The Effectiveness of Scaffolding Technique on Students' Writing Analytical Expository Text

Desy Mutia Sari, Ujang Suparman, Tuntun Sinaga

Abstract


Penelitian ini bertujuan untuk menginvestigasi keefektifan teknik scaffolding terhadap kemampuan menulis eksposisi analitis siswa. Penelitian ini merupakan penelitian kuantitatif dengan desain eksperimental. Subyek penelitian ini adalah siswa kelas dua sekolah menengah atas dengan jumlah peserta adalah 35 siswa. Tes menulis digunakan sebagai instrumen untuk memperoleh data. Data dianalisis dengan menggunakan Repeated Measure t-test. Hasil penelitian menunjukkan bahwa scaffolding secara signifikan dapat meningkatkan kemampuan menulis siswa dengan tingkat signifikansi 0.05.Hal ini menandakan bahwa teknik scaffolding dapat diterapkan untuk meningkatkan keterampilan menulis siswa. 

 

This paper reports the study investigating the effectiveness of scaffolding technique on the students’ analytical writing achievement. This study is quantitative research with the experimental design. The subjects of this research were the second-grade students of senior high school with 35 students in total.The writing test was used as the instrument to elicit the data. The data were analyzed by using Repeated Measure t-test.The results showed that scaffolding significantly improved the students’ writing achievement with the significant level 0.05. This suggests that scaffolding technique facilitates the students to improve their ability in writing.

Keywords:scaffolding technique, analytical exposition, writing achievement.


Full Text:

PDF

References


Carvalho, J.B. 2005. Writing as a learning tool: A new conception of writing in the Portuguese curriculum.In Pandis, m, et. Al (Ed), reading, writing, thinking: proceedings of the 13th European conference on reading. New York: The International Reading Association.

Celce, M. 1991. Language teaching methodology. London: Prentice Hall.

Graham, S.,& Perin, D. 2007. Writing next: effective strategies to improve writing adolescences in middle and high schools – A Report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.

Nihlah, A. 2012. The implementation of scaffolding technique in writing descriptive text of seventh-grade students of SMP terpadu hadziqiyyah Jepara.Unpublished Script Universitas Way Jepara.

Richard, J. C.,& Renandya, W. A. 2002. Methodology in language teaching: an anthology of current practice. Cambridge: Cambridge University Press.

Schwieter, J.W. 2010. Developing second language writing through scaffolding in the ZPD: a magazine project for an authentic audience. languages and literatures faculty publications. Paper 7. (Accessed on March 10, 2018. http:// scholars.wlu.ca/ lang_faculty/7.

Singh, T.K.R.,& Rajalingam, S.K. 2012. The relationship of writing apprehension level and self-efficacy beliefs on writing proficiency level among pre university students. English Language Teaching.Vol. 5 No. 7 Hal 42-52.

Stuyf. R.V.D. 2002. Scaffolding as a teaching strategy. (Online (http://www.sandi.net/cms/lib/.../scaffolding_as_a_teaching_strategy.pd, Accessed on January 12, 2018).

Vernon, L. 2002. The Writing process: a scaffolding approach. (Online), (http: www.Wm.edu/TTAC/ packets/writing process.pdf, Accessed on April 9, 2018).

Vonna, Y., Mukminatien, N., & Laksmi, E.D. 2015. The effect of scaffolding techniques on students’ writing achievement. Jurnal Pendidikan Humaniora. Vol. 3 No. 1, Hal 227-233

Walqui, A. 2006. Scaffolding instruction for English language learners: A conceptual framework. The International journal of bilingual education and bilingualism, Vol. 9 No. 2, Hal 159-178.

Yasinta, Y. 2014. The Effectiveness of scaffolding technique to teach writing skill viewed from students’ linguistic intelligence at eighth grade SMP Al- Zahra Indonesia. Unpublished Thesis, Surakarta: Education Department, Sebelas Maret University.


Refbacks

  • There are currently no refbacks.


##submission.copyrightStatement##

##submission.license.cc.by-sa4.footer##