TABLE OF CONTENT
STATEMENT OF AUTHORIZATION ... ii
PREFACE ... iii
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
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
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
4.1.3.1.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
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’
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
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)
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
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
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;
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.
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
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
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
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
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
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
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,
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
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
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