Students’ perception of scaffolding strategies applied by teachers in teaching TOEFL structure at Bimbel Arka Padang
DOI:
https://doi.org/10.24036/vtfqms22Keywords:
Students' Perception, Scaffolding Strategies, TOEFL Structure , TOEFL PreparationAbstract
English proficiency is essential for academic success, yet Indonesian students often struggle with the TOEFL Structure section due to complex grammatical differences. These challenges frequently lead to cognitive difficulties. Therefore, scaffolding strategies are needed to provide structured support through modeling and guided practice. This study aims to find out students’ perceptions of scaffolding strategies applied by teachers in teaching TOEFL Structure at BIMBEL ARKA Padang. A quantitative descriptive research design was employed. The population consisted of 80 students in the TOEFL preparation program, with 60 students selected via random sampling. Data were collected using a questionnaire based on perception theory, focusing on acceptance and evaluation indicators. The instrument comprised 20 closed-ended items on a 4-point Likert scale, analyzed using descriptive statistics to calculate mean scores. The results indicate that students had a positive perception of the scaffolding strategies, with an overall mean score of 3.16. The acceptance indicator reached a mean score of 3.17, showing that students positively perceived teachers’ explanations and guided instruction. Meanwhile, the evaluation indicator achieved a mean score of 3.15, indicating that feedback and gradual guidance effectively supported students’ independence in answering TOEFL Structure questions. The findings conclude that scaffolding strategies were positively perceived and significantly facilitated students’ understanding of grammatical structures. These results highlight the importance of structured instructional support in overcoming learning barriers in TOEFL preparation.
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