TEACHER’S INSTRUCTIONAL SCAFFOLDING IN TEACHING WRITING RECOUNT TEXT FOR TENTH GRADE STUDENTS OF SMAS AMIR HAMZAH MEDAN

This study aimed to find the teacher’s instructional scaffolding in teaching writing recount text for tenth grade students of SMAS Amir Hamzah Medan and teacher’s reasons for implementing it .This study utilized the theory of Walqui (2006) where in this theory there are six types of instructional scaffolding ; modelling, bridging,
contextualising, schema building, re-presenting text and developing metacognition. The data were collected by observation and interview. The researcher employed Miles et.al (2014) theory to analyzed the data, there are three
stages : data condensation, data display, drowing and verifying conclusion. This study found that (1) The teacher implemented five out of six types of Walqui (2006)’s instructional scaffolding namely, modelling, bridging, contextualising, schema building and developing metacognition.
(2) There are seven teacher’s reasons for implementing the five types of instructional scaffolding such as supporting understanding and accuracy, activating prior knowledge and motivating students, advancing student’s interest and providing supporting media, improving student’s awareness and linking the previous material with the material being taught, enhancing self-reflection, collaboration, critical thinking, communication skills, and creating a conducive learning environment.