Scaffolding Sebagai Dukungan Psikologis dan Linguistik dalam Pembelajaran Maharah Kalam: Studi Kasus Mahasiswa Semester V Stain Mandailing Natal
DOI:
https://doi.org/10.59944/jipsi.v2i4.1864Keywords:
Scaffolding; Kecemasan Berbahasa; Maharah Kalam; Produksi Ujaran; Kelancaran Berbicara; Bahasa ArabAbstract
Kemampuan berbicara bahasa Arab tidak hanya ditentukan oleh penguasaan kosakata dan struktur bahasa, tetapi juga oleh kondisi psikologis dan proses kognitif yang terlibat dalam produksi ujaran. Salah satu persoalan yang sering muncul dalam pembelajaran maharah kalam adalah kecemasan ketika mahasiswa harus menggunakan bahasa Arab secara spontan. Penelitian ini bertujuan untuk menganalisis bentuk kecemasan dan hambatan produksi ujaran mahasiswa, mendeskripsikan penerapan scaffolding dalam pembelajaran maharah kalam, serta menjelaskan perkembangan kemandirian berbicara selama bantuan dikurangi secara bertahap. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus pada mahasiswa semester V Program Studi Bahasa dan Sastra Arab STAIN Mandailing Natal. Data dikumpulkan melalui observasi pembelajaran selama delapan pertemuan, wawancara mahasiswa dan dosen, rekaman produksi ujaran, serta dokumentasi. Data dianalisis melalui kondensasi data, penyajian data, penarikan kesimpulan, dan analisis tematik. Hasil analisis menghasilkan enam tema, yaitu psychological barrier, production difficulty, linguistic support, social support, gradual independence, dan independent speaking. Dari 30 unit coding yang direkapitulasi, linguistic support memiliki frekuensi kemunculan tertinggi, yaitu tujuh unit (23,3%), diikuti social support, gradual independence, dan independent speaking masing-masing lima unit (16,7%), serta psychological barrier dan production difficulty masing-masing empat unit (13,3%). Temuan menunjukkan bahwa scaffolding berfungsi sebagai dukungan linguistik sekaligus psikologis melalui modeling, penyediaan kosakata, prompting, latihan terbimbing, dukungan teman sebaya, dan fading. Proses tersebut mengindikasikan pergeseran dari ketergantungan terhadap teks menuju kemampuan merespons secara lebih spontan dengan bantuan yang semakin minimal. Penelitian ini menegaskan bahwa pembelajaran maharah kalam perlu mengintegrasikan dukungan linguistik, sosial, dan afektif secara bertahap agar mahasiswa memperoleh ruang yang aman untuk mengembangkan kemandirian berbicara
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