Scaffolding as a Part of Meaningful Learning Processes
Retno Muljani
Successful implementation of the 2004 Competency-Based Curriculum may be characterized by the achievement of targeted competencies, for example, discourse competence in English subject (Agustien 2005). The process to achieve the discourse competence should, ideally, reflect that students experience what is called mastery learning so that their learning is, indeed, meaningful to them. However, different students have different abilities to learn meaningfully and successfully (Shuell 1990). Therefore, they need guidance and support especially from their teachers (Semiawan 2005). The guidance and support is technically labeled scaffolding. Principles and other relevant aspects of instructional scaffolding (Roehler and Cantlon 1997; Hogan and Pressley 1997) are highlighted and discussed in this paper so that English teachers may, hopefully, get some benefits from the discussions.
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Muljani, R. (2006, February). Scaffolding as a part of meaningful learning processes. Paper presented at the 6th International Conference,
ITB Bandung, Indonesia.
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