THE IMPLEMENTATION OF SCAFFOLDING IN TEACHING READING COMPREHENSION OF SECOND GRADE STUDENTS AT SMP MUALLIMIN BLITAR

LELI SEKAR ARUMIATI, 12203183161 (2025) THE IMPLEMENTATION OF SCAFFOLDING IN TEACHING READING COMPREHENSION OF SECOND GRADE STUDENTS AT SMP MUALLIMIN BLITAR. [ Skripsi ]

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Abstract

Educators must comprehend many techniques to enhance the efficacy of the reading instruction and learning experience in a supportive environment. According to the aforementioned scientific background, the problem might be articulated as follows: How do teachers implement scaffolding in teaching reading comprehension to second grade of student’s at SMP Muallimin Blitar? Why do the teachers choose the implementation of scaffolding in teaching reading comprehension of second grade student’s at smp muallimin blitar?. The aims of this research, as delineated in the problem formulation above, are the research aims to ascertain the teacher's methodology for instructing reading to second-grade pupils at SMP Muallimin Blitar, and to investigate the rationale behind the selection of the reading comprehension technique employed for these children. This study employs a descriptive qualitative research methodology focused on teachers implement scaffolding in teaching reading comprehension among second-grade pupils at Muallimin Blitar Junior High School. The techniques of data collecting comprised observation and comprehensive interviews. The data analysis involved categorizing the data, deconstructing it into units, and synthesizing it using an inductive methodology, which included three stages: data reduction, data presentation, and conclusion formulation and validation. The research findings reveal that the English instructor employed a singular primary approach for teaching reading comprehension to second-grade children at SMP Muallimin Blitar, specifically scaffolding. The educator employs a scaffolding method by offering systematic, incremental help customized to the specific requirements of the students, progressively diminishing aid as the students develop greater independence in their learning. This method encompasses actions such as eliciting past information, presenting essential terminology, demonstrating good reading techniques, posing guiding questions, supporting group discussions, and promoting individual learning. The educator's choice to implement the scaffolding technique for teaching reading comprehension to second-grade children at SMP Muallimin Blitar was shaped by many critical factors: students' proficiency levels, self-assurance, autonomous learning, conceptual grasp, and motivation. The scaffolding technique successfully established an inclusive, interactive, and supportive learning environment that promotes both autonomous and collaborative learning. The use of the scaffolding technique successfully established an inclusive, interactive, and supportive learning environment that promoted both autonomous and collaborative learning. The instructor served both as a facilitator and a collaborator in the students' educational journey, providing them with the skills and x confidence required to become autonomous and analytical readers. This research suggests that the faculty should organize training sessions or seminars focused on teaching reading to student teachers. Educators are encouraged to do consistent assessments of pupils' advancement in reading comprehension. Future researchers are urged to employ more diverse and advanced instruments for data gathering, investigate additional ways to teach reading comprehension beyond the scaffolding method, and extend their investigations to other educational tiers.

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