The Effect of Scaffolding toward Students’ Writing Procedure Text

Abstract

The purpose of this study was to determine whether scaffolding can have a significant effect on students' ability to write procedure texts. In this study, the sample used is the students of grade XI SMA Muhammadiyah 25 Setiabudi Pamulang. The sample was from the class XI IPA 1 as the experimental class and XI IPA 2 as the control class. Each of them consists of 36 students. The writer used purposive sampling technique in determining the number of samples from the existing population. The method used was quantitative and the design used was quasi-experimental study. The instrument in this study was a written test. To ensure the reliability of the instrument, the writer uses a rubric in the assessment called analytic scoring adopted from John Anderson to assess student writing in pre-test and post-test. The findings of this study were the mean score of pre-test of experimental class students was 56.47 and the mean score of the student's post-test was 76.14. In contrast, the students’ pre-test mean score of the controlled class was 63.25 and the mean score for the post-test was 66.72. The significant effect was shown by the students’ post-test mean score of the experimental class which was treated by scaffolding technique was greater than the post-test mean score of the controlled which was not treated by scaffolding technique. The result of the statistical hypothesis test found that on significance level 0.000 < 0.005. Thus the H0 (Null Hypothesis) was rejected and the H1 (Alternative Hypothesis) was accepted. It proved that the application of scaffolding technique is effective towards the students’ skill in writing procedure text.