OPTIMIZING SCAFFOLDING TO IMPROVE STUDENTS' WRITING ANALYTICAL EXPOSITION IN AN EFL CLASSROOM CONTEXT [MENGOPTIMALKAN SCAFFOLDING UNTUK MENINGKATKAN KEMAMPUAN MENULIS EKSPOSISI ANALITIS SISWA DALAM KONTEKS KELAS EFL]

Lala Nurlatifah, Fazri Nur Yusuf

Abstract


Abstract

The preliminary study of the present research showed that students faced problems in writing English analytical exposition text. Framed in classroom action research, this study aims to investigate how using scaffolding as a strategy in teaching writing can improve students' writing in analytical exposition text. This qualitative study employed document analysis and interviews to answer the research questions. The participants of this study were 26 EFL students in a senior high school in Bandung, and six students participated in interview sessions. The result indicated that the scaffolding process implemented in two action research cycles improved students' skills in writing analytical exposition text in all aspects of writing: content, organization, grammar, vocabulary, and mechanics. Besides, students also showed a positive perception toward implementing scaffolding through various activities in the classroom. This study recommends that scaffolding writing be applied using multiple online tools in more diverse educational settings since the rapid progress of information technology enables learners to acquire knowledge and improve skills online. 

 

Bahasa Indonesia Abstrak 

Studi pendahuluan dari penelitian ini menunjukkan bahwa siswa menghadapi masalah dalam menulis teks eksposisi analitis menggunakan bahasa Inggris. Dibingkai dalam penelitian tindakan kelas, penelitian ini bertujuan untuk menyelidiki bagaimana penggunaan scaffolding sebagai strategi dalam pengajaran menulis dapat meningkatkan kemampuan menulis siswa dalam teks eksposisi analitis. Penelitian kualitatif ini menggunakan analisis dokumen dan wawancara untuk menjawab pertanyaan penelitian. Partisipan dari penelitian ini adalah 26 siswa EFL di sebuah sekolah menengah atas di Bandung, dan enam siswa berpartisipasi dalam sesi wawancara. Hasil penelitian menunjukkan bahwa proses scaffolding yang diterapkan dalam dua siklus penelitian tindakan meningkatkan kemampuan siswa dalam menulis teks eksposisi analitis di semua aspek penulisan: konten, organisasi, tata bahasa, kosakata, dan mekanik. Selain itu, siswa juga menunjukkan persepsi yang positif terhadap penerapan scaffolding melalui berbagai kegiatan di kelas. Penelitian ini merekomendasikan agar penulisan scaffolding dapat diterapkan dengan menggunakan berbagai alat online dalam lingkungan pendidikan yang beragam karena kemajuan teknologi informasi yang pesat memungkinkan siswa untuk memperoleh pengetahuan dan meningkatkan keterampilan online.


Keywords


scaffolding; exposition writing; EFL; penulisan eksposisi analitis siswa; konteks kelas EFL



DOI: http://dx.doi.org/10.19166/pji.v20i2.8139

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