The Scaffolding Method

            Over time, the concept of "scaffolding"" has been the focus of many scholars who have discounted the view that learning is individualized. They argue that educational instruction is more effective when learners interact socially with their peers or their teachers. These interactions and endorsements allow students to acquire knowledge efficaciously and improve their writings independently. Martin and Rose coined out that "the scaffolding notion was of course derived from Vygotsky's zone of proximal development (ZPD)(Martin and Rose 2012, p.61). This notion's role is to improve the zone of proximal development of Vygotsky. Teachers assist learners to acquire skills that are new or beyond their abilities, and reduce their involvements gradually in order to let students perform on their own. Scaffolding is therefore a crucial proponent in genre pedagogy perspective, because without support from teachers, most students do not have sufficient field knowledge of different topics, nor do they have sufficient understanding of different genres. This will undermine their abilities to write effectively using various genres, also in numerous topics. .
             Extensively, based on Vygotsky's ideas, scaffolding is employed as a major device to assist SFL approaches to teaching language in Australia, as well as it is used to improve the theory of ESP teaching and EAP writing teaching. Hyland argued that "scaffolding typically includes modeling, discussion, explicit instruction, and considerable teacher input to assist learners toward competence in genre." (Hyland 2004, pp.122-123).In SFL view, Scaffolding encounters the idea that a teacher should provide and initiate direct materials for students and guide the practice. To support the ESP and EAP theories, educators implicitly use several forms of scaffolding. Such as consciousness raising", socioliteracy", and gradual approximation Hyland 2004, p. 123). Teaching writing without scaffolding is not at all effective.