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All Journal English Review: Journal of English Education ETERNAL(english, teaching, learning, and Research Journal) Journal of English Education and Teaching (JEET) Indonesian TESOL Journal Journal Peqguruang: Conference Series LETS: Journal of Linguistics and English Teaching Studies Banco: Jurnal Manajemen dan Perbankan Syariah DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Al-Iftah: Journal of Islamic studies and society Archipelago: Jurnal Pengabdian Kepada Masyarakat Iain Ternate Journal of English Language Teaching and Literature (JELITA) Edumaspul: Jurnal Pendidikan
Arqam, Arqam
Institut Agama Islam Negeri Parepare
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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The Effectiveness of Scaffolding Strategy to Increase Students’ Reading Comprehension at Elementary School UPTD SDN 14 Parepare Darmawati, Darmawati; Mujahidah, Mujahidah; Sunubi, Abdul Haris; Dalle, Ambo; Arqam, Arqam
JELITA Vol 7 No 1 (2026): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v7i1.1173

Abstract

This study examined the effectiveness of scaffolding strategies in improving reading comprehension among 30 fifth-grade students at UPTD SDN 14 Parepare, utilizing classroom action research based on the Kemmis and McTaggart model across two iterative cycles spanning three months. Data were gathered through pre- and post-cycle reading tests evaluating literal, inferential, and critical comprehension skills, supplemented by structured observations of instructional delivery and student participation. In Cycle 1, the average comprehension score was 67.89, with only 40% of students meeting the minimum mastery criterion of 70, while engagement averaged 79.70%. Following refinements such as enhanced peer collaboration and visual aids, Cycle 2 yielded a mean score of 87.53, achieving 100% mastery and 86.37% active engagement. These findings underscore scaffolding's role in providing graduated support to bridge proficiency gaps, promoting learner autonomy in main idea identification, vocabulary application, and inferential reasoning. Grounded in sociocultural theory, the strategy fosters equitable literacy development in elementary English settings and equips educators with practical tools to enhance teaching efficacy. Ethical considerations were upheld by obtaining informed consent from parents and school authorities while ensuring participant anonymity and voluntary involvement throughout the research process. Future studies may explore digital integrations to expand applicability.
Students’ Self-Efficacy in Learning English: A Case Study of Seventh-Grade Students at Mts Putri DDI Mangkoso M, Ulfah Hani; Sunubi, Abdul Haris; Arqam, Arqam; Tjalla, Magdahalena; Dalle, Ambo
JELITA Vol 7 No 1 (2026): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v7i1.1221

Abstract

This study examines the impact of students’ self-efficacy on their performance in classroom English learning and identifies factors influencing the self-efficacy of seventh-grade students at MTs Putri DDI Mangkoso. Employing a qualitative case study design, data were collected through participant observation, semi-structured interviews, and documentation involving seven purposively selected students. Data were analysed using an interactive model consisting of data reduction, data display, and conclusion drawing/verification. The findings indicate that self-efficacy positively influences English learning performance; students with higher self-efficacy achieved better scores and demonstrated more active participation. Mastery experiences emerged as the strongest source of self-efficacy, followed by vicarious experiences through peer observation, verbal persuasion from teachers and peers, and physiological or emotional states such as speaking anxiety. Key challenges included fear of negative evaluation, limited English exposure beyond the classroom, and restricted access to authentic practice within the boarding school context. Strengthening self-efficacy through gradual success experiences, supportive classroom environments, constructive feedback, and emotional regulation is essential to enhance students’ motivation and performance. This study offers in-depth qualitative insights and practical implications for teachers and school administrators.
Co-Authors Abdul Hamid Abdul Haris Sunubi Abdul Haris Sunubi Ambo Dalle Ambo Dalle Anugrah Perdana Asrifan, Andi Dalle, H. Ambo Darmawati Darmawati Erwin Salam Fakhruddin, Zulfah Guntur Bratama Hariyanti, Niarmi Herni Tri Handayani Irma Maming Irsan Suandi Idrus M, Ulfah Hani Magdahalena Tjalla Magdahalena Tjalla Magdahalena Tjalla, Magdahalena Maghdahalena Tjalla Mahyuddin Mahyuddin Marlina Syamsir Maspa, Maspa Muhammad Firmansyah JN Mujahidah Mujahidah Mujahidah Mujahidah Mujahidah Mujahidah Mustary, Emilia Muzdalifah Muzdalifah Nur Afiah, Nur Nurfadillah Nurfadillah Nurhakki, Nurhakki Nurjannah Nurjannah Nurkidam, A. Nursamsi Nursamsi Pikahulan, Rustam M. Pradana, Syafa’at Anugrah Rustam, Utari Saepudin Saepudin Shah, Jalihah Md Syahriyah Semaun, Syahriyah Tjalla, Maghdahalena Tjalla, Maghdalena Umaima Umaima Uswatun Hasanah Zulfah Zulfah Fakhruddin zulfah fakhruddin Zulfah Zulfah Zulfah Zulfah Zyahratul Wilda