How to Scaffold Young Learners' English Speaking Class?
Abstract
The research objective is to portray how scaffolding strategy is applied in an English-speaking class of young learners. A qualitative approach with a case study design was employed in the present research. Interviews, observation, and document analysis were used to collect the data. The participants involved in this research consisted of an English teacher and 20 junior high school students. The results indicate that the English teacher applies micro-scaffolding strategies, which are realized in the following six activities: 1) stimulating students' participation and engagement; 2) providing explanations; 3) modelling; 4) repetition drills; 5) confirming students' understanding; and 6) giving feedback. Those activities, combined with role-play technique, have been proven to increase students' positive responses, especially concerning learning excitement, speaking skills element enhancement, and students' confidence. The findings signify that scaffolding is a good strategy for young learners' language skills. The present research strongly recommends exploring new scaffolding activities with the infusion of learning platforms both in full remote and hybrid learning as an endeavour to grant much more tremendous help and support for young learners' productive skills.
Keywords: English speaking skills, Scaffolding, Teaching Strategy, Young Learners
References
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Anita, A. (2019). Teacher’s instructional scaffolding in teaching speaking to Kampung Inggris Rafflessia Rejang Lebong participants. Al-Lughah : Jurnal Bahasa, 8(2), 18–29. https://doi.org/10.29300/lughah.v8i2.2360
Boonmoh, A. (2019). Using scaffolded instructions to improve students’ skills. Reflections, 26(1), 1–16.
Chen, S., Zhao, J., de Ruiter, L., Zhou, J., & Huang, J. (2022). A burden or a boost: The impact of early childhood English learning experience on lower elementary English and Chinese achievement. International Journal of Bilingual Education and Bilingualism, 25(4), 1212–1229. https://doi.org/10.1080/13670050.2020.1749230
Damanhouri, M. Y. (2021). The effectiveness of scaffolding as a teaching strategy in enhancing English language learners’ motivation in writing: A case study. Journal of Arts and Humanities, 10(03), 49–58.
Elandeef, E. A. E., & Hamdan, A. H. E. (2021). Scaffolding strategy and customized instruction efficiency in teaching English as a foreign language in the context of Saudi Arabia. Journal of Literature, Languages and Linguistics, 77(April), 33–50. https://doi.org/10.7176/jlll/77-05
Ersani, N. P. D., Suwastini, N. K. A., Padmadewi, N. N., & Artini, L. P. (2021). Schemes of scaffolding in online education. RETORIKA: Jurnal Ilmu Bahasa, 7(1), 10–18. https://doi.org/10.22225/jr.7.1.2941.10-18
Fatonah, E. (2019). Scaffolding used by the teacher in teaching English at Junior High School 2 Bobotsari [A thesis, Universitas Negeri Semarang]. http://lib.unnes.ac.id/33346/1/2201415037.pdf
Harraqi, M. (2017). Review of Aida Walqui’s scaffolding instruction for English language learners: A conceptual framework. American Journal of Arts and Design, 2(3), 84–88. https://doi.org/10.11648/j.ajad.20170203.13
Hartani, T., & Sulindra, E. (2017). Modeling and peer reviewing as scaffolding in EFL students ’ English business correspondence. VOCATIO: Jurnal Ilmiah Ilmu Administrasi Dan Sekretari, 1(1), 60–76.
Heron, M., & Webster, J. (2019). Scaffolding talk in EAP lessons: an examination of experienced teachers’ practices. Innovation in Language Learning and Teaching, 13(4), 358–370. https://doi.org/10.1080/17501229.2018.1466892
Kamil, R. (2017). Exploring teacher’s scaffolding to the students in teaching writing. Journal of English and Education, 5(2), 187–193. http://ejournal.upi.edu/index.php/L-E/article/view/9949/6332
Khairani, I., & Refnaldi, R. (2020). English teachers’ oral feedback in teaching and learning process. Journal of English Language Teaching, 9(1), 377–389.
Kulsoom, S., Hussain, I., Raza, S., & Ghani, S. (2021). Effectiveness of scaffolding instructions for speaking skill of secondary school students in Punjab. Ilkogretim Online, 20(2), 1000–1008. https://doi.org/10.17051/ilkonline.2021.02.112
Larosa, N., Qamariah, H., & Rosdiana, R. (2020). The implementation of repetition drill in teaching speaking skill. Jurnal Ilmiah Mahasiswa Pendidikan, 1(1), 1–10.
Li, D., & Zhang, L. (2020). Exploring teacher scaffolding in a CLIL-framed EFL intensive reading class: A classroom discourse analysis approach. Language Teaching Research, 26(3), 333–360. https://doi.org/10.1177/1362168820903340
Munawar, M. (2019). Using scaffolding technique to improve students’ speaking skill at eleventh grade of SMA Negeri 1 Labuapi in academic year 2019/2020 [A thesis, Universitas Islam Negeri Mataram]. http://etheses.uinmataram.ac.id/962/
Nation, I. S. P., & Newton, J. (2020). Teaching ESL/EFL listening and speaking. Routledge.
Nikmah, N. S., & Anwar, C. (2021). EFL young learners’ problems encountered in the learning of English speaking: Teachers’ perspectives. Register Journal, 14(2), 301–316. https://doi.org/10.18326/rgt.v14i2.301-316
Nishanthi, R. (2018). The importance of learning English in today world. International Journal of Trend in Scientific Research and Development, 3(1), 871–874. https://doi.org/10.31142/ijtsrd19061
Nurlisa, N., Sada, C., & Ikhsanudin, I. (2020). Improving students’ engagement using scaffolded role play and Facebook discussion. Journal of English as a Foreign …, 1(2), 31–39. https://jurnal.untan.ac.id/index.php/JEFLE/article/view/43749
Piamsai, C. (2020). The effect of scaffolding on non-proficient EFL learners’ performance in an academic writing class. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 288–305.
Razi, F., Muslem, A., & Fitrisia, D. (2021). Teachers’ strategies in teaching speaking skill to junior high school students. English Education Journal, 12(3), 399–415. https://doi.org/10.24815/eej.v12i3.19136
Robert, N. F., & Pane, W. S. (2020). Teacher’s strategies in teaching English speaking to young learners. Borneo Educational Journal (Borju), 2(2), 60–67. https://doi.org/10.24903/bej.v2i2.627
Sari, A. P. (2019). The advantages and disadvantages of English learning for early childhood education in Indonesia. Global Expert: Jurnal Bahasa Dan Sastra, 8(1), 28–36. http://ejournal.uigm.ac.id/index.php/GE/article/view/955
Sari, A. R. F., & Munir, A. (2018). The use of scaffolding on teaching process and students writing in a senior high school. Retain, 6(2), 166–174.
Sari, D. K., & Rozimela, Y. (2021). The implementation of scaffolding strategies at speaking English course in Kampung Inggris Pare East Java. Proceedings of the Ninth International Conference on Language and Arts (ICLA 2020), 539, 51–56. https://doi.org/10.2991/assehr.k.210325.010
Shen, M., & Chiu, T. (2019). EFL learners’ English speaking difficulties and strategy use. Education and Linguistics Research, 5(2), 88–102. https://doi.org/10.5296/elr.v5i2.15333
Smagorinsky, P. (2018). Deconflating the ZPD and instructional scaffolding: Retranslating and reconceiving the zone of proximal development as the zone of next development. Learning, Culture and Social Interaction, 16, 70–75.
Southeast Asian Ministers of Education Organization. (2018). Action agenda for the SEAMEO 7 priority areas. SEAMEO Secretariat.
Sudarmo, S. (2021). The importance of speaking in English as a foreign language between skillful and thoughtful competencies: Studying sociolinguistics perspectives. Linguistics and Culture Review, 5(S1), 113–124. https://doi.org/10.21744/lingcure.v5ns1.1321
Tajeddin, Z., & Kamali, J. (2020). Typology of scaffolding in teacher discourse: Large data-based evidence from second language classrooms. International Journal of Applied Linguistics, 30(2), 329–343. https://doi.org/10.1111/ijal.12286
Wulandari, N. L. P. T., Ratminingsih, N. M., & Ramendra, D. P. (2020). Strategies implemented in teaching English for young learners in primary school. Journal of Education Research and Evaluation, 4(3), 235–241. https://doi.org/10.23887/jere.v4i3.26228
Yuvita, Y. (2018). The use of scaffolding instructions as teaching strategy to increase students’ reading ability. Dialektika, 6(1), 22–37.
Zarei, A. A., & Rezadoust, H. (2020). The effects of scaffolded and unscaffolded feedback on speaking anxiety and self-efficacy. Journal of Modern Research in English Language Studies, 7(4), 111–132. https://doi.org/10.30479/jmrels.2020.13464.1655
Aliyah, D. N. (2019). An analysis of scaffolding talks by the teacher in EFL class [A thesis, IAIN Bengkulu]. http://repository.iainbengkulu.ac.id/4244/1/DINA NUR ALIYA.pdf
Anggadewi, B. E. T. (2017). Scaffolding: How it works for students with learning difficulties. The 2017 International Conference on Research in Education, 210–218. https://usd.ac.id/seminar/icre/wp-content/uploads/2018/07/ICRE-2017-Proceedings.pdf
Anita, A. (2019). Teacher’s instructional scaffolding in teaching speaking to Kampung Inggris Rafflessia Rejang Lebong participants. Al-Lughah : Jurnal Bahasa, 8(2), 18–29. https://doi.org/10.29300/lughah.v8i2.2360
Boonmoh, A. (2019). Using scaffolded instructions to improve students’ skills. Reflections, 26(1), 1–16.
Chen, S., Zhao, J., de Ruiter, L., Zhou, J., & Huang, J. (2022). A burden or a boost: The impact of early childhood English learning experience on lower elementary English and Chinese achievement. International Journal of Bilingual Education and Bilingualism, 25(4), 1212–1229. https://doi.org/10.1080/13670050.2020.1749230
Damanhouri, M. Y. (2021). The effectiveness of scaffolding as a teaching strategy in enhancing English language learners’ motivation in writing: A case study. Journal of Arts and Humanities, 10(03), 49–58.
Elandeef, E. A. E., & Hamdan, A. H. E. (2021). Scaffolding strategy and customized instruction efficiency in teaching English as a foreign language in the context of Saudi Arabia. Journal of Literature, Languages and Linguistics, 77(April), 33–50. https://doi.org/10.7176/jlll/77-05
Ersani, N. P. D., Suwastini, N. K. A., Padmadewi, N. N., & Artini, L. P. (2021). Schemes of scaffolding in online education. RETORIKA: Jurnal Ilmu Bahasa, 7(1), 10–18. https://doi.org/10.22225/jr.7.1.2941.10-18
Fatonah, E. (2019). Scaffolding used by the teacher in teaching English at Junior High School 2 Bobotsari [A thesis, Universitas Negeri Semarang]. http://lib.unnes.ac.id/33346/1/2201415037.pdf
Harraqi, M. (2017). Review of Aida Walqui’s scaffolding instruction for English language learners: A conceptual framework. American Journal of Arts and Design, 2(3), 84–88. https://doi.org/10.11648/j.ajad.20170203.13
Hartani, T., & Sulindra, E. (2017). Modeling and peer reviewing as scaffolding in EFL students ’ English business correspondence. VOCATIO: Jurnal Ilmiah Ilmu Administrasi Dan Sekretari, 1(1), 60–76.
Heron, M., & Webster, J. (2019). Scaffolding talk in EAP lessons: an examination of experienced teachers’ practices. Innovation in Language Learning and Teaching, 13(4), 358–370. https://doi.org/10.1080/17501229.2018.1466892
Kamil, R. (2017). Exploring teacher’s scaffolding to the students in teaching writing. Journal of English and Education, 5(2), 187–193. http://ejournal.upi.edu/index.php/L-E/article/view/9949/6332
Khairani, I., & Refnaldi, R. (2020). English teachers’ oral feedback in teaching and learning process. Journal of English Language Teaching, 9(1), 377–389.
Kulsoom, S., Hussain, I., Raza, S., & Ghani, S. (2021). Effectiveness of scaffolding instructions for speaking skill of secondary school students in Punjab. Ilkogretim Online, 20(2), 1000–1008. https://doi.org/10.17051/ilkonline.2021.02.112
Larosa, N., Qamariah, H., & Rosdiana, R. (2020). The implementation of repetition drill in teaching speaking skill. Jurnal Ilmiah Mahasiswa Pendidikan, 1(1), 1–10.
Li, D., & Zhang, L. (2020). Exploring teacher scaffolding in a CLIL-framed EFL intensive reading class: A classroom discourse analysis approach. Language Teaching Research, 26(3), 333–360. https://doi.org/10.1177/1362168820903340
Munawar, M. (2019). Using scaffolding technique to improve students’ speaking skill at eleventh grade of SMA Negeri 1 Labuapi in academic year 2019/2020 [A thesis, Universitas Islam Negeri Mataram]. http://etheses.uinmataram.ac.id/962/
Nation, I. S. P., & Newton, J. (2020). Teaching ESL/EFL listening and speaking. Routledge.
Nikmah, N. S., & Anwar, C. (2021). EFL young learners’ problems encountered in the learning of English speaking: Teachers’ perspectives. Register Journal, 14(2), 301–316. https://doi.org/10.18326/rgt.v14i2.301-316
Nishanthi, R. (2018). The importance of learning English in today world. International Journal of Trend in Scientific Research and Development, 3(1), 871–874. https://doi.org/10.31142/ijtsrd19061
Nurlisa, N., Sada, C., & Ikhsanudin, I. (2020). Improving students’ engagement using scaffolded role play and Facebook discussion. Journal of English as a Foreign …, 1(2), 31–39. https://jurnal.untan.ac.id/index.php/JEFLE/article/view/43749
Piamsai, C. (2020). The effect of scaffolding on non-proficient EFL learners’ performance in an academic writing class. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 288–305.
Razi, F., Muslem, A., & Fitrisia, D. (2021). Teachers’ strategies in teaching speaking skill to junior high school students. English Education Journal, 12(3), 399–415. https://doi.org/10.24815/eej.v12i3.19136
Robert, N. F., & Pane, W. S. (2020). Teacher’s strategies in teaching English speaking to young learners. Borneo Educational Journal (Borju), 2(2), 60–67. https://doi.org/10.24903/bej.v2i2.627
Sari, A. P. (2019). The advantages and disadvantages of English learning for early childhood education in Indonesia. Global Expert: Jurnal Bahasa Dan Sastra, 8(1), 28–36. http://ejournal.uigm.ac.id/index.php/GE/article/view/955
Sari, A. R. F., & Munir, A. (2018). The use of scaffolding on teaching process and students writing in a senior high school. Retain, 6(2), 166–174.
Sari, D. K., & Rozimela, Y. (2021). The implementation of scaffolding strategies at speaking English course in Kampung Inggris Pare East Java. Proceedings of the Ninth International Conference on Language and Arts (ICLA 2020), 539, 51–56. https://doi.org/10.2991/assehr.k.210325.010
Shen, M., & Chiu, T. (2019). EFL learners’ English speaking difficulties and strategy use. Education and Linguistics Research, 5(2), 88–102. https://doi.org/10.5296/elr.v5i2.15333
Smagorinsky, P. (2018). Deconflating the ZPD and instructional scaffolding: Retranslating and reconceiving the zone of proximal development as the zone of next development. Learning, Culture and Social Interaction, 16, 70–75.
Southeast Asian Ministers of Education Organization. (2018). Action agenda for the SEAMEO 7 priority areas. SEAMEO Secretariat.
Sudarmo, S. (2021). The importance of speaking in English as a foreign language between skillful and thoughtful competencies: Studying sociolinguistics perspectives. Linguistics and Culture Review, 5(S1), 113–124. https://doi.org/10.21744/lingcure.v5ns1.1321
Tajeddin, Z., & Kamali, J. (2020). Typology of scaffolding in teacher discourse: Large data-based evidence from second language classrooms. International Journal of Applied Linguistics, 30(2), 329–343. https://doi.org/10.1111/ijal.12286
Wulandari, N. L. P. T., Ratminingsih, N. M., & Ramendra, D. P. (2020). Strategies implemented in teaching English for young learners in primary school. Journal of Education Research and Evaluation, 4(3), 235–241. https://doi.org/10.23887/jere.v4i3.26228
Yuvita, Y. (2018). The use of scaffolding instructions as teaching strategy to increase students’ reading ability. Dialektika, 6(1), 22–37.
Zarei, A. A., & Rezadoust, H. (2020). The effects of scaffolded and unscaffolded feedback on speaking anxiety and self-efficacy. Journal of Modern Research in English Language Studies, 7(4), 111–132. https://doi.org/10.30479/jmrels.2020.13464.1655
Published
2022-06-12
Section
Articles
