A Model for Scaffolding Academic IELTS Writing Task 2: MMPIPE
Keywords:
Scaffolding, ZPD, IELTS Writing, Academic Writing
Abstract
The study uses the theory of scaffolding and ZPD (Vygotsky, 1978) as the guidelines to explain in what ways scaffolding can help the teacher to improve the EFL students’academic writing. To make it easier, the author formulates the scaffolding-based activity namely MMPIPE. It stands for Motivating, Modelling, Peer Brainstorming, Independent Writing, Peer Feedback, and Evaluation which are elaborated within theories of sociocultural framework. The model of MMPIPE scaffolding was used at the one-week Intensive Classes for IELTS Writing in Jakarta, Indonesia.The classes were for the EFL learners aged varied between 18 up to 28 years old coming from various backgrounds who want to continue studying at English speaking countries. The past results of applying the MMPIPE scaffolding writing have shown that the learners achieve the optimal Zone Proximal Development by successfully gaining the increased score band between 0.5 and 1.5 band scale. However, the MMPIPE model also has some limitations in ways that it may lead to the different results if the activity uses the different material sources. Furthermore, due to some considerations, it is only applicable to intermediate up to advanced level.
References
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Bodrova, E., & Leong, D. (1995). Scaffolding The Writing Process: The Vygotskian Approach. Colorado Reading Council Journal, 6, 27-29.
Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn: Brain, Mind, And Experience & School. Washington , DC : National Academy Press.
Cambridge ESOL. (2002). IELTS Handbook 2002. Cambridge: Cambridge ESOL.
Chaudron, C. (1984). The Effects Of Feedback On Students‘ Composition Revisions. RELC Journal, 15, 1-16.
Clark, K. F., & Graves, M. F. (2004). Scaffolding Students’ Comprehension Of Text. Reading Teacher, 58, 6(6), 570-580.
Connor, U., &Asenavage, K. (1994). Peer Response Groups In ESL Writing Classes: How Much Impact On Revision? Journal Of Second Language Writing, 3, 257-276.
Cotterall, S., & Cohen, R. (2003). Scaffolding For Second Language Writers: Producing An Academic Essay. ELT Journal, 57, 158–166.
Crabbe D. (1993). Fostering Autonomy From Within The Classroom: The Teacher's Responsibility. System, 21(4), 443-452.
Davis, E. A., &Miyake, N. (2004). Explorations Of Scaffolding In Complex Classroom Systems. The Journal Of The Learning Science, 13(3),265-272.
Donato, R. (1994).Collective Scaffolding In Second Language Learning. In J.Lantolf& G. Appel (Eds.), Vygotskian Approaches To Second Language Research (Pp. 33-56). Norwood, NJ: Ablex.
Elicker, J. (1995). A Knitting Tale: Reflections On Scaffolding. Childhood Education, 72, 2932.
Foley, J. (1994). Scaffolding. ELT Journal, 48(1), 101–102.
Galperin, P. Ya. (1969). Stages In The Development Of Mental Acts. In M. Cole & I. Maltzman (Eds.), A Handbook Of Contemporary Soviet Psychology (Pp. 249273). New York: Basic Books.
Galperin, P. Ya. (1985). Metodyobuchenijaiumstvennojerazvitijerebenka [Instructional Methods And Cognitive Development In Childhood]. Moscow: Pedagogika.
Gibbons P. (2002). Scaffolding Language, Scaffolding Learning: Teaching ESL Children In The Mainstream Classroom. Portsmouth NH: Heinemann, Pp 14-34.
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IELTS Ryan. (2014). Vita Scores Band 8 With Only A Week Of IELTS Preparation Available At Https://Youtu.Be/Cdnarwfuzxi(Accessed: 20 December 2015)
Lidz, C. (1991). Practitioner’s Guide To Dynamic Assessment. New York: Guilford Press.
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Nelson, G., & Murphy, J. (1993). Peer Response Groups: Do L2 Writers Use Peer Comments In Revising Their Drafts? TESOL Quarterly, 27, 135-141.
Palincsar, A. S. (1998). Keeping The Metaphor Of Scaffolding Fresh: A Response To C. Addison Stone’s ‘The Metaphor Of Scaffolding.’ Journal Of Learning Disabilities, 31(4), 370-373.
Paton, F. (2002). Approaches To Productive Peer Review. In D. Roen, Pantoja, V., Yena, L., Miller, S., & Waggoner, E., (Eds.), Strategies For Teaching First-Year Composition (Pp. 290-300). Urbana: NCTE
Read, Sylvia. (2010). A Model For Scaffolding Writing Instruction: IMSCI.The Readingteacher, 64: 47–52.
Schwieter, John. (2010). Developing Second Language Writing Through Scaffolding In The ZPD: A Magazine Project For An Authenticaudience. Languages And Literaturesfaculty Publications.Paper 7. Available At Http://Scholars.Wlu.Ca/Lang_Faculty/7. (Accessed At 10th December 2015).
Swain, M. &Lapkin, S. (2002). Talking It Through: Two French Immersion Learners' Response To Reformulation. International Journal Of Educational Research. 37, 285-304
Tang, G., &Tithecott, J. (1999). Peer Response In ESL Writing. TESL Canadajournal, 16(2), 20-38.
Villamil, O., & Guerrero, M. De (1996). Peer Revision In The L2 Classroom: Social-Cognitive Activities, Mediating Strategies, And Aspects Of Social Behavior. Journal Of Second Language Writing, 5, 51-75.
Villamil, O., & Guerrero, M. De (1998). Assessing The Impact Of Peer Revision On L2 Writing. Applied Linguistics, 19, 491-514.
Vygotsky, L.S. (1978). Mind And Society:The Development Of Higher Mental Processes. Cambridge, MA: Harvard University Press.
Wood, D., Bruner, J., & Ross, G. (1976). The Role Of Tutoring In Problem Solving. Journal Of Child Psychology And Psychiatry, 17, 89-100.
Yellin, D., Jones, M.B., Devries, B.A. (2008) Integrating The Language Arts In The Elementary School Fourth Edition. National Council Of Teachers Of English, Urbana, Ill: Holcomb Hathaway, Publishers, Inc. 16-20.
Berk, L., &Winsler, A. (1995). Scaffolding Children’s Learning. Vygotsky And Early Childhood Education.Washington, DC: National Association For The Education Of Young Children.
Bliss, J. & Askew, M. (1996). Effective Teaching And Learning: Scaffolding Revisited. Oxford Review Of Education, 22 (1), 37-61.
Bodrova, E.& Leong, D. (1998). Scaffolding Emergent Writing In The Zone Of Proximal Development. Literacy Teaching And Learning, 3(2), 1-18.
Bodrova, E., & Leong, D. (1996). Tools Of The Mind: The Vygotskian Approach To Early Childhood Education. Englewood Cliffs, NJ: Merrill/Prentice Hall.
Bodrova, E., & Leong, D. (1995). Scaffolding The Writing Process: The Vygotskian Approach. Colorado Reading Council Journal, 6, 27-29.
Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn: Brain, Mind, And Experience & School. Washington , DC : National Academy Press.
Cambridge ESOL. (2002). IELTS Handbook 2002. Cambridge: Cambridge ESOL.
Chaudron, C. (1984). The Effects Of Feedback On Students‘ Composition Revisions. RELC Journal, 15, 1-16.
Clark, K. F., & Graves, M. F. (2004). Scaffolding Students’ Comprehension Of Text. Reading Teacher, 58, 6(6), 570-580.
Connor, U., &Asenavage, K. (1994). Peer Response Groups In ESL Writing Classes: How Much Impact On Revision? Journal Of Second Language Writing, 3, 257-276.
Cotterall, S., & Cohen, R. (2003). Scaffolding For Second Language Writers: Producing An Academic Essay. ELT Journal, 57, 158–166.
Crabbe D. (1993). Fostering Autonomy From Within The Classroom: The Teacher's Responsibility. System, 21(4), 443-452.
Davis, E. A., &Miyake, N. (2004). Explorations Of Scaffolding In Complex Classroom Systems. The Journal Of The Learning Science, 13(3),265-272.
Donato, R. (1994).Collective Scaffolding In Second Language Learning. In J.Lantolf& G. Appel (Eds.), Vygotskian Approaches To Second Language Research (Pp. 33-56). Norwood, NJ: Ablex.
Elicker, J. (1995). A Knitting Tale: Reflections On Scaffolding. Childhood Education, 72, 2932.
Foley, J. (1994). Scaffolding. ELT Journal, 48(1), 101–102.
Galperin, P. Ya. (1969). Stages In The Development Of Mental Acts. In M. Cole & I. Maltzman (Eds.), A Handbook Of Contemporary Soviet Psychology (Pp. 249273). New York: Basic Books.
Galperin, P. Ya. (1985). Metodyobuchenijaiumstvennojerazvitijerebenka [Instructional Methods And Cognitive Development In Childhood]. Moscow: Pedagogika.
Gibbons P. (2002). Scaffolding Language, Scaffolding Learning: Teaching ESL Children In The Mainstream Classroom. Portsmouth NH: Heinemann, Pp 14-34.
Harris, M. J. (2006). Three Steps To Teaching Abstract And Critique Writing. International Journal Of Teaching And Learning In Higher Education, 17(2), 136-146.
Hedgcock, J., & Lefkowitz, N. (1992). Collaborative Oral/Aural Revision In Foreign Language Writing Instruction. Journal Of Second Language Writing, 1, 255-276.
Higgins, Ryan. (2012). IELTS Academic And General Task 2: How To Write At A Band 9 Level. Available At Http://Www.Ieltsielts.Com (Downloaded: 20 December 2015)
IELTS Ryan. (2014). Vita Scores Band 8 With Only A Week Of IELTS Preparation Available At Https://Youtu.Be/Cdnarwfuzxi(Accessed: 20 December 2015)
Lidz, C. (1991). Practitioner’s Guide To Dynamic Assessment. New York: Guilford Press.
Mckenzie, J. (2000). Scaffolding For Success. [Electronic Version] Beyond Technology, Questioning, Research And The Information Literate School Community .Available Athttp://Fno.Org/Dec99/Sca Ffold.Html. (Downloaded: 10 December 2015)
Mendonça, C., & Johnson, K. (1994). Peer Review Negotiations: Revision Activities In ESL Writing Instruction. TESOL Quarterly, 28, 745-769.
Metcalf, K.K. (2003). The Act Of Teaching. New York: Mcgraw-Hill.
Meyer, D. K. (1993). What Is Scaffolded Instruction? Definitions, Distinguishing Features, And Misnomers. In D. J. Leu & C. K. Kinzer, (Eds.), Examining Central Issues In Literacy Research, Theory, And Practice (Pp. 41-53). Chicago: The National Reading Conference.
Nelson, G., & Murphy, J. (1993). Peer Response Groups: Do L2 Writers Use Peer Comments In Revising Their Drafts? TESOL Quarterly, 27, 135-141.
Palincsar, A. S. (1998). Keeping The Metaphor Of Scaffolding Fresh: A Response To C. Addison Stone’s ‘The Metaphor Of Scaffolding.’ Journal Of Learning Disabilities, 31(4), 370-373.
Paton, F. (2002). Approaches To Productive Peer Review. In D. Roen, Pantoja, V., Yena, L., Miller, S., & Waggoner, E., (Eds.), Strategies For Teaching First-Year Composition (Pp. 290-300). Urbana: NCTE
Read, Sylvia. (2010). A Model For Scaffolding Writing Instruction: IMSCI.The Readingteacher, 64: 47–52.
Schwieter, John. (2010). Developing Second Language Writing Through Scaffolding In The ZPD: A Magazine Project For An Authenticaudience. Languages And Literaturesfaculty Publications.Paper 7. Available At Http://Scholars.Wlu.Ca/Lang_Faculty/7. (Accessed At 10th December 2015).
Swain, M. &Lapkin, S. (2002). Talking It Through: Two French Immersion Learners' Response To Reformulation. International Journal Of Educational Research. 37, 285-304
Tang, G., &Tithecott, J. (1999). Peer Response In ESL Writing. TESL Canadajournal, 16(2), 20-38.
Villamil, O., & Guerrero, M. De (1996). Peer Revision In The L2 Classroom: Social-Cognitive Activities, Mediating Strategies, And Aspects Of Social Behavior. Journal Of Second Language Writing, 5, 51-75.
Villamil, O., & Guerrero, M. De (1998). Assessing The Impact Of Peer Revision On L2 Writing. Applied Linguistics, 19, 491-514.
Vygotsky, L.S. (1978). Mind And Society:The Development Of Higher Mental Processes. Cambridge, MA: Harvard University Press.
Wood, D., Bruner, J., & Ross, G. (1976). The Role Of Tutoring In Problem Solving. Journal Of Child Psychology And Psychiatry, 17, 89-100.
Yellin, D., Jones, M.B., Devries, B.A. (2008) Integrating The Language Arts In The Elementary School Fourth Edition. National Council Of Teachers Of English, Urbana, Ill: Holcomb Hathaway, Publishers, Inc. 16-20.
Published
2019-12-26
How to Cite
Azir, I. D. A. (2019). A Model for Scaffolding Academic IELTS Writing Task 2: MMPIPE. Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, 5(2), 45-54. Retrieved from https://ejournal.kopertais4.or.id/mataraman/index.php/efi/article/view/3676
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