Evi Fatonah, 2201415037 (2019) SCAFFOLDING USED BY THE TEACHER IN TEACHING ENGLISH AT JUNIOR HIGH SCHOOL 2 BOBOTSARI. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

This study focuses on the scaffolding used by the teacher in teaching English at Junior High School 2 Bobotsari. This study aims to explain kinds of scaffolding used by the teacher, how the scaffolding meets the learning goals, and kind of scaffolding mostly used by the teacher. This study was a qualitative research. The data were taken by interviewing an English teacher and taking videos of her teaching in the classroom. The videos were transcribed and analyzed in the following steps: noticing, collecting, thinking, and describing. Based on the results of the analysis, the researcher concluded that the English teacher under the study in Junior High School 2 Bobotsari almost uses all kinds of scaffolding in the teaching and learning process. They are modelling, bridging, contextualizing, schema building, re-presenting text, and developing metacognition. The teacher uses each kind of scaffolding in some certain situations. It suites with the students’ need in ZPD. She uses it by explaining the material in detail, giving and demonstrating an example, asking the students some questions, relating the material to the surrounding’s things, showing media, making gestures of her body, doing activities in the class, and evaluating student’s work. After the students were given those scaffolding, they have a better understanding, they can imitate, think, learn, connect, and identify the material, and they become independent in doing the tasks. It can be seen when they could answer the teacher’s questions related to the material, pronounce some words correctly, make a descriptive text by themselves and also enjoy the activity in the classroom. It means that the scaffoldings that she used in the classroom have met the learning goals. The scaffolding mostly used by the teacher in her teaching in the classroom is modelling.

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