t ing 0807990 table of content
TABLE OF CONTENTS
Page
APPROVAL PAGE ............................................................................................. i
DECLARATION ................................................................................................. ii
ACKNOWLEDGMENT...................................................................................... iii
ABSTRACT......................................................................................................... vi
TABLE OF CONTENTS .................................................................................... vii
LIST OF FIGURES ............................................................................................. x
LIST OF TABLE ................................................................................................. xi
CHAPTER ONE: INTRODUCTION ..................................................................
1.1. Background of the Study ........................................................................
1.2. Research Question ..................................................................................
1.3. Research objectives .................................................................................
1.4. Significance of Study ..............................................................................
1.5. Definition of Key Terms .........................................................................
1.6. Organization of the Thesis ......................................................................
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1
4
5
5
6
7
CHAPTER TWO: LITERATURE REVIEW ......................................................
2.1. Historical Overview of Scaffolding ........................................................
2.1.1 Piaget’s Constructivism.................................................................
2.1.2 Vygotsky’s Constructivism ..........................................................
2.2. Instructional Scaffolding.........................................................................
2.2.1 Definition of scaffolding ...............................................................
2.2.2 Types of Scaffolding .....................................................................
2.3. Genre-Based Approach ...........................................................................
2.3.1 Definition of Genre-based Approach ............................................
2.3.2 Basic Principle of Genre-Based Approach ....................................
2.3.3 Scaffolding as a Basic Principle in Genre-based Approach ..........
2.4. Exposition Texts .....................................................................................
2.4.1 Definition of Exposition Text........................................................
2.4.2 Types of Exposition text................................................................
2.4.3 Schematic Structure of Hortatory Exposition ...............................
2.4.4 Language feature of Hortatory Exposition ....................................
2.5 Systemic Functional Grammar ................................................................
2.5.1 Defining Systemic Functional Grammar ........................................
2.5.2 Transitivity System .........................................................................
2.5.3 Modality System .............................................................................
2.8 Related Research ......................................................................................
CHAPTER THREE. RESEARCH METHODOLOGY .....................................
3.1. Research Design......................................................................................
3.2. Research Site ...........................................................................................
3.3. Participants ..............................................................................................
3.4. Data Collection Method ..........................................................................
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3.4.1 Observation ...................................................................................
3.4.2 Interview ........................................................................................
3.4.3 Documentation of Students Text ...................................................
3.5. Data Analysis ..........................................................................................
3.5.1 Observation ...................................................................................
3.5.2 Interview ........................................................................................
3.5.3 Documentation of Students’ Text..................................................
3.5.4 Research Validity ..................................................................................
CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION ...........................
4.1 Actualization of Scaffolding ...................................................................
4.1.1 Types of Scaffolding .............................................................................
4.1.1.1 Offering Explanation ......................................................................
4.1.1.2 Modeling .........................................................................................
4.1.1.3 Inviting Students’ participation.......................................................
4.1.1.4 Verifying and Clarifying Students’ Understanding ........................
4.1.1.5 Inviting Students Contribute to Clues .............................................
4.1.1.6 Bridging ..........................................................................................
4.1.1.7 Schema Building .............................................................................
4.1.1.8 Developing Metacognition..............................................................
4.1.1.9 Content Scaffolding ........................................................................
4.1.1.10 Strategic Scaffolding.....................................................................
4.1.1.11 procedural Scaffolding ..................................................................
4.1.1.12 Summary of Scaffolding provided by Teacher A and B...............
4.1.2 The Relation of Scaffolding to Each Curriculum Cycle .......................
4.1.2.1 Scaffolding in Building Filed of Knowledge (BKoF) ....................
4.1.2.2 Scaffolding in Modeling of Text (MoT) .........................................
4.1.2.3 Scaffolding in Joint Construction of Text (JCoT) ..........................
4.1.2.4 Scaffolding in Independent Construction of Text (ICoT)...............
4.1.3 Teacher Awareness of Scaffolding .......................................................
4.1.3.1 Teacher Awareness of the Scaffolding Concept ................................
4.1.3.2 Teacher Awareness of Scaffolding Realization in the Classroom .....
4.1.3.2.1 Offering Explanation ...................................................................
4.1.3.2.2. Modeling .....................................................................................
4.1.3.2.3 Inviting Students’ Participation ...................................................
4.1.3.2.4 Verifying and Clarifying Students’ Understanding .....................
4.1.3.2.5 Inviting Students to contribute to clues .......................................
4.1.3.2.6 Bridging .......................................................................................
4.1.3.2.7 Schema Building .........................................................................
4.1.3.2.8 Developing Metacognition...........................................................
4.1.3.2.9 Content Scaffolding .....................................................................
4.1.3.2.10 Strategic Scaffolding..................................................................
4.1.3.2.11 Procedural Scaffolding...............................................................
4.1.3. 3 Teacher’s Awareness and Realization of Scaffolding ......................
4.2 Students’ Progress in Writing Hortatory Exposition ...............................
4.2.1. Analysis of High Achiever Students’ Text of Teacher 1 .....................
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4.2.1.1 Analysis of Schematic structure and social function of Text 1
and Text 2 ...................................................................................
4.2.1.2 Analysis of Linguistic Feature .....................................................
4.2.2 Analysis of Middle Achiever Students of Teacher 1 ............................
4.2.2.1 Analysis of Schematic Structure and social function of
text 3 and text 4 ...........................................................................
4.2.2.2 Analysis of Linguistic Feature .....................................................
4.2.3 Analysis of Low Achiever Students’ Text of Teacher 1.......................
4.2.3.1 Analysis of Schematic Structures and Social Function of
Text 5 and text 6 .........................................................................
4.2.3.2 Analysis of Linguistic Features ...................................................
4.2.4. Analysis of High Achiever Students’ Text of Teacher 2 .....................
4.2.4.1 Analysis of Schematic structure and social function of Text 1
and Text 2 ...................................................................................
4.2.4.2 Analysis of Linguistic Feature .....................................................
4.2.5 Analysis of Middle Achiever Students of Teacher 2 ............................
4.2.5.1 Analysis of Schematic Structure and social function of
text 3 and text 4 ...........................................................................
4.2.5.2 Analysis of Linguistic Feature .....................................................
4.2.6 Analysis of Low Achiever Students’ Text of Teacher 2.......................
4.2.6.1 Analysis of Schematic Structures and Social Function of
Text 5 and text 6 .........................................................................
4.2.6.2 Analysis of Linguistic Features ...................................................
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CHAPTER FIVE: CONCLUSION AND SUGGESTION ..................................
5.1 Conclusions .............................................................................................
5.2 Suggestion ................................................................................................
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150
153
BIBLIOGRAPHY ................................................................................................
154
APPENDIX 1: Semi- Structured Interview with Teachers..................................
162
APPENDIX 2: Students’ Text .............................................................................
165
APPENDIX 3: Condensed Version of Data from Interview with Teachers ........
167
APPENDIX 4: Samples of Reading Materials ....................................................
175
APPENDIX 5: Examples of Transcript of Teaching and Learning Activities ....
178
iii
LIST OF FIGURE
Figure 2.1 Representation of Purposeful Scaffolding ....................................
Figure 2.2 Cycles and Stages of Learning .....................................................
Figure 2.3 Relational Processes .....................................................................
Figure 2.4 Sequence of Conducting the Present Study ..................................
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LIST OF TABLES
Table 2.1 The Summary of process type and participant roles ......................
Table 4.1 Types of Scaffolding Instruction used by Teacher A ....................
Table 4.2 Types of Scaffolding Instruction used by Teacher B ....................
Table 4.3 Scaffolding Instruction used by teacher in BKoF Stage ................
Table 4.4 Scaffolding Instruction used by Teacher in Modeling Stage .........
Table 4.5 Scaffolding Instruction used by Teachers in JcoT Stage ...............
Table 4.6 Scaffolding Instruction used by Teachers in ICoT ........................
Table 4.7 Summary of Scaffolding Instruction of Research Finding ............
Table 4.8 Text 1 Produced by High Achiever student ...................................
Table 4.9 Text 2 Produced by High Achiever student ...................................
Table 4.10 The Summary of Schematic Structures Produced by
High Achiever Student .................................................................
Table 4.11 The Summary of Linguistic Features of Texts Produced
by the High Achiever Students ...................................................
Table 4.12 Text 3 Produced by Middle Achiever Student.............................
Table 4.13 Text 4 Produced by medium Achiever student ............................
Table 4.14 The Summary of Schematic Structures produced
by Middle Achiever student .........................................................
Table 4.15 The summary of Linguistic Features of Text Produced by Middle
Achiever Student .........................................................................
Table 4.16 Text 5 Produced by Low Achiever Student .................................
Table 4.17 Text 6 Produced by Low achiever Student ..................................
Table 4.18 The Summary of Schematic Structure Produced by Low
Achiever student ..........................................................................
Table 4.19 The Summary of Linguistic Features Produced by Low
Achiever Student ..........................................................................
Table 4.20 Text 1 Produced by High Achiever Student ................................
Table 4.21 Text 2 Produced by High Achiever Student ................................
Table 4.22 The Summary of Schematic Structures Produced by High
Achiever Student ..........................................................................
Table 4.23 Linguistic Features of Text 1 and Text 2 .....................................
Table 4.24 Text 3 Produced by Middle Achiever Student.............................
Table 4.25 Text 4 Produced by Middle Achiever Student.............................
Table 4.26 The Summary of Schematic Structures by Middle Achiever
Student .........................................................................................
Table 4.27 Linguistic Features of Text 3 and Text 4 .....................................
Table 4.28 text 5 produced by Low Achiever Student ..................................
Table 4.29 Text 6 produced by Low Achiever Student .................................
Table 4.30 The Summary of Schematic Structure Produced by Low Achiever
Student .........................................................................................
Table 4.31 Linguistic Features of Text 5 and Text 6 .....................................
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Page
APPROVAL PAGE ............................................................................................. i
DECLARATION ................................................................................................. ii
ACKNOWLEDGMENT...................................................................................... iii
ABSTRACT......................................................................................................... vi
TABLE OF CONTENTS .................................................................................... vii
LIST OF FIGURES ............................................................................................. x
LIST OF TABLE ................................................................................................. xi
CHAPTER ONE: INTRODUCTION ..................................................................
1.1. Background of the Study ........................................................................
1.2. Research Question ..................................................................................
1.3. Research objectives .................................................................................
1.4. Significance of Study ..............................................................................
1.5. Definition of Key Terms .........................................................................
1.6. Organization of the Thesis ......................................................................
1
1
4
5
5
6
7
CHAPTER TWO: LITERATURE REVIEW ......................................................
2.1. Historical Overview of Scaffolding ........................................................
2.1.1 Piaget’s Constructivism.................................................................
2.1.2 Vygotsky’s Constructivism ..........................................................
2.2. Instructional Scaffolding.........................................................................
2.2.1 Definition of scaffolding ...............................................................
2.2.2 Types of Scaffolding .....................................................................
2.3. Genre-Based Approach ...........................................................................
2.3.1 Definition of Genre-based Approach ............................................
2.3.2 Basic Principle of Genre-Based Approach ....................................
2.3.3 Scaffolding as a Basic Principle in Genre-based Approach ..........
2.4. Exposition Texts .....................................................................................
2.4.1 Definition of Exposition Text........................................................
2.4.2 Types of Exposition text................................................................
2.4.3 Schematic Structure of Hortatory Exposition ...............................
2.4.4 Language feature of Hortatory Exposition ....................................
2.5 Systemic Functional Grammar ................................................................
2.5.1 Defining Systemic Functional Grammar ........................................
2.5.2 Transitivity System .........................................................................
2.5.3 Modality System .............................................................................
2.8 Related Research ......................................................................................
CHAPTER THREE. RESEARCH METHODOLOGY .....................................
3.1. Research Design......................................................................................
3.2. Research Site ...........................................................................................
3.3. Participants ..............................................................................................
3.4. Data Collection Method ..........................................................................
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i
3.4.1 Observation ...................................................................................
3.4.2 Interview ........................................................................................
3.4.3 Documentation of Students Text ...................................................
3.5. Data Analysis ..........................................................................................
3.5.1 Observation ...................................................................................
3.5.2 Interview ........................................................................................
3.5.3 Documentation of Students’ Text..................................................
3.5.4 Research Validity ..................................................................................
CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION ...........................
4.1 Actualization of Scaffolding ...................................................................
4.1.1 Types of Scaffolding .............................................................................
4.1.1.1 Offering Explanation ......................................................................
4.1.1.2 Modeling .........................................................................................
4.1.1.3 Inviting Students’ participation.......................................................
4.1.1.4 Verifying and Clarifying Students’ Understanding ........................
4.1.1.5 Inviting Students Contribute to Clues .............................................
4.1.1.6 Bridging ..........................................................................................
4.1.1.7 Schema Building .............................................................................
4.1.1.8 Developing Metacognition..............................................................
4.1.1.9 Content Scaffolding ........................................................................
4.1.1.10 Strategic Scaffolding.....................................................................
4.1.1.11 procedural Scaffolding ..................................................................
4.1.1.12 Summary of Scaffolding provided by Teacher A and B...............
4.1.2 The Relation of Scaffolding to Each Curriculum Cycle .......................
4.1.2.1 Scaffolding in Building Filed of Knowledge (BKoF) ....................
4.1.2.2 Scaffolding in Modeling of Text (MoT) .........................................
4.1.2.3 Scaffolding in Joint Construction of Text (JCoT) ..........................
4.1.2.4 Scaffolding in Independent Construction of Text (ICoT)...............
4.1.3 Teacher Awareness of Scaffolding .......................................................
4.1.3.1 Teacher Awareness of the Scaffolding Concept ................................
4.1.3.2 Teacher Awareness of Scaffolding Realization in the Classroom .....
4.1.3.2.1 Offering Explanation ...................................................................
4.1.3.2.2. Modeling .....................................................................................
4.1.3.2.3 Inviting Students’ Participation ...................................................
4.1.3.2.4 Verifying and Clarifying Students’ Understanding .....................
4.1.3.2.5 Inviting Students to contribute to clues .......................................
4.1.3.2.6 Bridging .......................................................................................
4.1.3.2.7 Schema Building .........................................................................
4.1.3.2.8 Developing Metacognition...........................................................
4.1.3.2.9 Content Scaffolding .....................................................................
4.1.3.2.10 Strategic Scaffolding..................................................................
4.1.3.2.11 Procedural Scaffolding...............................................................
4.1.3. 3 Teacher’s Awareness and Realization of Scaffolding ......................
4.2 Students’ Progress in Writing Hortatory Exposition ...............................
4.2.1. Analysis of High Achiever Students’ Text of Teacher 1 .....................
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ii
4.2.1.1 Analysis of Schematic structure and social function of Text 1
and Text 2 ...................................................................................
4.2.1.2 Analysis of Linguistic Feature .....................................................
4.2.2 Analysis of Middle Achiever Students of Teacher 1 ............................
4.2.2.1 Analysis of Schematic Structure and social function of
text 3 and text 4 ...........................................................................
4.2.2.2 Analysis of Linguistic Feature .....................................................
4.2.3 Analysis of Low Achiever Students’ Text of Teacher 1.......................
4.2.3.1 Analysis of Schematic Structures and Social Function of
Text 5 and text 6 .........................................................................
4.2.3.2 Analysis of Linguistic Features ...................................................
4.2.4. Analysis of High Achiever Students’ Text of Teacher 2 .....................
4.2.4.1 Analysis of Schematic structure and social function of Text 1
and Text 2 ...................................................................................
4.2.4.2 Analysis of Linguistic Feature .....................................................
4.2.5 Analysis of Middle Achiever Students of Teacher 2 ............................
4.2.5.1 Analysis of Schematic Structure and social function of
text 3 and text 4 ...........................................................................
4.2.5.2 Analysis of Linguistic Feature .....................................................
4.2.6 Analysis of Low Achiever Students’ Text of Teacher 2.......................
4.2.6.1 Analysis of Schematic Structures and Social Function of
Text 5 and text 6 .........................................................................
4.2.6.2 Analysis of Linguistic Features ...................................................
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119
119
122
126
127
129
133
133
137
140
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143
146
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148
CHAPTER FIVE: CONCLUSION AND SUGGESTION ..................................
5.1 Conclusions .............................................................................................
5.2 Suggestion ................................................................................................
150
150
153
BIBLIOGRAPHY ................................................................................................
154
APPENDIX 1: Semi- Structured Interview with Teachers..................................
162
APPENDIX 2: Students’ Text .............................................................................
165
APPENDIX 3: Condensed Version of Data from Interview with Teachers ........
167
APPENDIX 4: Samples of Reading Materials ....................................................
175
APPENDIX 5: Examples of Transcript of Teaching and Learning Activities ....
178
iii
LIST OF FIGURE
Figure 2.1 Representation of Purposeful Scaffolding ....................................
Figure 2.2 Cycles and Stages of Learning .....................................................
Figure 2.3 Relational Processes .....................................................................
Figure 2.4 Sequence of Conducting the Present Study ..................................
18
27
37
50
iv
LIST OF TABLES
Table 2.1 The Summary of process type and participant roles ......................
Table 4.1 Types of Scaffolding Instruction used by Teacher A ....................
Table 4.2 Types of Scaffolding Instruction used by Teacher B ....................
Table 4.3 Scaffolding Instruction used by teacher in BKoF Stage ................
Table 4.4 Scaffolding Instruction used by Teacher in Modeling Stage .........
Table 4.5 Scaffolding Instruction used by Teachers in JcoT Stage ...............
Table 4.6 Scaffolding Instruction used by Teachers in ICoT ........................
Table 4.7 Summary of Scaffolding Instruction of Research Finding ............
Table 4.8 Text 1 Produced by High Achiever student ...................................
Table 4.9 Text 2 Produced by High Achiever student ...................................
Table 4.10 The Summary of Schematic Structures Produced by
High Achiever Student .................................................................
Table 4.11 The Summary of Linguistic Features of Texts Produced
by the High Achiever Students ...................................................
Table 4.12 Text 3 Produced by Middle Achiever Student.............................
Table 4.13 Text 4 Produced by medium Achiever student ............................
Table 4.14 The Summary of Schematic Structures produced
by Middle Achiever student .........................................................
Table 4.15 The summary of Linguistic Features of Text Produced by Middle
Achiever Student .........................................................................
Table 4.16 Text 5 Produced by Low Achiever Student .................................
Table 4.17 Text 6 Produced by Low achiever Student ..................................
Table 4.18 The Summary of Schematic Structure Produced by Low
Achiever student ..........................................................................
Table 4.19 The Summary of Linguistic Features Produced by Low
Achiever Student ..........................................................................
Table 4.20 Text 1 Produced by High Achiever Student ................................
Table 4.21 Text 2 Produced by High Achiever Student ................................
Table 4.22 The Summary of Schematic Structures Produced by High
Achiever Student ..........................................................................
Table 4.23 Linguistic Features of Text 1 and Text 2 .....................................
Table 4.24 Text 3 Produced by Middle Achiever Student.............................
Table 4.25 Text 4 Produced by Middle Achiever Student.............................
Table 4.26 The Summary of Schematic Structures by Middle Achiever
Student .........................................................................................
Table 4.27 Linguistic Features of Text 3 and Text 4 .....................................
Table 4.28 text 5 produced by Low Achiever Student ..................................
Table 4.29 Text 6 produced by Low Achiever Student .................................
Table 4.30 The Summary of Schematic Structure Produced by Low Achiever
Student .........................................................................................
Table 4.31 Linguistic Features of Text 5 and Text 6 .....................................
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