The Role of Scaffolding Strategy in Reducing Students’ Writing Anxiety
Peran Strategi Scaffolding dalam Mengurangi Kecemasan Menulis pada Siswa
DOI:
https://doi.org/10.21070/ups.11157Keywords:
Scaffolding strategy, Writing anxiety, Genre-Based Approach, Foreign Language Writing Anxiety (FLWA)Abstract
The objective of this study is to examine the extent to which the scaffolding strategy is effective in reducing the writing apprehension of students in English subject. The study used a qualitative research design and included four eleventh-grade students with symptoms of Foreign Language Writing Anxiety (FLWA) and one English teacher. Data were collected via classroom observation and semi-structured interviews. Simply put, students’ writing anxiety frequently prevented them from thinking, and failure to think resulted in their inability to write because of cognitive fillers that obstructed fluent ideas that included fear of grammatical/spelling mistakes, limited vocabulary, low self-efficacy. Teachers systematically and gradually scaffolded through four phases of the Genre-Based Approach. Building Knowledge of the Field (BKOF), Modeled Text (MOT), Jointly Constructed Text (JCOT), Independently Constructed Text (ICOT). Structured cognitive guidance and emotional support were provided at each stage, which progressively bolstered students' confidence and alleviated their apprehension
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