Writing Through Scaffolding Technique Using Online Platform in Senior High School

Authors

  • I Made Deby Adi Gunawan Putra Universitas Pendidikan Ganesha, Singaraja, Indonesia

DOI:

https://doi.org/10.23887/jpbi.v11i2.66175

Keywords:

Implementing Writing, Scaffolding Technique, Online Platform

Abstract

Writing is an important skill and also an effective language skill, which is why students need to pay special attention to their writing skills. This study was aimed to analyze how to implement teachers in teaching through scaffolding technique using online learning platform in senior high school. The method used was documentation and in-depth interviews were conducted to collect data and answer a research question.  In other words, all data in this study were obtained from the main source because it came directly from the main source, namely the student. The research findings show that in the application of teaching teachers using scaffolding technique using online platform in the senior high school students had difficulty converting sentences into simple tenses, students had difficulty developing main ideas to make supporting sentences and students had difficulty only making part of events and lacking in more in-depth character recognition. Suggestions for teachers should knew how to encourage more students to keep them interested in learning about writing. So that it can make it easier for students and interested in learning to write in class.

References

Adriana. (2020). Efektivitas Pembelajaran Daring Di Masa Pandemi Covid-19 Pada Perguruan Tinggi Keagamaan Katolik. Edutech, 19(3), 241–262. https://doi.org/10.33319/sos.v21i2.61.

Alisha, F., Safitri, N., & Santoso, I. (2019). Students’ Difficulties in Writing EFL. Professional Journal of English Education, 2(1964), 20–25. http://download.garuda.kemdikbud.go.id/article.php?article=1090119&val=16394&title=FINDING DIFFICULTIES IN WRITING EFL.

Alobaid, A. (2020). Smart multimedia learning of ICT: role and impact on language learners’ writing fluency— YouTube online English learning resources as an example. Smart Learning Environments, 7(1). https://doi.org/10.1186/s40561-020-00134-7.

Armadani, P., Sari, P. K., Aldi, A. F., & Setiawan, M. (2023). Analisis Implementasi Kurikulum Merdeka Belajar Pada Siswa-Siswi SMA Negeri 1 Junjung Sirih Putri. Jurnal Ilmiah Wahana Pendidikan, 9(1), 341–347. https://doi.org/10.5281/zenodo.7527654.

Atmaca, Ÿ. (2016). Error Analysis of Turkish EFL Learners: A Case Study. Procedia - Social and Behavioral Sciences, 232, 234–241. https://doi.org/https://doi.org/10.1016/j.sbspro.2016.10.007.

Brown, C. S. (2014). Language and Literacy Development in the Early Years: Foundational Skills that Support Emergent Readers. Language and Literacy Development in the Early Years, 24, 35–48. https://doi.org/https://files.eric.ed.gov/fulltext/EJ1034914.pdf.

Dam, M., Ottenhof, K., Van Boxtel, C., & Janssen, F. (2019). Understanding cellular respiration through simulation using lego as a concrete dynamic model. Education Sciences, 9(2), 72. https://doi.org/10.3390/educsci9020072.

Efriana, L. (2021). Problems of online learning during covid-19 pandemic in EFL classroom and the solution. Journal of English Language Teaching and Literature, 2(1), 38–47. https://jurnal.stkipmb.ac.id/index.php/jelita/article/view/74.

Elkordy, A. (2016). Development and implementation of digital badges for learning science, technologly, engineering and math (STEM) practices in secondary contexts: A pedagogical approach with empirical evidence. In Foundation of Digital Badges and Micro-Credentials: Demonstrating and Recognizing Knowledge and Competencies (pp. 483–508). Springer International Publishing. https://doi.org/10.1007/978-3-319-15425-1_27.

Erbil, D. G. (2020). A Review of Flipped Classroom and Cooperative Learning Method Within the Context of Vygotsky Theory. Frontiers in Psychology, 11(June), 1–9. https://doi.org/10.3389/fpsyg.2020.01157.

Fitriani, F., & Maemonah, M. (2022). Perkembangan Teori Vygotsky Dan Implikasi Dalam Pembelajaran Matematika Di Mis Rajadesa Ciamis. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 11(1), 35–41. https://doi.org/10.33578/jpfkip.v11i1.8398.

Hashemi, A. (2021). Effects of COVID-19 on the academic performance of Afghan students’ and their level of satisfaction with online teaching. Cogent Arts & Humanities, 8(1). https://doi.org/10.1080/23311983.2021.1933684.

Hau, N. H., Cuong, T. V., & Tinh, T. T. (2020). Students and Teachers’ Perspective Of The Importance Of Arts In STEAM Education In Vietnam. Journal of Critical Reviews, 7(11), 666–671. https://doi.org/10.31838/jcr.07.11.121.

Hava, K. (2019). Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Computer Assisted Language Learning, 34(7), 958–978. https://doi.org/10.1080/09588221.2019.1650071.

Hidayati, L., & Sujarwati, I. (2023). The Differentiated Learning Strategy in Implementation Merdeka Belajar Curriculum to Improve Students’ Learning Outcomes of English Lesson in Elementary School. Cendikia : Media Jurnal Ilmiah Pendidikan, 13(5), 724–733. http://iocscience.org/ejournal/index.php/Cendikia/article/view/3668.

Irawaty, E., Widjaja, E. M., & Sanjaya, J. (2021). Peningkatan Kualitas Belajar Dalam Menghadapi Pembelajaran Daring. Prosiding SENAPENMAS, 985. https://doi.org/10.24912/psenapenmas.v0i0.15131.

Kamid, Marzal, J., Ramadhanti, A., Rohati, Simamora, N. N., & Iqbal, M. (2021). Study of Ethno-mathematics and Vygotsky’s Constructivism on Jambi Traditional Marriages. Educational Sciences: Theory and Practice, 21(4), 123–137. https://doi.org/10.12738/jestp.2021.3.008.

Kent, S., Wanzek, J., Petscher, Y., Al Otaiba, S., & Kim, Y. S. (2014). Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language. Reading and Writing, 27(7), 1163–1188. https://doi.org/10.1007/s11145-013-9480-1.Writing.

Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6.

Maamuujav, U., Krishnan, J., & Collins, P. (2019). The utility of infographics in L2 writing classes: A practical strategy to scaffold writing development. TESOL Journal, September. https://doi.org/10.1002/tesj.484.

Mallia, J. (2017). Strategies for Developing English Academic Writing Skills. Arab World English Journal, 8(2), 3–15. https://doi.org/10.24093/awej/vol8no2.1.

Martín, C. T., Acal, C., Honrani, M. El, & Estrada, Á. C. M. (2021). Impact on the virtual learning environment due to covid-19. Sustainability (Switzerland), 13(2), 1–16. https://doi.org/10.3390/su13020582.

Miles, M. B., Michael Huberman, A., & Saldaña, J. (2014). Qualitative data analysis: A methods Sourcebook (3rd Edition). In SAGE Publications, Inc. https://doi.org/10.1177/239700221402800402.

Mishra, S., Sahoo, S., & Pandey, S. (2021). Research trends in online distance learning during the COVID-19 pandemic. Distance Education, 42(4), 494–519. https://doi.org/10.1080/01587919.2021.1986373.

Scull, J., Phillips, M., Sharma, U., & Garnier, K. (2020). Innovations in teacher education at the time of COVID19: an Australian perspective. Journal of Education for Teaching, 46(4), 497–506. https://doi.org/10.1080/02607476.2020.1802701.

Setiawan, A. R., Puspaningrum, M., & Umam, K. (2019). Pembelajaran Fiqh Mu’Āmalāt Berorientasi Literasi Finansial. TARBAWY : Indonesian Journal of Islamic Education, 6(2), 187–192. https://doi.org/10.17509/t.v6i2.20887.

Setyowati, R., & Hastuti, I. (2021). Understanding on Online Assessments for EFL Learning During Covid-19 Pandemic. International Conference of Healt, Scievice and Technology 2021, 2016, 301–306. https://doi.org/10.47701/icohetech.v1i1.1146.

Su, Y. (2023). Delving into EFL teachers’ digital literacy and professional identity in the pandemic era: Technological Pedagogical Content Knowledge (TPACK) framework. Heliyon, 9(6), e16361. https://doi.org/10.1016/j.heliyon.2023.e16361.

Subarkah, M. A., & Salim, A. (2021). “Analisis Kesulitan Belajar Peserta Didik Dalam Pembelajaran Jarak Jauh (Pjj) Di Tengah Pandemi Covid-19”. Rausyan Fikr : Jurnal Pemikiran Dan Pencerahan, 17(1). https://doi.org/10.31000/rf.v17i1.4184.

Subekti, A. S. (2021). Covid-19-Triggered Online Learning Implementation: Pre-Service English Teachers’ Beliefs. Metathesis: Journal of English Language, Literature, and Teaching, 4(3), 232. https://doi.org/10.31002/metathesis.v4i3.2591.

Sumardi, S., & Muamaroh, M. (2020). Edmodo impacts: Mediating digital class and assessment in english language teaching. Cakrawala Pendidikan, 39(2), 319–331. https://doi.org/10.21831/cp.v39i2.30065.

Taufiqulloh, T., Yuvita, Y., & Sulistianingsih, E. (2018). Analysis of Student Attitudes to Develop a Self-Assessment Model of Genre-Based Writing Class. Lingua Cultura, 12(3), 253–258. https://doi.org/10.21512/lc.v12i3.4064.

Venketsamy, R., & Sibanda, S. (2021). Exploring strategies teachers use to develop literacy skills among english first additional language learners in the foundation phase. Perspectives in Education, 39(2), 253–266. https://doi.org/10.18820/2519593X/pie.v39.i2.18.

Yusuf, Q., Jusoh, Z., & Yusuf, Y. Q. (2019). Cooperative learning strategies to enhance writing skills among second language learners. International Journal of Instruction, 12(1), 1399–1412. https://doi.org/10.29333/iji.2019.12189a.

Zhang, X. (2020). Assessment for learning in constrained contexts: How does the teacher’s self-directed development play out? Studies in Educational Evaluation, 66(November 2019), 100909. https://doi.org/10.1016/j.stueduc.2020.100909.

Downloads

Published

2024-02-01

Issue

Section

Articles