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LLT Journal Vol. 19 No.

1 - April 2016 ISSN 1410-7201

The Implementation of Scaffolding in Writing Recount Texts


in SMP Joannes Bosco Yogyakarta

Tiara Maria Dewi and Yuseva Ariyani Iswandari


Sanata Dhrama University

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.

Keywords: scaffolding, writing, recount text, SMP Joannes Bosco


Introduction they can build wider relation with
Nowadays, English has been a other companies. It shows that
language for international English has become a need for
communication. As the international people all around the world. Since it
language, it is common that most of has become a need, there are many
companies require the workers to countries, such as Indonesia, that put
have good skills in English so that English as one of the compulsory

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LLT Journal Vol. 19 No. 1 - April 2016 ISSN 1410-7201

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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LLT Journal Vol. 19 No. 1 - April 2016 ISSN 1410-7201

Scaffolding is a teaching toward independence (Hyland,


technique to help students by 2003).
providing assistance from adult or Scaffolding for students can be
more capable peers. Scaffolding was in the form of providing things like
invented by Lev Vygotsky. The main advance organizer, cue cards,
point of scaffolding is to provide mindmaps, etc. and guiding students
help or assistance for the learners in in their learning process. Besides,
learning something. The assistance there is another type of scaffolding
allows the students to be independent which is not in the form of tools in
learners as what Slavin (2012) states: helping the students. It is in the form
Scaffolding is the support for of guidance for the students’ learning
learning and problem solving; process. This type is developed by
might include clues, Frey, Fisher, and Everlove as cited in
reminders, encouragement, Komalasari and Iswandari (2014).
breaking the problem down This type requires the students to
into steps, providing an become independent learners. An
example or anything else that independent learner requires an
allows the student to grow in independent learning which means
independence as a learner (p. that the students can do the learning
42). process by themselves, without the
The aim to involve scaffolding in the teachers’ guiding. Similar with Frey,
students’ learning process is to make Fisher, and Everlove, Nothern
them independent learners so that Illinois University, Faculty
they are able to accomplish a task by Development and Instructional
themselves. Teachers provide input Design Center (n.d.) also states the
and instruction that support and same. Figure 1 is the figure of
challenge the students as they move scaffolding model:

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LLT Journal Vol. 19 No. 1 - April 2016 ISSN 1410-7201

Figure 1 Models of Scaffolding


Adapted from: Nothern Illinois University, Faculty Development and
Instructional Design Center (n.d.)

As figure 1 shows, scaffolding is students in meaningful and dynamic


implemented when the students discussions in small and large
cannot do the task on their own. As a classes, and (3) Motivating learners
result of the scaffolding to become better students
implementation, students can do the
task on their own. At this time, Writing
scaffolding is removed. Students do According to Besserat and Errad
not need assistance anymore for their (2008), writing is a general term for
learning process. a visual system distinct from art, and
Implementing scaffolding in the a mode of language use that is
learning process gives some distinguished from speaking,
advantages. A study of Instructional whereas writing system refers to a
Scaffolding to Improve Learning by spesific type of graphic marks that
Nothern Illinois University, Faculty represent types of linguistic units.
Development and Instructional Since writing deals with linguistic
Design Center (n.d.) presents a proof units, it means that writing includes
that the instructional scaffolding has grammars. Hyland (2003) states that
some advantages. They are: (1) writing is seen as a product
Challenging students through deep constructed from the writer’s
learning and discovery, (2) Engaging command of the grammatical and

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LLT Journal Vol. 19 No. 1 - April 2016 ISSN 1410-7201

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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LLT Journal Vol. 19 No. 1 - April 2016 ISSN 1410-7201

considered as more capable students


as they are the ones who scaffold the Result and Discussion
SMP Joannes Bosco students’ In this part, the writers answer
writings. There were fourteen the research questions. The research
students who were at the same level questions are: 1) How is scaffolding
of writing skill. The ELESP implemented for the 8th grade
students’ A score on CRW I were the students of SMP Joannes Bosco in
base to choose the fourteen students. writing a recount text? 2) What are
Since there were fourteen ELESP the benefits of scaffolding in writing
students, one student of ELESP got a recount text for the 8th grade
two writings of class VIII Happiness students of SMP Joannes Bosco
to be checked. The ELESP students Yogyakarta? This part is divided into
checked the errors in the use of two sections. The first section is the
verbs. process of scaffolding implemented
Data Collection for the 8th grade students of SMP
Before conducting the research, Joannes Bosco in writing a recount
the writers gathered the data about text. The second section is the
the technique that the teacher usually benefits of scaffolding in writing a
used in teaching a recount text to the recount text for the 8th grade students
students and the process of of SMP Joannes Bosco Yogyakarta.
implementing the scaffolding in The Process of Scaffolding
writing a recount text in the 8th grade Implemented for the 8th Grade
Happiness SMP Joannes Bosco. Students of SMP Joannes Bosco in
After having enough information Writing a Recount Text
about the process of implementing The process of scaffolding that
the scaffolding, the writers was implemented for the 8th grade
distributed the questionnaires to the students of SMP Joannes Bosco in
students after they wrote the recount writing a recount text was related to
texts three times. After analyzing the the model of scaffolding process that
data in the questionnaires, the writers was adapted from Nothern Illinois
interviewed some students to clarify University, Faculty Development
some questions that they answered and Instructional Design Center
unclearly. Then, the writers (n.d.). Figure 2 presented the model.
described the data and analyzed them
to see what the benefits of
implementing scaffolding.

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LLT Journal Vol. 19 No. 1 - April 2016 ISSN 1410-7201

Figure 2 Models of Scaffolding

As Figure 2 showed, as the Students needed others’ assistance to


foundational knowledge, there was help them writing a good recount
‘what the students can already do’. text. In other words, they need
In this stage, the students were scaffolding.
already able to do task that the The role of ELESP students was
teacher required them to do. In as the scaffolders. They were
relation to this research, what the included in the stage where
students could already do was they ‘provided from the instructor’ was
already knew how to write a recount done. In this stage, scaffolding was
text. It was because the teacher done twice. The students’ first
already explained about a recount writings were scaffolded by the
text briefly to the students. After the ELESP students. The ELESP
teacher had already explained it, the students scaffolded the writings by
students began to write their first checking only the use of verbs in the
recount texts. When they wrote their students’ recount texts. They found
first recount text, they still made that the students still made some
some errors related to the use of errors. They revised the
verbs in their writings. It was related inappropriate verbs and then they
to the ‘new task’ stage, where gave a letter to explain how the verbs
‘students cannot do on their own’. should be corrected and gave spirit to

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LLT Journal Vol. 19 No. 1 - April 2016 ISSN 1410-7201

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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LLT Journal Vol. 19 No. 1 - April 2016 ISSN 1410-7201

Figure 3 Student 12 First Writing and Scaffolding in the Form of Letter

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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LLT Journal Vol. 19 No. 1 - April 2016 ISSN 1410-7201

The students already became motivating learners to become better


independent learners. The assistance students.
allowed the students to be
independent learners. It is related to a. Challenging Students through
Slavin’s statement (2012): Deep Learning and Discovery
Scaffolding is the support for With the guidance or tools to
learning and problem solving; help students to learn, students had
might include clues, more exposures to the material
reminders, encouragement, given. They paid more attention and
breaking the problem down they could discover things related to
into steps, providing an the material so that they got better
example or anything else that understanding. In relation with the
allows the student to grow in findings on this research, the deep
independence as a learner (p. learning that the students had was the
42). more exposures to write recount
texts. The students wrote the recount
After scaffolding was implemented text three times. They were also
in the class, the students became exposed to the use of verbs since the
independent learners. They became ELESP students checked the use of
aware with the use of verbs when verbs. The exposures given made the
they wrote their second and third students discovered things in a
recount texts. writing recount text. They became
aware on the use of verbs.
The Benefits of Scaffolding in
Writing a Recount Text for the 8th b. Engaging Students in
Grade Students of SMP Joannes Meaningful and Dynamic
Bosco Yogyakarta Discussions in Small and Large
When scaffolding was implemented Class
in a writing recount text for the 8th The next benefit was engaging
grade students of SMP Joannes students in meaningful and dynamic
Bosco Yogyakarta, it could give discussions in the small and the large
some benefits. The benefits were class. By using the type of
related to the scaffolding benefits scaffolding, which was using
that was stated by Illinois University, guidance for students, students could
Faculty Development and have meaningful and dynamic
Instructional Design Center (n.d.). discussion because they could get
The first benefit that was challenging feedback for their learning process.
students through deep learning and In the research findings, each of the
discovery. The second benefit was students got feedback from the
engaging students in meaningful and ELESP students in the form of
dynamic discussions in the small and checking the incorrect verbs and
the large class. The last benefit was writing the explanation in the form
of a letter. The feedback was not

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LLT Journal Vol. 19 No. 1 - April 2016 ISSN 1410-7201

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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LLT Journal Vol. 19 No. 1 - April 2016 ISSN 1410-7201

because it is a new thing for them. friends. Therefore, it is also


Scaffolding does not only need suggested that scaffolding among
seniors as the ones who scaffold. It students is also implemented.
can also be done by the students’

References

Besserat, D. S. & Errad, M. (2008). Handbook of research on writing. New York:


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Bright, J.A., & McGregor, G. P. (1973). Teaching English as a second language.
London: Longman Group.
Government of South Australia. (2012). Engaging in and exploring recount writing
: A practical guide for classroom teachers. Department for Education and
Child Development, Government of South Australia.
Hyland, K. (2003). Second language writing. Cambridge: Cambridge University
Press.
Indah, D. (2010). An undergraduate thesis on: Improving writing recount text by
using photographs: Case study of the eleventh year students of SMAN 1 Pati
in the academic year of 2009/2010. Semarang: IKIP PGRI Semarang.
Retrieved August 28th, 2015, from
https://andynuriman.files.wordpress.com/2011/10/skripsi_dwi-nur-
indah.pdf
Komalasari, A., & Iswandari, Y. A. (2014). Proceedings of language and language
teaching conference: Employing scaffolding strategy to facilitate students
with different English circumstances. Sanata Dharma University,
Yogyakarta: English Language Education Study Program.
Nothern Illinois University, Faculty Development and Instructional Design Center.
(n.d). Instructional scaffolding to improve learning. Retrieved October 25th,
2014, from http://www.niu.edu/facdev/resources/guide/
strategies/instructional_scaffolding_ to_improve_learning.pdf
Slavin, R.E. (2012). Educational psychology: Theory and practice (10th ed.).
Boston: Pearson Education.

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