INVESTIGATING SCAFFOLDING DESCRIPTIVE SPEAKING TASKS USING A LEVEL 2 LEARNING MODULE TO ENHANCE EFL STUDENTS’ ORAL EXPRESSION AT MTS NWDI PERIAN

• Rusandi Purnomo

  Universitas Hamzanwadi

  Author

• Astrid Dwimaulani

  Universitas Hamzanwadi

  Author

• Alhadi Soria Toha Ibrahim

  Universitas Hamzanwadi

  Author

• Kamarudin Sani

  Universitas Hamzanwadi

  Author

This study aims to investigate how descriptive speaking tasks based on scaffolding, implemented through Level 2 learning modules, can support the oral expression skills of EFL students at MTs NWDI Perian. This module provides speaking guidance through simple sentence templates, such as ‘This is my friend, Rina. She has long hair...’, so that students are not asked to speak freely from the start, but are given a structure and model of speech to build sentences. Based on speaking skills pedagogy, the guided output strategy can reduce students' cognitive load, help them focus on conveying meaning, and organise their ideas coherently. This approach is assumed to be able to increase speaking confidence and reduce speaking anxiety that often arises in junior high school students, such as confusion when wanting to speak, fear of making grammatical mistakes, and limited vocabulary. This study uses a qualitative descriptive research design. Data were collected through classroom observations during speaking sessions, semi-structured interviews with 10 students, and documentation of oral assignment results during the learning process. The data were analysed thematically to identify patterns that emerged related to students' emotional responses, language strategies, and their participation during interactions. The results of the study are expected to show that scaffolding in descriptive speaking tasks acts as a bridge from memorisation to communication, so that students can speak more spontaneously, confidently, and meaningfully in learning English as a foreign language.

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