Scaffolding Writing Skill in the K-12 Curriculum (original) (raw)
Related papers
Using Scaffolding Strategies in Teaching Writing For Improving Student Literacy in Primary School
Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018), 2019
Writing skill in English is considered to be a difficult skill for most students especially for elementary school students. The results of observations on 10 elementary schools in Bali confirmed the phenomenon that writing is a difficult skill for the students. For that reason a strategy is needed in order to solve the problem. The purpose of the study was to analyze the implementation of scaffolding activities in teaching writing for improving the English literacy of elementary school students. The study was conducted at North Bali Bilingual School Singaraja. The Design of the study was using embedded mixed method which was mainly in the form of qualitative study but supported with quantitative data analysis. The subjects were three teachers and involving 21 students of grade 5. The data were analyzed qualitatively as well as quantitatively. To maintain the trustworthiness of the results, the data were triangulated in terms of several aspects such as in terms of time, persons and also in terms of the techniques of data collection. The results of the study showed that the teachers used several scaffolding strategies which included process based writing techniques, sight word exercises, and problem solving based learning instructions provided with reading response journal. The use of scaffolding strategies reveals clear improvements not only in terms of the writing quality but also students' attitude and interests. The results implied that the quality of the scaffolding has beneficial contribution to students' writing competency.
STUDENTS’ REACTION TOWARDS SCAFFOLDING IN WRITING INSTRUCTION
In Malaysia, scaffolding is seldom used as a teaching strategy despite the recognition in the secondary school curriculum document that students’ have diverse learning styles and that learners often learn best by doing. In addition, many teachers seem to lack instructional strategies (not because they do not know but they do not apply), particularly in the area of scaffolding their teaching so that students come to the writing task linguistically and creatively prepared. This study describes the features of a model (scaffolding) that can be used to develop writing skills for students who fail to acquire the proper and effective writing strategies’ .It combines the strengths of two learning methods namely scaffolding and students’ motivation towards learning writing. It was found that the role of scaffolding was effective in achieving the target learning outcomes for students within shorter contact hours with the teacher. Survey findings showed that students both enjoyed and benefited from the scaffolding role. The study by Thanasingam and Soong (2007) on the role of scaffolding contributes to the teaching of writing. One implication of the success of this strategy is its potential of being adapted and customized for other learning contexts both in and beyond our country. The results are presented in this paper as is a discussion of some of the difficulties inherent in the educational system that make teachers reluctant to adopt scaffolding as a teaching strategy. Keywords: scaffolding, writing instruction, students’ reaction
Using Scaffolding Technique to Improve the Writing Ability of the 11TH Graders of Sman 5 Mataram
2017
This study was intended to apply scaffolding technique as a teaching technique to solve the problems in the teaching and learning of writing report text. The research design used in this study was a Collaborative Classroom Action Research which had been conducted in two cycles. The subjects of this study were 32 eleventh graders of XI IPA 6 at SMAN 5 Mataram in academic year 2012/2013. The research instruments used to get the data were interview, questionnaire, observation checklists, field notes, and writing task.This article highlights the potential of the scaffolding technique integrated through the process approach-with which students go through a write-rewrite process; prewriting, drafting, revising, editing, publishing in giving students chance to work in real, live process of how real writer engages in the process of writing. However, the most important finding is the technique could improve the ability of students’ writing ability in writing report text.
Scaffolding Strategy In The Process of Writing to Improve The Students' Writing Ability.pdf
Realizing the importance of seeking the appropriate strategy in teaching and learning writing for the teacher as well as the students of English department, this book is designed. This book is developed in such a way to meet the basic challenges encountered by the teacher and the students of English department. This book was written based on classroom action research (CAR) findings dealing with equipping the teacher as well as the students of English department so as to have writing strategy that can ease and facilitate them to keep up with the course materials.
The implementation of scaffolding technique to improve students’ writing skill
2021
Scaffolding is a technique that help the students to improve their ability by giving them aids or supports through five basic steps of this technique consisted of intentionality, appropriatenes, structure, collaboration and internalization. The scaffolding technique was applied in order to improve the students’ ability in writing skill. This study was conducted on the fifth semester students of IAIN Palopo by applying classroom action research. The data and the source data of this study was all of the students in English department. The result of this study showed that there increasing points from cycle I and the cycle II. The first cycle showed that two students obtained good score (13.3%) and 14 students obtained poor score (86.7%) which the mean score was 61.8. in the second cycle there was a development wherein 10 students obtained good score (66.7%) and five students where in fair score (33.3%) which the mean score was 75. The difference between two cycles was on the improvemen...
ELTICS : Journal of English Language Teaching and English Linguistics
The background of the study was based on the phenomenon at the seventh graders of the SMP BOPRI Godean. Learning English especially writing skill were still low in mastering vocabulary, sentence structure, and paragraph organizing. The research aimed (1) to analyze the students’ writing by using scaffolding technique; (2) to describe the improvement of the students’ writing skill by using scaffolding technique; and (3) to find out the students’ interests in writing skill by using scaffolding technique. To solve the problem, the researcher conducted Classroom Action Research and applied scaffolding technique in teaching English to improve student’s ability in writing skill. The participants of this research were the 14 students of the seventh graders of SMP BOPKRI Godean. In this study, the researcher conducted a scaffolding technique of teaching writing descriptive text in three cycles by using scaffolding model adapted from Silvia Read. The five steps in scaffolding technique by Si...
The Effect of Scaffolding Techniques on Students’ Writing Achievement
2015
ABSTRAK Vonna, Yulia. 2015, The Effect of Scaffolding Techniques on Students’ Writing Achievement. Thesis. English Language Education. Graduate Program State University of Malang. Advisors: (1) Prof. Dr. Nur Mukminatien, M.Pd., (II) Dr. Ekaning Dewanti Laksmi, MPd., M.A Keywords: Scaffolding Techniques, Writing Achievement Writing is one of the indicators of academic success since it acts as a tool to learn and deepen the students’ knowledge. It is also a skill to help the students to expand and fulfill the needs of communication. In spite of the importance of writing, the students still face difficulties to translate their ideas into a readable text. The students claim that they have lack of background knowledge, strategies, confidence and experience to write. Consequently, the complexity of writing makes the students do poorly in writing activities. Therefore, the need to implement strategies in teaching writing considering the cognitive factors and affective factors of the studen...
A Study of Junior High School English Writing Teaching Based on Scaffolding Theory
IRA International Journal of Education and Multidisciplinary Studies, 2021
Writing, as an important language skill, receives much attention in language teaching in junior high school. Traditional writing teaching always asks students to remember examples by heart to collect language resources, which plays no real function to improve students’ writing skills. Thus, it is necessary to design the writing class in an effective way. This thesis aims to illustrate how to build scaffolding for students during the process approach to writing and help them complete the writing tasks. This method focuses on the process of building scaffolding to facilitate the writing process, rather than only emphasizing the outcome. Through the classroom observation and cases analysis, the author further explores the scaffolding theory in English writing teaching in junior high school.
The effects of instructional scaffolding for writing skill of English majored students
Perspectives of Science & Education, 2023
Introduction. Writing skill is one of the most important skills that English-majored students need to master to apply to their jobs after graduation. However, developing writing skill is not easy, especially for students who are not native speakers. To solve that problem, instructional scaffolding plays a very important role to help English-majored students improve their writing skills. Instructional scaffolding is an approach to teaching that involves providing students with temporary support and guidance as they learn new concepts and skills. The goal of scaffolding is to gradually remove this support as students become more proficient, so they can eventually work independently. This approach can be used in a variety of educational settings, from early childhood education to higher education. Scaffolding can take many forms, such as visual aids, graphic organizers, guided questions, or peer collaboration. The type of scaffolding used depends on the learning objectives and the needs of the individual student. In short, instructional scaffolding is a powerful tool for promoting student learning and success. By providing targeted support and guidance, educators can help students build their knowledge and skills in a structured and effective way. In this article, the author will focus on researching the role of scaffolding in writing skills for English majored students at The University of Khanh Hoa. Study participants and methods. The article uses the method of questionnaire survey and in-depth interview to study the status of the role of instructional scaffolding in writing skills of English-majored students at The University of Khanh Hoa. Besides the author also uses methods such as: analysis; synthetic; logic; history to write articles. To have an objective view of the role of academic support activities in writing skill of English-majored students at the University of Khanh Hoa, the author conducted a survey of 133 students studying “writing 1”, in the academic year 2022-2023 and selected 13 students to conduct in-depth interviews. The design is done on a five-step scale. The survey results were processed by SPSS software, with the question why instructional scaffolding are necessary in the English writing classes? The results obtained provide vocabulary and grammar that students agree with at a high level, reaching a level above 4.5, showing that learners appreciate scaffolding. Activities such as doing exercises are 3.47; students' cross feedback is 3.87; the lecturer provides sample text with the corresponding mean value of 3.8; Students reading specialized documents and articles is 3.76. From the data obtained, it is shown that the provision of vocabulary and grammar is the activity most appreciated by students in scaffolding. Meanwhile, doing the set of exercises only scored lower than the other activities. However, students giving each other feedback, lecturers providing sample texts, and students reading specialized papers and articles all achieved relatively high cumulative GPA (Grade Point Average) and are also valuable in instructional scaffolding. Results. Students believe that teachers need to help them develop skills such as: skills to develop ideas for articles; skills to build article structure; language skills; paragraph writing skills; Sentence linking skills. The lack of these skills explains why, while the self-assessments of children's progress were quite positive for each sub-skill, they were the lowest in the overall assessment of progress in writing and speaking. Practical significance. The role of scaffolding in the writing skills of English majors has been studied by many universities around the world so far. In Vietnam in general and the University of Khanh Hoa, this activity plays an important role in improving students' writing capacity to meet social needs.
Language and Literacy, 2011
Improvement of student writing continues to be a focus for teachers. An effective approach to scaffolding student writing is through the utilization of researched-based tools and strategies. This study examined the effectiveness of teacher-prepared criteria/information handouts to the use of a teacher-adapted graphic organizer for improvement of student book-response writing. Through a student-completed survey generalization, or environmental change, was also investigated. Evidence supports generalization, and findings indicate significant increases within student book-response writing for the number of areas included for analysis, number of points made, and number of supporting points. Implications for students, teachers, and future research are considered.