IMPLEMENTATION OF SCAFFOLDING STRATEGY TO TEACH

READING IN MTsN PARON

( Naturalistic Study )

THESIS
Submitted to the Department of Language Studies, Graduate School of
Universitas Muhammadiyah Surakarta in partial fulfillment of the
requirements for the degree of Master of Education

By

AMIN SUGIHARTI

S200140078

DEPARTMENT OF LANGUAGE STUDIES

GRADUATE SCHOOL
UNIVERSITAS MUHAMMADIYAH SURAKARTA
2018

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 MOTTO

“Unperformed knowledge is nil and Unfinished work is useless”

“There is always hope for us who aften pray and there is always a way
for us who aften try”

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 DEDICATION

This paper is proudly and wholeheartedly dedicates to:

My beloved Ibu&Bapak

My beloved husband & My little princess Faiqoh

fadhilah zulfa and Fahriyatu najibah zulfa

Mbak Romadhani Wulandari and All my dearest

friends.

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 ACKNOWLEDGMENT

In the Name of Allah, the Most Beneficent, the Most Merciful

Assalamu’alaikumWr. Wb.

Alhamdulillahirrabbil’alamin, all praises and gratitude be to Allah

SWT, the most gracious and the most merciful for blessing the writer to

accomplish this thesis under the title “Implementation of Scaffolding to Teach

Reading in MTsN Paron (Naturalistic Study)”. This thesis is one of requirement

for getting the Graduate School program of language at Muhammadiyah

University of Surakarta.

The writer realizes that it would never be possible without contribution

and supports from others. The writer would like to express her appreciation to:

1. Prof. Dr. Khuzaifah Dimyati, S.H., M. Hum, the Director of

Muhammadiyah University of Surakarta,

2. Prof. Dr. Markhamah, M. Hum, the Head of Language Study Department,

3. Mauly Halwat Hikmat, Ph. D, the first advisor who always gives guidance,

advices, corrections during the arrangement of this thesis.

4. Muamaroh, Ph. D, the second advisor who gives supports, guidance, cares

and advices during the arrangement of this thesis from the beginning until

the end.

5. Dr. Dwi Haryanti, M. Hum, the internal examiner who gives advices and

corrections of this thesis.

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6. All lecturers in Magister Language Study,for giving the knowledge and

guidance,

7. Her beloved husband and daugthers, her great lovely family Ibu,

Bapak, Mbak Romadhani Wulandari, who have give nature love, cares,

prayers, supports, and valuable lessons. Thank you for this warm and

wonderful family.

8. Her classmates in Magister of Language study, MPB class A and All the

parties who help the writer in finishing the t h e s i s whose names cannot

mentioned one by one, for all the big support.

The writer realizes that this research paper is not perfect and has a lot of

weaknesses. Therefore, the writer thanks to the readers if they can contribute in

giving suggestion and criticism to make this thesis better.

Wassalamu’alaikum Wr. Wb.

Surakarta, March 20th, 2017

Amin Sugiharti

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 TABLE OF CONTENT
Page

TITLE ........................................................................................................... i
SUPERVISOR’S APPROVAL FORM ..................................................... ii
APPROVAL ................................................................................................ iv
APPROVAL OF THESIS FOR SUBMISSION ........................................ v
STATEMENT OF AUTHORSHIP ........................................................... vi
MOTTO ....................................................................................................... vii
DEDICATION ............................................................................................. viii
ACKNOWLEDGEMENT .......................................................................... ix
TABLE OF CONTENT ............................................................................... xi
LIST OF TABLES ...................................................................................... xv
LIST OF APPENDICES ............................................................................ xv
ABSTRACT .................................................................................................. xvii
ABSTRA ....................................................................................................... xviii

CHAPTER I : INTRODUCTION

A. Background of the Study ................................................ 1

B. Limitation of the Study.................................................... 6
C. Problem Statement .......................................................... 6
D. Objective of the Study .................................................... 6
E. Benefit of the Study ....................................................... 6
F. Resarch Paper Organization ........................................... 8

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CHAPTER II : LITERATURE REVIEW

A. Previous Study....................................................... 10
B. Theoretical Review................................................ 22
1. Scaffolding........................................................ 23
a. Definition of Scaffolding............................ 23
b. Zone Proximal Development...................... 26
c. The Different Between Regular Teaching
And Scaffolding.. .................................... 27
d. Principles of Scaffolding............................ 28
e. Kinds of Scaffolding.................................. 29
2. Reading............................................................. 31
a. Defenition of Reading................................ 31
b. Micro Reading Skill.................................... 37
c. Macro Reading Skill................................... 38
d. Teaching Reading...................................... 39
e. Basic Types of Reading ............................ 42
3. Scaffolding in Teaching Reading...................... 43
a. Before- Reading Activities......................... 44
b. During- Reading Acivities.......................... 46
c. After – Reading Activities.......................... 50
d. Teacher’s Role.......................................... 57
e. Classroom Management to Scaffol Reading
Class ........................................................ 58
4. Teacher’s Perseption........................................ 59
C. Theoretical Framework......................................... 60

CHAPTER III : RESEARCH METHOD

A. Research Type.................................................. 62
B. Research Object ............................................... 63
C. Research Subject .............................................. 64

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 D. Pleace and Time of Research................................ 64
E. Data and Data Source........................................... 65
F. Technique for Collecting Data ............................. 65
G. Credibility of Data ............................................... 68
H. Technique for Analyzing Data ............................. 70

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. RESEARCH FINDING.............................................. 73
1. The Teacher’s Perception on Scaffolding in
Teaching Reading ................................................. 73
2. Kind of Scaffolding that is Used by the Teacher In
Teaching Reading.................................................. 97
3. Implementation of Scaffolding in Teaching
Reading ................................................................ 126
4. Student’s Responses on Scaffolding used by the
Teacher In Teaching Reading................................. 142
B. DISCUSSION............................................................. 144
1. The Teacher’s Perception on Scaffolding in
Teaching Reading.................................................. 146
2. Kind of Scaffolding that is Used by the Teacher in
Teaching Reading ................................................. 148
3. Implementation of Scaffolding in Teaching
Reading.................................................................. 156
4. Student’s Responses on Scaffoldingused by the
Teacher in Teaching Reading ............................... 161

CHAPTER V CONCLUSION, IMPLICATION AND

SUGGESTION

A. Conclusion................................................................ 162
B. Implication................................................................ 164
C. Suggestion................................................................. 165

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BIBLIOGRAPHY .............................................................................. 166

APPENDICES .................................................................................... 171

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 LIST OF TABLES

Table 4. 1 Teacher’s perception on scaffolding......................................... 73

Table 4. 2 Kind of scaffolding that is used by the teacher in teaching

reading.................................................................................... 97

Table 4. 3 The implemention of scaffolding in teaching reading ....... 126

Table 4. 4 Scaffolding in pre-activity by teacher 1 ........................................ 130

Table 4. 5 Scaffolding in pre-activity by teacher 2........................................ 130

Table 4. 6 Scaffolding in pre-activity by teacher 3......................................... 131

Table 4. 7 Scaffolding in core activity by teacher 1.............................. 131

Table 4. 8 Scaffolding in core activity by teacher 2.............................. 132

Table 4. 9 Scaffolding in core activity by teacher 3.............................. 133

Table 4. 10 Scaffolding in post activity until closing by teacher 1................ 134

Table 4. 11 Scaffolding in post activity until closing by teacher 2................ 134

Table 4. 12 Scaffolding in post activity until closing by teacher 3............... 135

Table 4. 13 The percentage of students’ responses........................................ 142

Table 4. 14 Teacher’s perception on scaffolding................................... 146

Table 4. 15 Kinds of scaffolding in teaching reading............................ 148

Table 4. 16 Teacher’s way in implementing scaffolding in reading...... 156

LIST OF APPENDICES

Appendix I Interview Teacher 1 .................................................................... 171

Appendix II Interview Teacher 2 .................................................................... 180
Appendix III Interview Teacher 3 ................................................................... 189
Appendix IV Field Note Observation Teacher 1 ........................................... 199

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Appendix V Field Note Observation Teacher 2 ............................................... 205
Appendix V I Field Note Observation Teacher 3 ............................................ 210
Appendix VII Questionnaire .......................................................................... . 216
Appendix VIII Lesson Plann........................................................................... 218
Appendix 4 Pictures of Research ................................................................... 229
Appendix 5 Research Permit....................................................................... ....235

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 IMPLEMENTATION OF SCAFFOLDING STRATEGY TO TEACH
READING IN MTsN PARON
(NATURALISTIC STUDY)

Amin Sugiharti. S200140078. Department of Language Studies, the Graduate

School, Universitas Muhammadiyah Surakarta 2018.

Abstract

This research has aims to investigate (1) Teachers’ perception on

scaffolding used in teaching reading, (2) Types of scaffolding used in teaching
reading, (3) Teacher’s way in implementing scaffolding in teaching reading, and
(4) Students’ responses on scaffolding used by the teacher in teaching reading.
The participant of the reasearch are three English teachers and thirty four students
of MTsN Paron. The data are obtained from the interview, observation and
questionnaire. The findings of the study first reveal that teachers’s perception that
scaffolding help students in learning reading because to achieve good reading
performance needs the mastery of grammar, vocabulary and pronunciation.
Scaffolding can encourage and motivate students to learn reading. Scaffolding
make teachers easier to teach reading because the students have been encouraged
already. Second, the types of scaffolding in this study found are: teacher talk,
teaching media, task division, classroom management which includes eye
contact, gesturing, appraisal, jokes and intermezzo, and explanation,
clarification,instruction, corrective feedback, initiation ( asking about previous
topics and greeting), brainstorming, topic selection ( selecting interesting topic
and related to the syllabus) asking question, translation and giving motivation.
Scaffolding also increase English teachers’ knowledge about the different kind of
scaffolding to teach reading in the classroom. Third English teachers implement
scaffolding started from brainstorming, pre-activity, whilst-activity and post-
activity. The other of result shows that the way English teachers in implementing
scaffolding create the students’ comfort in learning reading. Fourth the students’
responses show that they create their motivation and their creativity in learning
reading. English teachers of MTsN Paron have positive perception on scaffolding
that they applied.

Keywords: scaffolding, teaching reading, teacher’s perception, student’s

responses

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 Abstrak

Penelitian ini bertujuan untuk mengetahui (1) persepsi guru terhadap

perancah yang digunakan dalam pengajaran; (2) Jenis perancah yang digunakan
dalam pangajaran reading ; (3) cara guru dalam menerapkan perancah dalm
pengajaran reading; (4) tanggapan siswa terhadap perancah yang di gunakan
oleh guru dalam mengajar reading. Obyek penelitan adalah 3 guru Bahasa
Inggris dan tiga puluh empat siswa dari masing- masing kelas sebagai obyek
dalam pembejaran ini. Data diperoleh dari wawancara dengan guru bahasa
Inggris , observasi dan angket.Temuan penelitian ini, Pertama mengungkapkan
bahwa perancah guru adalah bantuan bagi siswa dalam pembelajaran reading
karena untuk mencapai reading yang baik, perlu penguasaan tatabahasa,
kosakata, pengucapan. Perancah dapat mendorong siswa untuk belajar reading.
Perancah bisa membuat guru lebih mudah untuk mengajar karena siswa mudah
terdorong. Kedua, Jenis peranach dalam penelitian ini yang ditemukan adalah
ceramah guru, media pengajaran, pembagian tugas, manajemen kelas yang
meliputi kontak mata, isyarat, penilaian, lelucon dan intermeso, dan penjelasan,
klarifikasi, instruksi, umpan balik koreksi, inisiasi (menanyakan topic yang lalu
dan sapaan, brainstorming, pemilihan topic (memilih topic yang menarik dan
berkaitan dengan sylabus), mengajukan pertanyaan, menterjamahkan, dan
memberi motivasi. Prancah juga meningkatkan guru bahasa Inggris tentang
berbagai jenis perancah untuk mengajarkan reading di ruang kelas Ketiga, Guru
bahasa Inggris menerapkan perancah mulai dari greeting, brainstorming, pre-
activity, whilst-activity and post-activity. Hasil yang lain menunnjukan bahwa
cara guru bahasa Inggris menerapkan perancah membuat kenyamanan siswa
dalam belajar reading. Dari tanggapan siswa tersebut menunjukkan bahwa
mereka menciptakan motivasi dan kreatifitas mereka dalam belajar reading. Guru
bahasa Inggris memiliki persepsi positif terhadap perancah yang guru terapkan.

Kata kunci : perancah, pengajaran reading, persepsi guru, respon siswa.

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