Applying Peer Scaffolding to Enhance the EFL Vocational Students’ Speaking Skills

  • Ince Dian Aprilyani Azir Politeknik Negeri Media Kreatif
Keywords: Peer Scaffolding, Speaking, EFL, Vocational

Abstract

The preliminary study showed that the students at English as a Foreign Language (EFL) in the vocational higher education context found the speaking skills as the most difficult ones to learn. The students also declared that unsupportive English learning atmosphere in the class used to make the students reluctant to speak. This phenomenon also leads the students to have lack of confidence to speak English in the class. Thus, the researcher conducted experimental research using Peer Scaffolding approach using Vygotsky’s theory to check whether it improves the students’ speaking skills. The research involves 156 vocational college students in the second semester of Multimedia Study Program at Politeknik Negeri Media Kreatif Jakarta. After analyzing the data taking from the assessments, interviews, and observation field notes during the study; the findings confirm that the peer scaffolding enhances the speaking skill performances. As the results expose that the peer scaffolding builds the more supportive learning conditions in which the students can give mutual help to improve the speaking exposures, the peer scaffolding is recommended as one of the alternatives to improve the students’ speaking skills.

Downloads

Download data is not yet available.

References

Al-Sibai, D. (2004). Promoting oral fluency of second language learners: Educational linguistics Department of English. King Saud University. Adult Learners of English.

Aungwatanakun, S. (1994) English Teaching Methodology, (2nd), Bangkok: Chulalongkorn University Press.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn, Vol. 11. Washington, DC: National academy press.

Bungin, B. (2005). Metode Penelitian Kuantitatif [Quantitative Research Method] (2nd ed.). Jakarta: Prenadamedia Group.

Clark, K. F., & Graves, M. F. (2005). Scaffolding students' comprehension of text. The Reading Teacher, 58(6), 570-580.

Di Gropello, E., Kruse, A., & Tandon, P. (2011). Skills for the labor market in Indonesia: trends in demand, gaps, and supply. The World Bank.

Griffiths, C. (2011). The traditional/communicative dichotomy. ELT Journal, 65(3), 300-308.

Haidara, Y. (2016). Psychological Factor Affecting English Speaking Performance for the English Learners in Indonesia. Universal Journal of Educational Research, 4(7), 1501-1505.

Laksmi, E. D. (2006). "Scaffolding" students' writing in EFL class: implementing process approach. TEFLIN Journal, 17(2), 144-156.

Leong, L. M., & Ahmadi, S. M. (2017). An analysis of factors influencing learners’ English speaking skill. International Journal of Research in English Education, 2(1), 34-41.

Lie, A. (2007). Education policy and EFL curriculum in Indonesia: Between the commitment to competence and the quest for higher test scores. TEFLIN Journal, 18(1), 01-15.

Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40(3), 243-249.

Ministry of National Education. (2005). Rencana Pendidikan Nasional Jangka Panjang 2005-2025 [National Education Plan 2005-2025]. Jakarta: Ministry of National Education Republic of Indonesia.

Moleong, L. J. (1989). Metolodogi Penelitian Kualitatif [Qualitative Research Method]. Bandung: Remadja Karya.

Nunan, D. (1995). Closing the gap between learning and instruction. Tesol Quarterly, 29(1), 133-158.

Rezaei, M., & Shokrpour, N. (2011). Teacher Vs. Peer Scaffolding Modes in L2 Writing Classes: a Consideration of Genre Approach to Writing. Indonesian JELT, 7(2), 40-64.

Richards, J. C. (2008). Teaching listening and speaking. Cambridge, England: Cambridge University Press.

Rido, A., Ibrahim, N., & Nambiar, R. M. (2015). Interaction strategies of master teachers in Indonesian vocational classroom: A case study. 3L: Language, Linguistics, Literature, 21(3).

Santoso, A. (2010). Scaffolding an EFL (English as a foreign language) ‘effective writing’ class in a hybrid learning community. Doctoral dissertation, Queensland University of Technology.

Savignon, S. J. (2007). Beyond communicative language teaching: What's ahead?. Journal of Pragmatics, 39(1), 207-220.

Tuan, N. H., & Mai, T. N. (2015). Factors affecting students’ speaking performance at Le Thanh Hien high school. Asian Journal of Educational Research, 3(2), 8-23.

Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34-41.

Published
09-09-2019
How to Cite
Azir, I. D. A. (2019). Applying Peer Scaffolding to Enhance the EFL Vocational Students’ Speaking Skills . Ethical Lingua: Journal of Language Teaching and Literature, 6(2), 149-157. https://doi.org/10.30605/25409190.v6.149-157
Section
Regular Articles