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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

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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

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

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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

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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’

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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

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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)

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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

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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

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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;

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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

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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

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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

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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

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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

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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

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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

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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

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