The Impact of Scaffolding on Writing Skills of eleventh Grade Students at SMA Muhammadiyah Pangsid
Keywords:
Scaffolding, Writing Skills, Eleventh-Grade Students,English Language Learning,Instructional StrategiesAbstract
This study investigates the impact of scaffolding on the writing skills of eleventh-grade students at SMA Muhammadiyah Pangsid. Writing is a fundamental skill in academic contexts, yet many students face challenges in organizing ideas, developing arguments, and using appropriate language structures. Scaffolding, as an instructional strategy, provides temporary support to learners, enabling them to achieve tasks beyond their independent capabilities. The research employed a quasi-experimental design involving 60 students divided into experimental and control groups. The experimental group received writing instruction with scaffolding techniques, including guided planning, modeling, and collaborative exercises, while the control group followed conventional teaching methods. Data were collected through pre-tests and post-tests and analyzed using paired and independent t-tests to measure the improvement in writing skills. The results indicated that students in the experimental group demonstrated significantly higher improvement in writing performance compared to the control group, particularly in idea development, coherence, and grammatical accuracy. These findings suggest that scaffolding effectively enhances students’ writing abilities and can be a valuable strategy in English language instruction. The study contributes to the pedagogical understanding of scaffolding and offers practical implications for teachers aiming to improve writing competence in secondary education.
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