DEVELOPING STUDENTS’ KNOWLEDGE FROM THE RESULTS OF SCAFFOLDING IN ENGLISH TEACHING

Diah Gusrayani

Abstract


Abstract: Some issues of the difficulties of teaching English in Indonesia have significantly revealed and analyzed by some researchers (Nurweni, 1997; Moedjito and Harumi, 2008) and the issues have provoked some studies to anchor several solutions for teachers to consider (Supriadi and Hoogenboom, 2004; Thalal, 2010). In Indonesia, the issue has also been thoroughly investigated. This paper attempts to reveal the problems of teaching English experienced by 2 junior high school teachers in Sumedang along with the alternative solution namely scaffolding concept which has been widely investigated and believed as appropriate tool mediation for children to learn English with particular difficulties hampered: culture, teachers’ background, quantity and quality of teaching and similar causes (Vygotsky, 1962; Tudge, 1992; Stone, 1998; Kong, 2002; Donovan and Smolkin, 2002). This concept of scaffolding is considered in this research as a bridge to a better understanding of the requirements of curriculum 2013 that students have to possess knowledge (K3) specifically factual, conceptual and procedural knowledge having experienced the learning. As students are conditioned to achieve these skills: remembering, understanding, implementing, analyzing, synthesizing, evaluating and producing, at that pinpoint the presence of scaffolding concept in English teaching is an inevitable strategy to be applied.  

Keywords: scaffolding, students’ knowledge (K3), curriculum 2013, tool mediation, metacognitive. 


Full Text:

PDF

References


Bradford, A. (2007). Motivational orientations in under-researched FLL contexts: findings from Indonesia. RELC Journal, 38, 302-323.

Bruner, J. (1984). Vygotsky's zone of proximal development: the hidden agenda. In B. Rogoff, & Wertsh, J. (Eds), Children's learning in the 'zone of proximal development'. San Francisco: Jossey-Bass.

Cahyono, B. Y., & Widiati, U. (2008). The teaching of EFL vocabulary in Indonesian context: The state of art. TEFLIN Journal, 19(1), 1-17.

Creswell, J. W. (1998). Qualitative inquiry and research design. California: SAGE Publications.

Donovan, C. & Smolkin, L. (2002) Children's genre knowledge: An examination of K-5 students performance on multiple tasks providing differing levels of scaffolding. Reading Research Quarterly Newark. 37 (4), 428-465

Erlenawati. (2002). Belief about language learning: Indonesian Learners' perspectives, and some implication for classroom practices. Australian Journal of Education, 46(3), 323-337.

Exely, B. (2005). Learner Characteristics of ‘Asian’ EFL Students: Exceptions to the ‘Norm’. Paper presented at the Proceedings Pleasure Passion Provocation. Joint National Conference AATE & ALEA 2005.

Faridi, A. (2008). Pengembangan Model Materi Ajar Muatan Lokal Bahasa Inggris di Sekolah Dasar Jawa Tengah yang Berwawasan Sosiokultural. Disertasi Program Pascasarjana Universitas Negeri Semarang

Firman, H., & Tola, B. (2008), The future of schooling in Indonesia. Journal of International Cooperation in Education 11(1), 71 – 84.

Gallimore, R. & Tharp, R.G. (1989) Rousing minds to life: Teaching, learning, and schooling in social context. Cambridge: Cambridge University Press.

Gallimore, R. & Tharp, R. G. (1990). Teaching mind and society: A theory of education and schooling. In L. Moll (Ed.), Vygotsky and Education: Instructional implications and applications of sociohistorical psychology. (pp. 175-205). Cambridge: Cambridge University Press.

Gallimore, R. & Tharp, R. (1991). A theory of teaching as assisted performance. In: Learning to think: Child development in social context, Vol. 2.; Paul Light, Sue Sheldon, & Martin Woodhead, (Eds.) pp. 42-61. Routledge: London.

Hammond, J. (2001). Scaffolding: teaching and learning in language and literacy education. Australia: PETA

Hogan, K., and Pressley, M. (1997). Scaffolding student learning: Instructional approaches and issues. Cambridge, MA: Brookline Books

Holton, D., & Clarke, D. (2006). Scaffolding and metacognition. International Journal of Mathematical Education in Science and Technology, 37(2), 127-143.

Kong, A. (2002) Scaffolding in a learning community of practice: A case study of a gradual release of responsibility from the teacher to the students. 47th Annual International Reading Association Convention, San Francisco.

Lengkanawati, N. S. (2004). How learners from different cultural backgrounds learn a foreign language. Asian EFL Journal, 6(1).

Life, J. (2011). Motivation and EFL University Students in North-East Asia. Asian EFL Journal, 13(3).

Linn, R.L., Baker, E.L., & Dunbar, S.B. (1991). Complex, performance-based assessment. Educational Researcher, 20(8), 15-21.

Martin, J. (1985) Factual writing: Exploring and challenging social reality Oxford: Oxford University Press.

Maxwell, J. (1996). Qualitative research design. Thousand Oaks, CA: SAGE.

McDevitt, T.M. & Ormrod, J.E. (2002). Child development and education. Upper Saddle River, NJ: Merrill Prentice Hall.

Miles, MB. & Huberman, AM. (1994). Qualitative data analysis (2nd edition). Thousand Oaks, CA: Sage Publications.

Moedjito, & Harumi, I. (2008). Perceptions of the seriousness of mispronunciation of English speech sounds. TEFLIN Journal, 19(1), 70-90.

Nurweni, A. (1997). How many words do Senior High School students acquire per week. TEFLIN Journal, 8(1), 103-115

Pikkert, J. J. J., & Foster, L. (1996 ). Critical thinking skills among third year Indonesian English students. RELC Journal, 27, 56-64.

Ronen, M. & Langley, D. (2004). Scaffolding complex tasks by open online submission: Emerging patterns and profiles. Journal of Asynchronous Learning Networks (JALN), 8(4), 39-52

Roehler, L. R., & Cantlon, D.J. (1997). Scaffolding: A powerful tool in social constructivist classrooms. In K. Hogan & M. Pressley (Eds.), Scaffolding student learning: Instructional approaches and issues (pp. 6-42). Cambridge, MA: Brookline.

Rommetveit, R. (1978). ‘On negative rationalism in scholarly studies of verbal communication and dynamic residuals in the construction of human intersubjectivity’, in Michael Brenner, P. Marsh and Marilyn Brenner (eds), The Social Contexts of Method, London: Croom Helm, pp/ 16-32.

Stewart, T.M., MacIntyre, W.R., Galea, V.J., & Steel, C.H. (2007). Enhancing problem-based learning designs with a single e-learning scaffolding tool: Two case studies using Challenge FRAP. Interactive Learning Environments, 15(1), 77–91.

Stone, A. (1998) The metaphor of scaffolding: Its utility for the field of learning disabilities. Journal of Learning Disabilities, 3(4), 344-364

Supriadi, & Hoogenboom. (2004). Teachers in Indonesia: Their education, training, and struggle since colonial era until the reformation era. Jakarta: Ministry of Education, Indonesian Republic.

Thalal, M. (2010). New insights into teaching of English language to Indonesian students. Retrieved from http://www.lkas.org/pendidikan/detail/15/new_insights_into_teaching_of_english_language_to_indonesian_students.html

Tudge, J. (1992) Vygotsky, the zone of proximal development, and peer collaboration: implications for classroom practice. In Moll, L.C. (Ed.) Vygotsky and education: Instructional implications and applications of socio-historical psychology. Cambridge: Cambridge University Press.

Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press

--------------------- (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.) Cambridge, MA: Harvard University Press


Refbacks

  • There are currently no refbacks.


Copyright (c)