The Deployment of Scaffolding as a Strategy to Enhance Students' Reading Competence: A Case of Indonesian EFL Teachers

Abstract

Scaffolding is a type of instructional strategy in socio-cognitive perspective. It can be used to support and foster students' reading competence in reading comprehension lesson. However, there were not many teachers deploying it in their classroom practices. This research explored the types of scaffolding the teachers deployed in the teaching of reading and the enactment of using those types to enhance students' reading competence. To investigate these issues, document analysis, in-depth interviews and participant classroom observation, were used as data collection methods in this explorative case study. The data were analyzed using interactive model technique. Five English teachers participated in this study. The research findings showed that the teachers utilized scaffolding in the forms of reading strategies and instructional media. Those types of scaffolding were implemented in five steps of scientific approach. It is recommended that the teachers understand the concept and use scaffolding in the form of different types of strategy to foster students' reading competence.

Classroom Learning Environment and Student Writing Strategy as Predictors of Reading Competence of Senior High School Students

“…Reading competence between poor and normal readers should become wider as students grow older. The second part of the model assumes that these differential pathways are mainly attributable to differential reading activities (Martínez-Álvarez, 2018;Masie, 2017;Morule, 2016;Souza et al, 2018;Utami & Nurkamto, 2017).…”