Vol. 11/ Núm. 2 2024 pág. 206
https://doi.org/ 10.69639/arandu.v11i2.258
Scaffolding techniques and speaking skill
Técnicas de andamiaje y habilidad para hablar
Lic. María Esther Almeida Obando
marylive11@gmail.com
https://orcid.org/0009-0000-0237-8937
Investigador Independiente, Ecuador
Lic. Norma Cecilia Bastidas Guevara
cnbg_@hotmail.com
https://orcid.org/0009-0009-2887-9540
Investigador Independiente, Ecuador
Mg. Paola Nathaly Mantilla Carrera
pnmantilla@espe.edu.ec
https://orcid.org/0009-0006-9216-5217
Universidad de las Fuerzas Armadas ESPE, Ecuador
Lic. Javier Guillermo Solís Mejía
javiersolis83@outlook.com
https://orcid.org/0009-0008-4955-7922
Investigador Independiente, Ecuador
Lic. Lourdes Elizabeth Bejarano Urquizo
loubejarano48@gmail.com
https://orcid.org/0009-0000-5964-7974
Investigador Independiente, Ecuador
Artículo recibido: 20 junio 2024 - Aceptado para publicación: 26 julio 2024
Conflictos de intereses: Ninguno que declarar
ABSTRACT
The use of scaffolding techniques in the classroom help students improve the development of their
language skills. The present study aimed to analyze the influence of Scaffolding techniques on the
development of speaking skill in students of seventh semester in “Pedagogia de los Idiomas
Nacionales y Extranjeros.” The research developed a quantitative approach and it was
experimental. The population in the study were 24 students of seventh semester. The instruments
used during the investigation were a preand posttest, the researcher used part 3 of B1 preliminary
test to assess students before and after the treatments. The treatments consisted on 5 session where
the researcher applied scaffolding techniques, additionally, a survey was applied to determine
students’ perceptions towards the use of scaffolding techniques. Assessing speaking performance
rubric was used to evaluate speaking sub skills such as: grammar and vocabulary, discourse
management, pronunciation and interactive communication. At the end of the investigation, the
findings showed an improvement in students speaking development since the average before the
treatment was 6,8/10, in contrast, after the treatments students’ average was 7,7/10. Thus,
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scaffolding techniques influence the speaking skill instudents of seventh semester from Pedagogía
de los Idiomas Nacionales y Extranjeros atUniversidad Técnica de Ambato.
Keywords: scaffolding techniques, speaking skill, speaking sub skills
RESUMEN
El uso de técnicas de andamiaje en el aula ayuda a los estudiantes a mejorar el desarrollo de sus
habilidades lingüísticas. El presente estudio tuvo como objetivo analizar la influencia de las
técnicas de Scaffolding en el desarrollo de la habilidad oral en estudiantes de séptimo semestre
de Pedagogía de los Idiomas Nacionales y Extranjeros. La investigación desarrolló un enfoque
mixto y fue experimental. La población en estudio fueron 24 estudiantes de séptimo semestre. Los
instrumentos utilizados durante la investigación fueron un pre y post test, la investigadora utilizó
la parte 3 del examen preliminar B1 para evaluar a los estudiantes antes y después de los
tratamientos. Los tratamientos consistieron en 5 sesiones donde el investigador aplicó técnicas de
andamiaje, adicionalmente se aplicó una encuesta para determinar la percepción de los estudiantes
hacia el uso de técnicas de andamiaje. Se utilizó la rúbrica de evaluación del desempeño oral del
examen PET para evaluar las sub habilidades del habla, tales como: gramática y vocabulario,
manejo del discurso, pronunciación y comunicación interactiva. Al final de la investigación, los
hallazgos mostraron una mejora en el desarrollo del habla de los estudiantes ya que el promedio
antes del tratamiento fue de 6,8/10, en cambio, después de los tratamientos el promedio de los
estudiantes fue de 7,7/10. Así la investigación concluyo que, las técnicas de andamiaje influyen
la destreza oral en estudiantes de séptimo semestre de Pedagogía de los Idiomas Nacionales y
Extranjeros de la Universidad Técnica de Ambato.
Palabras clave: técnicas de andamiaje, habilidad para hablar, sub habilidades para hablar
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INTRODUCTION
The investigation focused on applying scaffolding techniques to develop speaking skill.
Scaffolding techniques encourages students to be active in the learning process and allow students
to develop critical thinking skill and autonomy (Alwahibee, 2019). Scaffolding is an innovative
technique that supports students to achieve their communicative and learning goals, and develop
their understanding of language. This section analyzed previous studies about the topic that support
the relation between the two variables. The studies were taken from google scholar and scopus.
Alwahibee (2019) led a study to analyzed the impact of scaffolding techniques on Saudi
English-language learners’ speaking abilities, the study was applied to 50 students from level 3
in the department of English language at Al-Imam Mohammed Bin Saud Islamic University. The
researcher applied a mixed-method technique, the group was divided into 2 groups experimental
and control group. The researcher developed scaffolding techniques in the experimental
meanwhile, in the control group the teacher used standard speaking instructions. As a result, the
experimental group outperform control group, so that, the results of the use of scaffolding
techniques was useful to develop speaking in nonnative speakers.
Naibaho (2019) carried out a study to know the effectiveness of scaffolding method on
students’ speaking skill. The research was applied at University Kristen Indonesia, the method
used in the study was classroom action research that consisted of four stages, namely: planning,
the implementation, the observation and the reflection. The result of this study demonstrated that
scaffolding method was effective on improving students’ speaking achievement.
Razaghi, Bagheri and Yamini (2019) in the investigation called “The impact of cognitive
scaffolding on Iranian EFL learners’ speaking skill” examined the role of cognitive scaffolding
in speaking. The methodology was qualitative and quantitative, since the researchers used a pretest
and posttest to measure the progress of learners, and the assessment criteria used to evaluated
speaking performances were grammar and vocabulary, pronunciation, discourse management and
interactive communication. The study was applied at Iranian language institution on four groups
of 30 students, two groups were selected as control group and two groups as experimental group,
the treatments of scaffolding cognitive were applied just in experimental group. The researchers
determined that cognitive scaffolding could foster speaking skill and its components.
Pishadast, Mojavesi and Okati (2021) developed a study called “The impact of scaffolding
techniques on Iranian EFL learners’ writing ability”, the study indicated the effectiveness of
motivational, metacognitive, scaffolding in developing English as a foreign language in Iranian
learners’ writing ability. The population of this studywas 60 EFL students. The research
methodology was mixed approach, the researchersused a pretest ad posttest standardized (PET),
and analyzed the data obtained. The result of the study showed a significant different in developing
Iranian EFL learners’writing ability.
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Obatta, Agama, and Onu (2020) carried out a research titled “Effects of scaffolding strategy
in creative writing ability in adolescents with dysgraphia.” This study investigated the effect of
scaffolding strategy on creative writing ability of in adolescents with dysgraphia in Nsukka. The
research was quasi-experimental with a pretest and posttest created by the researcher and validated
for experts. The population were 170 adolescents divided in control and experimental group. The
findings of this showed that adolescents in experimental group, achieved higher grades than
adolescents of control group.
Objectives
General Objective
To analyze the influence of Scaffolding techniques on the development of speaking skill in
students of seventh semester in “Pedagogia de los Idiomas Nacionales y Extranjeros”
Specific Objectives
- To evaluate students’ speaking development before and after the experiment.
- To determine the speaking sub kills that are developed during the application of
scaffolding techniques.
- To determine students’ perceptions towards the use of scaffolding techniques
METHODOLOGY
According to Cherry (2018) materials are measures, equipment, or stimuli used in the
experiment. This may include testing instruments, technical equipment, or other materials used
during the course of research. Also, White (2019) said that the materials section describe in detail
all the materials that have been used to conduct a study as well as the procedures that are
undertaken. For developing the study called “Scaffolding techniques and speaking skill”
thefollowing resources were taken into consideration to obtain the outcomes of the research.
Human resources
Human resources according to Cherry (2018) refers to the human beings who participated
into the investigation. In the present investigation the following humans being participated.
Students of seventh semester of Pedagogía de los Idiomas Nacionales Y Extranjeros from
Universidad Técnica de Ambato.
Research tutor.
Researcher.
Materials
It includes physical assets like laboratories, libraries, instructional tools, writing materials,
classrooms, etc used to develop student academic performance Cherry (2018). The materials used
in the investigation were: academic articles and E-books that contributed supporting the
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theoretical scientific foundation. Additionally, computer, internet, Google forms, a recorder,
videos, and worksheets were used to collect and analyze data applied during the treatment.
Methods
Research methodology was the method that the researcher used to solve the research
problem by collecting data using various techniques, providing an interpretation of the collected
data, and drawing conclusions about the research data. According to Newman (2018) a research
method is a strategy used to implement the research. The methodology helped the research to justify the
research design by showing that, the methods and techniques chosen were consistent with the
goals and objectives of the research, and that the research provided valid and reliable results. On
the other hand Jones (2018) mentioned that research methods are the strategies, processes or
techniques utilized in the collection of data or evidence for analysis in order to uncover new
information or create better understanding of a topic.
Research Approach
The investigative work was quantitative approach. Quantitative approach according to
Ryser (2021) uses the collection and analysis of data to answer research questions, it is based on
numerical measurement and the use of statistics to accurately establish patterns of behavior in a
population. Jones (2018) on the other hand, said that quantitative research gathers numerical data
which can be ranked, measured or categorized through statistical analysis.
It assists with uncovering patterns or relationships, and for making generalizations. This
type of research is useful for finding out how many, how much, how often, or to what extent.
Additionally, Jones (2018) mentioned that the data collection tools in quantitative approach are:
surveys or questionnaires, observation or experiments. The study was quantitative since, it
includedan analysis data of a pre-test, post-test and a survey to analyze and measure the
development of students before and after the application of scaffolding techniques. With the data
collected the researcher developed a statistical analysis to measure the improvement in the
development of speaking skills in students of seventh semester.
RESULTS
Pretest results
For the application of the post test, the speaking section of PET exam was taken, 24 students
of seventh semester of “carrera de Pegagogía de los Idiomas Nacionales y Extranjeros” at
Universidad Técnica de Ambato were evaluated. To evaluate the speaking skill in students, the
following assessing criteria was taken into account: grammar and vocabulary, discourse
management, pronunciation and interactive communication.
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The students were asked to discuss in pairs for 2 minutes about a topic given by the
researcher, the rubric was adapted over 10 and each assessing criteria had a performance over 2,5.
The discussing topic was taken from PET’s exam material.
Table 1
Pretest results
Source: PET speaking pre test
Author: Almeida, M (2022)
Figure 1
Pretest results
Source: PET speaking pre test
Author: Almeida, M (2024)
According to the table, and figure above, the average of the 24 students was 6.8/10 during
the pretest, it show that students needed to improve their speaking skills. In accordance with the
students' average, in grammar and vocabulary criteria students achieved 1.8/2.5. According to the
level of students, they developed a modest performance using suitable vocabulary and grammar.
Similarly, the students’ performance of discourse management was 1.8/2.5, they used linking
Speaking rubric criteria
Performance over 2,5
Grammar and vocabulary
1,8
Discourse management
1,8
Pronunciation
1,6
Interactive communication
1,6
Total
6.8
Performance over 2,5
2
1,8
1,6
1,4
1,2
1
0,8
0,6
0,4
1,8
1,8
1,6
1,6
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words and tried to use connectors to construct a complete ideas being these the most developed
speaking sub skill in students.
On the other hand, the average obtained in pronunciation was lower, this being one of the
sub-skills in which the students struggled, the average over 2.5 was 1.6, in this case the students
made some mistakes in pronunciation and intonation.
Finally, the development of the students in interactive communication was 1.6/2.5, some
students did not interact with each other, they could not reach an agreement and it was difficult
for them to analyze the topic together.
Post test results
For the post test, 24 students of seventh semester in the “Carrera de Pegagogía de los
Idiomas Nacionales y Extranjeros” at Universidad Técnica de Ambato were evaluated. In the post
test, the researcher evaluated the same speaking criteria of PET exam taking into consideration the
speaking sub skills and assessment criteria (grammar and vocabulary, discourse management,
pronunciation and interactive communication).
To apply the post test, the students had to discuss in pairs approximately 2 minutes about
the same topic of the pretest. The same topic was chosen by the researcher in order to analyze the
difference use of language that students used during the pretest and posttest. Through these, the
difference before and after the treatments was analyzed to examine the influence of scaffolding
techniques in the development of speaking skill.
Table 2
Post test results
Speaking rubric criteria
Performance over 2,5
Grammar and vocabulary
1,9
Discourse management
1,8
Pronunciation
1,8
Interactive communication
1,7
Total
7.2
Source: PET speaking post test
Author: Almeida, M (2024)
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Figure 2
Post test results
Source: PET speaking post test
Author: Almeida, M (2024)
Analyzing the table and figure, significant improvement can be seen in each of the skills
after the treatments developed by the researcher. After applying the post test the students’ average
was 7.2/10.
The grammar and vocabulary used by students was better, they used idioms, correct
grammar structures and vocabulary according to the topic. The average was 1.9/2.5, the result
show that the different scaffolding techniques applied in students help them to improve their
creativity to speak.
In contrast, in the use of discourse management the average stood the same 1.8/2.5, some
students used basic cohesive devises and linking word, their contribution was mostly relevant so
that students tended to hesitate.
Whereas, pronunciation in students was satisfactory, the score obtained by students was
1.8/2.5 gaining a remarkable improvement, their performance was mostly intelligible, the
majority of students had controlled of phonological features and word stress was accurate.
Last, the score obtained by students in interactive communication criteria was 1.7/2.5, it
implies that students improved the way how they interact each other, during the posttest students
shared ideas together, asked and responded questions appropriately. Besides, students kept their
discussions prompting and supporting each other.
2
1,8
1,6
1,4
1,2
1
0,8
0,6
Performance over 2,5
1,8
1,8
1,7
Grammar and vocabulary Discourse management Pronunciation Interactive
communication
Performance over 2,5
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Pretest and posttest comparison
Table 3
Pretest and posttest comparison
Speaking criteria
Pre test
Post test
Grammar and
vocabulary
1,8
1,9
Discourse management
1,8
1,8
Pronunciation
1,6
1,8
Interactive
communication
1,6
1,7
Total
6,8
7,2
Source: PET speaking pretest and post test
Author: Almeida, M (2024)
Figure 3
Pretest and posttest comparison
Source: PET speaking pretest and post test
Author: Almeida, M (2024)
According to pretest and post test data, a remarkable improvement is appreciated. The
figure 8 shows an increment in students’ performance. Before the treatments the students’
performance in grammar and vocabulary was 1,8 after the applications of scaffolding techniques
Pre and post test comparision
1,95
1,9
1,85
1,8
1,75
1,7
1,65
1,6
1,55
Grammar and vocabulary Discourse management
Pronunciation
Interactive
communication
Pre test
Post test
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in classes, students improved their performance to 1,9, hence, it is concluded that students could
use suitable grammar and vocabulary after the interventions.
Meanwhile, discourse management criteria did not have a remarkable change in students’
performance, the students’ average at the beginning of the research was 1,8 and it remained it 1,8
after the application. Despite of the score students used suitable linking words and they did not
use basis cohesive devices.
On the other hand, the students' average in pronunciation speaking sub skill had a singular
change, since in the pretest the score was 1,6 and after the treatment it changed to 1,8. So
eventually, the students’ pronunciation improvement was suitable and the results were
exceptional.
Last, interactive communication average in the pretest was 1,6 and it increased to 1,7 after
applying the posttest, thus, students’ performance was better after the treatments carried out by
the researcher.
Survey results and analysis
Question 1: Teacher provides detail information or clarification about classroom
speaking activities?
Table 4
Instructional scaffolding for speaking activities
Frequency
Students
Percentage
Strongly agree
9
37,5%
Agree
14
58,3%
Neutral
1
4,2%
Disagree
0
0%
Strongly disagree
0
0%
TOTAL
24
100%
Source: Students’ survey of seventh level
Author: Almeida, M (2024)
Figure 4
Instructional scaffolding for speaking activities
Source: Students’ survey of seventh level PINE
Author: Almeida, M (2024)
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Analysis and interpretation
In accordance with table 1, 37.5% students strongly agree with the statement, meanwhile,
14 students that represent the 58.3% agree that teacher provides detail information about
classroom activities. On the other hand, the 4.2% is represented by 1 student this students said
that is neutral about the statement, meanwhile any student disagree and strongly disagree about
instructional scaffolding for speaking activities.
According to the data, it can be concluded that the majority of students agree that teacher
provides detail information or clarification for classroom speaking activities. These techniques
support students to understand better classroom activities and motive them to speak.
Question 2: Teacher provides clues or suggestions for speaking activities?
Table 5
Schema building scaffolding for speaking activities
Frequency
Students
Percentage
Strongly agree
6
25%
Agree
15
62,5%
Neutral
3
12,5%
Disagree
0
0%
Strongly disagree
0
0%
TOTAL
24
100%
Source: Students’ survey of seventh level PINE
Author: Almeida, M (2024)
Figure 5
Schema building scaffolding for speaking activities
Source: Students’ survey of seventh level PINE
Author: Almeida, M (2024)
Analysis and interpretation
According to the data obtained in this item, 6 students strongly agree that teacher provides
clues and suggestions for speaking activities, they represent the 25%. Besides, 15 students agree
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with the statement they constitute the 62.5%, however, 12.5% of students are neutral about schema
building scaffolding that represents 3 students. On the other hand, any students disagree or strongly
disagree.
It is concluded that most students agree that providing clues or suggestions for speaking
activities encourage students to connect their ideas and develop their communicative skills, This
technique is a necessary element in the teaching-learning process, since this technique helps students
to establish relationships between their previous experiences, and knowledge.
Question 3: Teacher gives feedback to students to improve their speaking skill?
Table 6
Feedback for improvement of speaking skill
Frequency
Students
Percentage
Strongly agree
7
29,2%
Agree
12
50%
Neutral
5
20,8%
Disagree
0
0%
Strongly disagree
0
0%
TOTAL
24
100%
Source: Students’ survey of seventh level PINE
Author: Almeida, M (2024)
Figure 6
Feedback for improvement of speaking skill
Source: Students’ survey of seventh level PINE
Author: Almeida, M (2024)
Analysis and interpretation
Conforming to this item, 7 students strongly agree that teacher gives students feedback to
improve their speaking skill, this quantity represent the 29.2% of students, meanwhile, the 50%
represented by 12 students agree with this item, additionally 20.8% of students.
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(5) are neutral about this survey statement. None disagree or strongly disagree with the
item.
Conclusively, it is reported that, greater number of students had received feedback to
improve their speaking skills in class, a least students mentioned that maybe they received
feedback in order to improve their communicative ability. Certainly, the teacher becomes an
elementary support that guides, corrects and provides recommendations and strategies for the
student to improve their performance in the future.
Question 4: Teacher models activities to motive students to speak?
Table 7
Modeling scaffolding to motivate students
Frequency
Students
Percentage
Strongly agree
7
29,2%
Agree
11
45,8%
Neutral
6
25%
Disagree
0
0%
Strongly disagree
0
0%
TOTAL
24
100%
Source: Students’ survey of seventh level PINE
Author: Almeida, M (2024)
Figure 7
Modeling scaffolding to motivate students
Source: Students’ survey of seventh level PINE
Author: Almeida, M (2024)
Analysis and interpretation
Based on data obtained, 29.2% which represent 7 students strongly agree that teacher uses
modeling scaffolding in class to motivate students to speak. 11 students which represent 45.8%
agree about the use of modeling scaffolding in class and 25% represented by 6 students chose the
option neutral. Finally, none disagree or strongly disagree.
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The results demonstrated, that modeling activities had been used in class and these
activities motivate them to speak during the class. On the other hand though, a few students
manifested that maybe the teacher models the activities. Neither student manifested that teacher
does not use modeling activities in class.
Question 5. Teacher uses videos, readings, mind maps or Venn diagrams to develop
students’ creativity to speak?
Table 8
Resources to develop students’ speaking creativity to speak
Source: Students’ survey of seventh level PINE
Author: Almeida, M (2024)
Figure 8
Resources to develop students’ speaking creativity to speak
Source: Students’ survey of seventh level PINE
Author: Almeida, M (2024)
Analysis and interpretation
According to the data obtained in this item, 41.9% which represents 11 students strongly
agree in the use of videos, readings, mind maps or Venn diagrams to develop students’ creativity
to speak. Whereas, 9 students which represent 37.5% agree that.
According to the majority of students, the teacher uses resources such as: videos, readings,
mind maps or Venn diagrams, these are used to develop students’ creativity, build students’
knowledge and reinforce students’ learning. In contrast, few students remarked that teacher does
not uses these kind of resources in order to motivate students to speak.
Frequency
Students
Percentage
Strongly agree
10
41,7%
Agree
9
37,5%
Neutral
4
16,7%
Disagree
1
4,1%
Strongly disagree
0
0%
TOTAL
24
100%
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DISCUSSION
The findings of this study are in line with those of other studies on scaffolding techniques’
effect on the development of speaking. This study’s findings mirror those of Zarandi and Rahbar
(2016), who found that the participating students’ overall speaking abilities improved very
significantly after the students were introduced to scaffolding techniques and were trained to use
them in class. Similarly, Razaghi et al (2019) found that the implementation of scaffolding
techniques could foster speaking skill and its components. Naibaho (2019) demonstrated that
scaffolding method was effective on improving students’ speaking achievement. In this study, it
was noticed that the overall mean posttest were higher than pretest, which indicates that the use
of scaffolding techniques was successful.
Scaffolding techniques has proven to be useful in speaking skill but also scaffolding
techniques has been useful in writing. Pishadast et al (2021) found that after applying scaffolding
techniques the findings showed a significant improvement in developing Iranian EFL learners’
writing ability. Similarly, Obatta et al (2020) shown that the use of scaffolding techniques seems
to improve the in-school adolescent’s creative writing more than adolescents who were taught
without scaffolding techniques. Finally, the effect of scaffolding techniques had been a
remarkable influence in reading comprehension, Zerei and Alipour (2020) the results of this study
indicated that distributed scaffolding was the most effective technique on reading comprehension.
The study carried out a variety of activities applied to students of seventh semester from
Pedagogía de los idiomas nacionales y extranjeros,” First, the researcher applied a pretest based
on the speaking part of B2 Preliminary test. Students was asked to discuss about a topic given by
the researcher for two minutes at the end of the intervention they had to get an agreement. The
assessment criteria used by the research were grammar and vocabulary, discourse management,
pronunciation and interactive communication. Students struggled in pronunciation and interactive
communication. Pretest data results, helped to determine that students strived to speak suitably,
some of them used basic language, not appropriated for the level, and also they usually hesitated.
Five treatments were applied after pretest, with the participation of the whole class, an
improvement in their communicative ability was remarkable. During the treatment students
developed many speaking activities, the researcher also used scaffolding techniques to help
students to develop their critical thinking and confidence to speak. After the treatments, the
influence of scaffolding techniques in the development of speaking skill had a good impact, since
students improved their score in the post test, mainly in pronunciation and interactive
communication.
To sump, scaffolding techniques contemplate, among other aspects, the development of
appropriate contexts for oral comprehension and expression, the exploration of students' interests
and needs, the activation of previous experiences and knowledge to support understanding.
According to Swanson (2018), scaffolding is a student-centered teaching technique, which
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promotes intentional understanding, independence, and critical thinking. Teacher should use
scaffolding techniques in order to create a student’s center environment where students could
develop their abilities to construct their own knowledge.
CONCLUSIONS
The influence of scaffolding techniques in students’ speaking skill development was
positive. Scaffolding techniques allow the teacher to build a bridge between the students' current
knowledge to the information that will be taught. Scaffolding techniques model a given task and
slowly transfer the knowledge to the student so that, students could developed their own ideas.
Along the experiment, students felt motivated and participated in class when the researcher
provided clues and suggestions to deliver the activity. Giving students visual aid also helped them
to develop their critical thinking and expand their ideas. Scaffolding techniques helped students
to produce oral language through the use of presentation templates, diagrams, videos, readings or
writing script, These tools are the support that students need to create or produce something new.
The influence of scaffolding techniques in student’s speaking skill development could be
determined, since the mean before treatments was 6,8 and after applying scaffolding techniques
such as: modeling, bridging, schema building the students’ mean average was 7,2.
One of the most difficult challenges that learners have is speaking, it is difficult for them
to understand the books patterns or the speaking activities. The pretest findings showed that
students struggled with speaking, it was difficult for them to create and support their ideas, the
used of grammar, vocabulary and discourse management was basic, and the interaction between
them was low. After the experiment, the post test results demonstrated that students improved
their speaking performance, increasing their score from 6,8 to 7,2. It was not difficult for them to
analyze the topic and discuss about them, the grammar and vocabulary used was suitable and the
use of discourse management was appropriate, additionally students asked and responded to
questions between them improving the communicative interaction remarkably.
The speaking sub skills developed during the application of scaffolding techniques were,
grammar and vocabulary, pronunciation, interactive communication, and the use of discourse
management, the activities were focus on the speaking sub skill mentioned, in order to student
produce suitable language such as: the correct use of words, collocations, phrasal units as well as
cohesion, fluency and discourse marks. It is important to handle all these elements exceptionally
to give a clear message. The result findings demonstrated an improvement in speaking sub skills
development after applying the post test: grammar and vocabulary 1,9, discourse management
1,8, pronunciation 1,8 , and interactive communication 1,7.
The survey’s purpose was to determine students’ perceptions towards the use of scaffolding
techniques. It was concluded that students’ perceptions to scaffolding techniques was positive.
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Students are acquainted with the use of scaffolding techniques, they agreed that these techniques
motive them to speak. Students were strongly agree that providing clues and suggestions for
speaking activities give them the opportunity to connect their prior knowledge with new ideas.
Additionally, it was determined that, students are familiarized with the use of instructional
scaffolding to provide detail information or clarification about classroom speaking activities.
Finally, the most relevant survey item about the use of resources in class, students’ perception
was strongly positive since 41% of students agreed that the use of visual aids develop students
speaking creativity to speak.
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REFERENCES
Abdullah, N. Y. (2020). ESL Teachers’ Scaffolding Strategies to Teach Writing.
Researchgate.net.
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