Hasil Penelitian Dosen Prodi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Bale Bandung

Karya Tulis Ilmiah yang merupakan Hasil Penelitian Berjudul SCAFFOLDING TECHNIQUE USED IN TEACHING READING AT BALEENDAH 1 SENIOR HIGH SCHOOL, ditulis oleh Dosen Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Bale Bandung, Ma’ruf Nurrizal dan dibantu oleh seorang mahasiswa yang bernama Mona Haldrina Hikmat.


This research paper is entitled “Scaffolding Technique Used in Teaching Reading at
Baleendah 1 Senior High School”. This research attempted to answer the following
questions: 1) What are scaffolding techniques used by the teacher in teaching
reading? 2) How does the teacher implement scaffolding technique in teaching
reading ? 3) What is the purpose of each techniques used by the teacher? The
research is a descriptive study done in the eleventh grade of Baleendah 1 Senior High
School. This research employed a qualitative research design which used two data
collection techniques; classroom observation and interview. All of the data were
analyzed by using three major phases of analyses: data reduction, data display, and
conclusion drawing and verification. This study revealed that the teachers have used

scaffolding technique in teaching reading in three reading stages: pre-reading, whilst-
reading and post-reading stage. Based on what Walqui (2006: 170-176) identified, the

observed teachers used five main types of scaffolding in teaching reading such as
modeling where the teacher uses verbal explanation and body language as s/he
elaborates and demonstrates the new material, bridging where students activate prior
knowledge, contextualizing which can be offered in various forms, schema building
that can be defined as clusters of meaning that are organized and interconnected and
developing meta cognition. In addition, the other kind of scaffolding techniques used
by the teacher in teaching reading for XI grade students at Baleendah Senior High
School as identified by Roehler &Cantlon (1996:112) covers explanation, inviting
students’ participation, clarifying and verifying students’ understanding, modeling of
desired behavior, inviting students to contribute clues. The teachers conducted the
scaffolding technique to make their teaching reading effective. They
implemented the technique on the students in the class according to
scaffolding principle as what Rodgers, E and Rodgers, A (2004:4) explain that
the teacher must be responsive to what learner does, says, acts and need. The
purposes of implementing the technique at pre-reading is to build background
knowledge by connection of prior knowledge to the activity at hand while affording
teachers opportunities to determine the zone in which the child can perform
unassisted and/or assist in the others’ performance. At during reading phase the
teachers used the kinds of scaffolding for exploring and improving the students’
capability in vocabulary, pronunciation which is to get their reading comprehension
by teachers’ guidance and at after reading phase (post reading) the kinds of
scaffolding used by the teachers to clarify students’ understanding of the text. These
findings recommend that the teachers need to prepare them as learners in academic
level, be more aware of the students’ difficulties and problems in reading, consider
the importance of reading for students, prepare the suitable and better constructed
materials and the exercises in reading class.

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