The implementation of scaffolding technique to enhance students’ speaking skills in Intensive English Class at Div Anaesthesiology Universitas Muhammadiyah Banjarmasin
DOI:
https://doi.org/10.24071/icre.v1i1.7Keywords:
Intensive English Class, qualitative descriptive research, scaffolding, speaking skills, Zone of Proximal DevelopmentAbstract
This study explores the implementation of scaffolding techniques and their role in enhancing students’ speaking skills in the Intensive English Class of the DIV Anaesthesiology Study Program at Universitas Muhammadiyah Banjarmasin. Employing a qualitative descriptive design, the research involved one lecturer and 37 students selected through purposive sampling. Data were collected through classroom observation, interviews, and analysis of students’ speaking performance in the middle and final tests. The findings indicate that the lecturer applied scaffolding strategies such as modelling, prompting, questioning, providing cues, and giving feedback to support students’ oral production. The comparison between test results demonstrated noticeable improvements in pronunciation, vocabulary, fluency, grammar, and confidence. Both lecturer and student perspectives confirmed that scaffolding reduced speaking anxiety, fostered motivation, and guided learners within their Zone of Proximal Development. The study concludes that systematic integration of scaffolding can be an effective pedagogical approach to improve speaking competence, particularly in non-English majors. These results highlight the potential of scaffolding to bridge learning gaps and enhance communicative ability in English for Specific Purposes contexts.
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