IMPLEMENTATION OF SCAFFOLDING TEACHING TECHNIQUE TO IMPROVE STUDENTS’ WRITING SKILL (A Classroom Action Research at the Tenth Grade Students of SMA Negeri I Sumberlawang in the 2011/ 2012 Academic Year)
Sari
The general objective of this research is to improve students’ writing
skill of the tenth grade students of SMA Negeri 1 Sumberlawang in the 2011/
2012 Academic Year. The research is specifically aimed at finding out (1)
whether scaffolding teaching technique improves the students’ writing skill of
the tenth grade students of SMA Negeri I Sumberlawang; and (2) what
happens in the class when scaffolding teaching technique is administered. The
research was a classroom action research which applied scaffolding teaching
technique to improve students’ writing skill. The research was conducted at
SMA Negeri I Sumberlawang; the subjects of the research were 31 students of
class X3 in the academic year 2011/2012. The research was conducted in two
cycles with three meetings of each. Each cycle consisted of four steps:
planning, acting, observing and reflecting. The researcher used both
quantitative (the students’ score of writing test) and qualitative data (the
information about the implementation of scaffolding teaching technique and
the students’ reactions to the technique. The former data were taken from the
writing test; pre-test and post-test of every cycle. The qualitative data were
taken from observation, interview and document analysis. The quantitative
data were analyzed using descriptive statistic. The qualitative data were
analyzed using Constant-comparative technique proposed by Strauss and
Glasser. The results of the research showed that: (1) Scaffolding teaching
technique can improve students’ writing skill in terms of: (a) developing the
information/ ideas appropriate with the topic provided; (b) organizing a text;
(c) using vocabularies precisely appropriate with the topic provided; (d) using
grammatical patterns and sentence pattern appropriate with text; (e) spelling
the words appropriately and using suitable punctuation in text; and (2)
Scaffolding teaching technique can improve class situation, in terms of: (a)
improving students’ participation; (b) creating live teaching atmosphere; (c)
improving students’ attention to the lesson; (d) improving the class
cooperation. The result of the research showed that scaffolding teaching
technique was beneficial to improve the students’ writing skill and class
situation. Therefore, scaffolding teaching technique is very potential to be
applied in English class.
Key word: writing skill, scaffolding
Teks Lengkap:
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