A PHENOMENOLOGICAL STUDY OF SCAFFOLDING STRATEGIES EXPERIENCED BY STUDENTS IN DEVELOPING READING SKILLS AT THE ISLAMIC UNIVERSITY OF RIAU
- Authors
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Diwi Julia
Universitas Islam RiauAuthor
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- Keywords:
- scaffolding strategies, reading skills, reading instruction, EFL classroom, phenomenological study
- Abstract
- Reading is one of the academic skills most dependent on structured instructional support, and scaffolding strategies are widely used in university classrooms to help students develop independent and strategic reading behaviour. However, many students continue to read passively and struggle to engage critically with academic texts despite repeated exposure to instructional support. This study employed a qualitative phenomenological design to explore the scaffolding strategies experienced by Class 4B English Education students at the Islamic University of Riau in developing their reading skills. Data were collected through a questionnaire consisting of 20 items distributed to fourth-semester students who were actively engaged in academic reading activities as part of their coursework. The questionnaire was developed based on four indicators identified in the theoretical framework: scaffolding support awareness, reading strategy use, pre-reading and post-reading activities, and reflective reading experience. The findings show that the great majority of students experienced clear teacher guidance, structured reading activities, and guided questioning before and during reading tasks, and that comparable majorities reported applying reading strategies such as predicting, skimming, note-taking, and summarizing, benefiting from pre- and post-reading support, and reflecting on and recognizing improvement in their own reading development. These findings suggest that scaffolding strategies, when applied consistently across the stages of reading instruction, contribute meaningfully to building students' reading comprehension and reading independence.
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- References
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- 2026-06-23
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- Articles
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