Scaffolding Literacy Strategies to Teaching Monologue Text

A Research Proposal

A. Background of the Study Scaffolded

B. Research Questions From the background, there are several problems which need to be concerned, that is to say, -first problem, second, and soon. With regard to the problems, the study is endeavoured to address the presented research questions. 1. How is the use of the scaffolding literacy strategy depicted in teaching monologue text? 2. How is the scaffolding involved along the learning activity in the classroom? 3. How is the portrayal of the students composition using scaffolding literacy strategy? 4. How is the strategy perceived by the students and the teacher?

C. Purposes of the Study The study is purposed to give a portrayal on the implementation of the scaffolding literacy strategy in teaching monologue text. In addition, the study attempts to investigate the scaffolding types involved in the classroom activity which using the scaffolding literacy strategy. The study is also purposed to find out the profile of the students composition as the product or the goal of the strategy proposed. Furthermore, the study is purposed to seek out the perception of both the teacher and the students toward the scaffolding literacy strategy.

D. Scope of the Study

This study is concerned with a certain case happen in a certain context. The certain case proposed is the use of scaffolding literacy strategy. The certain context proposed is Indonesian EFL classroom setting. This study observed the nature of the implementation of the scaffolding literacy strategy in EFL context in Indonesia. From many aspects on the implementation of the scaffolding literacy strategy in EFL context in Indonesia, this study focuses on the process of implementation of the proposed strategy in classroom. Regarding to draw a deep-investigation of the process, the study also focuses on the scaffolding types which occur in each step of the implementation of the strategy by investigating the students-teachers interaction in the learning process. Besides, this study focuses on the students composition as the product of the scaffolding literacy strategy.

E. Significance of the Study The result of this study will be of good contribution to the theoretical, practical, and professional aspects. Firstly, in terms of theoretical aspects, the result of the study is expected to be an enrichment of the literature in types of strategy used in teaching English, particularly writing. Secondly, from the practical aspects, observing the use of scaffolding literacy strategy can shed light on further practices of teaching and learning English. Moreover, the results of this study can provide the information regarding to the actual condition of the implementation of the scaffolding literacy strategy in EFL context in Indonesia. Lastly, in terms of professional aspects, this study is expectedly beneficial for the teacher of English involved in classroom teaching and learning practices. Thus, the strategy used in this study is expected to be applicable as an alternative strategy in teaching monologue text.

F. Clarification of Terms In order to avoid readers misunderstanding, several terms that are frequently used in the study which is needed to be clarified are provided as follows.

1. Scaffold, Scaffolding According to Ravitch (2007), the scaffold or scaffolding term in educational setting refers to the process of coaching or modelling provided by a teacher to increase students likelihood of success as they develop new skills or learns new concepts. In a simple definition, scaffolding is the process of guiding/assisting provided by the teacher or peer to reach the goal (Kucer, 2005).

2. Scaffolding literacy strategy Scaffolding literacy strategy (Axford, Harders, & Wise, 2009) refers to ... Purposely, scaffolding literacy strategy is the method used in this study to be scrutinized.

3. Writing Writing is an action of producing word, sentence, or a text in written medium. It is also defined as conveying the ideas of a person to another. The writing in this study refers to the writing as the process and the action.

4. Composition Composition is an action of composing (Concise Oxford Dictionary). Composing or to compose, have a similar meaning as writing (Microsoft Encarta). However, in this study, the terms composition is used to distinguish between the writing as process and the writing as product. The term composition refers to the product of the writing or the writing produced by the students.

G. Research Methodology 1. Research Design The study is designed as a descriptive-qualitative study, in form of a case study (Nunan, 1992). A case study is considered appropriate because the study is going to take a small and single case (Stake, 2010). Thus, the

study is going to give a portrayal on the particular strategy to be implemented in particular classroom setting. This is in line with one main characteristic of a case study as proposed by Nunan (1992, p. 17), i.e. a case study is an investigation of a single instance in the context in which it occurs. The study doesnt attempt to generalize. Here, the researcher acts as non-participant observer (see ).

The other characteristic of case study is multiply data gatherings and analytic procedures (see the name, year) to increase the validity of the study, i.e. observation and document analysis. Multiple data gatherings aimed to enhance the construct validity of the study (Yin, 1993 in Emilia, 2005).

In addition, the study uses naturalistic inquiry (see author, year) for the researcher observed, intuited, and sensed what was occurred in natural setting. In this case, the study attempts to observe the use of scaffolding literacy strategy in teaching monologue text. Later on, the data gathered is analysed through qualitative procedures, and it is interpreted and discussed in order to understand the phenomena occurred. 2. Research Site and Participants The study will be conducted at a private middle school (SMP) in Bandung. The school is chosen since the researcher is one of English teacher for a year. According to Van Lier (1988, in Widianingsih, 2011), It enhances the naturalness of the setting since the students have got used to having interactions with the researcher. Moreover, it enhances the feasibility of the study for the research could get access to the research site easily.

The participants of the study are one female English teacher and six eighth grade students. Firstly, the teacher will be informed about the scaffolding literacy strategy and the purpose of this study. When the teacher is

considered to have understood well the proposed strategy, the teacher and researcher will work collaboratively in designing the lesson (author, year); therefore the teacher will teach based on the plan. Hence, the teacher will provide data as the first purpose, that is, to portray the implementation of scaffolding literacy strategy in teaching monologue text.

The students participated is a grade eight class in the school. The study uses purposive sampling method (Creswell, 2008). The use of purposive sampling method is for the assumption that they can use their knowledge of population to judge whether or not a particular samples will be representatives (Fraenkel and Wellen, 2007 in Ilham, 2011). For the purpose of investigating the teacher-students interaction, the participants are the whole member of the classroom. However, withdrawal to the purpose of analysing students composition, the study will examine a few students only as example. The students are chosen based on their achievement on English. Furthermore, there will be three groups of students, i.e. the low, middle, and high achievement group. Each group will be represented by two students. They are chosen randomly within the groups. Indeed, there will be six students as participants. Here, the students attend the normal teaching process, and they are not informed about the research for the purpose of naturalness of the data (see author, year). 3. Data Collection Techniques In order to provide the evidence and address the presented research questions, the study need the instruments to gather the data. The data will be taken as follows.

a. Classroom Observations The classroom observation is conducted in order to find out the way teacher conducted the classroom activities using the scaffolding

literacy strategy. The observation is planned to be done during one basic competence of each skill focus in lesson plan. The meeting observed will be on the normal writing lesson slot on the teacher syllabus. The researcher will act as non-participant observer (author, year) and make notes from the observation using observation sheets. In order to enhance the validity of the data, the classroom activities also will be recorded by using camcorder. The use of recorded data is due to get a verbatim data (author, year), so that the notes could be reviewed several times in case if there is some information missing.

b. Document Analysis The documents which will be analysed in this study are teacher lesson plan, students anecdotal record, and students composition.

First, the lesson plan used is about the lesson when the observation is conducted. Since the scaffolding literacy strategy involve reading comprehension in each activity, so the integrated skill lesson plan is recommended to be used (see Emilia, year). However, to keep the focus on the purposes of this study, it only focuses on the step on scaffolding literacy strategy procedures. Second, the document used is students anecdotal record. The record is suitable to find out the process of the students in writing (author, year). Furthermore, as stated by _author (year)_ the record is also useful to trace the students progress during the learning activity. Last, the document used is students composition. There will be six composition produced by the students to be analysed. Those compositions will be assessed in order to find out the profile of students composition.

c. The use of interview Interviews put the researcher in personal contact with the participant (Henning, Stone, & Kelly, 2009). Thus, they can provide an opportunity to ask follow-up questions, reveal rich insights into the thinking of the participants. Interviews provide even more opportunity for respondents to raise their own issues and concerns (Kember, 2000). This is in line with the purpose, i.e. seeking out the perception of the teacher and the students toward the strategy proposed. As the nature of qualitative study, those instruments proposed to be used in this study could be changed due to the situation on the field (Moleong, 1988). However, several instruments aforementioned are the basic techniques on gathering the necessary information in this study. 4. Data Analysis The study will use the interpretive analysis (Hatch, 2002:179) in scrutinising the observation result and the interview. In order to investigate the scaffolding types used in the classroom, a systemiotic approach classroom discourse analysis (Suherdi, 2009). It is considered suitable since the scaffolding types are involved within the interaction between students and teacher. Furthermore, for the purpose of finding out the students composition profile, the study will use Systemic Functional Linguistic as the method of data analysis. The SFL is suitable for it provides the detail of students composition toward the text and context, from the three meta-function of language (see Halliday, 1994:). 5. Trustworthiness As proposed by author (year), there are several methods to construct the trustworthiness of the study i.e. member checking, thick-descriptive The study will seek the possible way to provide the trustworthiness. Regarding to instrument used in the study, the first possible methods to

construct the trustworthiness is the triangulation concept, since the study will use several methods of gathering data for addressing a focus of the study. The other possibilities is the thick-descriptive, in which providing detail the evidence, such as the observation and interview through verbatim data; i.e. recording using camcorder and sound recorder. The last possible method is member-check. The researcher asks for clarification, and discusses the interpretation of the findings with the participant, that is to say, the teacher.

H. Review of Related Literature I. References