language learning.
The research context
The investigation took place at Muhammadiyah Primary School 3 International Class Program (ICP)
Sumberrejo in Bojonegoro district, East Java – Indonesia. Principal research question underpinning this
ethnography study was “In what extent do teacher and students implement different scaffolding strategies in
bilingual classroom context?’. According to Cumming-Potvin, Renshaw, and van Kraayenoord (2003),
characterized by active intervention of the researcher into the psychological and cultural processes being studied,
this type of experiment differs significantly from the verification method that attempts to isolate and control
independent variables.
The characteristics of the lesson
The lesson was designed as intensive reading program as an additional English program in school’s
literacy enrichment. It was conducted in six meetings between June and July, 2014. Each meeting lasted 90
minutes in grade 5th classroom of Muhammadiyah Primary School 3 International Class Program from 08.00 –
09.30 A.M. The initial second language reading program of the school is conducted twice a week every Monday
and Thursday. As the researcher, I attempted to implement different scaffolding reading strategies to enrich
students reading experience and develop their comprehension. The program was developed in five reading
components such as phonemic awareness, phonics instruction, fluency, vocabulary, and comprehension
(National Institute of Child Health and Human Development/NICHD, 2000: 4).
Participants
A teacher of English and some selected grade 5th students are chosen as research participants. The
students following the program were those who filled research content forms. These aimed to give students’
agreement on the purposes, description, guidelines, and schedule of the research. Based on the distributed
consent forms, there were 21 students (5 male and 16 female students) participating in the program. All of the
participants’ ages range from 9 to 10. In addition, 3 students were interviewed to express their experiences
during following the program. It documented their responses and it was analyzed to know the connections
between different scaffolding strategies and second language learning using bilingual approach emerged as
important for understanding learning and development.
Meanwhile, an English teacher was selected as the research respondent who gave information on
intensive reading program of the school. She observed the implementation of my reading intervention using
different scaffolding strategies and helped me set technically the program as well. She could not participate
during the research implementation all the times because she had her own business. However, the English
teacher data obtained from several instruments helped me complete in exploring intensive reading program of
the school.
Teaching materials
In designing the material, I used some short reading texts from “K5 Learning Website” in which there
were previously two kinds of reading selection namely fiction and non-fiction trialed in the first intensive
reading activity. I could easily determine which texts needed to adapt based on student’s comprehension level,
length of the words and time allocation. In fact, mostly students found that reading non-fiction texts seemed to
be difficult because the text was too long and the vocabulary used were too complex. It became my consideration
in the following meetings that the texts selection must be according to the students’ knowledge and
comprehension and it was found in fiction texts. The features of fiction texts are mostly imaginative, simple,
entertaining, easy to understand, and full of illustration that primary students can stimulate their imagination.
Meanwhile, the selected topics of fiction texts were various including adventure, fantasy, historical fiction, and
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science fiction. They characterize fiction texts including character, setting, problem or conflict, plot, point of
view, and moral value of the author. Meanwhile, the reading activities included in three main reading stages
(pre-, while-, and post- reading) were structured in learning log. It enabled students to keep track of learning “as
it happens” and provide a springboard for follow-up activities. Logs furnish an additional way for all students to
participate actively in their group (Klingner & Vaughn, 1998: 35). Logs can be used for recording ideas while
applying every strategy, or only used for some of the strategies (e.g.: for writing down clunks and key ideas).
Research Methodology
The research had been conducted in 3 phases. Phase 1 of research involved obtaining information from
research setting social situation dealing with literacy and bilingual program including classroom selection based
on teacher and school staff consideration. Phase 2, various instruments were trialed such as reading
comprehension exercises, interviews, and self-participant observation. Reading comprehension exercises were
given in the end of intensive reading program each meeting to check students’ comprehension. Individual
interview was conducted with an English teacher and three students. Meanwhile, self-participant observation was
useful for recording events in the classroom. During the participant observation, the I engaged in an active role,
such as marking students’ work and conducting different scaffolding strategies in bilingual classroom context or
animating English reading groups along with English teacher. The participant observation was retrospectively
recorded in research journal, which provided a means to reflect and generate hypotheses and sometimes guide
future interventions.
Totally, there were six meetings in intensive reading program using different scaffolding strategies in
bilingual classroom context in this research. Each meeting had the similar teaching and learning characteristics
including program identification and reading stages. Program identification included date of the course (25, 28,
and 29 June and 02, 05, and 06 July 2014), Time (@ 90 minutes each), Class (5 grade), level of reading
proficiency (basic), subject (English language/intensive reading), genre (Fiction), Topics (Joe and Dick Do Not
Like Rats, The Bomb, The Bee, Dolphins, The Blue Whales, and The Coat), the goal (students will be able to
apply such basic reading skills as literal comprehension, reorganization, referential comprehension, evaluation,
and appreciation when reading the assigned text), source (K5 Learning Website and teacher-made materials),
and materials (student worksheets).
Data Analysis
In analyzing the data, I used selective verbatim transcripts for teacher and students’ oral interview and
self-observation using field notes description. Selective verbatim transcript helped me obtain the data from
teacher of English and students’ responses. Such selective verbatim transcript assisted me in doing
conversational analysis on teacher-students interactions. Self-observation using field notes helped me identify
and follow processes in witnessed events and how students characterize and describe particular activities and
events based on video recording. Specifically, the above data analysis using two instruments can be combined
such as: 1) gather all the interview transcripts and field notes together for coding; 2) empirical codes are created
from the emerging data so are essential in identifying new phenomena that we had not necessarily predicted; 3)
making additional notes and highlighting any quotes we may wish to use; 4) Once this has been completed and
we have surveyed the coded data, examine it again for similarities and differences (constant comparative
method); and 5) re-examining the data to identify broader conceptual framework that links to the research
questions.
Results
The implementation of different scaffolding strategies in bilingual classroom context
The results of the research based on the research question. Based on the data I coded, I highlight four
issues as follows.
Different scaffolding strategies in intensive reading
In the classroom, scaffolding is a process by which a teacher provides students with a temporary
framework for learning. At the completion of the lesson, the scaffolding is removed altogether; students no
longer need it (Lawson as cited in Vacca & Levitt, 2011). In the scaffolding implementation, the students needed
to be introduced its learning procedures. This stage called teacher’s modeling. The teacher models the desired
learning strategy or task and then gradually shifts responsibility to the students. This type of interaction is
consistent with Vygotsky’s belief that learning and cognitive development are culturally and socially based
(Vacca and Levit, 2011). This means, moreover, that learning is a social process and not an individual one, and it
occurs when students interact with their teacher and with one another in the classroom.
When the students were able to understand the scaffolding strategies, they independently used the
strategies in pre-, while-, and post-reading stages. In pre-reading, the activities consisted of teacher modeling of
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different scaffolding strategies, self-regulated comprehension strategies (prior knowledge activation and question
generation, telling some qualities in the text, and making prediction), and delivering reading texts. According to
Fitzgerald and Graves (2004) this level involves motivating - ask students’ questions or make statements to
interest students in a reading selection. In while-reading, the activities consisted of skimming and scanning the
comprehension questions, reading passages with the groups, writing difficult words or concept in clunk column,
using fix-up strategies to find out the difficult words, making frequent repetitions of keywords and ideas in gist
column, and clarifying the meaning of words through graphic organizers, pictures, and charts as scaffolding tools
to convey concepts. Fitzgerald and Graves (2004) suggested that teachers’ multi-task and monitor students’
reading as well as use desired scaffolding strategy in this stage. In post-reading, the activities consisted of
making questions about main ideas using questions words and reviewing something the students had learnt.
According to Fitzgerald and Graves (2004) teachers need to ask questions verbally or write questions down for
students to answer. Discussions can provide teachers with an insight on where students are with reading
achievement level.
Reading exposures
To support students’ literacy, the school provides all classrooms with reading exposures. This aims at
enriching students’ access on print comprehension and second language learning because mostly reading
exposures are in English. Literacy studies have found that exposure to print through wide and voluminous
reading contributes to several aspects of both first and second language literacy acquisition (Elley, 1991; Nagy,
Herman, & Anderson, 1983). Access to print, although it has received less attention, has also been shown to be
an important factor influencing students reading behavior by inducing students to read more (McQuillan, 1998a;
Krashen, 2004).
The setting of the research in grade 5 showed some exposures such as classroom regulations, reward
boards, numbers, names of animals and its organs, human’s body parts, English alphabets, collection of Islamic
prayers, names of fruits, archipelago and its province description, and learning schedule. Those exposures are
attached on the wall and written in English. This issue was supported by teacher FAA interview result that as the
realization of school support in developing reading program, many reading exposures and students’ works are
attached on the classroom wall. She said, “We try to attach some reading exposures such as students’ works,
students’ drawings, and some colorful pictures to add students’ learning value”. Meanwhile, student HIS, AHP,
and VBP also stated that they can find many exposures in their classroom and they could read them anytime.
Therefore, teacher of English language learners might use language development strategy like realia (concrete
objects to represent words), to help them internalize new vocabulary. They might simplify their language and
teach specific vocabulary likely to be unfamiliar to English language learners (Calderon, 2001; Carlo et al.
2004).
Teaching and learning reading using bilingual approach
During the process of intensive reading activity, both students and I used our first and second language.
Brown (2000) claims that “first language can be a facilitating factor and not just an interfering factor”, and
Schweers (1999) encourages teachers to incorporate the native language into lessons to influence the classroom
dynamic, and suggests that “starting with first language provides a sense of security and validates the learners’
lived experiences, allowing them to express themselves.
The reading texts used were totally written in English but to get easy understanding I used first language
especially in conversation activities, discussion of intensive reading, and preparation for writing. This statement
is also supported by HIS’s response that “it will be easier to know and understand the materials of reading texts
using bilingual”. This finding is in line with Nation (2008) that the reasons for using first language could be: 1) it
is more communicatively effective to use the first language, and 2) it is easier and more communicatively
effective to use the first language. The use of students’ first language would overcome students’ embarrassment
particularly for shy learners and those who feel they are not very proficient in the second language (Nation,
2008).
As teacher FAA replied, the use of bilingual is helpful to support students’ understanding. She added:
“Because in the classroom there are two kinds of students. Those are active and those are
passive. When we meet passive students, they usually do not really understand about the
meaning of the text. So, by using Bahasa Indonesia combining with English, it can help them
comprehend the difficult words and then they can know the meaning”.
In contrary, the finding also showed that intensive reading instruction using bilingual was not effective
because of much time consuming. It was shown in FAA teacher’s interview that “It takes too long teaching using
bilingual in reading because we have to translate difficult words into Bahasa Indonesia and actually it is not
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effective because students can open up the dictionary when they need to know the meaning of difficult words”.
Native language instruction interferes with or delays English language development, and relegates children who
receive such instruction to a second-class, separate status within the school and, ultimately, within society. The
reason that more time on English reading should translate into more learning (Rossel and & Bake, as cited in
Sohn, 2005).
Students’ comprehension in intensive reading using different scaffolding strategies
The results of the study showed that scaffolding has a positive effect on learners' reading
comprehension. These findings are in line with the previous studies (e.g., Walqui, 2006; Mehdian, 2009;
Pishghadam and Ghardiri, 2011), confirming the claim that scaffolding can promote internal individual learner
variables like motivation and in this it can lead to learners' full engagement. When I asked the teacher about the
effectiveness of different scaffolding strategies in intensive reading she said “The strategy is good. Because
some of the students especially passive students sometimes they didn’t know well about the meaning each word
in the text. By scaffolding strategy, the materials need to be prepared before by using pictures, graphics, etc. it
can help the students to comprehend about the text”. Meanwhile, the students also had positive responses toward
the implementation of intervention strategy in intensive reading because it could help their comprehension.
Conclusion and Recommendation
Teaching intensive reading in primary school using bilingual approach has two essential roles namely as
a school literacy development program and additional language enrichment. As the most important goal of
reading instruction in primary school is to help students acquire the skills and knowledge they need to read
grade-level text fluently and with good comprehension. In other words, reading proficiency at the end of primary
school requires that students be able to identify the words on the page accurately and fluently; that they have
enough knowledge and thinking ability to understand the words, sentences, and paragraphs; and that they are
motivated and engaged enough to use their knowledge and thinking ability to understand and learn from the text.
Therefore, teacher needs to implement various reading strategies, students’ second language acquisition, and
some of the theories on which instructional practices in bilingual classroom reading are based.
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Biodata
Refi Ranto Rozak obtained his BA in ELT from Teacher College of PGRI Bojonegoro, Indonesia and Master of
English Education from University Sebelas Maret (UNS), Surakarta – Indonesia. He specializes in teaching
Reading Comprehension, Listening Comprehension, Bilingual Learning, and Computer Assisted Language
Learning (CALL). He recently sits on a Chair, English Department Language Laboratory Teacher College of
PGRI Bojonegoro.
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