WALQUI'S SCAFFOLDING STRATEGIES FRAMEWORK IN WORK IN PROGRESS KELAS X TEXTBOOK: CONTENT ANALYSIS

MARIA GRACE KEVIANA, . (2025) WALQUI'S SCAFFOLDING STRATEGIES FRAMEWORK IN WORK IN PROGRESS KELAS X TEXTBOOK: CONTENT ANALYSIS. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

	Text COVER.pdf Download (881kB)
	Text BAB 1.pdf Download (360kB)
	Text BAB 2.pdf Restricted to Registered users only Download (451kB) | Request a copy
	Text BAB 3.pdf Restricted to Registered users only Download (822kB) | Request a copy
	Text BAB 4.pdf Restricted to Registered users only Download (779kB) | Request a copy
	Text BAB 5.pdf Restricted to Registered users only Download (301kB) | Request a copy
	Text Daftar Pustaka.pdf Download (315kB)
	Text Lampiran.pdf Restricted to Registered users only Download (1MB) | Request a copy

Abstract

Scaffolding is a pedagogical approach that provides structured support to help students gradually achieve independent language proficiency. In English as a Foreign Language (EFL) context, where linguistic challenges are more prominent, scaffolding is particularly vital. Textbooks serve as major instructional tools, yet no studies have examined how scaffolding is embedded in their design. Addressing this gap, the present study investigates the integration of scaffolding strategies in the Bahasa Inggris Work in Progress Kelas X textbook, developed under the Emancipated Curriculum. Walqui’s (2006) framework was employed due to its comprehensive categorization of six scaffolding strategies: modeling, bridging, contextualizing, schema building, re-presenting text, and developing metacognition, that reflect the cognitive and instructional needs of EFL learners. Using a mixed-method design, this study applied Deductive Qualitative Content Analysis to examine all tasks, instructions, activities, and questions in two purposively selected chapters based on their relevance to language skill integration and task complexity. The results reveal that all six strategies are present in the textbook, though with varied frequencies and functions. Developing Metacognition emerged as the most frequently applied strategy in both chapters, while Modeling was notably absent in Chapter 5. Chapter 1 demonstrated a more structured, step-by-step use of scaffolding, whereas Chapter 5 exhibited a more flexible application aligned with increased task complexity. These findings suggest that the textbook adapts scaffolding strategies based on instructional goals and demands. This study contributes to a deeper understanding of scaffolding representation in national textbooks and encourages the intentional application of scaffolding principles in both instructional material design and classroom practice. Scaffolding is a pedagogical approach that provides structured support to help students gradually achieve independent language proficiency. In English as a Foreign Language (EFL) context, where linguistic challenges are more prominent, scaffolding is particularly vital. Textbooks serve as major instructional tools, yet no studies have examined how scaffolding is embedded in their design. Addressing this gap, the present study investigates the integration of scaffolding strategies in the Bahasa Inggris Work in Progress Kelas X textbook, developed under the Emancipated Curriculum. Walqui’s (2006) framework was employed due to its comprehensive categorization of six scaffolding strategies: modeling, bridging, contextualizing, schema building, re-presenting text, and developing metacognition, that reflect the cognitive and instructional needs of EFL learners. Using a mixed-method design, this study applied Deductive Qualitative Content Analysis to examine all tasks, instructions, activities, and questions in two purposively selected chapters based on their relevance to language skill integration and task complexity. The results reveal that all six strategies are present in the textbook, though with varied frequencies and functions. Developing Metacognition emerged as the most frequently applied strategy in both chapters, while Modeling was notably absent in Chapter 5. Chapter 1 demonstrated a more structured, step- by-step use of scaffolding, whereas Chapter 5 exhibited a more flexible application aligned with increased task complexity. These findings suggest that the textbook adapts scaffolding strategies based on instructional goals and demands. This study contributes to a deeper understanding of scaffolding representation in national textbooks and encourages the intentional application of scaffolding principles in both instructional material design and classroom practice. ***** Scaffolding, adalah pendekatan pedagogis yang memberikan dukungan terstruktur untuk membantu siswa secara bertahap mencapai kemahiran berbahasa secara mandiri. Dalam konteks English as a Foreign Language (EFL), di mana tantangan kebahasaan lebih kompleks, scaffolding menjadi sangat penting. Buku teks berperan sebagai alat pembelajaran utama, namun belum ada penelitian yang menelaah bagaimana scaffolding diintegrasikan dalam desain buku teks. Menanggapi kesenjangan tersebut, penelitian ini mengkaji penerapan strategi scaffolding dalam buku Bahasa Inggris kelas X Work in Progress yang dikembangkan berdasarkan Kurikulum Merdeka. Kerangka kerja Walqui (2006) digunakan karena menawarkan enam kategori strategi scaffolding yang komprehensif: modeling, bridging, contextualizing, schema building, re-presenting text, dan developing metacognition, yang merefleksikan kebutuhan kognitif dan instruksional siswa EFL. Dengan menggunakan desain metode campuran, penelitian ini menerapkan Analisis Isi Kualitatif Deduktif untuk menganalisis seluruh tugas, instruksi, aktivitas, dan pertanyaan dalam dua bab yang dipilih secara purposif berdasarkan relevansi dengan integrasi keterampilan berbahasa dan kompleksitas tugas. Hasil penelitian menunjukkan bahwa keenam strategi muncul dalam buku teks, meskipun dengan frekuensi dan fungsi yang berbeda. Strategi Developing Metacognition merupakan yang paling sering digunakan di kedua bab, sedangkan strategi Modeling tidak ditemukan di Bab 5. Bab 1 menunjukkan penggunaan scaffolding yang lebih terstruktur dan bertahap, sementara Bab 5 menerapkan scaffolding secara lebih fleksibel sesuai dengan peningkatan kompleksitas tugas. Temuan ini menunjukkan bahwa strategi scaffolding disesuaikan dengan tujuan pembelajaran dan tuntutan tugas. Penelitian ini memberikan kontribusi terhadap pemahaman tentang representasi scaffolding dalam buku teks nasional dan mendorong penerapan prinsip scaffolding secara lebih sadar dalam desain materi ajar dan praktik pembelajaran. pembelajaran.

Item Type:	Thesis (Sarjana)
Additional Information:	1. Dr. Sri Sulastini, M.A. 2. Dr. Nina Wanda Cassandra, M.Pd.
Subjects:	Bahasa dan Kesusastraan > Bahasa Inggris
Divisions:	FBS > S1 Pendidikan Bahasa Inggris
Depositing User:	Maria Grace Keviana .
Date Deposited:	12 Aug 2025 01:49
Last Modified:	12 Aug 2025 01:49
URI:	http://repository.unj.ac.id/id/eprint/59818

Actions (login required)

View Item