Inti Raih Doktor Lewat Pengembangan Model Scaffolding

Universitas Negeri Semarang > Postgraduate School > Berita > Inti Raih Doktor Lewat Pengembangan Model Scaffolding

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Inti Englishtina, S.Pd., M.Pd. memperoleh gelar doktor dari Program Doktor Pendidikan Bahasa, Jumat 9 Desember 2016 di kampus Bendan Ngisor Pascasarjana (PPs) Universitas Negeri Semarang (Unnes). Disertasi doktor ke-237 PPs Unnes itu berjudul “Developing a Scaffolding Model to Elicit Kindergarten Students’ Speech Production”.

Inti mempertahankan disertasinya di hadapan tim penguji yang terdiri atas Prof. Dr. H. Achmad Slamet, M.Si., Prof. Dr. Sukarno, M.Si., Dr. Dwi Anggani LB, M.Pd., Prof. Dr. rer.nat. Wahyu Hardyanto, M.Si., Prof. Dr. Januarius Mujiyanto, M.H., Prof. Dr. Dwi Rukmini., M.Pd., Prof. Dr. Warsono, Dip.TEFL., M.A., Prof. Mursid Saleh, M.A., Ph.D.

Dia mengangkat topik pengembangan model scaffolding untuk memancing siswa Taman Kanak-Kanak (TK) berbicara dalam bahasa Inggris. Model kompetensi tindak tutur yang dikembangkan model scaffolding mencakupi pengetahuan fungsi bahasa yang terdiri atas bagaimana mengucapkan terima kasih, mengucapkan selamat, menunjukkan perhatian, simpati, kekecewaan, meminta dan memberikan informasi, mengurai, menarasi, dan sebagainya.

Temuan menunjukkan model scaffolding yang berbasis kompetensi tindak-tutur ternyata efektif untuk memancing siswa TK berani mengambil risiko lebih jauh untuk berbicara dalam bahasa Inggris. “Model ini ibarat ibu yang mengajari anaknya naik sepeda yang diawali dengan membantu menjaga keseimbangan ketika mengayuh pedalnya hingga akhirnya dilepas ketika bisa mengendalikan sendiri sepedanya,” ungkapnya.

Simpulannya, diperlukan kritik terhadap kebijakan di Indonesia yang menetapkan pelajaran bahasa Inggris dimulai dari bangku Sekolah Menengah Pertama (SMP). Hal ini tidak sepenuhnya tepat, mengingat anak bisa berbicara bahasa Inggris dengan baik pada usia empat tahun. “Hal ini berlaku jika mulai umur dua tahun disekolahkan di lingkungan sekolah berbahasa Inggris, anak tidak akan kehilangan kemampuan berbahasa Indonesia,” jelasnya.

Diperlukan kebijakan pelajaran bahasa Inggris di TK dan SD dengan tujuan anak mampu berbicara, bukan membaca teks berbahasa Inggris. “Guru ditantang untuk berani menerapkan pendekatan scaffolding, meski dituntu kerja lebih keras,” katanya.

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