The Effectiveness of Scaffolding Model in Teaching Reading at Senior High Schools

Jufri Jufri(1),
(1) English Department FBS Universitas Negeri Padang  Indonesia

Corresponding Author
Copyright (c) 2021 Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni

DOI : https://doi.org/10.24036/komposisi.v22i2.115511

Full Text:    Language : en

Abstract


This research is aimed at identifying the students’ ability in reading by using scaffolding teaching model. This is an experimental research that was carried out at senior high school. There were three senior high schools in Padang that became the location of the research, namely SMAN 1, SMAN 7 and SMAN 8 Padang.  The population for this research consisted of the students studying at grade X at the three schools respectively. Meanwhile, the sample was taken by using cluster random sampling technique. The whole number of sample was 192 students, namely, 64 students studying at each school. The research instrument used in this research was reading test consisting of 30 items. After carrying the research for about three months the researcher found the result as follows. The findings of the research indicated that the students’ reading achievement taught by scaffolding model was better than those who were taught by conventional model. To prove it, the researcher used t-test formula. The result showed that scaffolding model gave significant effect towards the students reading ability compared to the conventional one.

Keywords


scaffolding, model, conventional, ability, achievement

References


Alderson, J. Charles. (2005). Assessing Reading. New York: Cambridge University Press.

Arends, Richard I. (2009). Learning to Teach. New York: McGraw Hill.

Axford, Beverley and Pam Harders and Fay Wise (2009). Scaffolding Literacy: An Integrated and Sequential Approach to Teaching Reading, Spelling and Writing. Victoria Australia: Acer Press

Benz, C. & Cynthia M. S. (2006). College Reading 4. Boston: Heinle Cencage Learning.

Blachowicz, Camille and Donna Ogle (2008). Reading Comprehension Strategies for Independent Learners. New York: The Guilford Press

Blanchard, K. & Root, C. (2007). For Your Information. Reading and Vocabulary Skills. Second Edition. New York: Pearson Education Inc.

Byram, M. (2004). Genre and genre-based teaching. The Routledge Encyclopedia of Language Teaching and Learning (pp. 234-237). London: Routledge.

Cohen, R. F. & Judy L M. (2004). North Star. Reading and Writing. New York: Pearson Education Inc.

Fontaine, L. (2004. Text and Texture: Systemic Functional Viewpoints on the Nature and Structure of Text. Paris: Harmattan.

Grabe, W. & Fredricka L. S. (2002). Teaching and Researching Reading. New York: Longman Pearson Education.

Langan, J. (2012). Reading and Study Skills. New York: McGraw-Hill Book Company.

McNamara, D. S. (2007). Reading Comprehension Strategies. Theories, Interventions,and Technologies: New York: Lawrence Elrbaum Associates.

Moreillon, J. (2007). Collaborative Strategies for Teaching Reading Comprehension: Maximazing Your Impact. Chicago: American Library Association.

Paltridge, B. (1996). Genre, Text Type, and the Language Learning Classroom. ELT Journal, 50/3: 237-243.

Richardson, J. S., Morgan, Raymond F., Fleener, Charlene E. (2012). Reading to Learn in the Content Areas. Eight Edition. USA: Wadsworth.

Swales, J. M. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge, UK: Cambridge University Press.


Article Metrics

 Abstract Views : 294 times
 PDF Downloaded : 49 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.