THE USE OF SCAFFOLDING BY ENGLISH TEACHERS AT SENIOR HIGH SCHOOL IN WEST SUMATERA

Hamzah Hamzah(1), Yenni Rozimela(2),
(1) English Department  Indonesia
(2) English Department of FBS Universitas Negeri Padang  Indonesia

Corresponding Author
Copyright (c) 2018 Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa

DOI : https://doi.org/10.24036/ld.v12i1.10195

Full Text:    Language : id

Abstract


This study was aimed at investigating how the English teacher used scaffolding in their daily classroom routines and whether they used the scaffolding differently. The data were collected from 20Senior High School English teachers in West Sumatera by recording their full teaching sessions. The records were transcribed orthographically from which the scaffolding strategies were identified. The findings revealed that the English teachers used 10 types of scaffoldings in their teaching with different varieties in the proportions. The experience interms of length of service did not contribute to the scaffolding choices. The experienced male teachers tended to use traditional scaffolding strategies markedly higher than novice male English teachers. The difference of the use of scaffolding strategies by the experienced female English teachers and novice was not marked, with the tendency for novice female teacher used higher propostion in traditional scaffolding. Thus, it is safe to draw a conclusion that the level of experience does not contribute to their scaffolding choices.

Key words/phrases: scaffolding, classroom interaction, teacher talk


PENGGUNAAN PENYANGGA PEMBELAJARAN OLEH GURU SEKOLAH MENENGAH ATAS DI SUMATERA BARAT

Abstrak

Penelitian ini ditujukan untuk menginvestigasi cara guru menggunakan penyangga pembelajaran di dalam kelas dan membandingkan penggunaan penyangga oleh guru yang berpengalaman dan pemula. Data dikumpulkan dari 20 guru Sekolah Menengah Atas di Sumatera Barat denga cara perekaman interaksi yang terjadi antara guru dan siswa. Rekaman tersebut dibuatkan transkrip ortografis yang menjadi sumber data tempat mengidentifikasi penyangga yang digunakan. Temuan penelitian menunjukkan bahwa guru menggunakan 10 tipe penyangga dengan variatas penggunaan yang berbeda-beda. Guru laki-laki berpengalaman, yang didasarkan pada lamanya menjadi guru, lebih banyak menggunakan penyangga tradisional dari guru pemula. Sementara, pilihan penyangga oleh guru perempuan berpengalaman tidak berbeda secara signifikan dari pilihan guru pemula. Pada kelompok guru ini, ada kecenderungan guru pemula lebih banyak menggunakan penyangga tradisional. Dengan demikian, dapat disimpulkan bahwa pengalaman yang dilihat dari lama mengajar tidak memberi sumbangan terhadap pilihan penyangga yang digunakan.

Kata Kunci: penyangga pembelajaran, interaksi kelas, ujaran guru


Keywords


scaffolding, classroom interaction, teacher talk

References


Attarzadeh, M. (2011). The effect of scaffolding on reading comprehension of various texts modes on Iranian EFL learners with different proficiency levels. Social Science and Humanity. 4 (2), hal. 1-27.

Bruner, J. (1985). Vygotsky: A historical and conceptual perspective. Dalam J. V. Wertsch (Ed), Culture, communication and cognition: Vygotskian perspectives. Cambridge: Cambridge University Press.

Gibbon, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. London: Heinemann.

Hammond, J. (2001). Scaffolding: Teaching and learning in language and literacy education. Sydney: PETA

Hamzah. H. (2015). Scaffolding prosseses reflected in the structure of pedagogical discourse. dalam Proceedings of the third seminar on English language and teaching. Padang. ISELT-3.

Samana, W. (2005). Teacher’s and students’ scaffolding in an EFL classroom. Academic Journal of Interdisciplinary Studies. 2 (8), hal. 338-343.

Sharpe, T. (2001). Scaffolding in action: Snapshots from the classroom. Sydney: PETA.

Sapadi, E. & Rababah, J. G. (2012). The effect of scaffolding on reading comprehension skills. International Journal of Language Studies. 6 (2), hal. 1-38.

Tsui, A. B. M. (2003). Understanding expertise in teaching: Case studies of second language teachers. Characteristics of novice and expert teachers. London: Cambridge University Press.

Vigotsky, L. S. (1978). Mind in society: The development of higher psycological processes. Cambridge, MA: Harvard University Press.

Vonna, Y., Mukminatien, N. & Laksmi, E. D. (2015). The effect of scaffolding techniques on student’s writing achievement. Jurnal Pendidikan Humaniora. 3(1). 227-233.

Wachyunni, S. (2015) Scaffolding and cooperative learning: Effect on reading comprehension and vocabulary knowledge in English as a foreign language. University of Groningen. Unpublished Doctor Dissertation.

Walqui, A. (2006). scaffolding instruction for English language kearner: a conceptual framework. West Ed: International Journal of Bilingual Education and Bilingualism. 9(2), hal. 159-180.


Article Metrics

 Abstract Views : 781 times
 PDF Downloaded : 308 times

Refbacks

  • There are currently no refbacks.




Copyright (c) 2018 Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa

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