THE EFFECT OF SCAFFOLDING STRATEGY ON LEARNER AUTONOMY AND WRITING COMPETENCY OF THE TENTH GRADE STUDENTS OF SMA N 1 SEMARAPURA IN THE ACADEMIC YEAR 2019/2020
Abstract
This study aimed to investigate the effect of scaffolding strategy on learner autonomy and writing competency. This study was conducted in SMA N 1 Semarapura in the academic year 2019/2020 in form of experimental study with Post-Test Only Control Group Design. The population of this study was 368 tenth grade students, wherein two classes which consisted of 66 students were selected by using lottery to determine experimental group and control group as the sample of this study through Cluster Random Sampling Technique. The students of experimental group were treated by using scaffolding strategy and the students of control group were treated by using conventional writing strategy. The data of learner autonomy were collected by using questionnaire, the data of writing competency were collected by using rubric, and then the data were analyzed by using multivariate variance test (MANOVA). The result of this study showed that: (1) scaffolding strategy affected better than conventional writing on learner autonomy, (2) scaffolding strategy affected better than conventional writing on writing competency, and (3) simultaneously, scaffolding strategy affected better than conventional writing on learner autonomy and writing competency. These findings have important contribution to EFL pedagogy in general and in teaching and learning writing in particular. It can be concluded that scaffolding strategy gives positive effect on learner autonomy and writing competency separately and simultaneously.
Key Words : learner autonomy, scaffolding strategy, writing competency.
Keywords
Full Text:
PDFReferences
Benson, P. (2001). Teaching and researching autonomy in language learning. London, England: Pearson Education
Brown, H.D. 2000. Principles of language learning and teaching. New York: Addison Wesley Longman Inc.
Dantes, N. (2012). Metode Penelitian. Yogyakarta:Percetakan Andi
Faraj, A.K.A. (2015). Scaffolding EFL Students’ Writing through the Writing Process Approach. Journal of Education and Practice, 6(13): 131-141. Iraq: University of Sulaimani Press
Holec, H.(1981). Autonomy in foreign language learning. Oxford:Pengamon: http://www.slideshare.net/irwyn12/approaches-to-learner-autonomy-in-language-learning-presentation-786825
Little, W. (1996). Autonomy . An Autonomy and a Framework System 24 (4). 427.435.
Marhaeni, A.A.I.N. (2005). Pengaruh Assessmen Portofolio dan Motivasi Berpretasi dalam Belajar Bahasa Inggris terhadap Kemampuan Menulis dalam Bahasa Inggris. State University of Jakarta: Unpublished Dissertation Synopsis.
Marhaeni, A.A.I.N. 2012. Landasan dan Inovasi Pembelajaran. Singaraja: Universitas Pendidikan Ganesha. 30-31
Murcia, M. C., & Elite, O. 2000. Discourse and Context in Language Teaching USA: Cambridge University Press
Padmadewi, N. N., &Artini , L. P. (2018). “Using Scaffolding Strategies in Teaching Writing for Improving Student Literacy in Primary School”. , Advances in Social Science, Education and Humanities Research, volume 17.1st International Conference of Innovation in Education (ICoIE 2018). English Education Department of Post Graduate Program. Ganesha University of Education Bali Singaraja, Indonesia
Permendikbud Nomor 67 tahun 2013 tentang kurikulum 2013
Tassinari, M.G. (2012). Evaluating Learner Autonomy : A dynamic model with descriptors. Studies in Self-Access Learning Journal, 3(1) 24-40
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wang, J., & Li, Y. (2010). Flexible teaching and learning to lifelong education for 21st century undergraduates. ICETS 2010-2010 2nd International Conference on Education Technology and Computer.
Weigle, S.C. (2002). Assessing writing. Cambridge, UK: Cambridge University Press. xiv, 268 pp. ISBN: 0521780276
Zarandi, S. Z. A., & Behzad, R. 2014. The Impact of Interactive Scaffolding on Iranian EFL Learners Speaking Ability. International Journal of Language Learning and Applied Linguistics Wold.
DOI: https://doi.org/10.23887/jpbi.v8i2.3355
Refbacks
- There are currently no refbacks.
Jurnal ini diterbitkan oleh :
Universitas Pendidikan Ganesha
Jurnal Pendidikan Bahasa Inggris Indonesia is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Pendidikan Bahasa Inggris Indonesia indexed by:
Jurnal Pendidikan Bahasa Inggris Indonesia is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.