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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Journal of English Language Studies E-Dimas: Jurnal Pengabdian kepada Masyarakat JETL (Journal Of Education, Teaching and Learning) Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Research and Innovation in Applied Linguistics GLENS: Global English Insights Journal
Waode Ade Sarasmita Uke
Universitas Halu Oleo
Aerospace Engineering Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Optimization of SAMR model scaffolding for the development of descriptive writing skills Nggawu, La Ode; Nurindah, Nurindah; Muhammad, Anugrah Puspita Ayu; Uke, Waode Ade Sarasmita; Atma, Nurul; Madil, Wahyudin; Thao, Nguyen Thi Phuong; Apita-Chavez, Minerva
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.38142

Abstract

This research presents an investigation of how the application of the digital substitution, augmentation, modification, redefinition (SAMR)-based scaffolding might be used to support first-semester basic writing students in overcoming challenges related to grammar proficiency and descriptive writing. A mixed-methods sequential explanatory design was used with 40 students enrolled in English language courses. Quantitative data were obtained through a 14-item Likert-type questionnaire measuring SAMR integration and challenges faced, while qualitative analysis was conducted on semi-structured interview data using NVivo to code thematically. The scores for all implementation indicators indicate that high average values were obtained (global M=3.37), indicating that SAMR-based activities and scaffolding were viewed as useful and engaging for supporting descriptive writing. The level of challenges was perceived as low to moderate (mean=2.59 overall). The key issues were that lecturers needed to offer more consistent support, access to devices was restricted, and students had uneven digital skills. Thematic results identified growth in grammatical consciousness, development of short texts, and creativity as projects that resulted in multimodal outcomes and student involvement. The research also underscores the importance of strong institutional structures and continued support for teaching. It concludes that employing SAMR-informed digital scaffolding is a strategy with the potential to support writing instruction through technology.
Co-Authors Anas, Ismail Anugrah Puspita Ayu M Anugrah Puspita Ayu Muhammad Apita-Chavez, Minerva Asna Wirayanti Darnawati Darnawati Darnawati, Darnawati Darnawati, Darnawati GENISA, Risma A. Azis Irawaty Irawaty Jamiludin Jamiludin Jamiludin Jamiludin Jamiludin, Jamiludin Kisman Salija, Kisman La Ode Nggawu Madil, Wahyudin MOFFATT, Piangchan Muhammad Basri Muhammad Basri Nguyen Thi Phuong Thao Noni, Nurdin NURINDAH NURINDAH Nurul Atma Rahayu Rahayu Sahril Nur Samsudin Sukadi Linta Syauqiyah Awaliyah Alfiani Nur Thư, Võ Thị Anh Wirayanti, Asna