IMPLEMENTATION OF SCAFFOLDING TEACHING TECHNIQUE TO IMPROVE STUDENTS’ WRITING SKILL (A Classroom Action Research at the Tenth Grade Students of SMA Negeri I Sumberlawang in the 2011/ 2012 Academic Year)

Wulandari, Tri Agustina
Ngadiso, Ngadiso
Asib, Abdul

Jurnal S2 Pendidikan Bahasa Inggris
Vol 1, No 5 (2014): ELTINDO

The general objective of this research is to improve students’ writingskill of the tenth grade students of SMA Negeri 1 Sumberlawang in the 2011/2012 Academic Year. The research is specifically aimed at finding out (1)whether scaffolding teaching technique improves the students’ writing skill ofthe tenth grade students of SMA Negeri I Sumberlawang; and (2) whathappens in the class when scaffolding teaching technique is administered. Theresearch was a classroom action research which applied scaffolding teachingtechnique to improve students’ writing skill. The research was conducted atSMA Negeri I Sumberlawang; the subjects of the research were 31 students ofclass X3 in the academic year 2011/2012. The research was conducted in twocycles with three meetings of each. Each cycle consisted of four steps:planning, acting, observing and reflecting. The researcher used bothquantitative (the students’ score of writing test) and qualitative data (theinformation about the implementation of scaffolding teaching technique andthe students’ reactions to the technique. The former data were taken from thewriting test; pre-test and post-test of every cycle. The qualitative data weretaken from observation, interview and document analysis. The quantitativedata were analyzed using descriptive statistic. The qualitative data wereanalyzed using Constant-comparative technique proposed by Strauss andGlasser. The results of the research showed that: (1) Scaffolding teachingtechnique can improve students’ writing skill in terms of: (a) developing theinformation/ ideas appropriate with the topic provided; (b) organizing a text;(c) using vocabularies precisely appropriate with the topic provided; (d) usinggrammatical patterns and sentence pattern appropriate with text; (e) spellingthe words appropriately and using suitable punctuation in text; and (2)Scaffolding teaching technique can improve class situation, in terms of: (a)improving students’ participation; (b) creating live teaching atmosphere; (c)improving students’ attention to the lesson; (d) improving the classcooperation. The result of the research showed that scaffolding teachingtechnique was beneficial to improve the students’ writing skill and classsituation. Therefore, scaffolding teaching technique is very potential to beapplied in English class.Key word: writing skill, scaffolding