Scaffolding Learning in Reading and Writing Skill in English for Mechanical Engineering

Abstract

This study investigates the application of scaffolding learning in improving reading comprehension skill and writing skill as the output of reading comprehension. This is a technique in which learners are given greater responsibility in the learning process so that they will have a better understanding. This was done by providing structured learning support and encouraging students to learn more independently. Scaffolding learning on learning English was divided into two strategies: reading strategy with LIE (Literal, Inferential, Evaluative) and writing strategy with sentence building process, prewriting, drafting, revising, editing and submitting. Meanwhile, the application of scaffolding on both learning strategies was a gradual release responsibility with four stages of modeling, sharing, guiding, and applying. Based on the measurement of English learning outcome, all students passed the requirements. Improved skills of both learning skills are seen in the pretest and posttest improvement of 21.8 and 78.1 respectively. It can be concluded that scaffolding learning is an effective method to improve the English proficiency of the students of Mechanical Engineering Program in the first semester.