Aini, Nurul (2023) THE IMPLEMENTATION OF SCAFFOLDING STRATEGIES IN TEACHING READING COMPREHENSION. S1 thesis, UNIVERSITAS SULTAN AGENG TIRTAYASA.
![[img]](https://eprints.untirta.ac.id/style/images/fileicons/text.png) |
Text (SKRIPSI)
Nurul Aini_2223190037_Fulltext.pdf Restricted to Registered users only Download (2MB) |
|
Text
Nurul Aini_2223190037_02.pdf Restricted to Registered users only Download (348kB) |
|
Text
Nurul Aini_2223190037_04.pdf Restricted to Registered users only Download (658kB) |
|
Text
Nurul Aini_2223190037_05.pdf Restricted to Registered users only Download (293kB) |
|
Text
Nurul Aini_2223190037_03.pdf Restricted to Registered users only Download (195kB) |
|
Text
Nurul Aini_2223190037_Reff.pdf Restricted to Registered users only Download (416kB) |
|
Text
Nurul Aini_2223190037_Lamp.pdf Restricted to Registered users only Download (1MB) |
|
Text
Nurul Aini_2223190037_CP.pdf Restricted to Registered users only Download (7MB) |
|
Text
Nurul Aini_2223190037_01.pdf Restricted to Registered users only Download (1MB) |
Abstract
This research intends to investigate (1) the type of scaffolding strategies implemented by the teacher in teaching reading comprehension, (2) the implementation of scaffolding strategies in teaching reading comprehension, (3) the challenges teacher face in implementing scaffolding strategies in teaching reading comprehension and how the teacher deal with them. The subject of this case study research is an English teacher of the seventh grade of SMP Negeri 14 kota Serang who implemented scaffolding strategies in teaching reading comprehension. To collect the data, the researcher used observation and interview. The data were analyzed by using three major stages of analysis: data reduction, data display, and drawing and verifying conclusions. The result revealed that the English teacher under the research in SMP Negeri 14 Kota Serang implements five of six types of scaffolding strategies in teaching reading comprehension; they are modeling, bridging, contextualizing, schema building, and developing metacognition. The teacher applied modeling by giving examples of descriptive text, bridging was done by giving stimulating questions to students, contextualizing was reflected by giving illustrations, for schema building the teacher provided the framework of the material being studied, the last, developing metacognition was reflected when the teacher gave assignments to make sure students understood the material being studied. In implementing scaffolding strategies in teaching reading comprehension, the teacher faced challenges. The first challenge is the low motivation of students which was overcome by involving students in learning activities. The second challenge is the students' lack of mastery of vocabulary which was overcome by using dictionaries and vocabulary cards.
| Item Type: | Thesis (S1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Contributors: |
|
|||||||||
| Additional Information: | Penelitian ini bermaksud untuk menyelidiki (1) jenis strategi scaffolding yang diterapkan oleh guru dalam mengajar pemahaman membaca, (2) penerapan strategi scaffolding dalam mengajar pemahaman membaca, (3) tantangan yang dihadapi guru dalam menerapkan strategi scaffolding dalam mengajar pemahaman membaca dan bagaimana guru menghadapinya. Subyek penelitian studi kasus ini adalah seorang guru bahasa Inggris kelas tujuh SMP Negeri 14 kota Serang yang menerapkan strategi scaffolding dalam mengajar pemahaman membaca. Untuk mengumpulkan data, peneliti menggunakan observasi dan wawancara. Data dianalisis dengan menggunakan tiga tahap analisis utama: data reduction, data display, dan drawing and verifying conclusions. Hasilnya menunjukkan bahwa guru bahasa Inggris yang diteliti di SMP Negeri 14 Kota Serang menerapkan lima dari enam jenis strategi scaffolding dalam mengajar pemahaman membaca; yaitu modeling, bridging, contextualizing, schema building, dan developing metacognition. Guru menerapkan modeling dengan memberikan contoh teks deskriptif, bridging dilakukan dengan memberikan pertanyaan-pertanyaan yang merangsang kepada siswa, contextualizing direfleksikan dengan pemberian ilustrasi, untuk schema building guru memberikan kerangka materi yang dipelajari, yang terakhir, developing metacognition tercermin ketika guru memberikan tugas untuk memastikan siswa memahami materi yang dipelajari. Dalam menerapkan strategi scaffolding dalam pengajaran pemahaman membaca, guru menghadapi tantangan. Tantangan pertama adalah rendahnya motivasi siswa yang diatasi dengan melibatkan siswa dalam kegiatan pembelajaran. Tantangan kedua adalah kurangnya penguasaan kosakata siswa yang diatasi dengan menggunakan kamus dan vocabulary card. | |||||||||
| Uncontrolled Keywords: | Reading Comprehension, Scaffolding Strategy | |||||||||
| Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
|||||||||
| Divisions: | 02-Fakultas Keguruan dan Ilmu Pendidikan 02-Fakultas Keguruan dan Ilmu Pendidikan > 88203-Jurusan Pendidikan Bahasa Inggris |
|||||||||
| Depositing User: | Nurul Aini Hidayatullah | |||||||||
| Date Deposited: | 07 Feb 2024 14:47 | |||||||||
| Last Modified: | 13 Feb 2024 10:06 | |||||||||
| URI: | http://eprints.untirta.ac.id/id/eprint/32801 |
Actions (login required)
 |
View Item |