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CHAPTER IV
TYPES OF SCAFFOLDING ARE USED BY TEACHER IN MTs
AL WASHLIYAH CIREBON
.
Scaffolding strategies supporting teachers‟ efforts to understand L2
writing and learning have since EFL writing first emerged as a distinctive area.
As Hyland (2003 : 2) observes “it is helpful therefore to understand curriculum
option, each organizing L2 wiring teaching around a different focus : language
structures, text function, themes or topics, creative expression, composing
processes, content, genre and context of writing. Scaffolding same as how
teachers conceptualize their work and organize what they do in their classroom.
Teaching English as Foreign language in Junior High School student
providing students with sufficient supports to promote learning, particularly when
new concepts and skills are first being introduced. With the scaffolding strategies,
were teacher-student expected to learn “how are teacher‟s scaffolding applied in
teaching recount, which would support and helped student to getting ideas,
organizing ideas and developing details”. (Hyland, 2009: 118).
This study is concerned with the nature of the teacher‟s tutorial process,
the means whereby an adult or “expert” helps the somebody who is less adult or
less expert. Whether learning the procedures that constitute the skill of attending,
communicating, manipulating object, locomoting, or, indeed a more effective
problem solving procedure, there are usually others in attendance who help
student on their way. There are some types in this study which shown scaffolding
strategies which are invested with meaning by users. The users are teacher and
student at MTs Al Washliyah who was observed in this thesis.
4.1 Types of Instructional Scaffolding Are Used By Teacher
The data was taken in MTs Al Washliyah Cirebon. The study to explore
EFL Teacher‟s scaffolding strategies in writing at Junior High School in eight
grades. Learning process was observed for several days to find the model of
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scaffolding which are used by the teacher to teaching student. Finding data is
discussed in this chapter to complete the study.
There were one month of observation with the same subject, that is
Recount text with the title “Holiday”. Along one month, the observation had
been done with pre-test without applied scaffolding and after applied
scaffolding or post-test in writing text about recount “Holiday”.
According to Walqui, 2006 there are Six main types of instructional
scaffolding are especially salient: modelling, bridging, contextualisation,
building schema, re-presentingtext and developing metacognition. From the
observation, in MTs Al Washliyah find several types of scaffolding who
applied by the teacher.
4.1.1 MODELLING
Students need to be given clear examples of what is requested of
them for imitation. When introducing a new task or working format, it is
indispensable that the learners be able to see or hear what a developing
product looks like.
Teachers of English learners should seriously consider keeping
(photocopying) examples of student work for demonstration purposes.
Such examples mayserve not only to set performance guidelines or
standards, but also toencourage and stimulate students by the evidence of
past students‟ progress in the accomplishment of similar tasks. In
addition to modelling tasks and activities and sharing examples of
student work, it is important to model appropriate language use for the
performance of specific academic functions, such as describing,
comparing, summarising, evaluating and so on.
From conducted the research in MTs Al Washliyah, teacher
explain one type of recount text about holiday. In general, what teacher
do in this phase have as according to what suggesting by figure of
theory genre ( Derewianka, 1990; Cope & kalantzis, 1993; Calahgan &
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Rioothery, 1989; Rothrey, 1996; Feez, 2002; Gibbons, 2002) namely
learn to explain or phases of skematic linguistics and structure of feature
text in detail.
Several things which is researcher earn from result of research in
MTs Al Washliyah, teacher apply scaffolding type modeling;
1. Explaining first what is text type ( Genre). Possible in this case
teacher better explain why there are various text type, attributed to
people intention use language. Clarification concerning text
characteristic or criterion could probably shorten.
A : Very good (write on blackboard). Baik student, last week we
have learnt about anecdote. Right?
O : (open their book)
O : Yes, Pa!
A : Masih ingat what is anecdote?
B : Anecdote is… (crowded)
G : Cerita lucu pak
A : Yes, anecdote adalah cerita atau pengalaman yang bersifat
lucu. Today, we will learn about another types of text. Kira-
kira teks apa yang akan kita bahas hari ini?
O : Narrative..descriptive
G : Snow white, Pak!
A : No, no. we will learnt about Recount text. Ada yang tahu
apa yang dimaksud recount teks ini?
In this case, teacher open the learning by give some question
to the student about type text without explain first what is text, how
many types of text. To makes student understand, teacher having to
explain first. Do not must clear for each text, only mention various
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text type one by one. In this phase the role of teacher as expert doing
teaching explicit very clear ( Hammond, 1990).
Clarification concerning text characteristic or criterion need make
the student understand of the subject. Finding in observation there are
clarification when process teaching learning do. Teacher give
clarification about recount text. Recount text is the text “tell what
happened”.
A : No, no. we will learnt about Recount text. Ada yang
tahu apa yang dimaksud recount teks ini?
V : Bercerita tentang suatu kejadian
A : Kejadian apa?
V : Kejadian yang lalu atau akan datang, Pak
A : No, recount teks adalah telling what happened atau
apa yg sudah terjadi. Jadi untuk yang belum terjadi itu
bukan termasuk ke recount teks.
Another clarify interaction between teacher and student abou
simple past tense. Whom the teacher give the clarification about formula
of past tense:
A :Okeh,Ibnu. Ubah kalimat ini ke dalam kalimat
negative.
V :Sinta did not went to bandung yesterday
A ;Ingat, ketika berbentuk kalimat negative maka verb2
akan berubah ke verb1 kembali. Ulangi lagi Ibnu,
yang teliti
V : Iya pak, Sinta did not go to Bandung yesterday.
A : Good. Kalau kaliamat Tanya nya?
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