TEACHER SCAFFOLDING IN JOINT CONSTRUCTION STAGES OF TEACHING WRITING AND STUDENT COGNITIVE ENGAGEMENT: A Case Study

Dhia Hasanah, - (2022) TEACHER SCAFFOLDING IN JOINT CONSTRUCTION STAGES OF TEACHING WRITING AND STUDENT COGNITIVE ENGAGEMENT: A Case Study. S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

Penelitian ini merupakan bagian dari penelitian besar terhadap strategi pengajaran guru dalam penerapan Pedagogi Berbasis Genre. Penelitian ini bertujuan untuk menginvestigasi bagaimana scaffolding dapat di optimalkan oleh guru dalam penerapan Pendekatan Berbasis Genre. Lebih spesifik, penelitian ini memfokuskan pada kontruksi bersama sebagai tahapan dalam Pendekatan Berbasis Genre pada siklus belajar mengajar dalam menginvestigasi bagaimana seorang guru merancah pembelajaran dan mendorong ketertarikan kognitif siswa. Penelitian ini melibatkan satu guru di salah satu sekolah daerah di Indonesia. Penelitian ini mengandalakan data yang diambil dari pengamatan kelas dalam bentuk penelitian kasus tunggal. Data didapat termasuk interaksi guru dan murid yang menampilkan proses scaffolding guru dalam pengajaran menulis pada tahapan kontruksi bersama, yang mana dianalisa melalui penerapan Phasal Model (Gregory, 1985,1988; Dreyfus et al., 2011). Beberapa data wawancara dikumpulkan untuk menguatkan data pengamatan. Data pengamatan dan wawancara dikodekan dan digambarkan kedalam tema melalui gerakan skema berdasarkan fase-fase dari scaffolding, seperti; 1) menyambungkan pengetahuan sebelumnya dan mengarahkan kepada pengalaman baru, 2) merekap, 3) pemberian, 4) pembuatan ulang, 5) isyarat-isyarat, dan 6) meningkatkan prospektif. Dalam analisis menemukan bahwa aktivitas scaffolding dapat mendorong ketertarikan kognitif siswa. Berdasarkan hasil penemuan tersebut menunjukkan bahwa scaffolding guru membawa dampak positif yang dominan terhadap ketertarikkan siswa seperti kolaborasi, pemahaman mendalam, dan latarbelakang pengetahuan. Penelitian ini merekomendasikan untuk melakukan penelitian lebih lanjut untuk dapat memperluas penelitia dalam bidang latihan pengajaran dalam aspek konteks pendidikan. This study is part of bigger research on teachers’ strategies in implementing Genre Based Pedagogy. This study aimed to investigate how scaffolding could be optimized by teachers in implementing Genre-Based Approach (GBA). More specifically, this study focused on Joint Construction as a stage of Genre Based Approach (GBA) teaching learning cycles in investigating how a teacher scaffolded learning and promoted students’cognitive engagement. This study involved one teacher in a school in one region in Indonesia. This study relied on the data obtained from classroom observation in a single case study. The data included the teacher and students’ interactions performing the teacher’s scaffolding processes in teaching writing in the Joint Construction stage, which were analyzed by applying a phasal model (Gregory, 1985,1988; Dreyfus et al., 2011). Some interview data were collected to complement the observation data. The observation and interview data were coded and drawn into themes through the scheme movements according to the phases of scaffolding, such as, 1) linking to prior experience and pointing to new experiences, 2) recapping, 3) appropriation, 4) recasting, 5) cued elicitation, and 6) increasing the prospectiveness. The analysis found that the scaffolding activities can promote students’ cognitive engagement. The findings show that the teacher scaffolding brought dominant positive impacts on student engagement reflected in collaboration, deep understanding, and background knowledge. The study recommends that further research could extend to other teaching practices in other disciplines in educational contexts.

Item Type:	Thesis (S2)
Uncontrolled Keywords:	Cognitive engagement, Genre Based Approach (GBA), Joint Construction, Teacher Scaffolding
Subjects:	L Education > L Education (General) P Language and Literature > PE English Z Bibliography. Library Science. Information Resources > Z004 Books. Writing. Paleography
Divisions:	Sekolah Pasca Sarjana > Pendidikan Bahasa Inggris S-2
Depositing User:	Dhia Hasanah
Date Deposited:	29 Sep 2022 03:07
Last Modified:	29 Sep 2022 03:07
URI:	http://repository.upi.edu/id/eprint/82002

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