TEACHER’S SCAFFOLDING STRATEGIES IN TEACHING READING NARRATIVE TEXT FOR TENTH GRADE STUDENTS OF SMA TELADAN P.SIANTAR

This study aims to investigate the implementation of scaffolding strategies by the teacher and the difficulties encountered in teaching reading narrative text for tenth-grade students of SMA Teladan P.Siantar. This study was conducted using qualitative descriptive research. The data of this study were collected through video recording of the teaching-learning process, observation, and teacher interview. The result of the study found that the teacher applied all the six types of scaffolding strategies discovered by Walqui‟s theory, which are modeling, bridging, contextualizing, schema building, re-presenting text, and developing metacognition. In modeling, the teacher gave examples of each sub-topic. In bridging, the teacher connected the students' background knowledge with the lesson by relating it to the students‟ experience. Through contextualizing, the teacher focused on language development by using synonyms, vocabulary builder, and mixing Bahasa and English. In schema building, the teacher organized the lesson by using visual media and technological tools. In the re-presenting text, the teacher together with the students re-constructed a narrative text into a mini-drama role-played by the students. In developing metacognition, the teacher engaged the students to be independent learners while monitoring and evaluating them. Besides, the teacher found some difficulties, such as the students' lack of vocabulary, the inactiveness of students in learning, the inappropriateness of learning devices in the classroom, and the capacity of the class was too big. Thus, the result of this study indicates that the teacher applied scaffolding strategies in more engaging and accessible ways to facilitate the students‟ comprehension