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All Journal International Journal of Language, Education, and Literature (IJLEL)
Ariatna
Universitas Negeri Medan
Education Languange, Linguistic, Communication & Media

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An Investigation of Obstacles Experienced by 8th Grade Junior High School Student in Speaking Performance at SMP Swasta Muhammadiyah 1 Medan Maharani Amelia Hasibuan; Ariatna
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/59xpjy30

Abstract

This study investigated the obstacles faced by 8th grade students at SMP Swasta Muhammadiyah 1 Medan in speaking performance and the reasons behind these obstacles. Using Ur's (1996) theory, qualitative methods like observation and interviews were employed. The analysis revealed three main problems: inhibition, nothing to say, and mother tongue use. Inhibition was the primary issue, involving verbal disfluency, facial expressions, voice characteristics, and physical behavior. Nothing to say led to superficial content, while mother tongue use, such as code-switching, was a minor obstacle. Several causes of those obstacles, including affective factors such as anxiety, worries, nervousness, shyness, forgetfulness, confusion, lack of confidence, and discomfort; linguistic factors, such as the fear of making mistakes in pronunciation, grammar, and word choice, unfamiliarity with speaking in English, difficulty in organizing words or sentences, and limited proficiency in English; meanwhile performance conditions involve issues such as time pressure, lack of preparation and external disturbances from peers.
Teacher's Instructional Scaffolding in Teaching Writing Recount Text for Tenth Grade Students of SMAS Amir Hamzah Medan Najwa Ramadhani Pane; Ariatna
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/18fy9z94

Abstract

This study aimed to find the teacher’s instructional scaffolding in teaching writing recount text for tenth grade students of SMAS Amir Hamzah Medan, as well as the teacher’s reasons for implementing it. This study utilized the theory of Walqui (2006 which outlines six types of instructional scaffolding: modelling, bridging, contextualizing, schema building, re-presenting text, and developing metacognition. Data were collected through observation and interview. The researcher employed the data analysis model of Miles et al. (2014), which consists of three stages: data condensation, data display, and drawing and verifying conclusions. This study revealed that (1) The teacher implemented five out of six types of instructional scaffolding proposed by Walqui (2006), namely modelling, bridging, contextualizing, schema building, and developing metacognition. (2) There were seven teachers’ reasons for implementing the five types of instructional scaffolding such as supporting understanding and accuracy, activating prior knowledge and motivating students, advancing student’s interest and providing supporting media, improving student’s awareness and linking the previous material with the material being taught, enhancing self-reflection, collaboration, critical thinking, communication skills, and creating a conducive learning environment.
Co-Authors Maharani Amelia Hasibuan Najwa Ramadhani Pane