T1 112010061 Full text
SCAFFOLDING FOR SKILL IMPROVEMENT EFL
BEGINNER-STUDENTS
THESIS
submitted in partial fullfilment
of the requirements for the Degree of
Sarjana Pendidikan
Bella Frisma Ningrum
112010061
ENGLISH DEPARTMENT
THE FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2014
1
SCAFFOLDING FOR SKILL IMPROVEMENT EFL
BEGINNER-STUDENTS
THESIS
submitted in partial fullfilment
of the requirements for the Degree of
Sarjana Pendidikan
Bella Frisma Ningrum
112010061
ENGLISH DEPARTMENT
THE FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2014
2
SCAFFOLDING FOR SKILL IMPROVEMENT EFL
BEGINNER-STUDENTS
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Bella Frisma Ningrum
112010061
Approved by:
Victoria Usadya Palupi, MA-ELT
Dian Toar S.
---------------------------------------
-----------------
Supervisor
Examiner
3
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and my belief, this contains no material
previously published or written by any other person except where due reference is
made in the text.
Copyright@ 2014. Bella Frisma Ningrum and Victoria Usadya Palupi, MA-ELT.
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of at least one of the copyright owners or the English
Teacher Education Program, Faculty of Language and Literature, Satya Wacana
University, Salatiga.
(Bella Frisma Ningrum)
4
PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian University academic
community, I verify that:
Name
Student ID Number
Study program
Faculty
Kind of Work
: Bella Frisma Ningrum
: 112010061
: English Teacher Education
: Language and Literature
: Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive
royalty free right for my intellectual property and the contents therein entitled:
Scaffolding for Skill Improvement EFL Beginner-Students
along with any pertinent equipment.
With this non-exclusive royalty free right, SWCU maintains the right to copy,
reproduce, print, publish, post, display, incorporate, store in or scan into a
retrieval system or database, transmit, broadcast, barter or sell my intellectual
property, in whole or in part without my express written permission, as long as my
name is still included as the writer.
This declaration is made according to the best of my knowledge.
Date
Made in : Salatiga
:January 26, 2015
Verified by signee,
(Bella Frisma Ningrum)
Approved by
Thesis Supervisor
Thesis Examiner
Victoria Usadya Palupi, MA-ELT
Dian Toar Sumakul
5
TABLE OF CONTENT
Cover page...........................................................................................................2
Approval Page......................................................................................................3
Copyright Statements.....................................................................................4
Publication Agreement Declarations.............................................................5
Table of content......................................................................................................6
Abstract................................................................................................................7
Introduction........................................................................................................7
Theoretical Framework.....................................................................................11
-
Scaffolding.........................................................................................11
Types of scaffolding.........................................................................12
Goals of scaffolding............................................................................14
Instruments of scaffolding..............................................................15
The study.....................................................................................................16
-
Contextof the study..........................................................................16
Participant.........................................................................................17
Instrument of data collection..........................................................18
Data collection procedure...............................................................20
Data analysis procedure................................................................22
Findings and Discussion................................................................................23
-
Scaffolding types and instruments used by the teachers...............23
Scaffolding goals applied by the teachers.......................................32
How scaffolding is important.........................................................35
Displayed chart..............................................................................38
Conclusion......................................................................................................39
Acknowledgement.......................................................................................42
The References...................................................................................................43
Appendix...................................................................................................46
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SCAFFOLDING FOR SKILL IMPROVEMENT EFL
BEGINNER-STUDENTS
Bella Frisma Ningrum
Abstract
To help students achieve their optimum learning, teachers should guide the
students to improve their skills. One of the teaching-techniques applied by
teachers is scaffolding. Through scaffolding, teachers give the opportunity to
students to perform and practice in class. However, teacher in one of the junior
high schools in Banyubiru reported that seventh grade students required learning
from the basic level because most of them still have low command of English.
This study aims to explore what scaffolding goals, scaffolding types and
scaffolding instruments applied by seventh grade teachers in one of junior high
school in Banyubiru. In this study, observation and interview were used to collect
the data. The data were teachers’ scaffolding which were classifed into three
components : scaffolding goal, scaffolding type and scaffolding instrument based
on Vygotsky’s theory. The result of this study shows that teachers used various
scaffolding instruments, applied soft scaffolding type and had several scaffolding
goals as their scaffolding referential in teaching learning process. This study can
be useful for teachers to improve their ability about teaching especially when
they teach from the basic level and apply scaffolding in the classroom in order to
help students to optimize their learning.
Key words : scaffolding, soft scaffolding type, scaffolding
instruments
goal, scaffolding
Introduction
Seventh grade teachers reported that they mostly have problems in
teaching which arose the demand of prompt action to handle the situation where
the problems were existed. Basically, the problems came from students who could
not be focus to achieve the lesson. It is very important for teachers to perform
7
maximally in teaching especially when they teach students from the basic level
because the students need appropriate and direct assistance or guidance. One of
teaching-technique that teachers applied in classroom is the practice of
scaffolding.
Accoording to Roehler and Cantlon (1996) scaffolding was developed to
assist learners internalize to communicate their thougts. Teachers are responsible
to lead the learners to understand of the relevant task which was gotten from the
teacher, and teacher must help them develop their own conception of the task.
Learners are given opportunities to act like they know how to complete a task
before they actually did. Through scaffolding, teachers give the opportunities for
learners to perform
and
practice in class.
More importantly, practice is
beneficial to help learners learn necessary information and gain new knowledge.
Scaffolding could be done in the term of performing the tasks. Teachers
supply students with any properties they need in order to learn, and then slowly
withdraw assistance as students are able to do their tasks more independently.
Jacobs (2001) stated scaffolding help students to understand the importance of
recognizing their own knowledge and working confidently during the lesson. In
this case, scaffolding give the positive impact in learning.
The exercises which are given from the teacher and most of its activities
and the practice also make the students to create interaction in the classroom. To
build an effective interaction among the students, the teacher must “scaffold”
them during teaching-learning process. One of the teaching-technique which
8
the teacher use to attract the students is scaffolding . Scaffolding guide students
to learn using social interaction. Daniels (2001) described teaching as strongly
influenced by interaction and teaching also embedded in its social interaction, this
type of teaching assumes a specific paradigm of teacher-students interaction
where the role of the teacher is as the collaborator in learning.
There were some previous study on the implementation of scaffolding
conducted
analized
by some researchers
metacognitive
feedback
such as
Kochakornjarupong (2007) who
scaffolding
system
for
pedagogical
apprenticeship ; Dewi (2013) who analized scaffolding provided by the teacher in
teaching writing news item text; Yu (2013) found the effects of procedural
scaffolding; Sutami (2013) analized the influence of scaffolding in writing ; Jacobs
(2001) which provided scaffolding as a model for primary teacher preparation
and Carol ( 2011) developed scaffolding in children’ talks and learning. All of the
studies implemented the theories from Lev Vygotsky (1979)
which were
developed in modern research by Daniel (2001), and Berk & Winsler (1995). The
result of all studies showed that an effective process of teaching is making the
interaction among the students to make them active in class and more on their
practice by giving them relevant tasks. Scaffolding could be the effective learning
model to attract the students to do more on practice. Therefore, teacher is the main
subject as the collaborator, co-constructor, instructor, and also scaffolder.
The result of the studies was very similar to my experience. I learned
English when I was in elementary school. My English teacher applied scaffolding
9
instrument in the term of giving questions in a game such as Guessing Game. My
English teacher used metacognitive scaffolding. He had already explained the
various of colours as our learning materials. Then, he asked “what is the colour of
ambulance car ?” (Scaffolding instrument in the term of giving question based on
our social situation to stimulate our thinking), it was make us remembered the
colour of ambulance-car in our social context and also determined its colour as
the information by our English teacher given. Some of us said “white”, and
others said “grey”. It showed that most of us were active in class.
Because scaffolding is one of teaching-techniques which could attract the
students, I conducted a research on scaffolding students in speaking and reading
skill improvement. Speaking and reading are the main point when we learn a
language to make interaction and be active in class. I wanted to find out what
teachers’ scaffolding goals which underlied their method and scaffolding type
and its
instruments applied
in the seventh grade of junior high school in
Banyubiru. I choose the school because during my teaching practicum in this
school, I had to observe the seventh grade English teachers and I saw the
teachers always perform scaffolding in the various ways to stimulate students’
thinking. Teachers also said that most of the students had low command of
English, it made teachers perform
collaborator and co-constructor.
maximally in class as the scaffolder,
But, to perform
scaffolding, teachers are
required to decide what scaffolding goals they will use. The applied instruments
and goals may add my knowledge to improve my teaching ability for beginner
students. This research also can be beneficial for other teachers as reference to
10
make them perform maximally in classroom by using scaffolding and applying it
in teaching-learning process to give positive impact on students learning.
Hence, I was interested in analyzing what are the benefits, goals, type and
instruments of
scaffolding which seventh grade teachers applied
Scaffolding type and the instruments gotten
in here.
from the observation, whereas
scaffolding goals and the benefits gotten from the interview. By this research, it
could be known how the seventh grade teachers
classroom and
practiced
scaffolding in
several benefits of using scaffolding for both teachers and
students.
This research was conducted to answer the following question: What are
the goals,types and instruments of scaffolding seventh grade teachers use during
their lesson ? And what are the teacher’s opinion about the benefits of scaffolding
for both seventh grade teacher and students in one of junior high school in
Banyubiru?
Theoretical Framework
Scaffolding
Scaffolding can be described as guided participant. Verenikina (2008)
mentioned in a wide sense, scaffolding has been interpreted as "a form of support for
the development and learning of children and young people" (Rasmussen 2001,
pg570). The term can be used as an umbrella metaphor to describe the way that
"teachers or peers supply students with the tools they need in order to learn" (Jacobs
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2001, pg125). Ali (2007) noted according to Yu (2002), individual can profit from
social interaction. He adopts Vygotzkian perspective that “under guidance or in
collaboration with more capable peers” children can step from one lower to higher
level. Vygotskian calls this process as “scaffolding”. In children experience
scaffolding occurs as the support from their friends when they can succeed with
their task. Children of the higher level gives the support to lower level children by
providing knowledge and as the guided participant (Rogoff, 1990)). Scaffolding
also gives children support of independent performance as their learning step, so
they can be active in class (McGrath & noble, 2005).
Scaffolding enables students to solve a problem. Sari (2010) mentioned
that scaffolding can be described as a process that enables a child to solve a
problem, carry out a task or achieve a goal that would be beyond his unassisted
efforts (norbury, 2004). Therefore, the goal of the teacher when using the
scaffolding teaching strategy is to help the students to become independent and
self-regulating learner and problem solver (Stuyf, 2002, p.2)
Types of Scaffolding
Saye and Brush (2002) note that scaffolding techniques consist of the soft
and
hard scaffolding. The soft scaffolding is dynamic and
involves more
teacher’s actions when providing support to students with certain needs promptly.
Teacher provides support and guidance to students in advance during the
teaching-learning activity. Students then are expected to do the given assignment
using their own words and ideas. When student succeed in doing so, it means
12
there has been significant learning progress. One example of soft scaffolding is
givng students some questions to check their comprehension about certain subject.
When this is done, teachers or peers can give them feedback. Procedural
scaffolding and metacognitive scaffolding is included as soft scaffolding.
In contrast, hard scaffolding are static supports that can be developed in
advance based on anticipated or typical learners difficulties through tasks, for
example teachers help students deliver a strong, evidence-based argument to
support them at a specific stage of the process that is difficult for most learners.
Brush and Saye (2002) make the distinction between “hard” and “soft”
scaffolding. Hard scaffolding is the purposeful, planned use of materials that are
designed to support learners. These materials can range from texts (e.g., books,
notes, etc.) to audio/video (e.g., lecture recordings, podcasts with a variety of
content, etc.) to graphical/visual (e.g., animation, illustrations, models, etc.).
Conceptual scaffolding and strategic scaffolding is include as hard scaffolding.
Basically, scaffolding has four types, they are: Procedural scaffolding
which helps students use appropriate tools effectively step by step after teachers
give them instruction. Metacognitive scaffolding which prompts students to think
about what they are learning throughout the process and assists students reflecting
on what they have learnt (self-assessment). Conceptual scaffolding which helps
students decide what to consider in learning and guide them to key concepts.
Strategic scaffolding which helps students find alternative strategies and methods
to solve complex problems.
13
Goals of scaffolding
Berk and Winsler (1995) noticed that teacher has several scaffolding goals as a
base of their teaching-strategies, the goals are:
1. Jointly Problem Solving: it makes the learners socially shared cognition. It
means two participants or more who begin to do a task with different
understandings then they could have a same understanding by interaction
with the peers. Learning will built at shared and determined the best
understanding.
2. Intersubjectivity: It creates two participants who begin a task with
different understandings arrive at a shared understanding. Learning takes
place with shared understanding.
3. Warmth and Responsiveness: it is believed that emotional tone of
guidance is important. Children learn more when they are supported and
encouraged to do so. It is important for adult to be engaged in process.
4. Keeping the Child in the ZPD: It will make learners do structure task and
surrounding environment. It adjust amount of adult intervention to child’s
needs (not too much or too little).
5. Promoting Self-Regulation: It requires adult to relinguish control and
assistance as soon as child is able to work independently.
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Instrument of scaffolding
Arikunto (2009: 25) noted in education, teaching-instruments are applied
to find out students achievement in language learning; the cognate and influential
factors on the results of learning process, the students’ learning progress, the
teaching progress, and other progress in certain program.
Basically, scaffolding instruments are given based on teachers’ initiatives.
The instruments can be the method chosen by teachers, provision of teaching
tools, and other learning activities such as games, reading aloud, role play,
impromptu speech, etc.
Wood, Bruner and Ross (1976) developed the scaffolding. They improved the
scaffolding by providing the adult and teachers with instruments to enhance
motivation among students. Scaffolding has certain types, goals and instruments. The
instruments themselves are very much dependent upon teacher’s initiatives (the
scaffolder). It turn out that interaction and task giving really help beginners to
comprehend new things.
Nunan (1989) stated that task is a kind of scaffolding instrument. Task is
a piece of classroom work which involves learners in comprehending,
manipulating, producing or interacting in the target language while their attention
is principally focused on meaning rather than form. The task should also have a
sense of completeness, being able to stand alone as a communicative act in its
own right. It all imply that a task involves communicative language use and the
activities suggested in a task focuses on meaning rather than language forms.
15
Long (1985a) defines tasks with reference to the real-world tasks that people
usually do in everyday life outside the classroom. Task is used to elicit
interaction, produce output, or meaning negotiation that would enable learners’
acquisitional process to proceed (Bygate, Skehan, Swain, 2001:3).
The Study
Context Of The Study
The context of this study was one of Junior High School in Semarang
Residence. In English class, teacher used multi-language, which were mixture of
Indonesian, English and Javanese to teach the students in order to make them
understand easier.
The reason of choosing this school is because I had had my teaching
practicum there. Most of the
students here
have been
reported
to have
difficulties in learning English and they require teachers’ guidance to improve
their skill from the basic level. I got the information from the teachers. English as
their compulsory subject in the school.
There were 6 classroom of seventh grade in here, VII A, VII B, VII C, VII
D, VII E, and VII F and two English teachers. They studied English 3x40
minutes every week. The school prepared both several English-Indonesian and
Indonesian-English dictionaries (approximately @50) on the library for helping
students learn English. Teachers required seventh grade students to always bring
or borrow both dictionaries when they have English class. Students also bought
the English text-book as their hand-out which was also brought in English class.
16
I wanted to contribute into this school since I had learned and wanted to
learn more to raise students’ motivation in class . During my observation to see
how the teacher teaches, I learned that most of
collaborative learning
and
their teaching
employed
scaffolding as their learning models. Everything
begin from the basic, so I was interested to choose only seventh grade classes as
my object observation. Teachers did the best to get students’ attention because
students must be able to follow English to pass the curriculum.
I choosed seventh grade as my context study because seventh grade
students were required to learn English from the basic level . Recently, English
was ommitted from main curiculum for elementary school. Some elementary
school included English in their curiculum, but the others did not. English was
compulsory subject in Junior High School, although elementary school was not.
It could be the reason that seventh grade students must learn English from the
basic level. Therefore, great attention should be paid to the seventh grade students
regarding the fact that most of them did not get English in Elementary school.
Participants
The participants for this study were seventh grade English teachers. The
two teachers who participate in this study graduated from English education
program. They had been teaching English for several years. Teacher A taught VII
A, VII B, VII C, and VII D; then teacher B taught VII E and VII F. But, teacher B
was both an English teacher and the headmaster. He was not always available for
his English class because he had responsibility for meetings or other schools
17
related events. When Teacher B was not available, teacher A could subtitute him
by joining teacher B’s students with teacher A’s students in his class.
They delivered English from the basic level. Both of them used teachercentered in teaching English. Teachers were the instructor, who monitored the
progress, supported the learning process and managed the classroom. Therefore,
teachers
shared their opinions related to the situation in that school which
covered the goals of using scaffolding,
and the instruments they
used for
teaching through task-activities that students had to do as their requirement in
English class.
Instrument Of Data Collection
In this study, observation and interview were used as the instruments to
collect the data. The observation were conducted ten times in different classes.
The focus of this observation were the teachers’ scaffolding of how to use the
instruments and what the instruments applied in classroom. The interview was
about some additional information related teachers’ scaffolding goals and the
benefits of using scaffolding in class.
In this study,
teachers’ scaffolding
observation using this form:
18
were noted down through the
Table 1
The observation protocol used in this study
Observation title
Class
Date
Participant
name
Duration
Time of teaching
Part Of Using Scaffolding
Scaffolding Type
Time Sampling
Hard
C
Soft
S
P
1-10’
10-20’
20-30’
30-40’
40-50’
50-60’
60-70’
70-80’
80-90’
Scaffolding Result
Scaffolding type
applied
Scaffolding
Instruments
used
C : Conceptual Scaffolding
S : Strategic Scaffolding
P : Procedural Scaffolding
M : Metacognitive Scaffolding
19
Scaffolding Instruments
M
The interview were done after all of the observation were completed. The
interviewee was teacher A . I did the interview two times which the interviewee of
both were only teacher A because at that time, teacher B had seminar out of the
town for several months. The first interview was discussed about ten questions
prepared and the second interview was about additional question for completed
the information . The interview were done in 30 minutes for the first and 20
minutes for the second one. I used Bahasa Indonesia when interviewed teacher
A to make him answer easier. I also used tape-recording to record the
conversation then I made the transcript to help me finish this study more easily.
The interviewee answered freely according to their own experience. To collect the
data, I used semi-structured interview. In this type of interview , the questions
can be changed depending on the direction from the interviewer. Corbetta (2003)
stated an interview guide is also used, but additional questions can be asked.
Data Collection Procedure
There were several steps have been done in the data collection, first,
observating the English class in seventh grade (class VII A, VII B, VII C VII D,
VII E and VII F). The data were collected based on the notes and video-recording
on important cases. Below is the schedule of the observation :
20
Table 2
The schedule of the observation of the study
Observation
Date
time
and
Class
Duration
A number
of students
Teacher
Observation 1
Feb,7,2014 –
07.15-08.30
VII A
2 x 40’
30
Teacher A
Observation 2
Feb 8,2014 –
08.30-09.50
VII E
2 x 40’
30
Teacher B
Observation 3
Feb 10, 2014
–
07.1508.30
VII B
2 x 40’
30
Teacher A
Observation 4
Feb 12, 2014
–
07.1508.30
VII D
2 x 40’
30
Teacher A
Observation 5
Feb 13, 2014
–
12.2013.00
VII A
1 x 40’
30
Teacher A
Observation 6
Feb
17,
2014- 07.5509.10
VII F
2 x 40’
33
Teacher A
Observation 7
March
19,
2014
–
12.20-13.00
VII D
1 x 40’
30
Teacher A
Observation 8
April
11,
2014
–
07.15- 07.55
VII B
1 x 40’
30
Teacher A
Observation 9
April
23,
2014
–
07.15-08.30
VII C
2 x 40’
33
Teacher A
Observation 10
April
24,
2014
–
07.15- 07.55
VII D
1 x 40’
30
Teacher A
Then, editing videos were done after all of the observation to show the part
where scaffolding process occured. Next, transcribing all the edited videos.
21
After all of the observation were done, the next step were interviewing the
teacher to complete the data. Resercher
used tape-recorder to record the
conversation and avoid the missing parts. The interview was conducted after all of
the observations. During interview, the researcher also showed edited-video to the
teacher related to scaffolding process. The last was transcribing the interview data.
Data Analysis Procedure
After the data was collected, the following steps were taken to analyze the
data, first was classifying scaffolding type in classroom based on Saye and Brush
(2002) which are Conceptual scaffolding and strategic scaffolding that were
included in hard scaffolding, and procedural scaffolding and metacognitive
scaffolding that were included in soft scaffolding.
Then, describing the instruments used by the teacher based on Arikunto
(2009: 25) that noted
scaffolding instruments are given based on teachers’
initiatives.
Next, determining scaffolding goals based on the information which were
gotten from the interview with the teacher.
After confirming
scaffoding type, goals and instruments, the data was
recapped in the form of table and displayed on a chart.
After that, I concluded the benefits of scaffolding for teacher and students
based on additional information which gotten from interview.
22
Findings and Discussion
From
ten
observations in six different classes, there were many
instruments and one scaffolding
type which were applied in teaching. The
participants also shared the additional information related to the goals and benefits
of scaffolding. Here, this part discussed about scaffolding types and instruments,
scaffolding goals and the importance of scaffolding for seventh grade teacher and
also the students.
Scaffolding types and instruments
Below is the data of scaffolding instruments and type used by the teacher which
were gotten from the observation :
Table 3
The used of scaffolding by the teacher
SOFT SCAFFOLDING
CONTEXT
ST
Class VII B
Observation
3,
February 10, 2014
Class VII B
Observation 8, April
11, 2014
M
Class VII D
Observation 7, March
19, 2014
72
Questions
7 oral-tasks
SI
The explanation of question words ,provided a lot of
question and asked the students to make sentence using
question-word as the task. After that, teacher asked the
students to say their sentences.
Making sentences using present continuous tense
P
1 task
M
19 questions
Question-answers related to present continuous tense.
Class VII D
Observation
4,
February 12, 2014
TS
54 questions
M
8 oral tasks
P
1 task
M
10 questions
The explanation of question \- words ,provided a lot of
question and asked the students to make sentence using
question-word as the task. After that, teacher asked the
students to say their sentences.
Teacher explained about how to make sentence using present
continous tence, the let the students made it.
Teachers provided sentence related to present continuous
tense.
23
17 questions
Class VII D
Observation 10, April
24, 2014
M
20
tasks
about
reading
aloud and
answer the
questions
Class VII C
Observation 9, April
23, 2014
M
Class VII A
Observation
February 7, 2014
21 questions
1,
P
1 game
The read the text and translated it into Bahasa Indonesia.
Then, teacher asked the students to read another text and
gave them oral feedback when they made mistakes. Teacher
asked the students to translate another text as their task
Teacher provided game to the students. He explained the
instruction then asked the students to do the task. The task
was about developing vocabulary. After the students
finished, teacher asked them to raise their hands and said it
32 questions
Class VII A
Observation
Feruary 13, 2014
45 questions
Teacher discussed the test with students, students tried to
read the questions and the text, then answered it as well as
they could. If there were mistakes, teacher gave oral
feedback.
5,
M
1 oral-tasksmaking
sentences
Teacher explained about question-word then he let the
students to make sentence using question-word.
7 questions
8 repeating
by reading
aloud
the
dialogue
Class VII E
Observation
February 8, 2014
2,
P
1 task –
making
conversatio
n related to
facts
and
opinion
Teacher read the conversation-text then he asked the
students to repeat it. After that, teacher gave relevant task for
them.
5 questions
Class VII F
Observation
6,
February 17, 2014
P
8 repeting
by reading
aloud
the
dialogue
1 task –
making
conversatio
n related to
facts
and
opinion
Teacher read the conversation-text then he asked the
students to repeat it. After that, teacher gave relevant task for
them
ST : Scaffolding Type
TS : Total Scaffolding Instruments
SI : The term of scaffolding instruments
24
P : Procedural Scaffolding
M : Metacognitive Scaffolding
Table 3 indicated that
the teachers used scaffolding in classroom.
Scaffolding process is one of the technique to help teacher supplied students’
interaction in classroom so the learning would be successfully done. From ten
observation, the researcher found 320 scaffolding instruments used by the
teachers. The teachers provided 283 questions; 20 oral task such as making
sentences and dialogue; 16 Repeating the conversation text by reading aloud; and
a game. During ten observation, teachers developed soft scaffolding type which
were metacognitive scaffolding and procedural scaffolding for seventh graders.
Each type had the following instruments that would be analized in table 4 :
Table 4
Scaffolding instruments used by the teacher
Questions
Oral Tasks
Reading Aloud
Game
283
20
16
1
89%
6%
5%
0%
25
Figure 1 Scaffolding instruments used by the teacher
Figure 1 showed that questions are the most common scaffolding
instruments which were used by the teachers. Weimer (2011) stated that
questioning can provide feedback. When teacher ask questions, the students will
think and are demanded to respond. When students try to respond, teachers can
see how far the students understand the lesson and teacher can correct or help the
students to correct their mistakes or something they have not really understood
(Weimer, 2011). Therefore, by asking questions, teachers can oversee students’
comprehension and stimulate students’ cognitive developments. The other
scaffolding instruments used by the teachers were oral tasks, reading aloud and
game.
During observation, scaffolding types and scaffolding instruments had
been used. Teachers applied soft scaffolding in the classroom. The soft
scaffolding is dynamic and
involves more teacher’s actions when providing
26
support to students with certain needs promptly. Teacher provides support and
guidance to students in advance during the teaching-learning activity. Students
then are expected to do the given assignment using their own words and ideas.
(Saye and Brush (2002)).
During soft scaffolding, teacher gave instruction or materials to students.
Then, he provided a lot of questions to check their understanding. Teacher also
gave feedback when students had mistakes. Next, teacher gave the opportunity for
students to develop their ideas by giving them relevant tasks. Through the tasks,
students could perform independently.
They applied soft scaffolding which were metacognitive scaffolding and
procedural scaffolding and the instruments used for seventh gaders
in SMP
Negeri 1 Banyubiru would be explained.
1. Metacognitive scaffolding
Metacognitive scaffolding prompts students to think about what they are
learning throughout the process and assists students reflect on what they have
learnt (self-assessment). In class VIID, for example, teachers gave the explanation
about “question word”. He explained about kinds of question-words and the
examples. For skill improving, teacher provided a lot of questions to the students.
Students tried to answer that questions although they still used simple answers
such as “yes” or “no” and several words related to the questions. As shown in part
of the observation below :
27
Teacher A : students, we will continue our material about questionwords, what is the example of question-words? (Scaffolding instrument
in the form of question)
....
Teacher A : good ! what else? (Scaffolding instrument in the form of
question)
...
Teacher A : “while” is not a question-word, okey? (Scaffolding
instrument in the form of oral feedback)
...
Teacher A : now, let’s make a sentence using “what” ! , I will give
one minute, just one sentence. (Scaffolding instrument in the form of
oral-task)
(Observation 4, February 12, 2014, VII D class )
In the part of observation above, it could be seen that Teacher A had
previously explained about question-word to students, so he said “we will
continue our material about question-words..”, then, he provided questions related
to the materials. After that, teacher A gave relevant tasks for them. He asked
students to make sentences using question-word. Teacher A let the students
develop their ideas, when they finished, they raised their hand and read their
sentences or wrote the questions on the white-board.
Students tried to speak English through the task after they understood
about question-words although some of them still had low- proficiency in
speaking fluently. But at least, students already tried to learn English through
conversation and got oral feedback from the teacher. So, the interaction was
succesfully made in classroom. In this case, scaffolding was the instrument that
the teacher used in giving students appropriate task such as question-answer and
making sentences.
In observation 7, at VII D class, teacher applied metacognitive scaffolding
to teach present continuous tense. He mentioned about the formula of present
28
continous and explained how to make sentence using present continuous tense.
After that, teacher asked students to make sentence about present continuous tense
which that sentence was connected into their experiences. It showed that teacher
applied metacognitive scaffolding by explaining the material first, then asking the
students to do the task in the term of making sentences. As shown in observation
below:
Teacher A : Present continous tense is used to explain the condition that still in progress.
Do you understand?
...
Teacher A : The formula of present continuous tense is Subject plus to be that consists of
is;am;are plus verb 1 and ing. For example Yordan.. what to be that you must use for
subject Yordan?
...
Teacher A : Oke good! Yordan is playing football. Now let’s make sentences using
present continous based on your experiences, for example I am sleeping in class, etc.
Then raise your hand and say it!
At the previous research, Sutami (2013) found the fact that metacognitive
scaffolding was appropriate for teaching recount in junior high school. Teacher
gave the instruction about past tense, how to make essay using past tense, and
explained about anything related to the recount then they let the students to do the
exercise to write recount text.Recount was related to the experience at the past, so
the students would remembered about something in their experiences. As the
result, students could be done succesfully in writing recount text.
Observation 7 and Sutarmi’s showed that metacognitive scaffolding could
be used for explaining the tenses and how to use tenses in making sentences.
29
It showed us the role of a teacher to use metacognitive scaffolding in the
class. Teachers as the instructor and the models of learning. Teachers needed to
perform maximally in order to make students attract about the lesson. If the
students understood, they would did the exercise succesfully.
2. Procedural Scaffolding
Procedural scaffolding helps students to use appropriate tools effectively
or step by step after teachers give them instruction.
In class VII E, teacher gave a model of how to read conversational English
text then let the students to repeat after him. As shown in observation below:
Teacher B
: students, now please repeat after me! I LOST MY WALLET
YESTERDAY. . (Scaffolding instrument in the form of oral task by reading aloud)
Students
teacher)
: I – lost – my – wallet- yesterday ! (Students’ repeating from the
Teacher B
: HOW DID IT HAPPEN ? . (Scaffolding instrument in the
form of oral task by reading aloud)
Students
: How – did – it – happen ? (Students’ repeating from the teacher)
...
Teacher B
: If you want to make sentence about fact, you are not use “in my
opinion” or “according to...”. Fact is really happen. If you can make more sentences, you
are smart! Better if you make simple sentence. Before mentioning facts, make greeting
first to begin your conversation. (procedures explanation). See? Let’s make it in
group...then, perform it in front of the class.
Students : yes!!!
Teacher B
: use dictionary if you have difficulties to find the words! (suggestion as
the scaffolding instrument, the teacher as a tool-preparer)
(Scaffolding in obsevation 2,February 8, 2014, VII E class)
By repeating, students were trying to read conversational English text.
Teacher B provided students with text books and dictionaries. Then, teacher
explained the procedure of how to make conversation.
30
We could see from a part in observation 2, teacher B provided the
procedures of making conversation, then
he asked
students to make
conversation. This was also the role of a teacher to do scaffolding. The
instruments are text-book & dictionaries as the tool and making conversation as
the exercise.
In class VII A, teacher A provided game to improve students’ motivation.
It was expected that through games, students will competed to do the best
performance. Teacher A gave instruction or procedures about how to play a game.
Then students followed teacher’s explanation. As shown in observation 1:
Teacher A
giving oral task)
: let’s read this word ! . (Scaffolding instrument in the form of
...
Teacher A
: RICE-word contains of R,I,C, and E. Every alphabet must
creates new word. For example , R can be ROOM, I can be IS, C can be CUP, etc. Do
you understand? (Procedures esplanation and game as scaffolding instrument)
...
(Scaffolding in observation 1, February 7, 2014, VII A class)
From observation 1, students must be developed their ideas to find the words.
This showed scaffolding in classroom. The instrument was from game.
It was the role of a teacher as “the scaffolder”. Teacher must have creative method
to raise students’ motivation in language learning.
31
Scaffolding Goals
The goals of scaffolding was done by the teachers. It was to inspire
learners in learning and developing their knowledge and understanding. This part
was discussed about the scaffolding goals applied by the teacher which gotten
from the interview.
Table 5
Scaffolding goals applied by the teachers
CONTEXT
SCAFFOLDING
GOAL
SCAFFOLDING GOALS’ IMPROVEMENT
-Provided tasks to the students.
-The students and the teacher would socially share condition
Class VII B
and D
Jointly Problem
Solving
-Provided a lot of questions to make students develop their ideas
-Teacher delivered the personal experience with students.
-Gave a lot of questions to the students
-Gave relevant tasks to the students.
Class VII E,
F&C
Keeping Child in
the ZPD
-Distributed several dictionaries to the students as the property of
learning.
-The teacher are not supposed to let students work without help.
-Let the students to do task in form of games
Class VII A
Promoting
Regulation
Self
-Reduced the support to the students but distributed enough
dictionaries to help students find out the meaning of the word that
they still do not understand.
-Suit his emotion with class situation tactfully
Class VII D
Warmth
and
Responsiveness
-Needed to speak in high tone to make students pay more
attention to them.
-Made joke to help them reduce the tension
32
In class VII B and VII D, teacher A developed Jointly problem solving; as
his scaffolding goals. He provided tasks to his students. In Join Problem Solving,
the students and the teacher would socially share condition for understanding the
lesson. The teacher delivered the personal experience with students that the
students will easily get the knowledge. The teacher also provided a lot of
questions to make students develop their ideas about the lesson by answering the
questions . During my observation they were learnt about question-word. The
teacher asked to the students about the example of question-word, the example of
the object and subject in form of questions, and also let the students make
question using the formula that has been taught. The students were able to do the
tasks succesfully. They were active and encouraged to answer the questions. As
shown in the result of interview below:
“....I have jointly problem solving as my scaffolding goals. Before I get the
material to the students, better if we shared understanding about the clue of our
materials based our social context to stimulate their thinking. So, the students
would be know what are the materials that we are going to learn, and they will
have the figure toward the lesson....”
Almost the same case as Jointly Problem Solving, in class VII E, VII F
and VII C, the teacher developed scaffolding goal such as Keeping Child in the
ZPD, the teacher also gave a lot of questions to the students to help them
understand about the lesson and as the effort to make interaction in class. Next,
the teacher gave relevant tasks to the students. The teacher distributed several
dictionaries to the students as the property of learning. The teacher are not
supposed to let students work without help. As one of the scaffolding goals,
33
keeping child in the ZPD is assumed to have been feasible to gain motivation
among students. As shown in interview result below:
“.... Keeping child in the ZPD is also my scaffolding goals. By giving the task, I
can oversee how far my students develop their thinking for doing the task well.”
Related to Keeping child in the ZPD, in class VII A, Promoting Self
Regulation was also be the scaffolding goal for the teacher. He let the students to
do task in form of games individually. The teacher reduced his support to the
students but he distributed enough dictionaries to help students find out the
meaning of the word that they still do not understand. As the result, the students
could manage themselves in doing the task using their creativities, ideas and in
this way the seemed active during the language learning process. By finding new
vocabulary, the students will automatically keep the words in their minds. If
students succesfully understand a lot of words, they will confidently speak in
English. As shown in interview result below:
“....I always reach Promoting Self Regulation in the term of game to attract my
students. In game, I let the students to make a group. In group, they will have
competition with other groups. Here, students will manage the ways to win a
game. This is promoting self regulation will be conducted.”
During observation , only in classVII D, the teacher developed Warmth
and responsiveness as his scaffolding goal. Warmth and responsiveness made the
students pay attention to the teacher. During learning process teachers suit his
emotion with class situation tactfully. When students appeared tired, teachers
made joke to help them reduce the tension. Teachers sometimes needed to speak
in high tone to make students pay more attention to them. Those strategies were
34
made in efforts to improve motivation among students. As shown in interview
result below:
“..... Warmth and responsiveness is also my scaffolding goal. I did it to make my
students recognize and pay attention to the lesson. If they pay attention, I am
easier to transfer my knowledge into them. ”
How scaffolding is important
Scaffolding improves teachers’ creativity
Scaffolding was very important for the beginner students . English was
taught in most elementary school only as optional course. That was why seventh
grade students must learn English from the basic level . Scaffolding spontaneosly
done by the teacher as the basic concept strategy to raise and attract students’
attention. Tachers must understood the concept and applied it in class to improve
their teaching-teachnique. By scaffolding, teachers would think and decide which
appropriate
teaching technique they would applied in class. As shown in
interview result below:
“ ... Basically, scaffolding is the basic concept of teaching-strategy. It is
spontaneously done by the teacher. So, scaffolding can creates skillimprovement to the students. For sure, I am demanded to developed
language learning and scaffolding is very useful to train teachers to be
creative.” (Teacher A)
Through interview, teachers mentioned that scaffolding made teachers
improve their creativity in teaching. In this case, scaffolding made teachers
preparing action-spontaneously to create the instruments that he will use in
teaching. Teacher was interested to always apply scaffolding in his class
35
because it could
improve skill among the students and his creativity in
teaching.
Scaffolding as guided participant among the students and problem solver
of the obstacles in teaching-learning process
In teaching and learning process, there were a lot of
obstacles in
delivering the lesson. English was not a mother tongue for Indonesian
students, so, it would be an obstacle for them. Teachers’ role was the most
important thing in here. They must had the concept to guide their students.
Scaffolding was the teaching-concept- strategy for teachers. Scaffolding
helped students to make interaction among their peers and teachers. Through
interaction, learners would share ideas, understanding and get feedbackcorrection.
According to Yu (2002), individual can also profit from social interaction.
He adopts Vygotzkian perspective that “under guidance or in collaborative
with more capable peers” children can step from one lower to higher level.
The higher level gives the support to lower level of children by providing
knowledge and guided participation explicilty (Rogoff, 1990)). Below is a
part of interview which the interviewer is the researcher and the interviewee
is teacher A :
“ ... I pay more attention to students with problems. I approach them with
appropriate emotional tone. I sometime ask smarter students to help them.
It works. I find that this is possibly applicable because peers usually use
friendly and understandable language.” (Teacher A)
36
From a part of the interview, it can be inferred that scaffolding was v
BEGINNER-STUDENTS
THESIS
submitted in partial fullfilment
of the requirements for the Degree of
Sarjana Pendidikan
Bella Frisma Ningrum
112010061
ENGLISH DEPARTMENT
THE FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2014
1
SCAFFOLDING FOR SKILL IMPROVEMENT EFL
BEGINNER-STUDENTS
THESIS
submitted in partial fullfilment
of the requirements for the Degree of
Sarjana Pendidikan
Bella Frisma Ningrum
112010061
ENGLISH DEPARTMENT
THE FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2014
2
SCAFFOLDING FOR SKILL IMPROVEMENT EFL
BEGINNER-STUDENTS
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Bella Frisma Ningrum
112010061
Approved by:
Victoria Usadya Palupi, MA-ELT
Dian Toar S.
---------------------------------------
-----------------
Supervisor
Examiner
3
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and my belief, this contains no material
previously published or written by any other person except where due reference is
made in the text.
Copyright@ 2014. Bella Frisma Ningrum and Victoria Usadya Palupi, MA-ELT.
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of at least one of the copyright owners or the English
Teacher Education Program, Faculty of Language and Literature, Satya Wacana
University, Salatiga.
(Bella Frisma Ningrum)
4
PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian University academic
community, I verify that:
Name
Student ID Number
Study program
Faculty
Kind of Work
: Bella Frisma Ningrum
: 112010061
: English Teacher Education
: Language and Literature
: Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive
royalty free right for my intellectual property and the contents therein entitled:
Scaffolding for Skill Improvement EFL Beginner-Students
along with any pertinent equipment.
With this non-exclusive royalty free right, SWCU maintains the right to copy,
reproduce, print, publish, post, display, incorporate, store in or scan into a
retrieval system or database, transmit, broadcast, barter or sell my intellectual
property, in whole or in part without my express written permission, as long as my
name is still included as the writer.
This declaration is made according to the best of my knowledge.
Date
Made in : Salatiga
:January 26, 2015
Verified by signee,
(Bella Frisma Ningrum)
Approved by
Thesis Supervisor
Thesis Examiner
Victoria Usadya Palupi, MA-ELT
Dian Toar Sumakul
5
TABLE OF CONTENT
Cover page...........................................................................................................2
Approval Page......................................................................................................3
Copyright Statements.....................................................................................4
Publication Agreement Declarations.............................................................5
Table of content......................................................................................................6
Abstract................................................................................................................7
Introduction........................................................................................................7
Theoretical Framework.....................................................................................11
-
Scaffolding.........................................................................................11
Types of scaffolding.........................................................................12
Goals of scaffolding............................................................................14
Instruments of scaffolding..............................................................15
The study.....................................................................................................16
-
Contextof the study..........................................................................16
Participant.........................................................................................17
Instrument of data collection..........................................................18
Data collection procedure...............................................................20
Data analysis procedure................................................................22
Findings and Discussion................................................................................23
-
Scaffolding types and instruments used by the teachers...............23
Scaffolding goals applied by the teachers.......................................32
How scaffolding is important.........................................................35
Displayed chart..............................................................................38
Conclusion......................................................................................................39
Acknowledgement.......................................................................................42
The References...................................................................................................43
Appendix...................................................................................................46
6
SCAFFOLDING FOR SKILL IMPROVEMENT EFL
BEGINNER-STUDENTS
Bella Frisma Ningrum
Abstract
To help students achieve their optimum learning, teachers should guide the
students to improve their skills. One of the teaching-techniques applied by
teachers is scaffolding. Through scaffolding, teachers give the opportunity to
students to perform and practice in class. However, teacher in one of the junior
high schools in Banyubiru reported that seventh grade students required learning
from the basic level because most of them still have low command of English.
This study aims to explore what scaffolding goals, scaffolding types and
scaffolding instruments applied by seventh grade teachers in one of junior high
school in Banyubiru. In this study, observation and interview were used to collect
the data. The data were teachers’ scaffolding which were classifed into three
components : scaffolding goal, scaffolding type and scaffolding instrument based
on Vygotsky’s theory. The result of this study shows that teachers used various
scaffolding instruments, applied soft scaffolding type and had several scaffolding
goals as their scaffolding referential in teaching learning process. This study can
be useful for teachers to improve their ability about teaching especially when
they teach from the basic level and apply scaffolding in the classroom in order to
help students to optimize their learning.
Key words : scaffolding, soft scaffolding type, scaffolding
instruments
goal, scaffolding
Introduction
Seventh grade teachers reported that they mostly have problems in
teaching which arose the demand of prompt action to handle the situation where
the problems were existed. Basically, the problems came from students who could
not be focus to achieve the lesson. It is very important for teachers to perform
7
maximally in teaching especially when they teach students from the basic level
because the students need appropriate and direct assistance or guidance. One of
teaching-technique that teachers applied in classroom is the practice of
scaffolding.
Accoording to Roehler and Cantlon (1996) scaffolding was developed to
assist learners internalize to communicate their thougts. Teachers are responsible
to lead the learners to understand of the relevant task which was gotten from the
teacher, and teacher must help them develop their own conception of the task.
Learners are given opportunities to act like they know how to complete a task
before they actually did. Through scaffolding, teachers give the opportunities for
learners to perform
and
practice in class.
More importantly, practice is
beneficial to help learners learn necessary information and gain new knowledge.
Scaffolding could be done in the term of performing the tasks. Teachers
supply students with any properties they need in order to learn, and then slowly
withdraw assistance as students are able to do their tasks more independently.
Jacobs (2001) stated scaffolding help students to understand the importance of
recognizing their own knowledge and working confidently during the lesson. In
this case, scaffolding give the positive impact in learning.
The exercises which are given from the teacher and most of its activities
and the practice also make the students to create interaction in the classroom. To
build an effective interaction among the students, the teacher must “scaffold”
them during teaching-learning process. One of the teaching-technique which
8
the teacher use to attract the students is scaffolding . Scaffolding guide students
to learn using social interaction. Daniels (2001) described teaching as strongly
influenced by interaction and teaching also embedded in its social interaction, this
type of teaching assumes a specific paradigm of teacher-students interaction
where the role of the teacher is as the collaborator in learning.
There were some previous study on the implementation of scaffolding
conducted
analized
by some researchers
metacognitive
feedback
such as
Kochakornjarupong (2007) who
scaffolding
system
for
pedagogical
apprenticeship ; Dewi (2013) who analized scaffolding provided by the teacher in
teaching writing news item text; Yu (2013) found the effects of procedural
scaffolding; Sutami (2013) analized the influence of scaffolding in writing ; Jacobs
(2001) which provided scaffolding as a model for primary teacher preparation
and Carol ( 2011) developed scaffolding in children’ talks and learning. All of the
studies implemented the theories from Lev Vygotsky (1979)
which were
developed in modern research by Daniel (2001), and Berk & Winsler (1995). The
result of all studies showed that an effective process of teaching is making the
interaction among the students to make them active in class and more on their
practice by giving them relevant tasks. Scaffolding could be the effective learning
model to attract the students to do more on practice. Therefore, teacher is the main
subject as the collaborator, co-constructor, instructor, and also scaffolder.
The result of the studies was very similar to my experience. I learned
English when I was in elementary school. My English teacher applied scaffolding
9
instrument in the term of giving questions in a game such as Guessing Game. My
English teacher used metacognitive scaffolding. He had already explained the
various of colours as our learning materials. Then, he asked “what is the colour of
ambulance car ?” (Scaffolding instrument in the term of giving question based on
our social situation to stimulate our thinking), it was make us remembered the
colour of ambulance-car in our social context and also determined its colour as
the information by our English teacher given. Some of us said “white”, and
others said “grey”. It showed that most of us were active in class.
Because scaffolding is one of teaching-techniques which could attract the
students, I conducted a research on scaffolding students in speaking and reading
skill improvement. Speaking and reading are the main point when we learn a
language to make interaction and be active in class. I wanted to find out what
teachers’ scaffolding goals which underlied their method and scaffolding type
and its
instruments applied
in the seventh grade of junior high school in
Banyubiru. I choose the school because during my teaching practicum in this
school, I had to observe the seventh grade English teachers and I saw the
teachers always perform scaffolding in the various ways to stimulate students’
thinking. Teachers also said that most of the students had low command of
English, it made teachers perform
collaborator and co-constructor.
maximally in class as the scaffolder,
But, to perform
scaffolding, teachers are
required to decide what scaffolding goals they will use. The applied instruments
and goals may add my knowledge to improve my teaching ability for beginner
students. This research also can be beneficial for other teachers as reference to
10
make them perform maximally in classroom by using scaffolding and applying it
in teaching-learning process to give positive impact on students learning.
Hence, I was interested in analyzing what are the benefits, goals, type and
instruments of
scaffolding which seventh grade teachers applied
Scaffolding type and the instruments gotten
in here.
from the observation, whereas
scaffolding goals and the benefits gotten from the interview. By this research, it
could be known how the seventh grade teachers
classroom and
practiced
scaffolding in
several benefits of using scaffolding for both teachers and
students.
This research was conducted to answer the following question: What are
the goals,types and instruments of scaffolding seventh grade teachers use during
their lesson ? And what are the teacher’s opinion about the benefits of scaffolding
for both seventh grade teacher and students in one of junior high school in
Banyubiru?
Theoretical Framework
Scaffolding
Scaffolding can be described as guided participant. Verenikina (2008)
mentioned in a wide sense, scaffolding has been interpreted as "a form of support for
the development and learning of children and young people" (Rasmussen 2001,
pg570). The term can be used as an umbrella metaphor to describe the way that
"teachers or peers supply students with the tools they need in order to learn" (Jacobs
11
2001, pg125). Ali (2007) noted according to Yu (2002), individual can profit from
social interaction. He adopts Vygotzkian perspective that “under guidance or in
collaboration with more capable peers” children can step from one lower to higher
level. Vygotskian calls this process as “scaffolding”. In children experience
scaffolding occurs as the support from their friends when they can succeed with
their task. Children of the higher level gives the support to lower level children by
providing knowledge and as the guided participant (Rogoff, 1990)). Scaffolding
also gives children support of independent performance as their learning step, so
they can be active in class (McGrath & noble, 2005).
Scaffolding enables students to solve a problem. Sari (2010) mentioned
that scaffolding can be described as a process that enables a child to solve a
problem, carry out a task or achieve a goal that would be beyond his unassisted
efforts (norbury, 2004). Therefore, the goal of the teacher when using the
scaffolding teaching strategy is to help the students to become independent and
self-regulating learner and problem solver (Stuyf, 2002, p.2)
Types of Scaffolding
Saye and Brush (2002) note that scaffolding techniques consist of the soft
and
hard scaffolding. The soft scaffolding is dynamic and
involves more
teacher’s actions when providing support to students with certain needs promptly.
Teacher provides support and guidance to students in advance during the
teaching-learning activity. Students then are expected to do the given assignment
using their own words and ideas. When student succeed in doing so, it means
12
there has been significant learning progress. One example of soft scaffolding is
givng students some questions to check their comprehension about certain subject.
When this is done, teachers or peers can give them feedback. Procedural
scaffolding and metacognitive scaffolding is included as soft scaffolding.
In contrast, hard scaffolding are static supports that can be developed in
advance based on anticipated or typical learners difficulties through tasks, for
example teachers help students deliver a strong, evidence-based argument to
support them at a specific stage of the process that is difficult for most learners.
Brush and Saye (2002) make the distinction between “hard” and “soft”
scaffolding. Hard scaffolding is the purposeful, planned use of materials that are
designed to support learners. These materials can range from texts (e.g., books,
notes, etc.) to audio/video (e.g., lecture recordings, podcasts with a variety of
content, etc.) to graphical/visual (e.g., animation, illustrations, models, etc.).
Conceptual scaffolding and strategic scaffolding is include as hard scaffolding.
Basically, scaffolding has four types, they are: Procedural scaffolding
which helps students use appropriate tools effectively step by step after teachers
give them instruction. Metacognitive scaffolding which prompts students to think
about what they are learning throughout the process and assists students reflecting
on what they have learnt (self-assessment). Conceptual scaffolding which helps
students decide what to consider in learning and guide them to key concepts.
Strategic scaffolding which helps students find alternative strategies and methods
to solve complex problems.
13
Goals of scaffolding
Berk and Winsler (1995) noticed that teacher has several scaffolding goals as a
base of their teaching-strategies, the goals are:
1. Jointly Problem Solving: it makes the learners socially shared cognition. It
means two participants or more who begin to do a task with different
understandings then they could have a same understanding by interaction
with the peers. Learning will built at shared and determined the best
understanding.
2. Intersubjectivity: It creates two participants who begin a task with
different understandings arrive at a shared understanding. Learning takes
place with shared understanding.
3. Warmth and Responsiveness: it is believed that emotional tone of
guidance is important. Children learn more when they are supported and
encouraged to do so. It is important for adult to be engaged in process.
4. Keeping the Child in the ZPD: It will make learners do structure task and
surrounding environment. It adjust amount of adult intervention to child’s
needs (not too much or too little).
5. Promoting Self-Regulation: It requires adult to relinguish control and
assistance as soon as child is able to work independently.
14
Instrument of scaffolding
Arikunto (2009: 25) noted in education, teaching-instruments are applied
to find out students achievement in language learning; the cognate and influential
factors on the results of learning process, the students’ learning progress, the
teaching progress, and other progress in certain program.
Basically, scaffolding instruments are given based on teachers’ initiatives.
The instruments can be the method chosen by teachers, provision of teaching
tools, and other learning activities such as games, reading aloud, role play,
impromptu speech, etc.
Wood, Bruner and Ross (1976) developed the scaffolding. They improved the
scaffolding by providing the adult and teachers with instruments to enhance
motivation among students. Scaffolding has certain types, goals and instruments. The
instruments themselves are very much dependent upon teacher’s initiatives (the
scaffolder). It turn out that interaction and task giving really help beginners to
comprehend new things.
Nunan (1989) stated that task is a kind of scaffolding instrument. Task is
a piece of classroom work which involves learners in comprehending,
manipulating, producing or interacting in the target language while their attention
is principally focused on meaning rather than form. The task should also have a
sense of completeness, being able to stand alone as a communicative act in its
own right. It all imply that a task involves communicative language use and the
activities suggested in a task focuses on meaning rather than language forms.
15
Long (1985a) defines tasks with reference to the real-world tasks that people
usually do in everyday life outside the classroom. Task is used to elicit
interaction, produce output, or meaning negotiation that would enable learners’
acquisitional process to proceed (Bygate, Skehan, Swain, 2001:3).
The Study
Context Of The Study
The context of this study was one of Junior High School in Semarang
Residence. In English class, teacher used multi-language, which were mixture of
Indonesian, English and Javanese to teach the students in order to make them
understand easier.
The reason of choosing this school is because I had had my teaching
practicum there. Most of the
students here
have been
reported
to have
difficulties in learning English and they require teachers’ guidance to improve
their skill from the basic level. I got the information from the teachers. English as
their compulsory subject in the school.
There were 6 classroom of seventh grade in here, VII A, VII B, VII C, VII
D, VII E, and VII F and two English teachers. They studied English 3x40
minutes every week. The school prepared both several English-Indonesian and
Indonesian-English dictionaries (approximately @50) on the library for helping
students learn English. Teachers required seventh grade students to always bring
or borrow both dictionaries when they have English class. Students also bought
the English text-book as their hand-out which was also brought in English class.
16
I wanted to contribute into this school since I had learned and wanted to
learn more to raise students’ motivation in class . During my observation to see
how the teacher teaches, I learned that most of
collaborative learning
and
their teaching
employed
scaffolding as their learning models. Everything
begin from the basic, so I was interested to choose only seventh grade classes as
my object observation. Teachers did the best to get students’ attention because
students must be able to follow English to pass the curriculum.
I choosed seventh grade as my context study because seventh grade
students were required to learn English from the basic level . Recently, English
was ommitted from main curiculum for elementary school. Some elementary
school included English in their curiculum, but the others did not. English was
compulsory subject in Junior High School, although elementary school was not.
It could be the reason that seventh grade students must learn English from the
basic level. Therefore, great attention should be paid to the seventh grade students
regarding the fact that most of them did not get English in Elementary school.
Participants
The participants for this study were seventh grade English teachers. The
two teachers who participate in this study graduated from English education
program. They had been teaching English for several years. Teacher A taught VII
A, VII B, VII C, and VII D; then teacher B taught VII E and VII F. But, teacher B
was both an English teacher and the headmaster. He was not always available for
his English class because he had responsibility for meetings or other schools
17
related events. When Teacher B was not available, teacher A could subtitute him
by joining teacher B’s students with teacher A’s students in his class.
They delivered English from the basic level. Both of them used teachercentered in teaching English. Teachers were the instructor, who monitored the
progress, supported the learning process and managed the classroom. Therefore,
teachers
shared their opinions related to the situation in that school which
covered the goals of using scaffolding,
and the instruments they
used for
teaching through task-activities that students had to do as their requirement in
English class.
Instrument Of Data Collection
In this study, observation and interview were used as the instruments to
collect the data. The observation were conducted ten times in different classes.
The focus of this observation were the teachers’ scaffolding of how to use the
instruments and what the instruments applied in classroom. The interview was
about some additional information related teachers’ scaffolding goals and the
benefits of using scaffolding in class.
In this study,
teachers’ scaffolding
observation using this form:
18
were noted down through the
Table 1
The observation protocol used in this study
Observation title
Class
Date
Participant
name
Duration
Time of teaching
Part Of Using Scaffolding
Scaffolding Type
Time Sampling
Hard
C
Soft
S
P
1-10’
10-20’
20-30’
30-40’
40-50’
50-60’
60-70’
70-80’
80-90’
Scaffolding Result
Scaffolding type
applied
Scaffolding
Instruments
used
C : Conceptual Scaffolding
S : Strategic Scaffolding
P : Procedural Scaffolding
M : Metacognitive Scaffolding
19
Scaffolding Instruments
M
The interview were done after all of the observation were completed. The
interviewee was teacher A . I did the interview two times which the interviewee of
both were only teacher A because at that time, teacher B had seminar out of the
town for several months. The first interview was discussed about ten questions
prepared and the second interview was about additional question for completed
the information . The interview were done in 30 minutes for the first and 20
minutes for the second one. I used Bahasa Indonesia when interviewed teacher
A to make him answer easier. I also used tape-recording to record the
conversation then I made the transcript to help me finish this study more easily.
The interviewee answered freely according to their own experience. To collect the
data, I used semi-structured interview. In this type of interview , the questions
can be changed depending on the direction from the interviewer. Corbetta (2003)
stated an interview guide is also used, but additional questions can be asked.
Data Collection Procedure
There were several steps have been done in the data collection, first,
observating the English class in seventh grade (class VII A, VII B, VII C VII D,
VII E and VII F). The data were collected based on the notes and video-recording
on important cases. Below is the schedule of the observation :
20
Table 2
The schedule of the observation of the study
Observation
Date
time
and
Class
Duration
A number
of students
Teacher
Observation 1
Feb,7,2014 –
07.15-08.30
VII A
2 x 40’
30
Teacher A
Observation 2
Feb 8,2014 –
08.30-09.50
VII E
2 x 40’
30
Teacher B
Observation 3
Feb 10, 2014
–
07.1508.30
VII B
2 x 40’
30
Teacher A
Observation 4
Feb 12, 2014
–
07.1508.30
VII D
2 x 40’
30
Teacher A
Observation 5
Feb 13, 2014
–
12.2013.00
VII A
1 x 40’
30
Teacher A
Observation 6
Feb
17,
2014- 07.5509.10
VII F
2 x 40’
33
Teacher A
Observation 7
March
19,
2014
–
12.20-13.00
VII D
1 x 40’
30
Teacher A
Observation 8
April
11,
2014
–
07.15- 07.55
VII B
1 x 40’
30
Teacher A
Observation 9
April
23,
2014
–
07.15-08.30
VII C
2 x 40’
33
Teacher A
Observation 10
April
24,
2014
–
07.15- 07.55
VII D
1 x 40’
30
Teacher A
Then, editing videos were done after all of the observation to show the part
where scaffolding process occured. Next, transcribing all the edited videos.
21
After all of the observation were done, the next step were interviewing the
teacher to complete the data. Resercher
used tape-recorder to record the
conversation and avoid the missing parts. The interview was conducted after all of
the observations. During interview, the researcher also showed edited-video to the
teacher related to scaffolding process. The last was transcribing the interview data.
Data Analysis Procedure
After the data was collected, the following steps were taken to analyze the
data, first was classifying scaffolding type in classroom based on Saye and Brush
(2002) which are Conceptual scaffolding and strategic scaffolding that were
included in hard scaffolding, and procedural scaffolding and metacognitive
scaffolding that were included in soft scaffolding.
Then, describing the instruments used by the teacher based on Arikunto
(2009: 25) that noted
scaffolding instruments are given based on teachers’
initiatives.
Next, determining scaffolding goals based on the information which were
gotten from the interview with the teacher.
After confirming
scaffoding type, goals and instruments, the data was
recapped in the form of table and displayed on a chart.
After that, I concluded the benefits of scaffolding for teacher and students
based on additional information which gotten from interview.
22
Findings and Discussion
From
ten
observations in six different classes, there were many
instruments and one scaffolding
type which were applied in teaching. The
participants also shared the additional information related to the goals and benefits
of scaffolding. Here, this part discussed about scaffolding types and instruments,
scaffolding goals and the importance of scaffolding for seventh grade teacher and
also the students.
Scaffolding types and instruments
Below is the data of scaffolding instruments and type used by the teacher which
were gotten from the observation :
Table 3
The used of scaffolding by the teacher
SOFT SCAFFOLDING
CONTEXT
ST
Class VII B
Observation
3,
February 10, 2014
Class VII B
Observation 8, April
11, 2014
M
Class VII D
Observation 7, March
19, 2014
72
Questions
7 oral-tasks
SI
The explanation of question words ,provided a lot of
question and asked the students to make sentence using
question-word as the task. After that, teacher asked the
students to say their sentences.
Making sentences using present continuous tense
P
1 task
M
19 questions
Question-answers related to present continuous tense.
Class VII D
Observation
4,
February 12, 2014
TS
54 questions
M
8 oral tasks
P
1 task
M
10 questions
The explanation of question \- words ,provided a lot of
question and asked the students to make sentence using
question-word as the task. After that, teacher asked the
students to say their sentences.
Teacher explained about how to make sentence using present
continous tence, the let the students made it.
Teachers provided sentence related to present continuous
tense.
23
17 questions
Class VII D
Observation 10, April
24, 2014
M
20
tasks
about
reading
aloud and
answer the
questions
Class VII C
Observation 9, April
23, 2014
M
Class VII A
Observation
February 7, 2014
21 questions
1,
P
1 game
The read the text and translated it into Bahasa Indonesia.
Then, teacher asked the students to read another text and
gave them oral feedback when they made mistakes. Teacher
asked the students to translate another text as their task
Teacher provided game to the students. He explained the
instruction then asked the students to do the task. The task
was about developing vocabulary. After the students
finished, teacher asked them to raise their hands and said it
32 questions
Class VII A
Observation
Feruary 13, 2014
45 questions
Teacher discussed the test with students, students tried to
read the questions and the text, then answered it as well as
they could. If there were mistakes, teacher gave oral
feedback.
5,
M
1 oral-tasksmaking
sentences
Teacher explained about question-word then he let the
students to make sentence using question-word.
7 questions
8 repeating
by reading
aloud
the
dialogue
Class VII E
Observation
February 8, 2014
2,
P
1 task –
making
conversatio
n related to
facts
and
opinion
Teacher read the conversation-text then he asked the
students to repeat it. After that, teacher gave relevant task for
them.
5 questions
Class VII F
Observation
6,
February 17, 2014
P
8 repeting
by reading
aloud
the
dialogue
1 task –
making
conversatio
n related to
facts
and
opinion
Teacher read the conversation-text then he asked the
students to repeat it. After that, teacher gave relevant task for
them
ST : Scaffolding Type
TS : Total Scaffolding Instruments
SI : The term of scaffolding instruments
24
P : Procedural Scaffolding
M : Metacognitive Scaffolding
Table 3 indicated that
the teachers used scaffolding in classroom.
Scaffolding process is one of the technique to help teacher supplied students’
interaction in classroom so the learning would be successfully done. From ten
observation, the researcher found 320 scaffolding instruments used by the
teachers. The teachers provided 283 questions; 20 oral task such as making
sentences and dialogue; 16 Repeating the conversation text by reading aloud; and
a game. During ten observation, teachers developed soft scaffolding type which
were metacognitive scaffolding and procedural scaffolding for seventh graders.
Each type had the following instruments that would be analized in table 4 :
Table 4
Scaffolding instruments used by the teacher
Questions
Oral Tasks
Reading Aloud
Game
283
20
16
1
89%
6%
5%
0%
25
Figure 1 Scaffolding instruments used by the teacher
Figure 1 showed that questions are the most common scaffolding
instruments which were used by the teachers. Weimer (2011) stated that
questioning can provide feedback. When teacher ask questions, the students will
think and are demanded to respond. When students try to respond, teachers can
see how far the students understand the lesson and teacher can correct or help the
students to correct their mistakes or something they have not really understood
(Weimer, 2011). Therefore, by asking questions, teachers can oversee students’
comprehension and stimulate students’ cognitive developments. The other
scaffolding instruments used by the teachers were oral tasks, reading aloud and
game.
During observation, scaffolding types and scaffolding instruments had
been used. Teachers applied soft scaffolding in the classroom. The soft
scaffolding is dynamic and
involves more teacher’s actions when providing
26
support to students with certain needs promptly. Teacher provides support and
guidance to students in advance during the teaching-learning activity. Students
then are expected to do the given assignment using their own words and ideas.
(Saye and Brush (2002)).
During soft scaffolding, teacher gave instruction or materials to students.
Then, he provided a lot of questions to check their understanding. Teacher also
gave feedback when students had mistakes. Next, teacher gave the opportunity for
students to develop their ideas by giving them relevant tasks. Through the tasks,
students could perform independently.
They applied soft scaffolding which were metacognitive scaffolding and
procedural scaffolding and the instruments used for seventh gaders
in SMP
Negeri 1 Banyubiru would be explained.
1. Metacognitive scaffolding
Metacognitive scaffolding prompts students to think about what they are
learning throughout the process and assists students reflect on what they have
learnt (self-assessment). In class VIID, for example, teachers gave the explanation
about “question word”. He explained about kinds of question-words and the
examples. For skill improving, teacher provided a lot of questions to the students.
Students tried to answer that questions although they still used simple answers
such as “yes” or “no” and several words related to the questions. As shown in part
of the observation below :
27
Teacher A : students, we will continue our material about questionwords, what is the example of question-words? (Scaffolding instrument
in the form of question)
....
Teacher A : good ! what else? (Scaffolding instrument in the form of
question)
...
Teacher A : “while” is not a question-word, okey? (Scaffolding
instrument in the form of oral feedback)
...
Teacher A : now, let’s make a sentence using “what” ! , I will give
one minute, just one sentence. (Scaffolding instrument in the form of
oral-task)
(Observation 4, February 12, 2014, VII D class )
In the part of observation above, it could be seen that Teacher A had
previously explained about question-word to students, so he said “we will
continue our material about question-words..”, then, he provided questions related
to the materials. After that, teacher A gave relevant tasks for them. He asked
students to make sentences using question-word. Teacher A let the students
develop their ideas, when they finished, they raised their hand and read their
sentences or wrote the questions on the white-board.
Students tried to speak English through the task after they understood
about question-words although some of them still had low- proficiency in
speaking fluently. But at least, students already tried to learn English through
conversation and got oral feedback from the teacher. So, the interaction was
succesfully made in classroom. In this case, scaffolding was the instrument that
the teacher used in giving students appropriate task such as question-answer and
making sentences.
In observation 7, at VII D class, teacher applied metacognitive scaffolding
to teach present continuous tense. He mentioned about the formula of present
28
continous and explained how to make sentence using present continuous tense.
After that, teacher asked students to make sentence about present continuous tense
which that sentence was connected into their experiences. It showed that teacher
applied metacognitive scaffolding by explaining the material first, then asking the
students to do the task in the term of making sentences. As shown in observation
below:
Teacher A : Present continous tense is used to explain the condition that still in progress.
Do you understand?
...
Teacher A : The formula of present continuous tense is Subject plus to be that consists of
is;am;are plus verb 1 and ing. For example Yordan.. what to be that you must use for
subject Yordan?
...
Teacher A : Oke good! Yordan is playing football. Now let’s make sentences using
present continous based on your experiences, for example I am sleeping in class, etc.
Then raise your hand and say it!
At the previous research, Sutami (2013) found the fact that metacognitive
scaffolding was appropriate for teaching recount in junior high school. Teacher
gave the instruction about past tense, how to make essay using past tense, and
explained about anything related to the recount then they let the students to do the
exercise to write recount text.Recount was related to the experience at the past, so
the students would remembered about something in their experiences. As the
result, students could be done succesfully in writing recount text.
Observation 7 and Sutarmi’s showed that metacognitive scaffolding could
be used for explaining the tenses and how to use tenses in making sentences.
29
It showed us the role of a teacher to use metacognitive scaffolding in the
class. Teachers as the instructor and the models of learning. Teachers needed to
perform maximally in order to make students attract about the lesson. If the
students understood, they would did the exercise succesfully.
2. Procedural Scaffolding
Procedural scaffolding helps students to use appropriate tools effectively
or step by step after teachers give them instruction.
In class VII E, teacher gave a model of how to read conversational English
text then let the students to repeat after him. As shown in observation below:
Teacher B
: students, now please repeat after me! I LOST MY WALLET
YESTERDAY. . (Scaffolding instrument in the form of oral task by reading aloud)
Students
teacher)
: I – lost – my – wallet- yesterday ! (Students’ repeating from the
Teacher B
: HOW DID IT HAPPEN ? . (Scaffolding instrument in the
form of oral task by reading aloud)
Students
: How – did – it – happen ? (Students’ repeating from the teacher)
...
Teacher B
: If you want to make sentence about fact, you are not use “in my
opinion” or “according to...”. Fact is really happen. If you can make more sentences, you
are smart! Better if you make simple sentence. Before mentioning facts, make greeting
first to begin your conversation. (procedures explanation). See? Let’s make it in
group...then, perform it in front of the class.
Students : yes!!!
Teacher B
: use dictionary if you have difficulties to find the words! (suggestion as
the scaffolding instrument, the teacher as a tool-preparer)
(Scaffolding in obsevation 2,February 8, 2014, VII E class)
By repeating, students were trying to read conversational English text.
Teacher B provided students with text books and dictionaries. Then, teacher
explained the procedure of how to make conversation.
30
We could see from a part in observation 2, teacher B provided the
procedures of making conversation, then
he asked
students to make
conversation. This was also the role of a teacher to do scaffolding. The
instruments are text-book & dictionaries as the tool and making conversation as
the exercise.
In class VII A, teacher A provided game to improve students’ motivation.
It was expected that through games, students will competed to do the best
performance. Teacher A gave instruction or procedures about how to play a game.
Then students followed teacher’s explanation. As shown in observation 1:
Teacher A
giving oral task)
: let’s read this word ! . (Scaffolding instrument in the form of
...
Teacher A
: RICE-word contains of R,I,C, and E. Every alphabet must
creates new word. For example , R can be ROOM, I can be IS, C can be CUP, etc. Do
you understand? (Procedures esplanation and game as scaffolding instrument)
...
(Scaffolding in observation 1, February 7, 2014, VII A class)
From observation 1, students must be developed their ideas to find the words.
This showed scaffolding in classroom. The instrument was from game.
It was the role of a teacher as “the scaffolder”. Teacher must have creative method
to raise students’ motivation in language learning.
31
Scaffolding Goals
The goals of scaffolding was done by the teachers. It was to inspire
learners in learning and developing their knowledge and understanding. This part
was discussed about the scaffolding goals applied by the teacher which gotten
from the interview.
Table 5
Scaffolding goals applied by the teachers
CONTEXT
SCAFFOLDING
GOAL
SCAFFOLDING GOALS’ IMPROVEMENT
-Provided tasks to the students.
-The students and the teacher would socially share condition
Class VII B
and D
Jointly Problem
Solving
-Provided a lot of questions to make students develop their ideas
-Teacher delivered the personal experience with students.
-Gave a lot of questions to the students
-Gave relevant tasks to the students.
Class VII E,
F&C
Keeping Child in
the ZPD
-Distributed several dictionaries to the students as the property of
learning.
-The teacher are not supposed to let students work without help.
-Let the students to do task in form of games
Class VII A
Promoting
Regulation
Self
-Reduced the support to the students but distributed enough
dictionaries to help students find out the meaning of the word that
they still do not understand.
-Suit his emotion with class situation tactfully
Class VII D
Warmth
and
Responsiveness
-Needed to speak in high tone to make students pay more
attention to them.
-Made joke to help them reduce the tension
32
In class VII B and VII D, teacher A developed Jointly problem solving; as
his scaffolding goals. He provided tasks to his students. In Join Problem Solving,
the students and the teacher would socially share condition for understanding the
lesson. The teacher delivered the personal experience with students that the
students will easily get the knowledge. The teacher also provided a lot of
questions to make students develop their ideas about the lesson by answering the
questions . During my observation they were learnt about question-word. The
teacher asked to the students about the example of question-word, the example of
the object and subject in form of questions, and also let the students make
question using the formula that has been taught. The students were able to do the
tasks succesfully. They were active and encouraged to answer the questions. As
shown in the result of interview below:
“....I have jointly problem solving as my scaffolding goals. Before I get the
material to the students, better if we shared understanding about the clue of our
materials based our social context to stimulate their thinking. So, the students
would be know what are the materials that we are going to learn, and they will
have the figure toward the lesson....”
Almost the same case as Jointly Problem Solving, in class VII E, VII F
and VII C, the teacher developed scaffolding goal such as Keeping Child in the
ZPD, the teacher also gave a lot of questions to the students to help them
understand about the lesson and as the effort to make interaction in class. Next,
the teacher gave relevant tasks to the students. The teacher distributed several
dictionaries to the students as the property of learning. The teacher are not
supposed to let students work without help. As one of the scaffolding goals,
33
keeping child in the ZPD is assumed to have been feasible to gain motivation
among students. As shown in interview result below:
“.... Keeping child in the ZPD is also my scaffolding goals. By giving the task, I
can oversee how far my students develop their thinking for doing the task well.”
Related to Keeping child in the ZPD, in class VII A, Promoting Self
Regulation was also be the scaffolding goal for the teacher. He let the students to
do task in form of games individually. The teacher reduced his support to the
students but he distributed enough dictionaries to help students find out the
meaning of the word that they still do not understand. As the result, the students
could manage themselves in doing the task using their creativities, ideas and in
this way the seemed active during the language learning process. By finding new
vocabulary, the students will automatically keep the words in their minds. If
students succesfully understand a lot of words, they will confidently speak in
English. As shown in interview result below:
“....I always reach Promoting Self Regulation in the term of game to attract my
students. In game, I let the students to make a group. In group, they will have
competition with other groups. Here, students will manage the ways to win a
game. This is promoting self regulation will be conducted.”
During observation , only in classVII D, the teacher developed Warmth
and responsiveness as his scaffolding goal. Warmth and responsiveness made the
students pay attention to the teacher. During learning process teachers suit his
emotion with class situation tactfully. When students appeared tired, teachers
made joke to help them reduce the tension. Teachers sometimes needed to speak
in high tone to make students pay more attention to them. Those strategies were
34
made in efforts to improve motivation among students. As shown in interview
result below:
“..... Warmth and responsiveness is also my scaffolding goal. I did it to make my
students recognize and pay attention to the lesson. If they pay attention, I am
easier to transfer my knowledge into them. ”
How scaffolding is important
Scaffolding improves teachers’ creativity
Scaffolding was very important for the beginner students . English was
taught in most elementary school only as optional course. That was why seventh
grade students must learn English from the basic level . Scaffolding spontaneosly
done by the teacher as the basic concept strategy to raise and attract students’
attention. Tachers must understood the concept and applied it in class to improve
their teaching-teachnique. By scaffolding, teachers would think and decide which
appropriate
teaching technique they would applied in class. As shown in
interview result below:
“ ... Basically, scaffolding is the basic concept of teaching-strategy. It is
spontaneously done by the teacher. So, scaffolding can creates skillimprovement to the students. For sure, I am demanded to developed
language learning and scaffolding is very useful to train teachers to be
creative.” (Teacher A)
Through interview, teachers mentioned that scaffolding made teachers
improve their creativity in teaching. In this case, scaffolding made teachers
preparing action-spontaneously to create the instruments that he will use in
teaching. Teacher was interested to always apply scaffolding in his class
35
because it could
improve skill among the students and his creativity in
teaching.
Scaffolding as guided participant among the students and problem solver
of the obstacles in teaching-learning process
In teaching and learning process, there were a lot of
obstacles in
delivering the lesson. English was not a mother tongue for Indonesian
students, so, it would be an obstacle for them. Teachers’ role was the most
important thing in here. They must had the concept to guide their students.
Scaffolding was the teaching-concept- strategy for teachers. Scaffolding
helped students to make interaction among their peers and teachers. Through
interaction, learners would share ideas, understanding and get feedbackcorrection.
According to Yu (2002), individual can also profit from social interaction.
He adopts Vygotzkian perspective that “under guidance or in collaborative
with more capable peers” children can step from one lower to higher level.
The higher level gives the support to lower level of children by providing
knowledge and guided participation explicilty (Rogoff, 1990)). Below is a
part of interview which the interviewer is the researcher and the interviewee
is teacher A :
“ ... I pay more attention to students with problems. I approach them with
appropriate emotional tone. I sometime ask smarter students to help them.
It works. I find that this is possibly applicable because peers usually use
friendly and understandable language.” (Teacher A)
36
From a part of the interview, it can be inferred that scaffolding was v