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All Journal International Journal of Evaluation and Research in Education (IJERE) ELT Worldwide: Journal of English Language Teaching Journal of Educational Science and Technology JETL (Journal Of Education, Teaching and Learning) Abdimas UNWAHAS : Jurnal Pengabdian Masyarakat UNWAHAS Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Research and Innovation in Applied Linguistics Journal of Teaching and Education for Scholars GLENS: Global English Insights Journal
Anugrah Puspita Ayu Muhammad
Universitas Halu Oleo
Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Social Sciences Other

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Exploring Lecturers' Insights on Metacognitive Scaffolding in Writing Instruction Anugrah Puspita Ayu Muhammad; Kisman Salija; Muhammad Basri; Waode Ade Sarasmita Uke
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 7 No. 2 (2024): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v7i2.2413

Abstract

This study investigates lecturers' perceptions of metacognitive scaffolding in writing instruction at Universitas Halu Oleo. Utilizing a qualitative exploratory case study design, data were collected through interviews with three lecturers from the Faculty of Teacher Training and Education. Thematic analysis revealed that while lecturers acknowledge the benefits of metacognitive scaffolding for developing independent writers, they encounter obstacles such as large class sizes, time constraints, and varied student engagement. The study aimed to provide insights for improving writing instruction practices and policy development. Lecturers discovered that metacognitive scaffolding is essential for helping students develop writing performances and engagement. The study’s findings align with literature emphasizing the importance of metacognitive strategies and structured feedback in writing instruction. The integration of technology and the positive impact of lecturers' personalities further support the effectiveness of metacognitive scaffolding in enhancing students' writing performance and engagement. Lecturers perceive the implementation of metacognitive scaffolding in writing courses as crucial for improving students' writing performance and fostering independent, reflective learning, although they acknowledge challenges such as students' difficulties with coherence and vocabulary and the distractions of technology.
Optimization of SAMR model scaffolding for the development of descriptive writing skills La Ode Nggawu; Nurindah Nurindah; Anugrah Puspita Ayu Muhammad; Waode Ade Sarasmita Uke; Nurul Atma; Wahyudin Madil; Nguyen Thi Phuong Thao; Minerva Apita-Chavez
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 Agustina, Sitti Ainun Musa, Nur Asbar Asbar, Asbar Asna Wirayanti Darnawati Darnawati Jamiludin Jamiludin Jamiludin Jamiludin Kisman Salija, Kisman La Batia La Ode Nggawu Minerva Apita-Chavez Misnawati Misnawati Muhammad Basri Mustakim Mustakim Nguyen Thi Phuong Thao Nurindah Nurindah Nursenang Nurul Atma Sahril Nur Saidna Zulfiqar Bin-Tahir, Saidna Zulfiqar Samsuddin Samsuddin Sibali, Alwi Silawati, Aminah Maulidah Nugraha Sukadi Linta Vega, Nofvia De Wahyudin Madil Waode Ade Sarasmita Uke Wirayanti, Asna