Beyond Pandemic: An Innovation of Teachers’ Scaffolding Talks in Teaching English
Farida L.A. Fahrur R. Hajimia H. Kassymova G.K.
2022Pegem Akademi Yayincilik Egitim Danismanlik Hizmetleri Ticaret A.S.
Pegem Egitim ve Ogretim Dergisi
2022#12Issue 4288 - 301 pp.
The objective of teaching English in Indonesia is to empower students with the concept of English as a tool of communication. However, English in the country itself is not spoken by society as a foreign language in daily conversation. In higher education, it is expected that the students from senior high school already have the basic knowledge of English and can use English as a communication tool but in reality, it is found that the majority of the students in university still have difficulties speaking in English. This research aimed to depict kinds of scaffolding talks that English teachers used in two different faculties. This research used qualitative and quantitative methodologies, and the objects of the study were an English teacher from eight faculties in Universitas Negeri Semarang (UNNES). The data collections were conducted by 1) interviewing the English teachers, 2) witnessing the classroom activity by joining the classroom, 3) recording the classroom activity, and 4) copying video into the written form. The result showed that Teacher used all the scaffolding elements which were Reinforcement, Basic Questioning, Variability, Explaining, Introductory Procedures and Closure, and Advanced Questioning. Teacher 1 mostly used Introductory Procedures and Closure 40,58% and Explaining 24, 3%. Teacher 2 mostly used Reinforcement 28,55% and Variability 26, 44%. Teacher 3 mostly used Explaining 29,72% and Introductory Procedures and Closure 28,95%. Teacher 4 mostly used Reinforcement 33,64% and Advanced Questioning 22,43%. Teacher 5 mostly used Reinforcement 33,52% and Basic Questioning 21,28%. Teacher 6 mostly used Reinforcement 29,32% and Basic Questioning 27,78%. Teacher 7 mostly used Reinforcement 27,11 % and Variability 26,20%. Teacher 8 mostly used Variability 26,83% and Introductory Procedures and Closure 18,18%. For the next researchers, it is possible to make a comparative analysis between teachers who use scaffolding talks and those who do not. The level of effectiveness between the two in teaching English, especially in the speaking aspect.
Higher education , Scaffolding talk , Teaching english
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Physical Education Department, Universitas Negeri Semarang, Indonesia
Economic Education Department, Universitas Negeri Semarang, Indonesia
Academy of Language Studies, Universiti Teknologi MARA, Perlis, Arau, Malaysia
The Institute of Pedagogy and Psychology, Abai Kazakh National Pedagogical University, Kazakhstan
Physical Education Department
Economic Education Department
Academy of Language Studies
The Institute of Pedagogy and Psychology
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