EXPLORING EFL LECTURER’S SCAFFOLDING PRACTICES IN WRITING CLASS AT IAIN SYEKH NURJATI CIREBON

Siti Royana, (2016) EXPLORING EFL LECTURER’S SCAFFOLDING PRACTICES IN WRITING CLASS AT IAIN SYEKH NURJATI CIREBON. Bachelor thesis, IAIN Syekh Nurjati Cirebon.

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Abstract

Siti Royana. 14121310360. Exploring EFL Lecturer’s Scaffolding Practices in Writing Class at IAIN Syekh Nurjati Cirebon. This research explores about EFL lecturer’s scaffolding practices for the students of college level that is occurred in writing class at IAIN Syekh Nurjati Cirebon. In learning process, the students need help, assistance, and support from the lecturer. As cited in Ken Hyland (2003; 123) that indeed scaffolding is provided the needs of the students to help, assistance and give support in learning process. This research is proposed to: 1) describe types of scaffolding practices which the EFL lecturer apply in teaching writing class, 2) describe the students respond towards the EFL lecturers’ scaffolding practices, 3) describe the students’ writing competence which is treat by EFL lecturers’ scaffolding practices. Furthermore, this research may give the influence to the role of EFL lecturers to practicing the scaffolding as a help for the students’ difficulties in writing class. Besides, the readers also can enhance and added as the reference in making betterment research. The design of this research method used a qualitative research. This qualitative research specified the design on a case study, moreover, the researcher as the main instrument in this research. This research used four techniques of collecting the data, there are observation, interview, documentation and questionnaire. However, all of the data is indeed needful to describe the proposed research. Furthermore, the theories described in the analysis are following the theory of 1) Dewi (2013), Walqui (2006), 2) Wood et al (1976), and 3) Taylor et al (2009). The theories are used to strengthen the description of the research finding. The research finding shows that 1) from the seven types of scaffolding namely bridging, contextualizing, inviting students’ participation, schema building, offering explanation, modeling and verifying and clarifying students’ understanding were completely used and practiced by the lecturer during teaching learning process of writing class, 2) the literature of the theory of elements of useful scaffolding as theorized by Wood et al (1976), there are six elements of useful scaffolding, but one of the elements of useful scaffolding that was not practiced is students’ respond toward the lecturer’s simplifying the task, and 3) the students’ writing competence was improving by using scaffolding practices in the teaching learning process. Key words: scaffolding, lecturer, students.

Item Type: Thesis (Bachelor)
Subjects: Pendidikan > Pendidikan (Umum)
Divisions: Fakultas Ilmu Tarbiyah dan Keguruan > 3. Tadris Bahasa Inggris
Depositing User: tuti alawiyah alawiyah
Date Deposited: 27 Apr 2017 03:36
Last Modified: 27 Apr 2017 03:36
URI: http://repository.syekhnurjati.ac.id/id/eprint/2220

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