Developing an Instructional Scaffolding to Enhance Learners' Engagement in EFL Learning

Mildayanti Mildayanti

Abstract


This study aims to develop an instructional scaffolding to enhance learners’ engagement for the eighth-grade learners. This study employed ADDIE model in developing the teaching strategy: analyze, design, develop, implement and evaluation. However, the last phase of the model which is e for evaluation is excluded. In collecting the data for this study, the writer distributed need analysis questionnaire and interview. The former was directed to the learners while the latter was directed to the teacher. The results of the interview and questionnaire became the foundation for the writer to develop the instructional scaffolding as a teaching strategy. The observation sheet was administrated during the implementation phase. The result of the need analysis defined that majority of learners faced learning difficulties especially in their engagement in the classroom. Based on that result, the instructional scaffolding is developed to overcome these difficulties as well as enhance the learners’ engagement. From the implementation, it was revealed that the instructional scaffolding is proven to be effective in addressing the learning difficulties that learners have previously and can enhance their engagement in the classroom.
Keywords: instructional scaffolding, learners’ engagement, ADDIE model


Full Text:

PDF

References


Chedo, M. (2018). The Influence of Scaffolding Strategy to Develop Students’ Reading Comprehension Skill on Descriptive Text. RADEN INTAN STATE ISLAMIC UNIVERSITY.

Dinh, H. (2016). The effectiveness of scaffolding in a blended learning course from students’ perspective. University Of Oulu.

Gall, M. D., Gall, J. P., & Borg, W. R. (2005). Educational Research: An Introduction (7th ed.). Pearson. https://doi.org/10.4324/9781003008064-1

Haidir dan Salim. (2014). STRATEGI PEMBELAJARAN.pdf. In Strategi Pembelajaran (Suatu pendekatan Bagaimana Meningkatkan Kegiatan Belajar Siswa Secara Transformatif).

Hapsari, E.W. & Ikhsanudin, I. (2021). Improving students’ class participation by using TPR with hand puppet. Journal of English as a Foreign Language Education (JEFLE), 2(2), 15-25. https://jurnal.untan.ac.id/index.php/JEFLE/article/view/51574

Hartman, H. (2002). Human Learning and Instruction (Issue February 2017). City college of New York.

Ikhsanudin, I., Sudarsono, S. & Salam, U. (2019). Using magic trick problem- based activities to improve engagement in a listening class. Journal of English Language Teaching Innovations and Materials (JELTIM), 1(1), 7-15.

DOI: http://dx.doi.org/10.26418/jeltim.v1i1.31620

Mojarrabi Tabrizi, H., Behnam, B., Saeidi, M., & Lu, X. (2019). The effect of soft vs. hard scaffolding on reading comprehension skill of EFL learners in different experimental conditions. Cogent Education, 6(1), 1–13. https://doi.org/10.1080/2331186X.2019.1631562

Nurlisa, N., Sada, C., & Ikhsanudin, I. (2020). Improving students’ engagement using scaffolded role play and Facebook discussion. Journal of English as a Foreign Language Education (JEFLE), 1(2), 31–39. https://jurnal.untan.ac.id/index.php/JEFLE/article/view/43749 https://jurnal.untan.ac.id/index.php/JEFLE/article/view/43749

Nurulsari, N., Abdurrahman, & Suyatna, A. (2017). Development of soft scaffolding strategy to improve student’s creative thinking ability in physics. Journal of Physics: Conference Series, 909(1). https://doi.org/10.1088/1742- 6596/909/1/012053

Parameswari, P., Ikhsanudin, I., & Arifin, Z. (2021). Using PQRST strategy and Powtoon media to improve students’ reading engagement. INTERACTION: Jurnal Pendidikan Bahasa, 8(1), 1-12. DOI:https://doi.org/10.36232/jurnalpendidikanbahasa.v8i1.657

Rezaee, A. A., Rouhi, A., & Saeedakhtar, A. (2013). Scaffolding EFL learners ’ use of high CV and low CV collocations : Concordancing revisited. TELL, 7(1), 151–178.

Syafiza, J. (2017). Social development theory by Vygotsky: Group - Mockingjay. In Zone of Proximal Development (p. 1).

Timmis, I. (2019). Getting learners to speak in the (Indonesian) ELT Classroom. JELTIM (Journal of English Language Teaching Innovations and Materials), 1(2), 1. https://doi.org/10.26418/jeltim.v1i1.31223

Tomlinson, C. A. (2011). The Differentiated Classroom (2nd ed.). Association for Supervision and Curriculum Development. http://www.ascd.org

van de Pol, J., Mercer, N., & Volman, M. (2019). Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction. Journal of the Learning Sciences, 28(2), 206–239. https://doi.org/10.1080/10508406.2018.1522258

van Driel, S., Slot, E., & Bakker, A. (2018). A Primary Teacher Learning to Use Scaffolding Strategies to Support Pupils’ Scientific Language Development. European Journal of STEM Education, 3(2). https://doi.org/10.20897/ejsteme/3115

Zarandi, S. Z., & Rahbar, B. (2016). Enhancing Speaking Ability through Intervening Scaffolding Strategies. Theory and Practice in Language Studies, 6(11), 2191. https://doi.org/10.17507/tpls.0611.175


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.