The Effect of Scaffolding Techniques on Students’ Writing Achievement

ABSTRAK Vonna, Yulia. 2015, The Effect of Scaffolding Techniques on Students’ Writing Achievement. Thesis. English Language Education. Graduate Program State University of Malang. Advisors: (1) Prof. Dr. Nur Mukminatien, M.Pd. , (II) Dr. Ekaning Dewanti Laksmi, MPd. , M.A Keywords: Scaffolding Techniques, Writing Achievement Writing is one of the indicators of academic success since it acts as a tool to learn and deepen the students’ knowledge. It is also a skill to help the students to expand and fulfill the needs of communication. In spite of the importance of writing, the students still face difficulties to translate their ideas into a readable text. The students claim that they have lack of background knowledge, strategies, confidence and experience to write. Consequently, the complexity of writing makes the students do poorly in writing activities. Therefore, the need to implement strategies in teaching writing considering the cognitive factors and affective factors of the students, and also improving their writing achievement is crucial. Scaffolding techniques provide activities to motivate the students’ interest related to the writing task, simplify the task to make it more achievable for the students, provide directions to help the students focus on achieving the learning goals, and reduce frustration. Regarding the previous statements, the purpose of this study is to investigate the effect of scaffolding techniques on students’ writing achievement. This is quasi-experimental research with nonrandomized control group design conducted in Abulyatama University, Aceh in academic year of 2014/2015. The total number of participants was thirty six. The students were divided into two different classes. There were twenty students in the experimental group and sixteen students in the control group. The data were analyzed using Independent Sample T-Test in SPSS 16.0 version. The result of the pretest showed that both the experimental group and the control group were equal and homogenous since the statistical computation yielded significant value p = 0.890 which was higher than α =0.05. Meanwhile, the analysis of writing test in posttest yielded p= . 027 which was smaller than α = 0.05. Thus, it can be concluded that scaffolding techniques can significantly improve the students’ writing achievement. The suggestion for the teachers or lecturers is to consider implementing scaffolding techniques as it helps to improve students’ ability in writing. The next suggestion for future researchers is to consider integrating another factor such as different learning styles. Normal 0 false false false IN X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi; mso-fareast-language:EN-US;}