Dituntun atau dipangku?: analisis Dialogue Scaffolding pada pembelajaran Bahasa Inggris di 4 Sekolah Menengah Pertama di Kabupaten Sumedang

Diah Gusrayani


The development of thinking skills—the ability to form, express, and exchange ideas in speech and writing--the critical form of assisting learners is the dialogue --the questioning and sharing of ideas and knowledge that happen in conversation. This study investigates the performance of 4 English Teachers in 4 Sumedang Junior High Schools in conducting dialogue scaffolding. Specifically, the dialogue scaffolding concepts to be investigated in the class are: repetition, recasting and  appropriation (Sharpe, 1994). Four teachers were involved as the research subjects along with their students. The data were derived from classroom observation, questionnaires and interviews. The results showed that: (1) all teachers conducted  repetition and appropriation, yet skipped the recasting phase; (2) only one teacher was consistent in her recasting phase in two of her teachings. Finally, scaffolding was a thoughtful decision a teacher should put forward in order to reach the worthy and valued goals: the students’ better mastery and self-regulation in learning.

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