The Effect Of Using Scaffolding Teaching Strategy On The Students’ Writing Achievement

Abstract

This research was conducted to investigate the effect of using Scaffolding technique on the tenth grade students‟ writing achievement at SMA Negeri 1 Rogojampi in the 2017/2018 academic year. Writing is a kind of language skill that expects the students to produce a text or paragraphs in English. The students have some difficulty in producing a good writing such as, generating ideas into making their final writing. The teacher should find an effective teaching strategy for teaching writing. Thus, the researcher conducted an experimental research by using scaffolding teaching strategy to teach writing through the process of writing. This strategy involved a process on the implementation, which in each step was provided supports or assistance. The participants of this research were the tenth grade students of SMA Negeri 1 Rogojampi in the 2017/2018 academic year. Homogeneity was conducted to divide the existing population (305 students) into two classes. The data for homogenity analysis were taken from the previous English writing scores which were given by the English teacher to the researcher. After analyzing the students‟ previous writing scores by using One Way ANOVA in SPSS Application, it was found that the population was homogenous. Thus, the researcher used lottery to determine the experimental class and the control class. The design of this research was quasi-experimental research with posttest only design. The main data of this research were taken by using posttest that was administered after the experimental class had received the treatment. There were two classes involved in this research, the experimental class and the control class. These classes received different treatment from the researcher. The experimental class was X IPA 4. The experimental class was taught by scaffolding teaching strategy as the treatment. Meanwhile, the control class which was X IPA 5 was taught without using Scaffolding teaching strategy, but by using strategy that was usually given by the teacher. After the treatment given, a posttest was administered in both classes. It was given after both classes had been taught twice by the researcher. The posttest was a writing test of writing a descriptive text. The result of the posttest was analyzed by using Independent Sample Ttest formula in SPSS application. Based on the calculation in the analysis, the result of Levene‟s Test for Equality of Variances column, the value of significant column was 0.001. It was lower than 0.05, which means that the variability of both classes were heterogeneous. It means there was a significant difference between the experimental and the control classes. In t-test for equality mean column, it can be seen that the value of sig. (2-tailed) was 0.000 which was lower than 0.05. It means that the null hypothesis which say “There is no a significant effect of implementing scaffolding teaching strategy on the tenth grade students' writing achievement” was rejected the and the alternative hypothesis which says “There is a significant effect of implementing scaffolding teaching strategy on the tenth grade students' writing achievement” was accepted. This result also gave a conclusion that Scaffolding teaching strategy could be used as an effective teaching strategy to teach writing to the students.