EFL CLASSROOM AND LEARNERS PERCEPTION ON DIRECT TRANSMISSION SCAFFOLDING

Averina Purnomo(1), Ignasia Yuyun(2*),

(1) Universitas Kristen Krida Wacana (UKRIDA)
(2) Universitas Kristen Krida Wacana (UKRIDA)
(*) Corresponding Author

Abstract


This study explored the learners perception on the use of direct transmission and scaffolding in the EFL classroom through a semi-structured interview. In this study, the constructivist view was narrowed to scaffolding. The method used by the higher education in Indonesia was still dominated by the situation where the lecturer acted as the knowledge provider. However, some lecturers have let go of the control in the classroom and give the opportunity for the learners to explore more. In this situation, the lecturers job is to assist the students and provide help (scaffold) if it is necessary. This study also employed a pre-test and post-test as a part of triangulation data to see the result from another perspective. The findings showed that the learners claimed in understanding and remembering the lesson more in scaffolding. However, the test showed that the learners score improved more in direct transmission.

Keywords


constructivist; direct transmission; EFL; scaffolding

Full Text:

PDF

References


Bada, S. O. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. IOSR Journal of Research & Method in Education Ver. I, 5(6), 23207388. https://doi.org/10.9790/7388-05616670

Bowers, C. A., & Flinders, D. J. (1990). Responsive Teaching: An Ecological Approach to Classroom Patterns of Language, Culture, and Thought (Advances i). Teachers College Pr.

Ese Monica, a., & Olatubosun, O. (2013). Effects of Scaffolding Strategy on Learners Academic Achievement in Integrated Science At the Junior Secondary School Level. European Scientific Journal, 9(19), 149155.

Farooq, U. (2013). Advantages and Disadvantages of Teacher Centered Curriculum Approach. Retrieved April 9, 2018, from http://www.studylecturenotes.com/curriculum-instructions/advantages-and-disadvantages-of-teacher-centered-curriculum-approach

Ganyaupfu, E. M. (2013). Teaching Methods and Students Academic Performance. International Journal of Humanities and Social Science Invention, 2(9), 2935.

Gibbons, P. (2015). Scaffolding Language Scaffolding Learning. (H. K. Price, Ed.) (2nd ed.). Portsmouth: Heinemann.

Haydey, D. C., Zakaluk, B. L., & Straw, S. (2010). The Changing Face of Content Area Teaching. Journal of Applied Research on Learning, 3, 129.

Hussain, A. Al. (2012). Scaffolding?: an Effective Approach for Teaching English for Health Content Purposes. Asian Journal of Social Science and Humanity, 1(1), 2846.

Idris, O. A. S. (2016). Investigating Instructors Perspectives towards Student-Centered Learning in Teaching English Language. American Journal of Educational Research, 4(20), 13171322.

Kayi-aydar, H. (2013). Scaffolding Language Learning in an Academic ESL Classroom. ELT Journal, 67(July), 325335. https://doi.org/10.1093/elt/cct016

Kurdi. (2009). Penerapan Student-Centered Learning Dari Teacher-Centered Learning Mata Ajar Ilmu Kesehatan Pada Program Studi Penjaskes. Forum Kependidikan, 28(2), 113. Retrieved from http://forumkependidikan.unsri.ac.id/userfiles/Artikel Fauziah Nuraini Kurdi-UNSRI.pdf

OECD. (2009). Creating Effective Teaching and Learning Environments: First Results from TALIS. Learning. Paris. https://doi.org/10.1787/9789264072992-en

Pressley, M., Roehrig, A. D., Raphael, L., Dolezal, S., Bohn, C., Mohan, L., Hogan, K. (2003). Teaching Processes in Elementary and Secondary Education. In W. M. Reynolds, G. E. Miller, & I. B. Weiner (Eds.), Handbook of Psychology (Volume 7, pp. 154170). Canada: John Wiley & Sons, Inc.

Reynolds, W. M., & Miller, G. E. (2003). Handbook of Psychology. (I. B. Weiner, Ed.) (VOLUME 7, Vol. 7). New Jersey: John Wiley & Sons, Inc. https://doi.org/10.1037/005272

Samana, W. (2013). Teachers and Students Scaffolding in an EFL Classroom. Academic Journal of Interdisciplinary Studies, 2(8), 338343. https://doi.org/10.5901/ajis.2013.v2n8p338

Santoso, A. (2010). Scaffolding an EFL (English As a Foreign Language) Effective Writing Class in a Hybrid Learning Community. Queensland University of Tech.

Schunk, D. H., & Zimmerman, B. J. (2003). Self-Regulation and Learning. In W. M. Reynolds, G. E. Miller, & I. B. Weiner (Eds.), Handbook of Psychology (Volume 7, pp. 5975). Canada: John Wiley & Sons, Inc.

Shah, S. K., & Saeed, F. (2015). Teachers Beliefs and Students Motivation about Emerging and Existing Methods of English Language Teaching?: A Case Study of Intermediate Teachers and Students of Faisalabad, 8, 1722.

Vacca, J. S., & Levitt, R. (2008). Using Scaffolding Techniques to Teach a Lesson about the Civil War. International Journal of Humanities and Social Science, 1(18), 150161. https://doi.org/10.1598/JAAL.51.8.4

Xu, L. (2012). The Role of Teachers Beliefs in the Language Teaching-learning Process. Theory and Practice in Language Studies, 2(7), 13971402. https://doi.org/10.4304/tpls.2.7.1397-1402

Zohrabi, M., Torabi, M. A., & Baybourdiani, P. (2012). Teacher-centered and/or Student-centered Learning: English Language in Iran. English Language and Literature Studies, 2(3), 1830.




DOI: https://doi.org/10.24071/llt.v22i1.1538

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Averina Purnomo, Ignasia Yuyun



Indexed and abstracted in:

     

 

 

LLT Journal Sinta 2 Certificate (S2 = Level 2)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024

  

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

Free counters!


 LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.