EXPLORING EFL TEACHER’S SCAFFOLDING STRATEGIES IN WRITING SKILL AT MTS AL WASHLIYAH CIREBON (QUALITATIVE RESEARCH)

Devi Risnawati, (2016) EXPLORING EFL TEACHER’S SCAFFOLDING STRATEGIES IN WRITING SKILL AT MTS AL WASHLIYAH CIREBON (QUALITATIVE RESEARCH). Bachelor thesis, IAIN Syekh Nurjati Cirebon.

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Abstract

Devi Risnawati. 14121330384. Exploring EFL Teacher’s Scaffolding Strategies in Writing Skill at Mts Al Washliyah Cirebon (Qualitative Research). Writing is among the most important skills that foreign language students need to develop, and the ability to teach writing is central to the expertise of a well-trained language teacher . Scaffolding helped student when children start to learn new concepts, they need help from teachers and other adults in the form of active support. To begin with, they are dependent on their adult support, but as they become more independent in their thinking and acquire new skills and knowledge, the support can be gradually faded. The study has aims to (1) to find out process of scaffolding strategies are used in writing skill, (2) to find teacher‟s roles of scaffolding strategies to increase students writing skill in recount text, (3) to find out how types of scaffolding strategies are used in writing skill. The research designed as Teaching English Foreign language by used scaffolding strategies which takes place at MTs Al Washliyah Cirebon. The data of the research is teaching-learning process between teacher and student. The data is in teacher interact with student in writing learning of recording during observation from which were transcribed onto text and student‟s paper recount text. The data is analyzed with contextual method of conversation analysis and the comparing student‟s recount text in the first teaching and the last teaching after applied scaffolding. The analysis process is designed with verbatim conversation of transcript and student paper which based on: Types of scaffolding strategies by Walqui theory, roles scaffolding and how are teacher‟s scaffolding strategies applied in writing by Martin and Rose theory. The research result shows that there are (1) Six cycle of learning stages such as preparing before reading, detailed reading, preparing for writing, joint rewriting, individual rewriting and independent writing can helped the student more comprehensible in writing recount text, (2) the roles of the teacher in the process of the study is important, by applied scaffolding strategies same as how teachers conceptualize their work and organize what they do in their classroom. (3) there are three types of scaffolding that are used by teacher at MTs Al Washliyah in this study such as Modelling, Bridging, and Contextualising from six types that explained in scaffolding instruction for English language learner. Key words: writing, scaffolding strategies, EFL.

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: 05 May 2017 03:03
Last Modified: 05 May 2017 03:03
URI: http://repository.syekhnurjati.ac.id/id/eprint/2652

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