i
CHAPTER ONE: INTRODUCTION ... 1
1.1. Background of the Study ... 1
1.2. Research Question ... 4
1.3. Research objectives ... 5
1.4. Significance of Study ... 5
1.5. Definition of Key Terms ... 6
1.6. Organization of the Thesis ... 7
CHAPTER TWO: LITERATURE REVIEW ... 8
2.1. Historical Overview of Scaffolding ... 8
2.1.1 Piaget’s Constructivism ... 8
2.1.2 Vygotsky’s Constructivism ... 9
2.2. Instructional Scaffolding ... 12
2.2.1 Definition of scaffolding ... 12
2.2.2 Types of Scaffolding ... 15
2.3. Genre-Based Approach ... 19
2.3.1 Definition of Genre-based Approach ... 20
2.3.2 Basic Principle of Genre-Based Approach ... 21
2.3.3 Scaffolding as a Basic Principle in Genre-based Approach ... 23
2.4. Exposition Texts ... 27
2.4.1 Definition of Exposition Text ... 27
2.4.2 Types of Exposition text ... 28
2.4.3 Schematic Structure of Hortatory Exposition ... 28
2.4.4 Language feature of Hortatory Exposition ... 30
2.5 Systemic Functional Grammar ... 31
2.5.1 Defining Systemic Functional Grammar ... 31
2.5.2 Transitivity System ... 33
2.5.3 Modality System ... 38
2.8 Related Research ... 38
CHAPTER THREE. RESEARCH METHODOLOGY ... 42
3.1. Research Design... 42
3.2. Research Site ... 43
3.3. Participants ... 43
ii
3.4.1 Observation ... 44
3.4.2 Interview ... 45
3.4.3 Documentation of Students Text ... 46
3.5. Data Analysis ... 47
3.5.1 Observation ... 47
3.5.2 Interview ... 50
3.5.3 Documentation of Students’ Text ... 50
3.5.4 Research Validity ... 50
CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION ... 51
4.1 Actualization of Scaffolding ... 51
4.1.1 Types of Scaffolding ... 51
4.1.1.1 Offering Explanation ... 52
4.1.1.2 Modeling ... 55
4.1.1.3 Inviting Students’ participation... 58
4.1.1.4 Verifying and Clarifying Students’ Understanding ... 59
4.1.1.5 Inviting Students Contribute to Clues ... 61
4.1.1.6 Bridging ... 62
4.1.1.7 Schema Building ... 64
4.1.1.8 Developing Metacognition... 65
4.1.1.9 Content Scaffolding ... 66
4.1.1.10 Strategic Scaffolding ... 69
4.1.1.11 procedural Scaffolding ... 69
4.1.1.12 Summary of Scaffolding provided by Teacher A and B... 70
4.1.2 The Relation of Scaffolding to Each Curriculum Cycle ... 72
4.1.2.1 Scaffolding in Building Filed of Knowledge (BKoF) ... 73
4.1.2.2 Scaffolding in Modeling of Text (MoT) ... 75
4.1.2.3 Scaffolding in Joint Construction of Text (JCoT) ... 78
4.1.2.4 Scaffolding in Independent Construction of Text (ICoT)... 80
4.1.3 Teacher Awareness of Scaffolding ... 81
4.1.3.1 Teacher Awareness of the Scaffolding Concept ... 82
4.1.3.2 Teacher Awareness of Scaffolding Realization in the Classroom ... 88
4.1.3.2.1 Offering Explanation ... 89
4.1.3.2.2. Modeling ... 92
4.1.3.2.3 Inviting Students’ Participation ... 94
4.1.3.2.4 Verifying and Clarifying Students’ Understanding ... 96
4.1.3.2.5 Inviting Students to contribute to clues ... 98
4.1.3.2.6 Bridging ... 99
4.1.3.2.7 Schema Building ... 101
4.1.3.2.8 Developing Metacognition... 103
4.1.3.2.9 Content Scaffolding ... 104
4.1.3.2.10 Strategic Scaffolding ... 106
4.1.3.2.11 Procedural Scaffolding... 106
4.1.3. 3 Teacher’s Awareness and Realization of Scaffolding ... 107
4.2 Students’ Progress in Writing Hortatory Exposition ... 108
iii 4.2.1.1 Analysis of Schematic structure and social function of Text 1
and Text 2 ... 110
4.2.1.2 Analysis of Linguistic Feature ... 114
4.2.2 Analysis of Middle Achiever Students of Teacher 1 ... 119
4.2.2.1 Analysis of Schematic Structure and social function of text 3 and text 4 ... 119
4.2.2.2 Analysis of Linguistic Feature ... 122
4.2.3 Analysis of Low Achiever Students’ Text of Teacher 1... 126
4.2.3.1 Analysis of Schematic Structures and Social Function of Text 5 and text 6 ... 127
4.2.3.2 Analysis of Linguistic Features ... 129
4.2.4. Analysis of High Achiever Students’ Text of Teacher 2 ... 133
4.2.4.1 Analysis of Schematic structure and social function of Text 1 and Text 2 ... 133
4.2.4.2 Analysis of Linguistic Feature ... 137
4.2.5 Analysis of Middle Achiever Students of Teacher 2 ... 140
4.2.5.1 Analysis of Schematic Structure and social function of text 3 and text 4 ... 140
4.2.5.2 Analysis of Linguistic Feature ... 143
4.2.6 Analysis of Low Achiever Students’ Text of Teacher 2... 146
4.2.6.1 Analysis of Schematic Structures and Social Function of Text 5 and text 6 ... 146
4.2.6.2 Analysis of Linguistic Features ... 148
CHAPTER FIVE: CONCLUSION AND SUGGESTION ... 150
5.1 Conclusions ... 150
5.2 Suggestion ... 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
iv LIST OF FIGURE
Figure 2.1 Representation of Purposeful Scaffolding ... 18
Figure 2.2 Cycles and Stages of Learning ... 27
Figure 2.3 Relational Processes ... 37
v LIST OF TABLES
Table 2.1 The Summary of process type and participant roles ... 37
Table 4.1 Types of Scaffolding Instruction used by Teacher A ... 70
Table 4.2 Types of Scaffolding Instruction used by Teacher B ... 71
Table 4.3 Scaffolding Instruction used by teacher in BKoF Stage ... 73
Table 4.4 Scaffolding Instruction used by Teacher in Modeling Stage ... 77
Table 4.5 Scaffolding Instruction used by Teachers in JcoT Stage ... 79
Table 4.6 Scaffolding Instruction used by Teachers in ICoT ... 80
Table 4.7 Summary of Scaffolding Instruction of Research Finding ... 81
Table 4.8 Text 1 Produced by High Achiever student ... 110
Table 4.9 Text 2 Produced by High Achiever student ... 111
Table 4.10 The Summary of Schematic Structures Produced by High Achiever Student ... 114
Table 4.11 The Summary of Linguistic Features of Texts Produced by the High Achiever Students ... 114
Table 4.12 Text 3 Produced by Middle Achiever Student ... 119
Table 4.13 Text 4 Produced by medium Achiever student ... 121
Table 4.14 The Summary of Schematic Structures produced by Middle Achiever student ... 122
Table 4.15 The summary of Linguistic Features of Text Produced by Middle Achiever Student ... 123
Table 4.16 Text 5 Produced by Low Achiever Student ... 127
Table 4.17 Text 6 Produced by Low achiever Student ... 127
Table 4.18 The Summary of Schematic Structure Produced by Low Achiever student ... 129
Table 4.19 The Summary of Linguistic Features Produced by Low Achiever Student ... 130
Table 4.20 Text 1 Produced by High Achiever Student ... 133
Table 4.21 Text 2 Produced by High Achiever Student ... 134
Table 4.22 The Summary of Schematic Structures Produced by High Achiever Student ... 136
Table 4.23 Linguistic Features of Text 1 and Text 2 ... 137
Table 4.24 Text 3 Produced by Middle Achiever Student ... 140
Table 4.25 Text 4 Produced by Middle Achiever Student ... 141
Table 4.26 The Summary of Schematic Structures by Middle Achiever Student ... 143
Table 4.27 Linguistic Features of Text 3 and Text 4 ... 143
Table 4.28 text 5 produced by Low Achiever Student ... 146
Table 4.29 Text 6 produced by Low Achiever Student ... 146
Table 4.30 The Summary of Schematic Structure Produced by Low Achiever Student ... 147
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