Improving Students' Speaking Ability through Scaffolding Technique

Abstract

Students often got confused and felt hesitant when they speak English. This situation had caused poor speaking ability, which then lead to serious problem in the teaching-learning process. The application of scaffolding technique in the EFL learning might be the ideal solution; it had some principles that could improve the students’ speaking ability. This research is aimed at finding out the effect of the implementing Scaffolding Technique towards the students’ speaking ability. Participants were 50 (27 males and 23 females) third-semester students, enrolled in a three-year diploma program in Travel and Tourism Business, State Polytechnic of Bali in 2017/2018 academic year. The students in the experimental group were given communicative activities such as brainstorming, business games, simulation, WebQuest, problem-solving, which were carefully designed to necessitate the implementation of the scaffolding technique. The students in the control group were taught by the deductive method of the lesson book. The students’ performance in the post-test was compared for both groups in order to determine whether there were significant differences between the groups in relation to the treatment. Significant differences occurring in the experimental group’s post-test speaking performance when compared to the pre-test indicate that the implementation of scaffolding technique can improve students’ speaking ability. The result of this study indicates scaffolding technique has the potential for use in promoting students’ speaking ability

Developing the Speaking Ability of EFL Learners through Scaffolding

“…The obtained results of the present study corroborate those of Ginaya et al (2018), who investigated the impact of scaffolding on learners' speaking abilities. The findings revealed that trainees' speaking abilities had improved.…”

Handling the Attention Span of Grade 1 Students at Equalbright School

“…In addition, it is necessary to repeat the directions that have been delivered before to make sure they do not lose the points, and it will help them to evaluate information rapidly before moving on to the next lesson. Moreover, when the teacher repeats the direction, the voice supposed to be clear, as quoted from (Ginaya et al, 2018) that by repeating again and again for some sentence in the direction with clear voice, the students will listen well.…”