SCAFFOLDING INTERACTION CYCLES IN EFL READING CLASSROOM: A SOCIOSEMIOTIC PERSPECTIVE

Irma Monica, (2016) SCAFFOLDING INTERACTION CYCLES IN EFL READING CLASSROOM: A SOCIOSEMIOTIC PERSPECTIVE. Bachelor thesis, IAIN Syekh Nurjati Cirebon.

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Abstract

Irma Monica. 14121310307. SCAFFOLDING INTERACTION CYCLES IN EFL READING CLASSROOM: A SOCIOSEMIOTIC PERSPECTIVE. This study aims to reveal types of scaffolding interaction cycles that are used in EFL reading classroom. The description deals with the theory of scaffolding in classroom, which is one of the conceptual frameworks of Reading to Learn strategy, where learning with the support of teacher will be more successful than learning independently. One of the approaches is Genre Based, which has been also developed to Learning to Read: Reading to Learn (LRRL) program by David Rose. This program has successfully increased students’ literary skills at twice the expected rate with integrating teaching of high level skills in reading and writing with normal classroom program across the curriculum in Australia (Culican, 2006a). This study also aims to show how the scaffolding interaction cycles was conducted in EFL reading classroom context, as in reading materials and points of view. The result of this research shows that such program can also give significant contributions to improve students’ skill in reading and writing. In addition, scaffolding plays the most important roles in preparing students to comprehend reading and practicing writing, so that teachers should have more understanding about scaffolding. This study adopts Systemic Functional Linguistic (SFL) framework combined with sociosemiotic by as proposed by Suherdi (2004), which used to insight discourse stratum and lexicogrammatical feeling of the teacher-pupils interaction. This study offered an insight on how knowledge is typically negotiated as one particular type of meanings inherent in the discourse of classroom. In exploring this issue, this study is involving teacher-pupils as two important elements of teaching learning situation that will be observed in a classroom. As Stubbs (1976) argues, meaning negotiation between teacher and students in the classroom is a complicated phenomenon as it draws internal and external background. However, any attempts to investigate such complexity will, in the long run, offer insights on how knowledge is negotiated within contexts. The design of this study is descriptive qualitative. Researcher conducts the data in FR Class at Cirebon Local Language Schools with 7 students. The instrument of collecting data are observation and interview. The data of observation is video recording which transcript into the text and interview record also transcript into the text. The data analyzed by codding system, stratum of discoure as proposed by Ventola and Scaffolding Interaction Cycles as proposed by David Rose. Key words: Scaffolding Interaction Cycles, Reading to Learn, Sociosemiotic Perspective, Systemic Functional Linguistic.

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 03:51
Last Modified: 05 May 2017 03:51
URI: http://repository.syekhnurjati.ac.id/id/eprint/2671

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