An Investigation of the Kinds of Scaffolding Strategies Used By English Teachers and Their Implementation to Improve Students` Grammar Skills: the Cases of K2V14 High School Grade Nine Students.

Abstract

The central aim of the study was to investigate the types of scaffolding strategies used by English teachers and their implementation to teach grammar skills for grade nine students in one high school which is found in Beninshangul gumuz regional state Metekel zone Pawi xworeda namely K2V14 high school. To attain this objective, descriptive research design was employed. A sample consisted of 52 grade nine students in one section out of 156 grade nine students divided in to three sections and 1 English language teacher was drawn from K2V14high school. So as to select the sample population from the total number of population, under simple random sampling techniques, lottery system was employed. To gather the data, classroom observation, interview and questionnaire were used. Classroom observation was used as major data gathering tool. In analysing the data, the qualitative data was expressed through words and percentage was used to analyse the quantitative data. The result showed that English teachers used different types of scaffolding strategies in teaching grammar in the ninth grade level students at K2V14 high school. The study found modeling, repetition, graphic organizers, providing clear direction, pair work, using simple language and corrective feedbacks as types of scaffolding strategies used by English teachers to teach grammar skills. In addition, the study found ways of implementing scaffolding strategies in the classroom. Based on the findings, recommendations were forwarded to encourage the practice of scaffolding strategies in the school under study