Development of Scaffolding in Stimulating Students Motivation and Language Acquisition

Stella Talitha, Tri Mahajani, Rina Rosdiana

Abstract


This study aims to get an overview of the implementation of scaffolding in student language acquisition and describe student motivation in participating in language acquisition activities with the use of scaffolding. Through the application of scaffolding, language acquisition is obtained by learners. This study uses qualitative descriptive research design because this study presents research results based on facts that exist in everyday life as they are. Language acquisition for students on the words steel tank, gondola, scour, rivers, paddled; wings, tail, antennae, beak, muzzle, ankles, as per teacher-designed scaffolding. Of the six stages of scaffolding, five stages are carried out by teachers, the last stage is reflective of students and teachers only. For the level of motivation and intelligence starting from the highest percentage of motivation based on intelligence: students who are intelligent and motivated as much as 54%, students have average intelligence and motivated 19% who are intelligent and unmotivated, 12%; Smart and unmotivated students and average and unmotivated students, 2% each. This indicates that in general, the use of scaffolding affects student motivation in language learning with the help of other activities programmed by the school.

Keywords


Scaffolding; Language acquisition; Students' Intelligence; Motivation; Word meaning

References


Agustin, M., Puspita, R. D., Inten, D. N., & Setiyadi, R. (2021). Early Detection and Stimulation of Multiple Intelligences in Kindergarten. International Journal of Instruction, 14(4), 873–890. https://doi.org/10.29333/iji.2021.14450a

Elsa, H.-C., Cynthia, H.-C., & Paulina, E.-L. (2021). Communication Games: Their Contribution to Developing Speaking Skills. International Journal of Instruction, 14(4), 643–658. https://doi.org/10.29333/iji.2021.14437a

Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky’s Zone of Proximal Development (ZPD) in Teacher Education: ZPTD and Self-scaffolding. Procedia - Social and Behavioral Sciences, 29, 1549–1554. https://doi.org/10.1016/j.sbspro.2011.11.396

Fernández, S. (2020). Scaffolding Strategies and Their Impact in Language Acquisition in A Multiple-Leveled Classroom Of 8th Year Egb from Unidad Educativa Bilingüe Tejar, During the School Year 2019 – 2020. [Undergraduate thesis, Universidad Laica Vicente Rocafuerte de Guayaquil]. http://rgdoi.net/10.13140/RG.2.2.35593.36967

Hrp, N. A., & Adi, P. N. (2021). Pengaruh Model Pembelajaran Quantum Teaching Dengan Terapan Metode Scaffolding Terhadap Peningkatan Kemampuan Pemecahan Masalah Matematis Dan Motivasi Belajar Matematika Siswa Kelas Vii Smp. Jurnal Magister Pendidikan Matematika (JUMADIKA), 3(2), 70–78. https://doi.org/10.30598/jumadikavol3iss2year2021page70-78

Hyland, K. (2013). Writing in the university: Education, knowledge and reputation. Language Teaching, 46(1), 53–70. https://doi.org/10.1017/S0261444811000036

Mukalel, J. C. (2003). Linguistics for the teacher. Discovery Publishing House.

Singh, C. K. S., Mohtar, T. M. T., Kepol, N., Abdullah, N. Y., Mat, M., Moneyam, S., Singh, T. S. M., Ong, E. T., Yunus, M. M., Ichsan, I. Z., & Rahmayanti, H. (2020). ESL Teachers’ Scaffolding Strategies to Teach Writing. Universal Journal of Educational Research, 8(7), 3064–3076. https://doi.org/10.13189/ujer.2020.080735

Song, Y., Chao, S.-F., & Attali, Y. (2020). Exploring the Effect of a Scaffolding Design on Students’ Argument Critique Skills. Informal Logic, 40(4), 605–628. https://doi.org/10.22329/il.v40i4.6034

Suardi, I. P., Ramadhan, S., & Asri, Y. (2019). Pemerolehan Bahasa Pertama pada Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(1), 265. https://doi.org/10.31004/obsesi.v3i1.160

Verenikina, I. (2003). Understanding Scaffolding and the ZPD in Educational Research. NZARE AARE Conference 2003.

Widiana, W., & As Sabiq, A. H. (2021). Scaffolding Strategy in Teaching Writing and it’s Challenges. Jurnal Education and Development Institut Pendidikan Tapanuli Selatan, 9(1), 30–38.

Yildiz, Y., & Celik, B. (2020). The Use of Scaffolding Techniques in Language Learning: Extending the Level of Understanding. International Journal of Social Sciences and Educational Studies, 7(3). https://doi.org/10.23918/ijsses.v7i3p148


Full Text: PDF

DOI: 10.55215/pedagonal.v7i2.8721 Abstract views : 156 views : 117

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Stella Talitha

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.