Professional Documents
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Abstract
There are some compulsory subjects in junior high schools and English is one of
them. As a compulsory subject, English needs to be mastered by the students.
Therefore, English teachers are required to teach it well so that the students are able
to master English. In teaching English, there is a need to use new techniques.
Teachers need to vary the teaching techniques so that the students can learn English
in different ways. One of the new techniques in teaching English is scaffolding. In
this research, scaffolding is implemented in English class of the 8 th grade students
of SMP Joannes Bosco Yogyakarta when they learn about recount text. This
research aims to find out the process of how scaffolding is implemented and to
know what the benefits of scaffolding in writing recount text. There were two
th
research problems. The first was “How is scaffolding for the 8 grade students of
SMP Joannes Bosco in writing a recount text?” and the second was “What are the
benefits of scaffolding in writing a recount text in SMP Joannes Bosco
Yogyakarta?” The writers conducted a descriptive qualitative research in this study.
The data was gathered by interviewing the English teacher, writing on the field
notes, distributing the questionnaires, and interviewing the students. Analyzing the
students’ writings was used as the supplementary data to make the result stronger.
The result of this study showed that the implementation of scaffolding gave benefits
for the students. The benefits were challenging the students through deep learning
and discovery, engaging the students in meaningful and dynamic discussions in the
small and the large classes, and motivating the learners to become better students.
In conclusion, scaffolding does give benefits for the students so that teachers are
able to use scaffolding as one of the effective teaching techniques.
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subjects in schools. It is taught from the model of the right texts, are also
the elementary schools, the junior given the feedback for their writing,
high schools, and the senior high and get further general explanation
schools. As the compulsory subject, in the class. Yet, they do not get the
the students are required to master individual further explanation which
English. There are four English skills makes the feedback more spesific
that should be mastered, such as and focus. The students also need to
reading, writing, listening, and get a chance to write more than once
speaking (Bright & McGregor, so that they can really know how to
1973). Usually, writing skill is write well. Therefore, there is a need
emphasized in learning English to use new techniques in teaching
because it is stated in the curriculum writing.
that the students need to be able to One of the new teaching
write some texts in English. techniques that can be implemented
Therefore, the teachers are also is by using scaffolding. Scaffolding
required to teach well because they means providing the help for the
need to make the students master students to support their learning
English. process. The help is in the form of
When the students learn to write, others’ assistance. Since the writers
they need others’ feedbacks so that see that there is a need to use a new
they can write well. Providing technique in teaching the students in
feedback is the teacher’s technique to SMP Joannes Bosco, in this research,
teach writing for the students in SMP scaffolding is implemented when
Joannes Bosco. The teacher usually they learn the recount texts.
provides feedback in the form of Scaffolding is a technique to help the
checking the incorrect sentences that students. Therefore, it is expected
the students write. The teacher also that scaffolding could really help the
explains the incorrect sentence students in writing a recount text
generally in the class. However, well. The writers would like to see
before the teacher requires the how it is implemented and what
students to write the text, the teacher benefits of scaffolding in writing
provides some of the same text types recount text in SMP Joannes Bosco.
so that the students get the model of
the text. The students can observe Review of Related Literature
the language feature and also the In this section the writers
generic structure of the text by provide the theories that support this
reading the text given. The teacher research. There are three key topics
gives more exposures to the in this section. They are (1)
language feature by giving an Scaffolding, (2) Writing, and (3)
exercise to fill in the blank on the Recount text.
text.
This way of teaching needs to be Scaffolding
improved. The students already get
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lexical knowledge. Writing aims to South Australia, 2012). The last part
share ideas and thought. According of the generic structure in recount
to Butt et al., (2000) as cited in text is reorientation. It is a summary
Hyland (2003), there are five factual of the whole text. Hyland (2003)
genres in writing. They are: (1) stated that a reorientation rounds off
Recount, which tells about past the sequence of events.
experience, (2) Procedure, which By writing a recount text, people
tells a process of how something is can share their personal experiences.
done, (3) Description, which People can be amused to listen to the
describes an imagined or factual story. As in Government of South
events or things, (4) Report, which Australia (2012) writes that recount
presents factual information about a texts are “used to relate experiences
class of things, usually by classifying or retell events for the purpose of
them and describing their informing, entertaining or
characteristics, and (5) Explanation, reflecting”. Moreover, according to
which gives reasons for something. Hyland (2003), the purpose of a
recount text is “to relate a sequence
Recount Text of events so that it entertains”
Recount texts are texts about (p.124).
past events or a text which retells
past events, usually they are written Methodology
orderly (Anderson, 1997 as cited in Subject
Indah, 2010). They tell about In this research, there were
something in the past. According to students of SMP Joannes Bosco and
Hyland (2003), the generic structure English Language Education Study
of a recount text is an orientation, a Program (ELESP) students of Sanata
record of events, and a reorientation. Dharma University as the
In the orientation, there are participants. The ones who
informations about who, when, and scaffolded the students’ writings
where or the background information were the ELESP students and the
of the text (Government of South ones who were scaffolded were SMP
Australia, 2012). In a record of Joannes Bosco students. The writers
events, it is usually recounted in a chose one class (VIII Happiness) in
chronological order. Government of this study. There were twenty eight
South Australia (2012) uses different students in this class in the academic
terms. They use sequence of events year 2014/2015. ELESP students
but the content is the same. There are were from class C batch 2013 class
series of events in a chronological Critical Reading and Writing (CRW)
order. Writers are able to express II. The writers chose students of
their feelings in this part. “It is CRW II because they have been
appropriate to include personal majoring English Language
comments and evaluative remarks Education Study Program (ELESP)
throughout the text” (Government of for two years. It means that they are
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the students. They wrote the letter the scaffolding from ELESP student
themselves. Figure 3 presents the in the form of letter.
Student 12 first writing that had been
checked by the ELESP student and
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Before the students wrote their ELESP students. When the ELESP
second writings, they read the letter students read their writings, they
from the ELESP students. They found that the students had some
respond it in some ways. There were improvements. They began to write
some students who were very excited the correct form of the past form of
to get a letter from the ELESP the verbs.
students. They asked their friends After the students had been
who gave them the letter, or asked through the scaffolding process, they
their friends whether the ELESP came to the stage ‘what students can
students were girls or boys. Some now do on their own as a result of
students seriously read the letter and the scaffold’. In this stage,
some other students asked the scaffolding was removed. The
teacher about the explanation students were already able to write
because they did not understand. their recount texts alone with more
After they had already done reading awareness to the use of verbs. It
the letter and paid attention to their could be seen that the student
first writing, they checked which became aware of their previous
words were right and wrong. Then, errors and tried not to make the same
they started writing their second errors again. In the third writing,
recount text. After that, those most of the students got fewer errors
writings were delivered to the than the first and the second writing.
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only discussed generally in the class, about a recount text to the students.
but each of student had the further After that, the students began to
explanation of their writings. The write their first recount text. Having
ELESP students’ scaffolding in the finished with the recount text, their
form of letter made the feedback writings were scaffolded by the
became in a discussion. Even though ELESP students by checking the use
it was not a direct discussion, the of verbs and writing the explanation
students got the feedback that in the form of a letter. Before the
focused on their own writings. As a students wrote their second writing,
result, the students still got the they got their writings back along
meaningful and dynamic discussion with the ELESP students’
with the ELESP students since they explanation which was in the form of
could also really know why the verbs a letter for each of them. The
they wrote were wrong because there students paid attention to their errors
was explanation for it on the letter. and read the explanation. After that,
Using scaffolding in the recount text they wrote their second writing.
gave the students opportunity to have Their second writings were
individual feedback. scaffolded again by the ELESP
students and they were delivered
c. Motivating Learners to Become back to the students. The last,
Better Students students wrote their third writings as
The last benefit was motivating the final product.
learners to become better students. For the second research
Scaffolding also made students problem, scaffolding gives benefits
motivated in learning because the to the students. There are three
scaffolder could give motivation for benefits after the implementation of
the students to learn. Besides, the scaffolding. The benefits are
students could get individual challenging students through deep
feedback so that they really knew learning and discovery, engaging
their errors. From the questionnaire, students in meaningful and dynamic
students agreed that scaffolding discussions in the small and the large
motivated them to learn English. It classes, and motivating learners to
was because they could know their become better students. In
errors and know why it was wrong conclusion, scaffolding benefits the
so that they would avoid making the students.
same errors again. Therefore, the This research proves that
feedback that the ELESP students scaffolding gives benefits for
wrote motivated the students. learning writing a recount text. The
writers suggest that teachers can use
Conclusion scaffolding as one of their techniques
Based on the research findings, in teaching writing for students. It
how scaffolding implementation is, does not only able to help the
the first, the teacher gave explanation students, but it is interesting for them
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References
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