Scaffolding in Teaching Writing News Item Text, Its Benefits and Challenges

Abstract

The research aimed at investigating types of scaffolding, the ways a teacher provides scaffolding, and benefits and challenges of scaffolding in teaching writing News Item text in tenth graders in a senior high school in Bandung. This research employed a qualitative research design, embracing characteristic of a case study. The data were obtained from non-participant classroom observation for six meetings, and one interview. The data collected from classroom observation and interview were transcribed and then analyzed by using framework of types of scaffolding (e.g Roehler and Cantlon (1997), Hammond (2001), Gibbons, (2002), and Walqui (2006)). The findings revealed that seven types of scaffolding were provided by the teacher during teaching writing News Item text. The most intensive scaffolding was given in the Modeling stage, while scaffolding was removed in the Independent Writing stage. Regarding the benefits and challenges of providing scaffolding, this research found out the benefits of scaffolding such as to connect students’ prior knowledge with a new concept, to engage students, to minimize the level confusion of students, and to build students‟ self-confidence. Meanwhile, the challenges of providing scaffolding are the number of students in the classroom, time constraints, and demands on teacher.

Teachers and Students Perceptions of Grammar Teaching in Curriculum 13

“…The explicit explanation of grammar is still needed to help language learning process. Dewi et al (2023) also found that the teacher explicitly explained some grammatical structures in teaching writing and this teacher's behavior demonstrates that she was conscious of the significance of writing grammar proficiency. This practice supported Khatib & Chalak (2022) claim that mastering grammar is important for students to deepen their comprehension of how to generate meaning from texts.…”

Enhancing English language learning in Cambodia: Exploring scaffolding strategies in mixed-ability classes

“…A new notion is first connected by scaffolding with students' prior knowledge. These advantages became apparent after the teacher used two types of scaffolding: schema building and bridging (Dewi et al, 2023). This claim is credible given that scaffolding, according to Gibbons (2015), creates a personal connection between the students and the subject matter by gathering data and exchanging experiences.…”