Exploring Scaffolding Strategies Used By Indonesian Teachers in Enhancing EFL Learners’ Speaking Ability

Abstract

This study aims to describe type of scaffolding strategies used and how are they apllied by Indonesian teachers or tutors in enhancing EFL learners’ speaking ability. Scaffolding is a metaphor indicating the kind of assistance, guidance, or instruction provided by a teacher or peers to support learning. This study employed a qualitative approach with case study design, involving in-depth interviews and observations of four informants, the director of English Area of Latee, the teacher of speaking class, students tutors who have crucial role in enhancing students’ speaking ability. Data collection was conducted through semi-structured interviews and observations, ensuring a comprehensive understanding of students' experiences. The interviews was done using the participants' national language (Bahasa Indonesia) to avoid misunderstandings and to expand the understanding of the phenomena investigated in this study, The data is analyzed using Milles and Huberman framework that are data condensation, data display, concluscion drawing and verification. There were five scaffolding strategies used in enhancing EFL learners’ speaking ability. The first is English speaking environment. The English teachers and students tutors used to build a conversation with new members therefore they have awarraness and habit to use English in daily activity. They also provide feedback therefore all new members can correct mistakes or solve the problems they face gradually. The second strategy is memorizing vocab. Teachers or students tutors who have capacity provide training to members of the speaking class to create certain sentences or tenses based on the vocab they submit. Members of the speaking class who already have ability to use certain tenses and communicate using English actively in daily life, they are asked to tell stories or explain certain topics consisting of 20 vocabularies. The third strategy is listening activities. Teachers and students tutors utilize this activity to teach member of speaking with the aim of gaining new vocabs, imitating and improving intonation, dialect, and pronunciation. The fourth strategy is watching English movie. The teacher of speaking class give task to write down and memorize ten vocabularies and retell the movie. The fifth strategy is Forum Group Discussion. In this activity, the students tutors invite new members to practice speaking English by telling stories or explaining several topics. They also provide lesson, feedback, and direction appropriately based on what new members need. Keywords: Indonesian teacher, scaffolding, speaking ability