SCAFFOLDING FROVIDED BY A TEACHER IN TEACHING WRITING NEWS ITEM TEXT.

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TABLE OF CONTENT

STATEMENT OF AUTHORIZATION ... ii

PREFACE ... iii

ACKNOWLEDGMENT ... iv

ABSTRACT ... vi

TABLE OF CONTENT ... vii

LIST OF TABLES ... x

CHAPTER I INTRODUCTION ... 1

1.1. Background of The Research ... 1

1.2. Research Questions ... 3

1.3. Aims of The Research ... 4

1.4. Scope of The Research ... 4

1.5. Significance of The Research... 4

1.6. Clarification of Terms ... 5

1.7. Organization of The Research ... 6

CHAPTER II LITERATURE REVIEW ... 8

2.1. Scaffolding ... 8

2.1.1. Definition of Scaffolding ... 8

2.1.2. Types of Scaffolding to be Implemented in Teaching Writing... 12

2.1.2.1. Bridging ... 12

2.1.2.2. Contextualizing ... 14

2.1.2.3. Inviting Students’ Participation ... 15

2.1.2.4. Schema Building ... 16

2.1.2.5. Offering Explanation ... 17

2.1.2.6. Modeling ... 18

2.1.2.7. Verifying and Clarifying Students’ Understanding ... 19

2.1.3. Previous Research of Scaffolding in Teaching Writing ... 20

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2.2.1. Building the Field Stage ... 23

2.2.2. Modeling Stage ... 25

2.2.3. Joint Construction Stage ... 26

2.2.4. Independent Writing Stage ... 27

2.3. Text ... 28

2.3.1. The Nature of News Item text ... 29

2.4. Concluding Remark ... 32

CHAPTER III METHODOLOGY ... 33

3.1. Research Design ... 33

3.2. Research Site ... 33

3.3. Participant ... 34

3.4. Data Collection Techniques ... 34

3.4.1. Classroom Observation ... 34

3.4.2. Interview ... 35

3.5. Data Analysis Techniques ... 36

3.6. Concluding Remark ... 37

CHAPTER VI FINDINGS AND DISCUSSION ... 38

4.1. Data from Classroom Observation ... 38

4.1.1. Types of Scaffolding Provided by A Teacher in Teaching Writing News Item text ... 39

4.1.1.1.Bridging ... 39

4.1.1.2.Contextualizing ... 42

4.1.1.3.Inviting Students’ Participation ... 44

4.1.1.4.Schema Building ... 46

4.1.1.5.Offering Explanation ... 49

4.1.1.6.Modeling ... 53

4.1.1.7.Verifying and Clarifying Students’ Understanding ... 54

4.1.2. The WaysA Teacher Provides Scaffolding in Teaching Writing News Item text ... 61

4.1.2.1.Building the Field Stage ... 61

4.1.2.2.Modeling Stage ... 64

4.1.2.3.Joint Construction Stage ... 66

4.1.2.4.Independent Writing Stage ... 69 4.1.3. Benefits and Challenges of Scaffolding in Teaching Writing

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4.1.3.1.Benefits of Scaffolding in Teaching Writing News

Item text ... 71

4.1.3.2.The Challenges of Scaffolding in Teaching Writing News Item text ... 73

4.2. Data from Interview ... 74

4.2.1. Types of Scaffolding Provided by A Teacher in Teaching Writing News Item text ... 75

4.2.1.1.Bridging ... 75

4.2.1.2.Contextualizing ... 77

4.2.1.3.Inviting Students’ Participations ... 78

4.2.1.4.Schema Building ... 79

4.2.1.5.Offering Explanation ... 80

4.2.1.6.Modeling ... 80

4.2.1.7.Verifying and Clarifying Students’ Understanding ... 81

4.2.2. The Ways A Teacher Provides Scaffolding in Teaching Writing News Item text ... 82

4.2.2.1.Building the Field Stage ... 83

4.2.2.2.Modeling Stage ... 84

4.2.2.3.Joint Construction Stage ... 86

4.2.2.4.Independent Writing Stage ... 87

4.2.3. The Benefits and Challenges of Scaffolding in Teaching Writing News Item text ... 88

4.2.3.1.The Benefits of Scaffolding in Teaching Writing News Item text ... 89

4.2.3.2.The Challenges of Scaffolding in Teaching Writing News Item text ... 91

4.3. Concluding Remark ... 94

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS ... 95

5.1. Conclusions ... 95

5.2. Recommendations ... 96

BIBLIOGRAPHY ... 98

APPENDECIES ... 102

Appendix 1: Lesson Plan

Appendix 2: Transcription of Classroom Observation and Interview Appendix 3: Photos of Research Documentation

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LIST OF TABLES

Table 4.1 Teacher-Students Interaction (Bridging)

Table 4.2 Teacher-Students Interaction (Contextualizing)

Table 4.3 Teacher-Students Interaction (Inviting Students’ Participation) Table 4.4 Teacher-Students Interaction (Schema Building)

Table 4.5 Teacher-Students Interaction (Schema Building) Table 4.6 Teacher-Students Interaction (Offering Explanation) Table 4.7 Teacher-Students Interaction (Offering Explanation)

Table 4.8 Teacher-Students Interaction (Verifying and Clarifying Students’ Understanding)

Table 4.9 Teacher-Students Interaction (Verifying and Clarifying Students’ Understanding)

Table 4.10 Teacher-Students Interaction (Verifying and Clarifying Students’ Understanding)

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CHAPTER I

INTRODUCTION

This chapter presents the introduction of this paper. It covers background of the research, research questions, aims of the research, scope of the research, significance of the research, clarification of terms, and organization of the research.

1.1. Background of The Research

Writing is an important skill to be acquired and also is considered the most difficult language skill to be mastered. In the context of especially language teaching, this skill encourages students to be involved in meaning-focused use, language-focused learning, and fluency development;besides, through writing, a writer can be a local expert on the topic of what h/she writes by seeking information on the subject and also getting information from any literary works or media (Nation, 2009).

Writing is challenging for students to master since the difficulties not only lie on generating and organizing ideas, but also lie on translating these ideas into a readable text (Gibbons, 2002).Despite the difficulties, writing skillsare possible to be taught through providing guidance as an instructional strategy that ensures the students to gain confidence and take control of the task by doing it alone;the guidance is then called scaffolding (Bruner, 1978, cited in Pinter, 2006).

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The term scaffolding was first used by Wood, Bruner, and Ross as a metaphor to capture the nature support and guidance(Gibbons, 2002). This support and guidance are like temporary structures surrounding under a constructing building which soon will be removed when the constructing is finished(Hogan & Pressley, 1997; Hammond, 2001; Hartman, 2001; Gibbons, 2002; Suherdi, 2008). This metaphor deals with teachers’ role as more knowledgeable peers in guiding their students during learning activity in order to maximize students’ zone of proximal development (ZPD). Thus, scaffolding simply refers to teacher’s guidance and assistance in providing temporary support in order to help the students developing new understanding, new abilities, and new concept of task that would not quite been able to manage by students (Hogan & Pressley, 1997; Hammond, 2001).

There has been research on the use of scaffolding in teaching learning process which specifically showed how scaffolding was particularly influential for

students’ development in solving problems during learning process, for example, theresearch of providing scaffolding for producing academic essay in English as second language class conducted by Cotteral and Cohen (2003). The result of their research shows that teachers are able to focus attention on the language and structure needed to force students producing an argumentative essay by providing appropriate scaffolding throughout appropriate cycle.

Another research on scaffolding was conducted by Priyatni, et al. (2008) who investigated the use of scaffolding in helping students in paragraph writing.

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The findings show thatscaffolding technique is significantly effective to improve the students' competence in paragraph writing.

In relation to the use of instruction model, IMSCI (Inquiry, Modeling, Shared writing, Collaborative writing, Independent writing) in teaching writing, Read (2010) found that IMSCI model can be used to guide the process of teaching writing of any genre in almost any grade level.

The present research investigates the waysa teacher provides scaffolding in teaching writing News Item text in tenth grade in EFL context in senior high school.

1.2. Research Questions

This research is designed to answer the following questions:

1. What types of scaffolding are provided by the teacher in teaching writing News Item textin tenth grade of senior high school?

2. How does the teacher provide scaffolding in teaching writing News Item textintenth gradeof senior high school?

3. What benefits and challenges of scaffolding does the teacher find out in teaching writing News Item text in tenth grade of senior high school?

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1.3. Aims of The Research

With reference to the problems which areinvestigated, this study is aimed at:

1. Categorizing types of scaffolding provided by the teacher in teaching writing News Item textin tenth grade of senior high school.

2. Investigating the waysthe teacher provides scaffolding in teaching writing News Item text intenth gradeof senior high school.

3. Finding out benefits and challenges of scaffolding in teaching writing News Item text in tenth grade of senior high school.

1.4. Scope of The Research

The research is limited to categorizetypes of scaffolding provided by a teacher, to investigate the ways theteacher provides scaffolding, and to find out the benefits and challenges of scaffoldingin teaching writing News Itemtext in tenth grade of senior high school.

1.5. Significance of The Research

The present research is believed to have several significances for theoretical, practical, and professional benefits.

1. Theoretical benefit

The research findings can be used as the contribution towards the research about scaffolding in teaching writing especially in News Itemtext particularly to students of secondary level in Indonesia.

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2. Practical benefits

The research findings will be beneficially useful for students, teachers, and also for readers who are interested in teaching English especially teaching writing skill.For students, this research is expected to encourage themto say what actually they need during the learning process.For teachers, the findings provide information about applicable scaffolding during teaching writing. In addition, for those who are interested in teaching English, the findings present the alternatives techniques of teaching writing News Itemtext that they can use in their classroom.

3. Professional benefits

The research findingscan help teachers to improve the quality of teacher-students relationship, to create a more collaborative classroom environment, and to develop new ideas to improve learning process.

1.6. Clarification of Terms

To avoid misunderstanding, the following is the clarification of the terms used in the present research.

1.6.1. Scaffolding

Scaffolding is the ability to capture the role of the ‘expert’ (typically teacher) to create thoughtful environments in assisting students’ and the role of

that knowledgeable peer in extending students’ current levels of understanding or current capabilities in the process of acquiring (Hogan and Pressley 1997; Hammond, 2001; Gibbons, 2002).

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1.6.2. Text

Text as the basic unit of meaning refers to a coherent set of symbols which may be written or spoken (Gerot&Wignell, 1995; Butt, et al, 2000; Halliday, 1975, cited in Emilia, 2005; Emilia, 2005; Emilia, 2010).

1.6.3. News Itemtext

News Itemtext basically is a type of text which is aimed at describing what happened, what led to the happening, what the likely effects will be, who was involved, and when and where it happened (Nation, 2009). The elements of schematic structure of News Itemtext consist of newsworthy events, description of the events or news, and resources (Gerot and Wignell, 1995).

1.7. Organization of The Research

This research paper is divided into five chapters. To begin, chapter I is about introduction. Chapter II is about literature review. Chapter III is research methodology. Chapter IV is findings and discussion. Last, chapter V is the conclusions of the research and recommendations for furtherresearch.

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This chapter provides the background of the research, research questions, aims of the research, scope of the research, significance of the research, clarification of terms, and organization of the research.

Chapter II Literature Review

This chapter contains related theoretical foundations. It consists of definition of scaffolding,a synthesis of types of scaffolding based on some experts, and related previous research of scaffolding. In addition, curriculum cycle in teaching writing, text, and the nature of News Itemtext are also reviewed.

Chapter III Research Methodology

This chapter presents the method conducted in conducting the research. It covers the research design, research site, participant, data collection technique, and data analysis technique.

Chapter IV Findings and Discussions

This chapter consists of findings and discussions which present the result of the research.

Chapter V Conclusions and Recommendations

This chapter covers research result and recommendations for further research.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodological aspects of the present research to answer the three questions previously stated in Chapter I. It covers research design, research site, participant, data collection techniques, data analysis techniques, and concluding remark.

3.1. Research Design

This research employs qualitative approach as itidentifies and analyzes details from participants which are developed from data recording. Classroom observation, field data record, and interview have been employed in this research. These data collection methods are suggested by McDonough and McDonough(1997). This research also has characteristics of case study since it carries out in a small scale, a single case (Stake, 1985:278 as cited in Emilia, 2005) which focuses on a particular phenomenon, situation, or event from participant point of view (Merriam, 1998; Sukmadinata, 2005).

3.2. Research site

This research was undertaken at one of statesenior high schools in Bandung, West Java, Indonesia. This school has been chosen for at least two reasons. First, this school provided the researcher with access to undertake research. Second, at the time, the researchercarried out her teaching program at

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that school, so it was easy to gather the data. These facts could enhance the feasibility of this research.

3.3. Participant

The participantsinvolved in this research were an English teacher and 27 students of tenth grade.The English teacher chosen was a teacher who was familiar with the concept teaching-learning cycle consisting of four stages which had been explored in the preceding chapter. Thus, scaffolding was predicted mostly occurred during the lesson. Meanwhile, tenth grade students had been chosen because at this grade, News Item text was taught.

3.4. Data Collection Techniques

There are two forms of data collection techniques used in the present research, those are classroom observation and interview. Both of techniques were used to categorize types of scaffolding provided by the teacher, to investigate the ways the teacher provides scaffolding, and to figure out benefits and challenges of scaffoldingin teaching writing News Item text. Each technique of the data collection techniques is described thoroughly below.

3.4.1. Classroom Observation

The general aim of this research is to review and explore to what extent a teacher as the participant applied scaffolding during the teaching of particular text genre, so classroom observation has been conducted as a focal technique to collect

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the data since it is the basic to assess human behavior (Genesee and Upshur, 1996). Videos as tool of classroom observation technique have been used to get deep comprehension of classroom interactions. The type of classroom observation used in this present research is non-participant observation in which the researcher does not participate in the activity being observed, but rather sits on the sideline and watched(Fraenkel and Wallen, 1990).In addition, the use of videos is also aimed at capturing real situation during learning process and supporting researcher’s field notes.

To answer the research questions, six meetings were conducted from May 1st until May 15th 2012 respectively. Each lesson took 90 minutes per meeting. The observation was also video-recorded, replayed, and transcribed to discover the scaffolded interactions between the teacher and students.

3.4.2. Interview

To crosscheck the data from classroom observation, interview were used to acquire data on types of scaffolding, the way teacher provides scaffolding in teaching writing News Item text and the benefits and challenges of scaffolding in teaching writing News Item text. Semi-structured interview has been applied to the teachersince it allowed the researcher to respondto the situation at the time, to the emerging worldview of the respondent, and to new ideas on the topic.

This type of interview means that there will be improvement done by the researcher during the interview. The questions in the interview which have been designed and structured in advanced were about the whole activities during

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learning process, the reasons of each activity conducted by the teacher, and teacher’s opinions about benefits and challenges of scaffolding in teaching writing News Item text.Tape recorder was usedto record the interview, the result of interview then was transcribed later by the researcher. The languages used in interview session were both Indonesian and English. The interview session has been conducted once.

These are the following questions of the interview:

1. Would you like to explain each step of teaching writing News Item text in each meeting?

2. What are you reasons of applying those steps or activities?

3. What factors do encourage you to implement those steps or activities? 4. Do you realize that you had implemented some types of scaffolding? 5. What benefits do you find out by implementing those activities? 6. What challenges do you face during learning process?

3.5. Data Analysis Technique

The data collected from classroom observation and interview were analyzed by using framework of curriculum-cycle (Derewianka, 1990; Hammond, 2001; Gibbons, 2002; Emilia, 2010). In addition, the data were also analyzed based on theories of types of scaffolding (e.gRoehler and Cantlon (1997), Hammond (2001), Gibbons (2002), and Walqui (2006)).

The data from the videos were watched and transcribed. During the process of reading the transcriptions, coding was employed by matching the data with

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research questions (see Chapter One section 1.2). Coding the data as the process of segmenting and labeling text to forms of descriptions,which is aimed at narrowing into a few themes (Cresswell, 2008) was also conducted by the researcher. The result of the analysis is described comprehensively and thoroughly in Chapter 4.

The data collected from the interview were transcribed firstthen categorized into some main issues basedonthe research questions.

To ensure the validity and reliability of the data, the data from classroom observation and interview were cross-checked in order to make sure whether or not the data were consistent. The final step was analyzing the data by using framework of the theories, which will be presented in the Chapter 4.

3.6. Concluding Remark

This chapter has presented research design, research site, participant, data collection techniques, and data analysis techniques. This researchis aimed at categorizing types of scaffolding in the classroom, investigating the ways a teacher provides scaffolding in teaching News Item text, and figuring out the benefits and challenges of scaffolding in teaching writing News Item text.

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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This final chapter highlights two sections:conclusions and recommendations for further research. The conclusions sum up the research findings and discussions in the preceding chapters.

5.1. Conclusions

Based on the findings, the research concludes that seven types of scaffolding which were provided by the teacher in teaching writing News Item text were

bridging, contextualizing, inviting students’ participation, schema building, offering

explanation, modeling, and verifying and clarifying students’ understanding. The teacher provided various scaffolding among four stages of curriculum cycle. The most intensive scaffolding was provided by the teacher in the second stage of the curriculum cycle, Modeling stage, with six various types of scaffolding. There are some types of scaffolding found in each curriculum-cycle stage:

 In Building the Field stage: bridging,contextualizing, schema building

(Walqui, 2006); and verifying and clarifying students’ understanding (Roehler

and Cantlon, 1997).

 In Modeling stage: contextualizing, schema building, modeling (Walqui,

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 In Joint Construction stage:inviting students’ participation, verifying and

clarifying students’ understanding, and offering explanation (Roehler and Cantlon, 1997).

 In Independent Writing stage: in this stage, the teacher has been removed all of types of scaffolding.

The benefits of giving scaffolding are to connect students’ prior knowledge with a new concept, to engage students in learning process, to minimize the level confusion of students, and to build students’ self-confidence. There are three challenges of providing scaffolding such as the amount of students in the classroom, time constraints, and demands on teacher.

English teacher should master the knowledge of genres, the understanding of teaching learning-cycle, and strategies to help students to tackle a current topic. It is said so since writing is challenging for students to master because of the difficulties which not only lie on generating and organizing ideas, but also lie on translating these ideas into a readable text (Gibbons, 2002). Hence, effective instruction in teaching writing is possible to be conducted to produce successful outcomes. In short, the more difficult materials, the more scaffolding should be provided by a teacher.

5.2. Recommendations for Further Research

In line with the topic under discussion, this research was carried out with a small number of subjects due to the time constraint. Therefore, the findings will not

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be as rich as the research conducted with a large number of subjects.Regarding the shortcoming stated before, there are some recommendations for further research.

Firstly, it would be more usefulfor further research to use a bigger number of subjects in different context to get richer and more reliable data.

Secondly, regarding some activities during learning process which use group work, interactions between or among peers should be discovered to find out another dimension in the use of scaffolding. It is considered to be important to gain various scaffolding provided by the teacher.

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 In Joint Construction stage:inviting students’ participation, verifying and

clarifying students’ understanding, and offering explanation (Roehler and

Cantlon, 1997).

 In Independent Writing stage: in this stage, the teacher has been removed all of types of scaffolding.

5.2. Recommendations for Further Research

In line with the topic under discussion, this research was carried out with a small number of subjects due to the time constraint. Therefore, the findings will not

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be as rich as the research conducted with a large number of subjects.Regarding the shortcoming stated before, there are some recommendations for further research.

Firstly, it would be more usefulfor further research to use a bigger number of subjects in different context to get richer and more reliable data.

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BIBLIOGRAPHY

Alwasilah, C. A. (2001). Language, Culture, and Education. Bandung: Andira. _____________. (2009). Pokoknya Kualitatif. Jakarta: Dunia Pustaka Jaya.

Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language

Pedagogy. UK: Longman.

Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.

Cheng, W. ______. Teaching Reading Comprehension In The Secondary ESL Class:

The Challenge of New Materials And Methods. [Online]. Available at:

http://condor.admin.ccny.cuny.edu. June 7th 2011.

Cotteral, S. & Cohen, R. (2003). Scaffolding for Second Language Writers:

Producing an Academic Essay. ELT Journal, Vol.57/2. [Online]. Available at:

http://eltj.oxfordjournals.org/content/57/2/158.full.pdf+html. June 9th 2011. Cresswell, J. W. (2008). Educational Reseacrh: Planning, Conducting, and

Evaluating Quantitative and Qualitative Research (3rd ed.). Upper Saddle

River, NJ: Pearson Education Inc.

Daniels, H. (2001). Vygotsky and Pedagogy. London: RoutledgeFalmer.

Derewianka, B.(2003). Trends and Issues in Genre-Based Approaches. SAGE RELC Journal.

Derewianka, B. (1990). Exploring How Texts Work. Portsmouth, NH: Heinemann. Doddy, A, dkk. (2008). Developing English Competencies for Grade X of Language

Programme (BSE) Jakarta: Departemen Pendidikan Nasional.

Ellery, V. (2008). Creating Strategic Readers: Teaching Techniques for the

Intermediate Grades. International Reading Association: USA.

Emilia, E. (2009). Menulis Tesis dan Disertasi. Bandung: Alfabeta.

_______. (2005). A Critical Genre-Based Approach to Teaching Academic Writing

in a Tertiary EFL Context in Indonesia. Dissertation of the Degree of Doctor

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_______. (2010). Teaching Writing: Developing Critical Learners. Bandung: Rizki Press.

Gerot, L., & Wignell, P. (1995). Making Sense of Functional Grammar. Sydney: Atipodean Educational Enterprise.

Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning: Teaching Second

Language Learners in the Mainstream Classroom. Portsmouth: Heinemann.

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http://www.tc.columbia.edu/faculty/kleifgen/tech_n_lit/pluriliteraciesfinal.pdf June 7th 2012.