Irfan Zahid Prasetya , 2201408025 (2012) Scaffolding Approach in Teaching Narrative Writing (A Classroom Action Research of XII IA 2 Students of Islam Hidayatullah Senior High School Semarang in the Academic Year of 2012/2013). Under Graduates thesis, Universitas Negeri Semarang.

Microsoft Word (Scaffolding Approach in Teaching Narrative Writing (A Classroom Action Research of XII IA 2 Students of Islam Hidayatullah Senior High School Semarang in the Academic Year of 2012/2013)) - Published Version Download (30kB)

Abstract

This final project will cover the analysis on the students’ competency in writing narrative by using scaffolding approach. The objectives of this study are to discover how to implement scaffolding approach in teaching narrative writing; and to obtain information regarding how scaffolding approach could improve the skill in writing narrative text for the subject stated below. Scaffolding approach itself is an approach used by teachers to support the learner’s development and providing support structures to get the students to that next stage or level. The subject of this study was XII IA 2 students of Islam Hidayatullah Senior High School Semarang. The method used in this study was scaffolding approach to teach narrative writing, whereas the research was divided into two cycles. During the activities, the researcher observed the students’ in the form of teacher’s notes and individual observation sheet, pre-assessment, and individual assessment in the end of both cycles. For the teaching procedure of scaffolding, it was conducted in four stages namely verbalizing thought process, guided practice, mnemonic-device chant, and tutoring other students. For the result of the observation during both Cycles, most of the students were witnessed to develop interest in group work, but showing no significant interest toward the overall scaffolding process. The result was divided into pre-assessment, Cycle 1 and Cycle 2. The mean of the pre-assessment’s score was 3.64 of the maximum grade of 5.00. After being treated with scaffolding approach in Cycle 1, the mean of the score went up to 4.02. After reflecting and conducting the Cycle 2, the mean of the score was improved again into 4.20. The interpretation of these numbers was that they indicated the improvement of students’ competence in writing narrative text. The conclusion taken from the research is that although the students’ response to scaffolding approach was neutral, but the test results indicated improvements on their narrative writing competency and their confidence in writing out their ideas. Hence, scaffolding approach gave good contribution in increasing the narrative writing skill to the students’ of XII IA 2 of Islam Hidayatullah Senior High School Semarang in the Academic Year of 2012/2013.

Actions (login required)

View Item