DISERTASI dan TESIS Program Pascasarjana UM, 2009

Ukuran Huruf:  Kecil  Sedang  Besar

Improving the Writing Ability of the 11th Grade Students of MA Hasyim Asy’ari Kembangbahu Lamongan through the Implementation of the Scaffolding Strategy. (Thesis)

Uzlifatul Masruroh Isnawati


Berita update - harianwartawan surat kabar nasional - beritareportaseharian berita terkini - harianberitaterkini informasi terbaru - informasiberitaharian berita hari ini - wartawanhariini berita kriminal - kriminalharian

Considering that the eleventh grade students of MA Hasyim Asy'ari had a low ability in writing a composition in English, the study of improving the students' writing ability was held. The reason of the students' low writing ability was the practice of teaching writing itself which uses product-oriented approach. The teacher just waited for the students' product without guiding them in the process of completing the writing task. Based on this reason, the scaffolding strategy in the process of writing was implemented to improve the students' writing ability. Thus,  the problem statement of this study was "How can the ability of writing of  the 11th grade students of MA Hasyim Asy'ari Kembangbahu Lamongan be improved through the implementation of  the scaffolding strategy?" Therefore, this study aims at implementing the scaffolding strategy in the process of writing to improve the eleventh grade students' ability in writing descriptive paragraph. According to Vernon (2000), using the scaffolding strategy in the process of writing can increase students' writing ability since it allows the teacher to organize the writing activities systematically to meet the needs of all students.

This study used collaborative classroom action research design.The collaborative classroom action research approach was implemented. The researcher with the classroom teacher planned the action, implemented the action, observed the action, and reflected the action.

The researcher had successfully implemented the scaffolding strategy. The scaffolding strategy was given in the whole stages of the writing process: prewriting stage, drafting stage, revising stage, editing stage, and publishing stage. The scaffolding strategy in the prewriting stages were questions and answers, pictures, helpful vocabulary items, and word webbing. The scaffolding strategy in the drafting stage were modeling and the discussion of the model of a text. The scaffolding strategy  in the revising stage was discussion or conferencing with student individually  about the draft. The scaffolding strategy in the editing stage was partner- editing. The scaffolding strategy in the publishing stage was reading the final draft in front of the class and displaying it on the notice board.

The steps of the scaffolding strategy in the process of writing that had been successfully proven were as follows: a) the teacher and students had a question and answer activity about the topic, b) the teacher organized the students' ideas on the word webbing, c) the teacher gave a model of the way to make an outline, d) students wrote an outline, e) the teacher provided a model of descriptive paragraph as a development of an outline, f) the teacher and the students discussed the model of the text, g) the students wrote rough draft, h) the teacher discussed with the students about their draft individually, i) the students revised their draft, j) the students exchanged their draft with their friends' draft,  k) the teacher explained how to edit the draft,  l) the students rewrite their final draft, and m) the students published their final draft by reading it in front of the class and displaying it on the notice board, and n) the students gave comment on their students' writing.

 Meanwhile, there were three strengths of implementing the scaffolding strategy in the process of writing. First, the students were active and motivated during the implementation of scaffolding strategy. Second, the scaffolding strategy enabled the students to perform a specific task as stated on the instructional objectives. The third, it was proved that the students' achievement in writing was improved where 87 % students had reached the criteria of 7 (seven).  

Finally, some recommendations for the English teacher and future researchers were offered. For the English teachers are suggested to implement this strategy in their writing class. And for the future researchers, they were expected to conduct the research on other skills, reading, listening, and speaking using scaffolding strategy.