Improving the Second Year Students’ Ability in Writing Process Essays by Using Scaffolding Strategy at SMK Darussalam Martapura

By Ahdiannor

Abstract

Experienced by daily teaching and learning process at school especially in vocational high school, four language skills must be taught. However, writing is considered as the most difficult skill to be mastered. In preliminary study conducted on May 21st, 2013 at SMK Darussalam Martapura, the researcher found that the student’s ability in writing process essay was still far from the target expected. They had no skill in exploring, select, and ordering ideas to make an outline. This study employed Classroom Action Research design in which the researcher together with the classroom teacher planned the action, implemented the action, observed the action, and made the reflection of the action. The appropriate model of the scaffolding strategy in the process of writing process essay has five major stages. First, the  p-writing stage in which there are three strategies implemented namely, question-answer, clustering, and modeling. Second, is drafting stage. The scaffolding strategies in the drafting stage are modeling and discussion about the model of a text. Third is revising stage is done by one by one conference between teacher-student and by giving them revising guidelines. Forth is the editing stage in which the scaffolding strategies implemented is by giving editing guidelines and doing peer-editing activity. Fifth, the publishing stage is in which the scaffolding strategies implemented the final draft in front of the class and hand them in to the teacher. By applying the scaffolding strategy in writing the process of essay, the student’s ability both in the teaching and learning process and the learning result was increased. 

Keywords: improving, students’ ability, process essay.