An Analysis of Scaffolding Strategy in Teaching Writing Skills at SMP Al Huda

Ernawati, Siti Dela (2026) An Analysis of Scaffolding Strategy in Teaching Writing Skills at SMP Al Huda. Undergraduate (S1) thesis, UIN Syekh Wasil Kediri.

	Text 22202040_Prabab.pdf Download (5MB)
	Text 22202040_bab1.pdf Download (2MB)
	Text 22202040_bab2.pdf Download (6MB)
	Text 22202040_bab3.pdf Restricted to Registered users only Download (3MB)
	Text 22202040_bab4.pdf Restricted to Registered users only Download (10MB)
	Text 22202040_bab5.pdf Download (936kB)
	Text 22202040_references.pdf Download (1MB)
	Text 22202040_appendices.pdf Restricted to Repository staff only Download (6MB)
	Text 22202040_Surat Pernyataan Karya Ilmiah.pdf Download (414kB)

Abstract

Writing is one of the essential language skills that students need to master. However, in practice, many students still experience difficulties in writing. To help students overcome these difficulties, teachers implement the scaffolding strategy as a form of gradual support that assists students in completing writing tasks. This research aims to (1) describe how the scaffolding strategy is implemented in teaching writing skills and (2) identify the challenges faced by teachers when implementing the scaffolding strategy during the learning process. This research employed a descriptive qualitative method. Data were collected through classroom observations, semi-structured interviews, and documentation. The participant of this research was an English teacher at SMP Al Huda Kediri who implemented the scaffolding strategy in teaching writing skills. The data were analyzed into themes related to the implementation of the scaffolding strategy and the challenges encountered by the teacher in teaching writing skills. The findings revealed that the scaffolding strategy was implemented in teaching writing skills through several stages of support provided by the teacher. The implementation was divided into three main stages: pre-teaching, main teaching, and post-teaching. The findings showed that the teacher faced several challenges in implementing the scaffolding strategy, including Adjusting and Determining Appropriate Support for Students’ Diverse Needs and Abilities, gradually reducing support (fading), Encouraging Students to Become Independent Learners. This study concludes that the scaffolding strategy provides systematic and gradual support that helps students develop their writing skills and move toward greater independence, although several challenges remain in the process of transferring responsibility from the teacher to the students

Actions (login required)

View Item