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and Literature) 

Vol. 3 No. 1, 2022  
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The Effect of Scaffolding Technique in 
Teaching Writing of Recount Text at SMK 

Pembangunan Bukittinggi 
 

Novia Shinta 

Institut Agama Islam Negeri  Bukittinggi, Indonesia 

Noviashinta72@gmail.com 

  
Abstract 
This   research was aimed to know the   effect    of    using   
scaffolding technique in teaching writing of recount text at first of 
SMK Pembangunan. The method used in this research was a 
quantitative method. To attain the reliability of the test instrument, the 
researcher used rubric of scoring namely an analytic scoring which 
was adopted from John Anderson to score the students’ writing on the 
pre-test and the post-test. To analyze the data the researcher used t-
test formula and consulted the result into t-table with the level of 
significance α = 0.05. The research findings showed that the result of 
the pre-test and post-test score of the experimental class tₒ  (-7,578) 
was higher than t table (1.717). Hₒ  was rejected and Hₐ  was 
accepted. It means that there is a significant effect of using 
scaf fo lding  technique in  t eaching  wri t ing  of  recount  t ex t .  
Then, the calculation of the post-test both classes: was experimental 
class and control class, it was obtained that the tₒ  (8,307) was higher 
than the t table () with a degree of freedom (DF) = 22.  So, the 
alternative hypothesis (Hₐ ) were accepted, which means that there 
is a significant difference between using scaffolding technique and 
conventional.  It can be concluded that the hypothesis is accepted. It 
is proved that using Scaffolding Technique can help the students in 
improving their ability in writing recount text. 
 
Keywords:  Scaffolding technique; writing recount text; English 
writing method 
 
INTRODUCTION  

Writing is one of the important skills that must be learned by 
students. It becomes important since writing is one of the ways to 
communicate besides speaking. Considering the importance of writing, 
students should be able to write well.  According to Harmer, being able 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 1, 2022  
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to write is very important for everyone who learns English (Jeremy 
Harmer, 2006, p. 46).  Writing can help students to learn and develop 
their English by expressing their knowledge, experience, and so on. It 
can be expressed in the form of essays, a paragraph, a letter, a short, 
etc. 

Writing is considered as one of the challenging and difficult 
skills by the students. Nunan states that writing is a difficult skill, as it 
needs the coordination of motor skills and the brain. Many factors 
make the students feel difficult when they are doing the writing. In 
other words, they do not have an idea to write a text, such as an 
example of a recount text. In writing, they often lack vocabulary, have 
a lot of mistakes of spelling and choice of words, lack ideas. 

According to Curriculums 2013, the students are taught to 
express meaning in a short functional written text or write a simple 
essay accurately and fluently. Based on the syllabus, there are several 
kinds of texts that students need to master, one of them is recount text. 
Recount text is used to tell a chronological event that happened in the 
past. It is used to inform or entertain the reader. Wahidi refers recount 
to a written recount of recall of events, with attention to sequence, 
accuracy, and often detail. The purpose of the story is to tell a series/ 
sequence of events and check their significance in some way. It 
expresses attitudes and feelings about events. The social function of a 
recount text is to give a sequential and detailed account of an event, 
series of events, or incidents that happen in the past. Recount text is a 
kind of text which uses to recall events in chronological order to 
informing to entertaining the readers. 

The preliminary research which was conducted on the 
students’ ability in writing recount text at first grade in SMK 
Pembangunan Bukittinggi found that most of the students a got low 
score in their writing. This phenomenon was indicated through the 
value of students under minimal completeness criteria. Meanwhile, the 
minimal completeness criterion is 65. Then, the students had low 
competency in organizing ideas into a good paragraph. It can occur 
because the students do not know what to do or what to write. This 
happened because of some problems that are faced by students when 
they start to write. First, students have a lack of vocabulary. Second, 
they still confused about how to organize sentences into a good 
paragraph. 

Besides, the teachers just used the conventional technique in 
teaching and forced the students to memorize, which can make the 
students felt bored. Therefore, the students were not interested in the 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 1, 2022  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 
 

 

 

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subject then some students had low scores. This phenomenon creates 
the students writing ability will never develop.  

Scaffolding is one kind of technique in learning. Wood et al 
define scaffolding as the support provided by teacher/parent (tutor) 
that allows students to meaningfully in and gain skill at problem 
solving (Brian R. Belland, 2017, p. 4). It could be defined as the role of 
teacher and others in supporting the learners’ development and 
providing support structures to get to that next stage or level (Wang 
Yuanying, 2011, p. 46). By understanding the definition of scaffolding 
technique, this technique can be used in teaching writing. Scaffolding 
writing is intended to be a temporary technique in order to make the 
learner be an independent writer. In teaching writing, the teacher does 
modeling what should the students do to start writing.  

As an alternative technique, scaffolding may help the teacher to 
know the weakness of the students in writing so the teacher can build 
up the students’ knowledge. Furthermore, it supports the notion that 
writing process that involves growth, development, and learning as well 
as a product. It also helps students to become actively involved in 
growth, development and learning as well as a product. It also helps 
students to become actively involved in assessing their needs, progress, 
achievement, and effort (Rose et.al, 2003, p. 42). 

Based on the background of the study described above, the 
researcher interested in conducting the study “The Effect of Using 
Scaffolding Technique in teaching writing of Recount text at the first 
grade of SMK Pembangunan.”The conceptual framework of this 
research can be created as follows : 

 
 

 

 

 

 

 

 

Figure 1. Conceptual Framework of Research 

Scaffolding 

Technique 

What is the significant result of 

using scaffolding technique toward 

students’ writing skill on recount text 

Scaffolding 

Technique 

The procedure of using scaffolding 

technique according Sylivia Read 

1. Conducting Inquiry  

2. Modelling 

3. Shared 

4. Collaborative with group learners 

5. Independent 

 

The criteria to measure the 

students’ writing skill: 

1. Organization 

2. vocabulary 

3. grammar 

4. language use 

5. mechanics 



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A hypothesis is an explanation for certain behaviors, 
phenomena, or events that are occurring or will be occurring. L.R Gay 
state that the hypothesis is formulated after the review of related 
literature and before the execution of the study. Based on the 
conceptual framework above, the hypothesis of this research could be 
formulated as follows: 

1. Ha: There is a significant effect of using scaffolding toward a 
student’s ability in writing recount text. 

( Hₐ :       ) 

H : There is no significant effect of using Scaffolding toward 
the student’s ability in writing recount text. 

( Hₒ :      ) 
2. Hₐ : There is a significant difference in the student’s writing 

skills between the students who use Scaffolding and the 
students who use the conventional technique in writing 
recount text. 

( Hₐ :       ) 

Hₒ : There is no significant difference in the students writing 
skills among the students who use Scaffolding and the 
students who use the conventional technique in writing 
recount text. 

( Hₒ :       ) 
3. Hₐ : The writing skill on recount text of the students who use 

scaffolding better than the writing recount text of the 
students who do not use scaffolding. 

(Hₐ :        ) 

Hₒ : The writing skill on recount text of the students who use 
scaffolding worse than the writing recount text for the students 
who do not use scaffolding. 

( Hₒ:        

METHODS 
 In this research, the researcher used quantitative research. 
Quantitative research is a kind of research that collects the data in the 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 1, 2022  
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form of the number. According to Sugiono (2009, p. 13), research is 
called quantitative because the data of research use numeric and using 
statistical analysis. There are many types of quantitative research. 
Dealing with the problem of study states before, the researcher used the 
experimental research type in this research. According to Suharsimi 
Arikunto (1995, p. 105), the experimental research is the research to 
know whether any cause or not from the treatment that is given to the 
subject. Thus, the researcher used experimental research, since the 
researcher wanted to know whether any cause or nor after using 
scaffolding in the study recount text. 
 A Quasi-experimental research design used in this research in 
which it is a kind of experimental research design that has less control 
in extraneous variables (Donald Ary, et.al., 1996, p. 328). There is a 
random assignment of the subject into two groups: experimental class 
and control class. Both classes, conduct the pre-test and post-test and 
only the experimental class give treatment. 

 
FINDINGS 
 The data used for this research was obtained from the result of the 
students’ writing test. The data collected were analyzed to answer the 
research questions as follows :  

1. Is there any significant effect of using Scaffolding technique 
towards students’ mastery in writing recount text at the first 
grade of SMK Pembangunan Bukittinggi?  

2. Is there any significant differences in students’ writing recount 
text between the students’ who are taught by using scaffolding 
technique and those who are not taught? 

3. Is the recount text which is written by the students who are 
taught using scaffolding technique better than those who are not 
taught? 

The findings were intended to explain whether there is any 
significant effect of using scaffolding techniques on students’ writing 
recount text. Besides, they were analyzed to know whether or there 
are not any significant differences of the students’ writing recount 
text among the students who use scaffolding technique and the 
students who do not use scaffolding technique and to know whether 
the writing recount text of the students who use scaffolding technique 
is better than the writing recount text of the students who do not use 
scaffolding technique. 
 This study was conducted by applying experimental research. 
There were two groups in the research, namely the experimental and 
control group. This research applied a writing test in which the total 



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score is 100. The pre-test was given before the treatment and the post-
test was given after the treatment. The researcher gave the treatment 
to students in the experimental group by applying Scaffolding 
Technique. 
 After conducting the research, the researcher got the data of 
students’ scores on the pre-test and post-test from the experimental 
and control group. 
 

                Table 1. The Score of Pre Test and Post Test of Experimental Group 

No Students’ Initial Pre Test Post Test 

1 ARA 40 78 

2 AA 46 80 

3 AS 64 76 

4  DGA 68 86 

5 FA 42 68 

6 NP 50 80 

7 MF 42 86 

8 RP  48 78 

9 RPP 68 70 

10 SA 42 78 

11 TFN 62 88 

12 VR 44 76 

Total Ʃ  = 616 Ʃ  = 944 

Mean 51.33 78.66 



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Based on the table above, the student’s achievement in 
writing recount text in the experimental group showed the lowest 
score of the pre- test was 40, and the highest score of the pre-test 
was 68 and the mean of pre-test was 51.33. On the other hand, the 
lowest score of the post-test was 68, and the highest score of the 
post-test was 88 and the mean of the post- test was 78.66. 

 
 Table 2. The Score of Pre Test and Post Test of Control Group 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 Based on the table above, the student’s score in writing recount 
text in the control group showed the lowest score of pre-test was 40, 
and the highest score of pre-test was 68 and the mean of pre-test was 
52.33, On the other hand, the lowest score of post-test was 68, and the 
highest score of post-test was 88 and the mean of post-test was 6.83 
  Based on the explanation above, it shows that the student’s 
score in the experimental group was higher than the student’s score in 
the control group, wherein the pre-test ( 51.33 ) and the score in post-
test ( 78.66 ). The total score of the mean score in the experimental and 
control group showed that there was a significant effect on the 
improvement of student’s scores between pre-test and post-test. 
 
 

 
 

No Students’ Initial Pre Test Post Test 

1 AP 56 60 

2 AR 60 62 

3 FT 52 58 

4 FWW 56 64 

5 NE 44 56 

6 RD 56 58 

7 RS 60 65 

8 RF 52 60 

9 RP 40 58 

10 SS 68 70 

11 SW 44 64 

12 IZ 40 55 

T
o
t
a
l 

Ʃ  =628 Ʃ  =739 

M
e
a
n 

52.
33 

60.
83 



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DISCUSSION 

The research in conducted in three steps. The first step is 
pretest. Pretest is used to check the students’ knowledge about recount 
text before being taught by using scaffolding technique. The second 
step is treatment; in this treatment the researcher apply their technique 
in teaching recount text. And the last step is posttest, in this posttest is 
the result of applying the scaffolding technique in teaching writing 
recount text. 

From data analysis, the objective pf this study was to know if 
there was an effect of using scaffolding technique in teaching writing 
of SMK Pembangnan Bukittingi. Then the result of writing recount text 
was significant different before and after taught by using scaffolding. 
This result shows that the stdents more can write a good writing by 
using scaffolding technique. 

Based on the result of posttest that showed the score is higher 
than pretest. The score of pretest is 60.83 and the score of posttest is 
70.66. From this result it can answer the research objective, that is, Is 
there any significant difference on the students achievement in recount 
text skill before and after being taught by scaffolding technique in first 
grade of SMK Pembangunan Bukittinggi? It means that there is 
significant different in the students writing of recount text before and 
after by using scaffolding technique because the value of posttest 
higher that pretest. Here the advantages of using Scaffolding in 
writing. From students’ the advantages are :1. Challange but 
reasonable tasks that stimulate thinking and motivate efforts to learn. 
2. Meaningful instruction and feedback that helps drive further 
development an appropriate pace. 3. A learning environment where 
they are valued as individuals, a collaborative, group and a class. 4. A 
learning environment where their creativity and thought processes are 
acknowledge and accepted. And from teacher are: Identify and use 
areas of strength and weakness to tailor learning experiences at the 
individual and group level. 2. Engage students in social interactions to 
enable learning. 3. Better understand students as individual learners, 
learners in a small group setting and learners in a larger social setting. 
4. Discover unique through processes that different students may use 
to solve problem. 

From the findings it can be stated that the scaffolding technique 
is effective in teaching writing. This statement was supported by wood 
et al used the term scaffolding to refer to the instructionally supportive 
activities and social interactions that occur between the child and other 
individuals as they guide effective learning and development in the 
ZDP (Mackiewich and Isabella, 2013, p. 45). So in teaching writing is 



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necessary to use scaffolding as the technique to make easier the 
students write something. 

If we back to the previous study, this research has the same 
result from the previous studies that stated scaffolding techniques 
effective in teaching writing. From the result, this research supported 
the previous study from Yulia Yasinta entitled the effectiveness of 
using scaffolding 

Technique toward students’ skill in writing descriptive text, and 
from Kasmaini entitled the implementation of scaffolding in 
improving students’ activeness in writing. 

Based on the explanation above, the use of scaffolding 
technique gives positive effect in students’ writing ability. It has been 
verified by the result of data analysis in that there is a significant 
difference between students writing ability before and after being 
taught by using scaffolding technique. It can be concluded that the 
used of scaffolding techniques is effective in teaching writing of 
recount text in first grade of SMK Pembangunan Bukittinggi.  

 
CONCLUSION AND SUGGESTION 

After obtaining the data analysis of the scores obtained in 
English test, it could answer the problem of the study, which to 
measure the effect of scaffolding technique in the teaching of recount 
text at first grade in SMK Pembangunan Bukittinggi, it was concluded 
that The students taught by concept scaffolding technique gain better 
than those taught by non-concept scaffolding technique. It was proved 
by mean score of the students who were taught by scaffolding 
technique was 78.66 and the students who were taught without 
concept scaffolding technique was 60.83. Based on the result of 
hypothesis test calculation, it was found that the value of significant 
probability (sig.2-tailed ) is 0.00. The result is 0.00. The result is 
0.00<0.05, it means H₁  was accepted and Hₒ  is rejected. From the 
result of testing hypothesis using the calculation of t-test, it is shown 
that the students taught by concept scaffolding technique gain better 
than those taught without concept scaffolding technique. The finding 
of the study interpreted that the alternative hyphotesis stating that 
there is a significant effect of scaffolding technique in teaching of 
writing recount text at SMK Pembangunan Bukittinggi. 

The finding of the study interpreted that the alternative 
hypothesis stating that There is a significant effect of scaffolding 
technique toward writing recount text ability of the first graders of 
SMK Pembangunan Bukittinggi. 



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Based on the research that the researcher has done. It showed 
that the technique that usually used by the teacher at school didn’t 
influence the students’ ability in writing. Therefore the researcher 
wants to suggest : 

1. All   English   teachers   should   use   Scaffolding   Technique   as   
one alternative technique in teaching writing. It could increase the 
students’ interest in learning English, especially  in  writing,  and  
change  their views that learning writing is not difficult. 

2. Scaffolding technique that could help the students in 
writing a paragraph 

3. The next researcher could develop the Scaffolding Technique to 
apply in the teaching and learning process in the future. 

 

 
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Sugiono. (2009). Metode  Penelitian  Pendidikan  (pendekatan  kuantitatif,  
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