The use of instructional scaffolding to enhance students reading comprehension skills in procedure text : A pre experimental study on the ninth grades of SMPN 46 Bandung

Nurizqia, Rifania (2022) The use of instructional scaffolding to enhance students reading comprehension skills in procedure text : A pre experimental study on the ninth grades of SMPN 46 Bandung. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

In the past few years, the campaign of student-centered learning has been enlivened. This condition shifts learners' role becomes subject of the learning process and teachers' involvement are reduced from resource to facilitator. However, in many EFL classrooms, this situation needs to be adjusted and changed gradually, especially during the reading process. During the process of reading, readers’ prior knowledge, experiences, and understanding become the benchmark points for their comprehension in reading. Hence, the teacher’s role as a facilitator works to link their understanding to their prior knowledge or experiences. Then, the strategy used by the teacher during the process of giving help in the form of instruction is namely instructional scaffolding. Following the practical use of instructional scaffolding, this study is aimed to identify the students’ result before and after being exposed by instructional scaffolding. Moreover, the significant difference in students' reading comprehension skills before and after being exposed by instructional scaffolding also becomes the purpose of this study. The quantitative approach is employed in this study. For the research design, a pre-experimental study is chosen, with 29 students of the ninth grades students at SMPN 46 Bandung being the participants. The data were collected using a test instrument which included 15 questions of pre-test and post-test. The data were analyzed using SPSS 26. Then, the result revealed that the students’ result increased to 8,66 points for the mean score. Additionally, the minimum score improved from 47 points during the pre-test to 60 points during the post-test. The maximal points also showed a significant improvement from 87 to 93. Moreover, the significant result presented the tcount 3,84 was higher than ttable 1,4. In summary, there was a significant difference of students’ reading comprehension after being exposed by instructional scaffolding. In summary, using instructional scaffolding, especially bridging and modeling, enhances students reading comprehension skills. This result suggests that scaffolding instruction can be applied in teaching English to EFL students, especially students at novice levels such as Junior High School students.

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