Suhartini Syukri, Isna Humaera, Fahmi Gunawan


This study aims at presenting the effect of scaffolding on EFL students’ writing ability in constructing a report text by integrating Islamic values through the writing process and class presentations and capturing the students’ perceptions after the teaching-learning instruction process when scaffolding was implemented in the EFL class. In this study, 26 students from the Islamic students major in an English IV class at the State Islamic Institute (IAIN) in Kendari, South-East Sulawesi, followed a writing process in portfolio and filled out a questionnaire. The writing process approach consisted of prewriting, revising, editing and publishing by presentation a final draft of the report text. The learning strategies were adopted from cycles and stages of learning proposed by Hammond, et al. (1992). Using experimental design, the data was analyzed quantitatively. Pre-tests and post-tests were conducted for assessing the outcomes achieved by the students from what they had  been  taught. The students’ perceptions were gained from analysis of a questionnaire using a Likert scale. Students were provided with writing guidelines and assessed on five aspects such as content, organization, vocabulary, language use and mechanics. The results showed that the students’ achievements in the post-test  compared to the pre-test revealed  significant  improvement, meanwhile most of them had difficulties with the basic elements of writing, e.g. lack of structure, poor grammar and limited use of language. However, afterwards, these learners could more confidently express their ideas in their writing and report presentations. Besides, there was a positive improvement in the students’ attitudes and perceptions towards the teaching-learning process.


Integrating Islamic values; report texts; scaffolding; students’ perceptions

Full Text:



Agustien, H. I. R. (2001). Competence Based Curriculum and its practical implications. Paper presented in UTB International Seminar. February 22, UTB, Bandung, Indonesia.

Brown, H. D. (2001). Teaching by Principles: An interactive approach to language pedagogy (2nd Edition). White Plains: Addison Wesley Longman.

Depdiknas. (2005). Peraturan Pemerintah RI Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan. Jakarta: Depdiknas.

Derewianka, B. (2011). A new grammar companion for teachers. Sydney: CAL.

Faraj, A. K. A. (2015). Scaffolding EFL students’ writing through the Writing Process Approach. Journal of Education and Practice, 6(13), 131-142.

Gerot, L. & Wignell, P. (1995). Making sense of Functional Grammar. Sydney: AEE.

Hammond, J, A., Burns, H., Joyce, D., Brosnan, L., & Gerot, L. (1992). English for Special Purposes: A handbook for teachers of adult literacy. Sydney: NCELTR, Macquarie University.

Hanafiah, M. (2007, June 15). Arah baru pendidikan Islam. Republika (p. 4).

Harmer, J. (2004). How to teach writing. London: Longman.

Jacobs, H. J., Zingraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL compositions: A practical approach. Rowley, M. A.: Newbury House.

Khairuddin, Z. (2013). A study of students interest in a second language. Academic International Education Studies, 6(11), 160-170.

Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, M. A.: Harvard University Press.


  • There are currently no refbacks.