The Use of Scaffolding in Learning Speaking at the Second Grade Students of MA Al-Firdaus Jember in Academic Year 2020/2021.

Aprina, Eka Anisa (2022) The Use of Scaffolding in Learning Speaking at the Second Grade Students of MA Al-Firdaus Jember in Academic Year 2020/2021. Undergraduate thesis, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember.

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Abstract

Speaking is one of English skill that should be mastered by the students. However, some problems of speaking were faced by students, one of them was they feel shy to speak English because they are afraid to make some mistakes while they speak by using English language. Therefore, the English teacher used scaffolding method in teaching and learning speaking as the effort to speak English. The aims of this research are; 1) To describe the procedure of learning speaking by using scaffolding at second-grade students of MA Al-Firdaus Jember in Academic year 2020/2021, 2) To describe the evaluation of learning speaking by using scaffolding at second grade students of MA Al-Firdaus Jember in Academic year 2020/2021 This research employed qualitative as the method of the research. It was conducted in MA Al-Firdaus at the second grade student. The data were gathered by observation, interview, and document review. Source and technique triangulation were used to validate the data. The results of the research are: 1) The procedure of learning speaking by using scaffolding were; 1. The teacher leads praying together and checks students’ attendance. 2. The students tried to remember last week’s material. 3. The teacher explained the learning material. 4. The teacher divided the students into 2 groups consisting of students with low ZPD and students with high ZPD. 5. The teacher asked to each student about opinion of the material. 6. The teacher provided assistance such as guidance, initiation, question or other things that can provoke students towards learning independence. 7. The teacher asked students in pairs to come to the front of the class in turn to practice conversations about the material. 8. The teacher directed students with high ZPD to help students with low ZPD. 9. The teacher gave feedback. 10. The teacher ended the lesson by praying together, 2) The evaluation of learning speaking by using scaffolding was done by assessing the students with a formative assessment which consisted of giving stimulus, feedback and correction to the students and asked the students to do conversation in front of the class.

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