SCAFFOLDING STRATEGY IN TEACHING WRITING AND ITS CHALLENGES
Article Sidebar
Published
Jan 23, 2021
Main Article Content
Abstract
This study aimed to investigate the scaffolding strategy in teaching writing recount text and describe the teacher’s challenges in implementing scaffolding strategy in teaching writing recount text and her efforts in dealing with the problems that occurred in teaching writing. This qualitative research investigated the English teacher and the students of 10th grade (X-AK 2) of a Vocational High School in Banyumas Regency, Indonesia. This research used triangulation of data to collect the data, namely observation, interviews, and documentation. The researchers used Miles & Huberman’s model to analyze the data collected. The outcomes of this research showed that the teacher used a scaffolding strategy to develop students' critical thinking and high-level thinking skills. The process consisted of four curriculum cycles, such as field development, modeling, joint construction, and independent writing. This research also found that the teacher encountered some challenges, such as various levels of students' academic achievements, the lack of interest among students in engaging classroom activities, students’ lack of vocabulary, and the difficulty of motivating them. However, the teacher tried to respond to the challenges by looking at students' ZPD on previous assessments, making icebreaking, encouraging students' engagement, and facilitating them to use the dictionary effectively.
Article Details
How to Cite
[1]
W. . and A. As Sabiq, “SCAFFOLDING STRATEGY IN TEACHING WRITING AND ITS CHALLENGES”, JURNAL EDUCATION AND DEVELOPMENT, vol. 9, no. 1, p. 30, Jan. 2021.
Section
Artikel
References
Akhtar, H., Khan, M. S., & Ayub, S. (2019). Peer Tutoring: An Effective Technique To Enhance Students English Writing Skills. Global Social Sciences Review, IV(III), 299–305. https://doi.org/10.31703/gssr.2019(IV-III).39
Baranek, L. K. (1996). The Effect of Rewards and Motivation on Student Achievement. In Master Thesis.
Boblett, N. (2012). Scaffolding: Defining the metaphor. TESOL & Applied Linguistics, 12(2), 1–16. https://doi.org/https://doi.org/10.7916/D84Q7TKQ
Browne, L., Hough, M., & Schwab, K. (2009). Scaffolding: A Promising Approach to Fostering Critical Thinking. SCHOLE: A Journal of Leisure Studies and Recreation Education, 24(1), 114–119. https://doi.org/10.1080/1937156X.2009.11949630
Chaiklin, S. (2003). The Zone of Proximal Development in Vygotsky’s Analysis of Learning and Instruction. In Vygotsky’s Educational Theory in Cultural Context (pp. 39–64). Cambridge University Press. https://doi.org/10.1017/CBO9780511840975.004
Coe, C. D. (2011). Scaffolded Writing as a Tool for Critical Thinking. Teaching Philosophy, 34(1), 33–50. https://doi.org/10.5840/teachphil20113413
Coffin, C., Curry, M. J., Goodman, S., & Hewings, A. (2003). Teaching Academic Writing: A Toolkit for Higher Education. Routledge.
Daniels, H. (2002). Vygotsky and Pedagogy. Routledge. https://doi.org/10.4324/9780203469576
Deane, P. (2018). The Challenges of Writing in School: Conceptualizing Writing Development Within a Sociocognitive Framework. Educational Psychologist, 53(4), 280–300. https://doi.org/10.1080/00461520.2018.1513844
Dewi, M. S. N. (2013). Scaffolding Provided by a Teacher in Teaching Writing News Item Text. Journal of English and Education, 1(June), 52–58.
Ertmer, P. A., & Glazewski, K. D. (2006). Scaffolding Teachers’ Efforts to Implement Problem-Based Learning. The International Journal of Learning: Annual Review, 12(4), 319–328. https://doi.org/10.18848/1447-9494/CGP/v12i04/46447
Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky’s Zone of Proximal Development (ZPD) in Teacher Education: ZPTD and Self-scaffolding. Procedia - Social and Behavioral Sciences, 29, 1549–1554. https://doi.org/10.1016/j.sbspro.2011.11.396
Faraj, A. K. A. (2015). Scaffolding EFL Students ’ Writing through the Writing Process Approach. Journal of Education and Practice, 6(13), 131–142. https://files.eric.ed.gov/fulltext/EJ1080494.pdf
Fithriani, R. (2019). ZPD and the Benefits of Written Feedback in L2 Writing: Focusing on Students’ Perceptions. The Reading Matrix : An International Online Journal, 19(1), 63–73. http://www.readingmatrix.com/files/20-c6t93b93.pdf
Gibbons, P. (2015). Scaffolding Language , Scaffolding Learning Teaching Second Language learners in the Mainstream Classroom. Heinemann.
Hammond, J. (2001). Scaffolding : Teaching and Learning in Language and Literacy Education. In Primary English Teaching Assoc.
Hamzah, H., & Rozimela, Y. (2018). The Use of Scaffolding by English Teachers at Senior High School in West Sumatera. Lingua Didaktika: Jurnal Bahasa Dan Pembelajaran Bahasa, 12(1), 25. https://doi.org/10.24036/ld.v12i1.10195
Harmer, J. (2007). How to Teach English (Second Edition). ELT Journal, 62(3), 313–316. https://doi.org/10.1093/elt/ccn029
Hidayat, F. (2014). Improving EFL Students ’ Speaking and Writing by Teaching Dictionary Skills and Maximizing Dictionary Use 1. International Conference of Linguistics, August, 23–24.
Hyland, K. (2013). Writing in the university: education, knowledge and reputation. Language Teaching, 46(1), 53–70. https://doi.org/10.1017/S0261444811000036
Johnson, A. P. (2008). Teaching Reading and Writing: A Guidebook for Tutoring and Remediating Students. Rowman & Littlefield Education. https://books.google.co.id/books?id=lRkmAQAAIAAJ
Kamil, R. (2018). Exploring Teacher’s Scaffolding to the Students in Teaching Writing. Journal of English and Education, 5(2), 191–205.
Kaur, C., Singh, S., Mohani, T., Mohtar, T., & Kepol, N. (2020). ESL Teachers ’ Scaffolding Strategies to Teach Writing. Universal Journal of Educational Research, 8(July), 3064–3076. https://doi.org/10.13189/ujer.2020.080735
Lander, J. A., & Brown, H. D. (1995). Teaching by Principles: An Interactive Approach to Language Pedagogy. Language. https://doi.org/10.2307/415773
Lin, D. T. A., Pandian, A., & Jaganathan, P. (2017). Facilitating Learner Autonomy: Reading and Effective Dictionary Use for Lexical Development. Reading Matrix: An International Online Journal, 17(2), 40–51.
Lo, J., & Hyland, F. (2007). Enhancing students’ engagement and motivation in writing: The case of primary students in Hong Kong. Journal of Second Language Writing, 16(4), 219–237. https://doi.org/10.1016/j.jslw.2007.06.002
Loi, D. P., Thi, N., & Uyen, L. (2016). Motivating EFL classroom participation by rewarding at a language center in Ho Chi Minh City, Vietnam. Journal of Applied Linguistics and Language Research, 3(5), 177–189. https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwj7r8jc4cnsAhXV73MBHc6fCY0QFjAMegQIGRAC&url=http%3A%2F%2Fwww.jallr.com%2Findex.php%2FJALLR%2Farticle%2Fdownload%2F378%2Fpdf378&usg=AOvVaw0C5xf1kL4ejI2eTECa0sNf
Mahan, K. R. (2020). The comprehending teacher: scaffolding in content and language integrated learning (CLIL). The Language Learning Journal, 1–15. https://doi.org/10.1080/09571736.2019.1705879
Mercer, N., & Fisher, E. (1992). How do teachers help children to learn? An analysis of teachers’ interventions in computer-based activities. Learning and Instruction, 2(4), 339–355. https://doi.org/10.1016/0959-4752(92)90022-E
Mulatsih, S. (2011). The Use of Scaffolding Technique to Improve the Students’ Competence in Writing Genre-Based Text. Parole: Journal of Linguistics and Education, 2(1), 101–109. https://doi.org/10.14710/parole.v2i1April.1578
Murray, D. E., & McPherson, P. (2006). Scaffolding instruction for reading the Web. Language Teaching Research, 10(2), 131–156. https://doi.org/10.1191/1362168806lr189oa
O’Connor, E., McDonald, F., & Ruggiero, M. (2014). Scaffolding Complex Learning: Integrating 21st Century Thinking, Emerging Technologies, and Dynamic Design and Assessment to Expand Learning and Communication Opportunities. Journal of Educational Technology Systems, 43(2), 199–226. https://doi.org/10.2190/ET.43.2.g
Orey, M. (2010). Emerging Perspectives on Learning,Teaching,and Technology. The Global Text Project 2010. https://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf
Padmadewi, N. N., & Artini, L. P. (2019). Using Scaffolding Strategies in Teaching Writing For Improving Student Literacy in Primary School. Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). https://doi.org/10.2991/icoie-18.2019.36
Pratiwi, K. D. (2015). Students ’ Difficulties in Writing English ( A Study at The Third Semester Students of English Education Program At University of Bengkulu Academic Year 2011-2012 ) Kristy dwi pratiwi Universitas bengkulu Email : kriskitty2015@gmail.com ABSTRACT The title. E Journal Universitas Bengkulu, 1(1964), 1–13.
Putri, N., & Refnaldi, R. (2020). Rewards and Punishments Given by the Teacher in Teaching English as Foreign Language in Indonesian Context. Journal of English Language Teaching, 9(1), 75. https://doi.org/10.24036/jelt.v9i1.107819
Rahmayanti, P., Saraswati, P. A., & Bhuana, G. P. (2019). The Use of Ice Breaker to Improve Students’ Motivation in Learning English at the Tenth Grade Students of SMK YPKKP. PROJECT (Professional Journal of English Education), 2(5), 594. https://doi.org/10.22460/project.v2i5.p594-600
Schwieter, J. W. (2010). Developing Second Language Writing Through Scaffolding In The ZPD: A Magazine Project For An Authentic Audience. Journal of College Teaching & Learning (TLC), 7(10), 31–43. https://doi.org/10.19030/tlc.v7i10.154
Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky’s Zone of Proximal Development: Instructional Implications and Teachers’ Professional Development. English Language Teaching. https://doi.org/10.5539/elt.v3n4p237
Silva, T. (2012). Second language composition instruction: developments, issues, and directions in ESL. In B. Kroll (Ed.), Second Language Writing (pp. 11–23). Cambridge University Press. https://doi.org/10.1017/CBO9781139524551.005
Solihat, A., Astuti, A. R., & Satriani, I. (2020). The Influence of Ice Breaker to Students’ Motivation in Teaching English. PROJECT (Professional Journal of English Education), 3(2), 210. https://doi.org/10.22460/project.v3i2.p210-216
Tribble, C. (2010). A genre-based approach to developing materials for writing. English Language Teaching Materials, 157–178.
van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in Teacher–Student Interaction: A Decade of Research. Educational Psychology Review, 22(3), 271–296. https://doi.org/10.1007/s10648-010-9127-6
Verenikina, I. (2003). Understanding Scaffolding and the ZPD in Educational Research. Proceedings of The Joint AARE/NZARE Conference. http://www.aare.edu.au/03pap/ver03682.pdf
Vygotsky, L. S. (1978). Mind in Society. In M. Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in Society. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Weinstein, S., & Preiss, D. (2017). Scaffolding to Promote Critical Thinking and Learner Autonomy Among Pre-Service Education Students. Journal of Education and Training, 4(1), 69. https://doi.org/10.5296/jet.v4i1.9871
Wells, G. (1999). Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education. In Dialogic Inquiry. Cambridge University Press. https://doi.org/10.1017/CBO9780511605895
Williams, J. (2005). Teaching Writing in Second and Foreign Language Classrooms. McGraw-Hill Education. https://books.google.co.id/books?id=VPHtAAAAMAAJ
Yau, H. (2007). Scaffolding the Writing Process. http://digitalcommons.brockport.edu/ehd_theses/298
Yi, J. (2009). Defining Writing Ability for Classroom Writing Assessment in High Schools. 13(1), 53–69.
Baranek, L. K. (1996). The Effect of Rewards and Motivation on Student Achievement. In Master Thesis.
Boblett, N. (2012). Scaffolding: Defining the metaphor. TESOL & Applied Linguistics, 12(2), 1–16. https://doi.org/https://doi.org/10.7916/D84Q7TKQ
Browne, L., Hough, M., & Schwab, K. (2009). Scaffolding: A Promising Approach to Fostering Critical Thinking. SCHOLE: A Journal of Leisure Studies and Recreation Education, 24(1), 114–119. https://doi.org/10.1080/1937156X.2009.11949630
Chaiklin, S. (2003). The Zone of Proximal Development in Vygotsky’s Analysis of Learning and Instruction. In Vygotsky’s Educational Theory in Cultural Context (pp. 39–64). Cambridge University Press. https://doi.org/10.1017/CBO9780511840975.004
Coe, C. D. (2011). Scaffolded Writing as a Tool for Critical Thinking. Teaching Philosophy, 34(1), 33–50. https://doi.org/10.5840/teachphil20113413
Coffin, C., Curry, M. J., Goodman, S., & Hewings, A. (2003). Teaching Academic Writing: A Toolkit for Higher Education. Routledge.
Daniels, H. (2002). Vygotsky and Pedagogy. Routledge. https://doi.org/10.4324/9780203469576
Deane, P. (2018). The Challenges of Writing in School: Conceptualizing Writing Development Within a Sociocognitive Framework. Educational Psychologist, 53(4), 280–300. https://doi.org/10.1080/00461520.2018.1513844
Dewi, M. S. N. (2013). Scaffolding Provided by a Teacher in Teaching Writing News Item Text. Journal of English and Education, 1(June), 52–58.
Ertmer, P. A., & Glazewski, K. D. (2006). Scaffolding Teachers’ Efforts to Implement Problem-Based Learning. The International Journal of Learning: Annual Review, 12(4), 319–328. https://doi.org/10.18848/1447-9494/CGP/v12i04/46447
Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky’s Zone of Proximal Development (ZPD) in Teacher Education: ZPTD and Self-scaffolding. Procedia - Social and Behavioral Sciences, 29, 1549–1554. https://doi.org/10.1016/j.sbspro.2011.11.396
Faraj, A. K. A. (2015). Scaffolding EFL Students ’ Writing through the Writing Process Approach. Journal of Education and Practice, 6(13), 131–142. https://files.eric.ed.gov/fulltext/EJ1080494.pdf
Fithriani, R. (2019). ZPD and the Benefits of Written Feedback in L2 Writing: Focusing on Students’ Perceptions. The Reading Matrix : An International Online Journal, 19(1), 63–73. http://www.readingmatrix.com/files/20-c6t93b93.pdf
Gibbons, P. (2015). Scaffolding Language , Scaffolding Learning Teaching Second Language learners in the Mainstream Classroom. Heinemann.
Hammond, J. (2001). Scaffolding : Teaching and Learning in Language and Literacy Education. In Primary English Teaching Assoc.
Hamzah, H., & Rozimela, Y. (2018). The Use of Scaffolding by English Teachers at Senior High School in West Sumatera. Lingua Didaktika: Jurnal Bahasa Dan Pembelajaran Bahasa, 12(1), 25. https://doi.org/10.24036/ld.v12i1.10195
Harmer, J. (2007). How to Teach English (Second Edition). ELT Journal, 62(3), 313–316. https://doi.org/10.1093/elt/ccn029
Hidayat, F. (2014). Improving EFL Students ’ Speaking and Writing by Teaching Dictionary Skills and Maximizing Dictionary Use 1. International Conference of Linguistics, August, 23–24.
Hyland, K. (2013). Writing in the university: education, knowledge and reputation. Language Teaching, 46(1), 53–70. https://doi.org/10.1017/S0261444811000036
Johnson, A. P. (2008). Teaching Reading and Writing: A Guidebook for Tutoring and Remediating Students. Rowman & Littlefield Education. https://books.google.co.id/books?id=lRkmAQAAIAAJ
Kamil, R. (2018). Exploring Teacher’s Scaffolding to the Students in Teaching Writing. Journal of English and Education, 5(2), 191–205.
Kaur, C., Singh, S., Mohani, T., Mohtar, T., & Kepol, N. (2020). ESL Teachers ’ Scaffolding Strategies to Teach Writing. Universal Journal of Educational Research, 8(July), 3064–3076. https://doi.org/10.13189/ujer.2020.080735
Lander, J. A., & Brown, H. D. (1995). Teaching by Principles: An Interactive Approach to Language Pedagogy. Language. https://doi.org/10.2307/415773
Lin, D. T. A., Pandian, A., & Jaganathan, P. (2017). Facilitating Learner Autonomy: Reading and Effective Dictionary Use for Lexical Development. Reading Matrix: An International Online Journal, 17(2), 40–51.
Lo, J., & Hyland, F. (2007). Enhancing students’ engagement and motivation in writing: The case of primary students in Hong Kong. Journal of Second Language Writing, 16(4), 219–237. https://doi.org/10.1016/j.jslw.2007.06.002
Loi, D. P., Thi, N., & Uyen, L. (2016). Motivating EFL classroom participation by rewarding at a language center in Ho Chi Minh City, Vietnam. Journal of Applied Linguistics and Language Research, 3(5), 177–189. https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwj7r8jc4cnsAhXV73MBHc6fCY0QFjAMegQIGRAC&url=http%3A%2F%2Fwww.jallr.com%2Findex.php%2FJALLR%2Farticle%2Fdownload%2F378%2Fpdf378&usg=AOvVaw0C5xf1kL4ejI2eTECa0sNf
Mahan, K. R. (2020). The comprehending teacher: scaffolding in content and language integrated learning (CLIL). The Language Learning Journal, 1–15. https://doi.org/10.1080/09571736.2019.1705879
Mercer, N., & Fisher, E. (1992). How do teachers help children to learn? An analysis of teachers’ interventions in computer-based activities. Learning and Instruction, 2(4), 339–355. https://doi.org/10.1016/0959-4752(92)90022-E
Mulatsih, S. (2011). The Use of Scaffolding Technique to Improve the Students’ Competence in Writing Genre-Based Text. Parole: Journal of Linguistics and Education, 2(1), 101–109. https://doi.org/10.14710/parole.v2i1April.1578
Murray, D. E., & McPherson, P. (2006). Scaffolding instruction for reading the Web. Language Teaching Research, 10(2), 131–156. https://doi.org/10.1191/1362168806lr189oa
O’Connor, E., McDonald, F., & Ruggiero, M. (2014). Scaffolding Complex Learning: Integrating 21st Century Thinking, Emerging Technologies, and Dynamic Design and Assessment to Expand Learning and Communication Opportunities. Journal of Educational Technology Systems, 43(2), 199–226. https://doi.org/10.2190/ET.43.2.g
Orey, M. (2010). Emerging Perspectives on Learning,Teaching,and Technology. The Global Text Project 2010. https://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf
Padmadewi, N. N., & Artini, L. P. (2019). Using Scaffolding Strategies in Teaching Writing For Improving Student Literacy in Primary School. Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). https://doi.org/10.2991/icoie-18.2019.36
Pratiwi, K. D. (2015). Students ’ Difficulties in Writing English ( A Study at The Third Semester Students of English Education Program At University of Bengkulu Academic Year 2011-2012 ) Kristy dwi pratiwi Universitas bengkulu Email : kriskitty2015@gmail.com ABSTRACT The title. E Journal Universitas Bengkulu, 1(1964), 1–13.
Putri, N., & Refnaldi, R. (2020). Rewards and Punishments Given by the Teacher in Teaching English as Foreign Language in Indonesian Context. Journal of English Language Teaching, 9(1), 75. https://doi.org/10.24036/jelt.v9i1.107819
Rahmayanti, P., Saraswati, P. A., & Bhuana, G. P. (2019). The Use of Ice Breaker to Improve Students’ Motivation in Learning English at the Tenth Grade Students of SMK YPKKP. PROJECT (Professional Journal of English Education), 2(5), 594. https://doi.org/10.22460/project.v2i5.p594-600
Schwieter, J. W. (2010). Developing Second Language Writing Through Scaffolding In The ZPD: A Magazine Project For An Authentic Audience. Journal of College Teaching & Learning (TLC), 7(10), 31–43. https://doi.org/10.19030/tlc.v7i10.154
Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky’s Zone of Proximal Development: Instructional Implications and Teachers’ Professional Development. English Language Teaching. https://doi.org/10.5539/elt.v3n4p237
Silva, T. (2012). Second language composition instruction: developments, issues, and directions in ESL. In B. Kroll (Ed.), Second Language Writing (pp. 11–23). Cambridge University Press. https://doi.org/10.1017/CBO9781139524551.005
Solihat, A., Astuti, A. R., & Satriani, I. (2020). The Influence of Ice Breaker to Students’ Motivation in Teaching English. PROJECT (Professional Journal of English Education), 3(2), 210. https://doi.org/10.22460/project.v3i2.p210-216
Tribble, C. (2010). A genre-based approach to developing materials for writing. English Language Teaching Materials, 157–178.
van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in Teacher–Student Interaction: A Decade of Research. Educational Psychology Review, 22(3), 271–296. https://doi.org/10.1007/s10648-010-9127-6
Verenikina, I. (2003). Understanding Scaffolding and the ZPD in Educational Research. Proceedings of The Joint AARE/NZARE Conference. http://www.aare.edu.au/03pap/ver03682.pdf
Vygotsky, L. S. (1978). Mind in Society. In M. Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in Society. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Weinstein, S., & Preiss, D. (2017). Scaffolding to Promote Critical Thinking and Learner Autonomy Among Pre-Service Education Students. Journal of Education and Training, 4(1), 69. https://doi.org/10.5296/jet.v4i1.9871
Wells, G. (1999). Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education. In Dialogic Inquiry. Cambridge University Press. https://doi.org/10.1017/CBO9780511605895
Williams, J. (2005). Teaching Writing in Second and Foreign Language Classrooms. McGraw-Hill Education. https://books.google.co.id/books?id=VPHtAAAAMAAJ
Yau, H. (2007). Scaffolding the Writing Process. http://digitalcommons.brockport.edu/ehd_theses/298
Yi, J. (2009). Defining Writing Ability for Classroom Writing Assessment in High Schools. 13(1), 53–69.