Using Visual Scaffolding Strategy for Teaching Reading in Junior High School
Abstract
scaffolding strategy in teaching reading comprehension at the eighth grade of junior
high school. The design of this study was a quasi experimental study. The subjects
were the students of state junior high schools in Cirebon, Indonesia. The data were
obtained by administering reading test and from observation as a supporting data
analysis. The data of the test were analyzed by using t-test formula to know the
difference of the students’ comprehension in reading narrative text between two
groups. Meanwhile the result of the observation was analyzed descriptively. The
results indicate that there was a significant difference on students’ learning result
before and after Visual Scaffolding applied.
Keywords
Full Text:
PDFReferences
Attarzadeh, M. (2011). The effect of
scaffolding on reading
comprehension of various text
modes on Iranian EFL learners
with different proficiency levels.
Middle East Studies Online
Journal (MESOJ). 2(4), 1-28.
Australian Curriculum. (2012).
Language: Text Structure and
Organization. Australia: R.I.C.
Publications.
Bassiri, M.A. (2012). The impact of
scaffolding as a strategy for
teaching reading on the motivation
of Iranian L2 learners. British
Journal of Social Sciences. 1(1),
-46.
Bradley, K. S., & Bradley, J. A. (2004).
Scaffolding academic learning for
second language learners. The
Internet TESL Journal. 10(5).
Brown, H., D. (2003). Language
assessment principles and
classroom practice. San Francisco,
California: Longman.
Cohen, L., Manion, L., & Morrison, K.
(2007). Research Method in
Education. New York, USA:
Routledge
Creswell, J. W. (2012). Educational
Research: Planning, Conducting,
and Evaluating Qualitative and
Quantitative Research. Boston:
Pearson Education.
Fauziati, E. (2015). Teaching English As
A Foreign Language: Principle
and Practice. Surakarta: PT. Era
Pustaka Utama.
Fraenkel, J. R & Wallen, Norman E.
(2009). How to design and
evaluate research in education
(Seventh Edition). New York:
McGraw-Hill.
Fraenkel, J. R & Wallen, Norman E and
Hyun, H. H. (2012). How to design
and evaluate research in education
(Eighth Edition). New York:
McGraw-Hill.
Fitzgerald, J., & Graves, M. F. (2004).
Scaffolding reading experiences
for English language learners.
Norwood, MA: Christopher-Gordon.
Fitzgerald, J., & Graves, M. F. (2005).
Reading supports for all: scaffolded
reading experiences help English
language learners master both
reading and content. Educational
Leadership. 62(4), 68-71.
Hannafin, M. J., Hannafin, K. M., Land,
S. M., & Oliver, K. (1997).
ELT Perspective 4(2), September 2016
ISSN: 2354-7340 137
Grounded Practice and the Design
of Constructivist Learning
Environments. Educational
Technology Research and
Development. 45(3), 101-117.
Harmer, Jeremy. (2007). How to Teach
English. England: Pearson
Education Limited.
Herman, David. (2009). Basic Elements
of Narrative. United Kingdom:
Blackwell Publishing.
Hill, R. C. (1994). Concept mapping,
graphic organizing and structuring:
visual techniques for functional
content-centered reading
comprehension. Education, 115(1),
-30.
Johnson, A. P. (2008). Teaching reading
and writing: A Guidebook For
Tutoring and Remediating Students.
USA: Rowman and Littlefield
Education.
Khoii, R & Forouzesh, Z. (2010). Using
comic strips with reading text: Are
we making a mistake?. Literacy
Information and Computer
Education Journal (LICEJ). 1(3),
-177.
Knapp, P & Wattkins, M. (2005). Genre,
Text and Grammar. Australia:
University of New South Wales
Press.
Liu, J. (2004). Effects of comic strips on
L2 learners’ reading
comprehension. TESOL Quarterly.
(2), 225-243.
McCloskey, Mary Lou. (2005). Visual
Scaffolding to Support ELL
Reading. Salt Lake: Rocky
Mountain TESOL.
McMillan, J. H., & Schumacher, S.
(2001). Research in education: A
conceptual introduction. New York:
Longman.
Medina, S. L. (2008) A guide to teaching
reading explained using a lesson
about coffee. Teaching English as
Second Language Journal (TESL).
(6).
Painter, C., Martin, J. R., & Unsworth, L.
(2012). Reading Visual Narratives:
Image Analysis in Children’s
Picture Book. Sheffield, USA:
Equinox Publishing.
Permendikbud, No. 81A. (2013).
Curriculum Implementation.
Pickett, N. A. (1988). Technical English:
Writing, reading, and speaking.
New York: Harper & Row.
Poorahmadi, M. (2009). The effect of
employing scaffolding strategies
and classroom tasks in teaching
reading comprehension. Journal of
Teaching English as a Foreign
Language and Literature. 1(3), 87-106.
Priyana, J., Irjayanti, A. R., Renitasari, V.
(2008). Scaffolding: English for
Junior High School Students.
Jakarta: Pusat Perbukuan
Departemen Pendidikan Nasional.
Schirato, T & Webb, J. (2004). Reading
The Visual. Australia: National
Library of Australia.
Serafini, F. (2010). Classroom Reading
Assessments. Portsmouth:
Heinemann.
Smith, Frank. (2004). Understanding
Reading: A Psycholinguistic
Analysis of Reading and Learning
to Read. USA: Lawrence Erlbaum
Associates.
Lestari, N. F. & Misdi
ISSN: 2354-7340
Snowling, M. J & Hulme, C. (2005). The
Science of Reading: A Handbook.
UK: Blackwell Publishing.
Tabrizi, A. R & Shokripour, K. (2015).
The effect of visual scaffolding on
reading comprehension of
impulsive vs. reflective EFL young
learners.
Vygotsky, L. S. (1978). Mind in society:
The development of higher
psychological processes.
Cambridge: Harvard University
Press.
Wardiman, A., Jahur, M. B., Djusma, M.
S. (2008). English in Focus.
Jakarta: Pusat Perbukuan
Departemen Pendidikan Nasional.
Westwood, P. (2001). Reading and
Learning Difficulties: Approaches
to teaching and assessment.
Victoria: The Australian Council
for Educational Research.
Wirda, Sulaiman, H., Wahyudin. (2014).
Using mind mapping technique to
improve reading comprehension of
the second year students. E-Journal of English Language
Teaching Society (ELTS). 3(2), 1-13.
DOI: http://dx.doi.org/10.33603/perspective.v4i2.1538
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.