THE IMPLEMENTATION OF SCAFFOLDING IN TEACHING WRITING FOR GRADE X AT SMAS HKBP SIDORAME MEDAN

This research aims to identify the types of scaffolding implemented by the teacher
in teaching writing and the teacher's reasons for implementing this scaffolding in
teaching writing for grade X SMAS HKBP Sidorame Medan. This research was
conducted using a qualitative descriptive method with one English teacher as the
research subject. The data was collected through observation and unstructured
interview with the teacher. The types of scaffolding were analysed based on the
theory by Walqui (2006) and the teachers’ reasons for implementing scaffolding
was analysed based on the theory by Clark & Peterson (1986). The results show
that the teacher implemented 6 types of scaffolding, namely modelling, bridging,
contextualizing, schema building, re-presenting text and developing
metacognition. The teacher implemented modelling to provide examples that
students can follow, bridging to connect students' prior knowledge with new
material, contextualizing to clarify students' understanding through context,
schema building to help students organize their knowledge systematically, representing
text to train students in presenting the results of their writing, and
developing metacognition to encourage students to think critically. The teacher
implemented scaffolding in teaching writing descriptive text because of the
teachers’ knowledge and beliefs, the context of teaching, characteristics of
students, and the teaching objectives.