SCAFFOLDING IN TEACHING WRITING
(1) IAIN Syekh Nurjati Cirebon
(*) Corresponding Author
Abstract
Abstract
As one of the prominent skills in English language learning, mastering writing is a must for students at various educational levels, yet many of them sometimes have difficulties in generating ideas, using grammar and vocabularies and maintaining unified ideas in their writing. Considering the problems faced by the students and practices needed by students to improve their writing skills, the teachers can use scaffolding strategy derived from Vygostky’s ZPD theory. It is believed that students can complete the difficult task that is a bit higher than their ability through guidance from more expert others. The purpose of the study was to figure out how scaffolding can be used to improve students’ writing skills. The results of the study show that scaffolding can be used as teacher’s strategy to improve students’ writing skills by integrating the writing process in the genre-based approach representing the scaffolding. It shows how the teacher gradually removes his assistance as soon as students have the experience for completing the task. Through scaffolding, students will learn how to experience the strategy, rather than merely to complete the task and it leads them to be autonomous and successful writers.
Keywords: Scaffolding, writing, and ZPDFull Text:
PDFReferences
Alake, E.M. & Ogunseemi, O. E. (2013). Effects of Scaffolding Strategy on Learners’ Academic Achievement in Integrated Science at the Junior Secondary School Level. European Scientific Journal, 9(19), 149-155.
Bikmaz, F.H., et. al. (2010). Scaffolding Strategies Applied by Student Teachers to Teach Mathematics. The International Journal of Research in Teacher Education, 1 (special issue), 25-36.
Borg, S. & Al-Busaidi, S. (2012). Learner Autonomy: English Language Teachers’ Beliefs and Practices. ELT Research Paper available online on www.britishcouncil.org, Retrieved on 1 May 2020 at 11.27 a.m.
Bodrova, E. & Leong D. J. (1998). Scaffolding Emergent Writing in the Zone of Proximal Development. Literacy Teaching and Learning. 3(2), 1-18.
Dewi, M. S. N. (2013). Scaffolding Provided by a Teacher in Teaching Writing News Item Text. Journal of English and Education, 1(2), 31-38.
Elmer E. Rasmuson Library. (2018) August 1st). Library Research Process. Elmer E. Rasmuson Library. https://library.uaf.edu/ls101-research-process.
Emilia, E. (2016). Pendekatan Berbasis Teks. Bandung: PT. Kiblat Buku Utama.
Faraj, A. K. A. (2015). Scaffolding EFL Students Writing through the Writing Process Approach. Journal of Education and Practice. 6(13), 131-141.
Hendar. (2014). Implementing Nunan’s Autonomous Language Learning Model (Nallm) to EFL Students of Widyatama University. An online document published by Professional development in education, Retrieved on 2 May 2020 at 1 p.m. from http://simpen.lppm.ut.ac.id/Internasional%20Seminar/014.%20%20Hendar_Implementing%20%20Nunan%E2%80%99s%20Autonomous%20Language%20Learning%20Model.pdf
Hosseini, M., et. al. (2013). In the Importance of EFL Learner’s Writing Skill: Is there any Relation between Writing Skill and Content Score of English Essay Test? International Letters of Social and Humanistic Sciences, 6, 1-12.
Liang, J. (2007). Language Scaffolding in Second Language Writing. The CATESOL Journa, 19 (1), 71-88.
Masouleh, N.S., & Jooneghani, R.B. (2012) Autonomous Learning: A teacher-less learning! An article presented on International Conference on New Howizons in Education 2012, ScienceDirect, 55, 835-842.
Naibaho, L. (2019). Teacher’s Roles on English Language Teaching: A Students Centered Learning Approach, International Journal of Research –Granthaalayah, 7(4), 206-212.
Padmadewi, N. Y. & Artini, L.P. (2018). Uisng Scaffolding Strategies in Teaching Writing for Improving Student Literacy in Primary School. Advances in Social Science, Education and Humanities Research, (178), 156-160.
Reiser, B. J. (2004). Scaffolding Complex Learning: The Mechanism of Structuring and Problematizing Student Work. The Journal of the Learning Sciences, 13(3), 273-304.
Sawarjuwono, T. & Kadir, A.P. (2003). Intellectual Capital: Perlakuan Pengukuran dan Pelaporan (Sebuah Library Research). Jurnal Ekonomi Akuntansi, Fakultas Ekonomi-Universitas Kristen Petra, 5(1), 35-57.
Schwieter, J. W. (2010). Developing Second Language Writing through Scaffolding in the ZPD: A Magazine Project for an Authentic Audience. Journal of College Teaching and Learning. 7 (10), 31-46.
Veerapan, V., Suan, W.H., & Sulaiman, T. (2011). The Effect of Scaffolding Technique in Journal Writing among the Second Language Learners. Journal of Language Teaching and Research, 2(4), 934-940.
Vonna, Y., Mukminatien, N., & Ekaning, D. L. (2015). The Effects of Scaffolding Techniques on Students’ Writing Achievement. Jurnal Pendidikan Humaniora. 3(1), 227-233.
Wilson, K. (2014). Scaffolding Theory: High Challenge, High Support in Academic Language Learning (ALL) Contexts. Journal of Academic Language & Learning, 8(3), 91-A100.
DOI: 10.24235/ath.v30i1.6487
Article Metrics
Abstract view : 43 timesPDF - 9 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal)
This work is licensed under a Creative Commons Attribution 4.0 International License.