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All Journal Journal of English Language Teaching English Language and Literature Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Proceedings of ISELT FBS Universitas Negeri Padang
Jufri Jufri
Universitas Negeri Padang
Arts Humanities Education Languange, Linguistic, Communication & Media

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The Effectiveness of Scaffolding Model in Teaching Reading at Senior High Schools Jufri Jufri
Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Vol 22, No 2 (2021)
Publisher : Fakultas Bahasa dan Seni UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/komposisi.v22i2.115511

Abstract

This research is aimed at identifying the students’ ability in reading by using scaffolding teaching model. This is an experimental research that was carried out at senior high school. There were three senior high schools in Padang that became the location of the research, namely SMAN 1, SMAN 7 and SMAN 8 Padang.  The population for this research consisted of the students studying at grade X at the three schools respectively. Meanwhile, the sample was taken by using cluster random sampling technique. The whole number of sample was 192 students, namely, 64 students studying at each school. The research instrument used in this research was reading test consisting of 30 items. After carrying the research for about three months the researcher found the result as follows. The findings of the research indicated that the students’ reading achievement taught by scaffolding model was better than those who were taught by conventional model. To prove it, the researcher used t-test formula. The result showed that scaffolding model gave significant effect towards the students reading ability compared to the conventional one.
Applying Schema Theory in Teaching Reading Comprehension Jufri Jufri
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (337.979 KB)

Abstract

This paper is aimed at discussing reading strategies used  by teachers in teaching reading. One of strategies discussed here is schema theory. In this theory, teachers implement types of connections in reading. The connections can be divided into three categories, namely: text-to self connections, text-to world connections and text-to text connections.  By applying this schema theory, the students are involved actively in reading activities. The more they are involved in reading, the more they can comprehend the reading text. For this reason, the students should do total involvement, that is, physical and psychological involvements.  These involvements are very important because the students will try to comprehend three levels of comprehensions, namely, literal level, inferential level and evaluational level. Reading literally is often called reading on the lines or reading stated information. Meanwhile, reading inferentially is reading between the lines or implied meaning. The last one reading critically is reading beyond the lines or making evaluation toward the writer’s message. These levels of comprehension will affect the students’ comprehension about a reading text. By applying three types of connections in reading, it is expected that the students will be able to increase their reading comprehension. 
Co-Authors Afifatul Mahfuzah Ajnia Fahlista Annida Nur Dewi Arifah Della Puspita Sari Evonda Kendari Fedlysya Triani Fitrawati Fitrawati Merry Adrian Mulia Putri Ramel Nadia Chesca Saunir Saun Widya Akhira