See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/373641086

Students' Perception Towards The Implementation Of Macro Scaffolding In

Facilitating Public Speaking Presentation

Conference Paper · July 2023

CITATIONS READS

0 126

2 authors:

Fariha DIYANA Awang Ali Jayemogen Shanmugam

UNISEL | Universiti Selangor UNISEL | Universiti Selangor
7 PUBLICATIONS 3 CITATIONS 4 PUBLICATIONS 0 CITATIONS

SEE PROFILE SEE PROFILE

All content following this page was uploaded by Jayemogen Shanmugam on 04 September 2023.

The user has requested enhancement of the downloaded file.

 The 1st International Academic Conference on Business Administration and Communication Arts
Faculty of Management Sciences, Yala Rajabhat University
“Business Administration and Communication Arts for Sustainble Local Development”
July 20, 2023

STUDENTS’ PERCEPTION TOWARDS THE IMPLEMENTATION OF MACRO SCAFFOLDING IN

FACILITATING PUBLIC SPEAKING PRESENTATION

Fariha Diyana Awang Ali, Jayemogen Shanmugam

Centre of Foundation and General Studies, Universiti Selangor, 45600

*Corresponding author, e-mail: fariha@unisel.edu.my

Abstract
Using Sociocultural Theory as a foundation, this study investigates students' perceptions of macro
scaffolding as a means of facilitating public speaking presentations. In the context of education, "macro
scaffolding" typically refers to the instructional support offered to students at a broader or higher level,
rather than at the task or skill level. It entails providing students with guidance, resources, and strategies to
assist them in achieving learning objectives and expanding their knowledge and abilities. The aim of this
research is to explore the students’ perception towards the implementation of macro scaffolding in
facilitating public speaking presentation. The study involved thirty-five Diploma learners at Universiti
Selangor. Using interview protocols, we determined that scaffolding assisted the majority of our participants
with their public speaking presentations. This study employs qualitative data to provide an overall
conclusion regarding the issues examined. The participants went through three sessions of data collection
procedures; Scaffolding treatment, Public Speaking presentation and Interview session. Strauss & Corbin's
three-step coding approach was adapted for the interview session to examine the L2 learners' perspectives
on macro scaffolding. The findings of this research revealed that the implementation, values and roles of
scaffolding were students’ positive experiences. The students’ negative experiences were caused by lack of
self-regulation and self-motivation. The findings can be used by educators to comprehend students'
perceptions of macro scaffolding and, ultimately, to enhance their public speaking instruction.
Keywords: Macro scaffolding, Sociocultural Theory, public speaking, Glossophobia, instruction.

Introduction
Glossophobia is the commonly used term for the dread of public speaking or speaking in general
(Black, 2019). The word glossophobia is derived from the Greek glossa, which means tongue, and phobos,
which means fear or foreboding (Dansieh, Owusu & Seid, 202). Internal fears are perceptions about the
speaking situation that are specifically related to the delivery and the personal feelings the individual
speaker is experiencing, whereas external fears deal with being the focus of attention during public speaking
235
 The 1st International Academic Conference on Business Administration and Communication Arts
Faculty of Management Sciences, Yala Rajabhat University
“Business Administration and Communication Arts for Sustainble Local Development”
July 20, 2023
(LeFebvre, LeFebvre, and Allen, 2018).
However, the specific factors contributing to glossophobia in Malaysia may vary due to cultural,
educational, and social contexts. For example, language barriers, cultural expectations, or educational
systems emphasizing rote learning and limited opportunities for public speaking practice might influence
the manifestation of glossophobia among Malaysian students. The teaching approach itself may not directly
address glossophobia among students, as glossophobia is primarily a fear or anxiety-related issue that often
requires targeted interventions beyond the learning environment. However, the teaching approach can play
a supportive role in helping students manage and overcome glossophobia.
Scaffolding is a teaching approach that involves providing temporary support and guidance to
students as they develop new skills or knowledge. Hammond and Gibbons (2005) have made significant
contributions to educational research, particularly in the area of scaffolding and instructional strategies.
There are two types of scaffolding: designed-in (macro) and contingent (micro) scaffolding. Designed-in
scaffolding: Designed-in scaffolding refers to the intentional and pre-planned supports provided by the
teacher to facilitate student learning. It involves structuring the learning environment, resources, and tasks
in a way that supports students' understanding and skill development. Therefore, this study aims to explore
the students’ perception towards the implementation of macro scaffolding in facilitating public speaking
presentation.

Research Objective
1. To explore the students’ perception towards the implementation of macro scaffolding in
facilitating public speaking presentation.

Literature Review
Public speaking teaching pedagogies
The evolution of public speaking training also reflected these changes, with a growing emphasis on
audience engagement and persuasion. Public speaking classes became increasingly common in colleges
around the globe, as public speaking skills were recognized as a valuable asset for individuals from diverse
backgrounds seeking personal growth and success (Al-Tamimi 2014). The contemporary landscape of public
speaking continues to prioritize establishing personal connections with the audience, harnessing the power
of various communication channels, and utilizing visual aids such as PowerPoint presentations to enhance
engagement and understanding.
A study by Tahir & Hanapi (2017), revealed that the teaching of speaking skills relied heavily on
three main methods: the grammar translation method, task-based approach, and lexical approach. In the

236
 The 1st International Academic Conference on Business Administration and Communication Arts
Faculty of Management Sciences, Yala Rajabhat University
“Business Administration and Communication Arts for Sustainble Local Development”
July 20, 2023
university setting, the approach to teaching speaking typically involved presenting materials to students,
followed by interactive classroom discussions. However, concerning the students' perspective, there was a
noticeable dissatisfaction with both the methods used by the instructors and the learning activities
implemented during speaking classes. Consequently, this gap is bridged by studying the macro scaffolding
approach in facilitating public speaking presentation.

The use of scaffolding in teaching public speaking

Naibaho (2019) conducted a study that demonstrated the effectiveness of the scaffolding approach
in enhancing not only students' speaking proficiency but also their overall learning outcomes, motivation,
and favorable attitudes towards learning activities. Another study by Chen and Chen (2019) indicated that
the inclusion of scaffolded instructions in the lessons had a positive impact on students' speaking abilities
and self-assurance. The study by LelanieBasco & Nickle (2019) highlighted the effectiveness of instructional
scaffolding in improving students' learning and speaking skills. The implementation of clear instructions and
orientation helped facilitate the activities, while emphasizing the benefits of task completion and high scores
motivated students to actively participate.
A distinct learning structure and framework is needed to enhance the effectiveness of macro
scaffolding in speaking proficiency. Framed by Sociocultural Theory by Vygotsky (1978), this study explores
the role of macro scaffolding in facilitating public speaking. Macro scaffolding provides a distinct learning
structure and framework. It helps students comprehend the content's sequence, the relationships between
concepts, and the subject's overall organisation. By several macro scaffolding components throughout the
learning process, students are able to navigate through difficult material and gain a deeper understanding
of complex concepts (Hammond & Gibbons, 2005). The components are 1) students’ prior knowledge and
experience, 2) selection of tasks, 3) sequencing of tasks, 4) participants’ structures 5) semiotic systems 6)
mediational texts, and 7) metalinguistic and metacognitive awareness. Therefore, this study aimed to gain
insights on the students’ views of the implementation of these macro scaffolding components in facilitating
their public speaking presentation.

Research Methods
An interview session was conducted among thirty-six Diploma students to explore the students’
perception towards the implementation of macro scaffolding in facilitation public speaking presentation.
The participants went through three sessions of data collection procedures; Briefing session, Scaffolding
treatment and Interview session. During the thirty minutes briefing session, the students were paired based
on their scores for Proficiency English 1 (a pre-requisite subject for the first sem students). Students with an
A grade were classified as High Scorers (HS) meanwhile students with C grade were Low Scorers (LS). Then
the instructor gave a briefing on the framework used for scaffolding treatment. (see Section). During the one

237
 The 1st International Academic Conference on Business Administration and Communication Arts
Faculty of Management Sciences, Yala Rajabhat University
“Business Administration and Communication Arts for Sustainble Local Development”
July 20, 2023
hour scaffolding treatment, the pairs were required to work on the given topic for public speaking
presentation through the use of macro scaffolding framework. Thirty minutes break was given after
the scaffolding treatment. Each pairs were interviewed and the interview protocols were then trancribed
using these pre-determined themes;

Table 1 Themes and categories

Themes Categories
Implementation of scaffolding Unrestricted inquiry-asking
Peers feedback and support
Increase performance
Values of scaffolding Reflection
Recapturing
Gradually increasing independence
Roles of scaffolding Making connections
Organise and assimilate knowledge
Channeling and focusing
Acceptance of scaffolding Attitude and behaviour
Social engagement
Positive learning environment

Research Result
This study aimed to explore the students’ perception towards the implementation of macro
scaffolding in facilitating public speaking presentation. The interview protocols were transcribed based on
the four themes adapted from Awang (2023).

Implementation of scaffolding
Pair 9: Scaffolding is very useful. specifically when we are responding to the assignment. I believe
it is difficult to be alone. Ask acquaintances. They'll elucidate. We also can help our friends. When
we then answer our friends' queries or explain the concept, this reinforces our understanding. Due
to the fact that scaffolding encourages us to ask questions, our understanding will increase.
Occasionally, I inquire about a friend's knowledge and compare it to new information. Macro
scaffolding provides a supportive framework for students, boosting their confidence in public
speaking. By breaking down the speaking process into manageable steps, students can develop
their skills gradually, gaining confidence with each stage of the presentation.

238
 The 1st International Academic Conference on Business Administration and Communication Arts
Faculty of Management Sciences, Yala Rajabhat University
“Business Administration and Communication Arts for Sustainble Local Development”
July 20, 2023
Pair 9's statement highlights the benefits of scaffolding in learning and understanding. They emphasize the
importance of not being alone and instead seeking assistance from acquaintances or friends to clarify and
enhance comprehension. By asking questions and discussing concepts with others, one can reinforce their
own understanding and expand their knowledge. The participant also mentions the practice of comparing
their friends' knowledge with new information, which can further contribute to increased comprehension.
Overall, the statement aligns with the idea that scaffolding, through collaborative learning and support,
promotes a deeper understanding of the subject matter.

Pair 14: Personally, I think it's cool. We can talk about it and help one other out. This scaffolding
is fantastic. There is no need to reason on your own. You can discuss anything with your friend.
We were too shy to ask the teacher questions during class. Tapi, we can ask questions through the
scaffolding whenever we want. We can believe since we don't have to waste time thinking of any
problems. If we use scaffolding, our partner can help us explain concepts, facts, and
comprehension to each of us.

Pair 14 has a favourable opinion of scaffolding and its benefits. They find it interesting and value the
opportunity to converse and assist one another. They emphasize the benefits of not having to reason alone
and being able to partake in conversations with friends. The participant expresses reluctance to ask questions
in class, but acknowledges that scaffolding provides an opportunity to ask questions at any time. They
emphasize that scaffolding allows them to save time by preventing them from having to solve problems on
their own. In addition, they emphasize the collaborative aspect of scaffolding, in which partners can help
elucidate concepts, facts, and comprehension. Overall, the participants understand the importance of
infrastructure in fostering collaboration, support, and efficient learning.

Values of scaffolding

Pair 3: This macro scaffolding helps us fix mistakes. A friend may point out a mistake we didn't
notice. I think macro scaffolding helps. Especially when doing tasks. It's impossible alone. This
scaffolding helps us fix each other's mistakes. You know questions might be confusing. Recognising
errors lets us assess our understanding.

Pair 3 acknowledges the role of scaffolding in identifying and correcting mistakes. They note that a friend or
partner can help point out mistakes that they may have overlooked on their own. They highlight the
importance of macro scaffolding, particularly when working on tasks, as they find it challenging to work
alone. The participants believe that macro scaffolding allows them to support each other in error correction.
They also mention that questions can sometimes be confusing, and through macro scaffolding, they can

239
 The 1st International Academic Conference on Business Administration and Communication Arts
Faculty of Management Sciences, Yala Rajabhat University
“Business Administration and Communication Arts for Sustainble Local Development”
July 20, 2023
recognize and address any errors or misunderstandings. This process of identifying errors enables them to
assess their understanding of the topic. Macro scaffolding allows for timely and constructive feedback from
both teachers and peers. Students receive guidance on areas for improvement, allowing them to refine their
speaking skills. This feedback loop promotes continuous learning and growth in public speaking proficiency.
Overall, Pair 3 recognizes the value of macro scaffolding in error detection, peer support, and self-
assessment.

Pair 10: The best kind of scaffolding is the kind that lets us assess our level of understanding by
correcting each other's mistakes. You're conscious that the questions may seem odd at first. This
support structure is useful for when we make a mistake. Mistakes are often missed until someone
else brings them to our attention. It's possible that after that we'll learn to value our relationships
with others and with ourselves. Sometimes, making a lot of blunders might make you lose faith in
everything.

The statement from Pair 10 further emphasizes the positive impact of scaffolding in error correction and
self-assessment. They highlight that scaffolding allows them to identify and rectify mistakes, enabling a
better understanding of their own comprehension level. They mention that questions can be confusing at
times, but with the help of scaffolding, they can address and overcome these challenges. The participants
express gratitude for their friends' role in pointing out mistakes that they may have overlooked. They also
discuss the importance of assessing their understanding and mention that if they make numerous mistakes,
it indicates a need to revisit and restart the learning process. Overall, Pair 3 recognizes the value of
scaffolding in promoting error correction, self-evaluation, and continuous learning.

Roles of scaffolding

Pair 7: I can pay more attention when I use supports. When it comes to language, I never have
any problems, and whenever I do, I quickly think, "Oh no, I am going to fail this." I'm the kind of
person who gets frustrated, scared, or discouraged quickly when I try to do something hard on my
own without the help, direction, or understanding I need. But we were so focused during the
discussion that we didn't realise we were the last ones to leave the room. My partner likes to ask
questions that go over the whole idea again. If there was a mistake, we'd go back and look at the
timeline and sketches again.

Pair 7 highlights the positive impact of scaffolding on their focus and motivation. They express struggles with
grammar and a fear of failure when facing challenging tasks without support. The participant mentions that
they easily become frustrated, intimidated, or discouraged in such situations, which affects their focus.

240
 The 1st International Academic Conference on Business Administration and Communication Arts
Faculty of Management Sciences, Yala Rajabhat University
“Business Administration and Communication Arts for Sustainble Local Development”
July 20, 2023
However, during the scaffolding session, they were so engrossed in the learning process that they didn't
notice they were the last ones remaining in the hall. Their partner's approach of giving questions to recap
the understanding and revisiting timelines and diagrams in case of mistakes contributes to their focused
engagement in the learning process. The scaffolding support helps them maintain concentration and stay
motivated.

Pair 11: When newly acquired information is correctly linked to previously acquired memory. To
be a good public speaking presenter, we must be able to have broad knowledge of the topic given.
We appear to be relearning information that is not significantly different from what we already
know. Having peers with us helps us to explore our knowledge of the topic in depth.

Pair 11 emphasizes the importance of linking newly acquired information to previously acquired memory.
They recognize that to become a proficient public speaking presenter, having a broad knowledge of the
given topic is crucial. They note that while learning, they often find themselves revisiting information that is
not significantly different from what they already know. This suggests that scaffolding allows them to
reinforce and deepen their existing knowledge. The presence of peers during the learning process is seen as
beneficial by Pair 11. They highlight that having peers with them enables them to explore the topic more
extensively. Through discussions and interactions with their peers, they can delve deeper into their
understanding of the subject matter. The collaborative aspect of scaffolding provides them with
opportunities to share insights, exchange ideas, and gain different perspectives. Pair 11's experience highlights
the significance of scaffolding in connecting prior knowledge with new information and reinforcing existing
understanding. By building upon their previous knowledge, they can develop a more comprehensive
understanding of the topic. The inclusion of peers in the learning process further enriches their exploration
and enhances their overall knowledge and insights.

Acceptance of scaffolding
Pair 5: Scaffolding is beneficial and should be used for all appropriate disciplines. We feel
demotivated in class because the class is large and there are many other buddies. So when there
are two of us, we can talk without feeling inferior. I'm also a slacker when it comes to presentation
or discussion.

Pair 5 expresses a positive view towards the implementation of scaffolding in appropriate subjects. They
emphasize the enthusiasm and motivation that arises when working with friends. The participant highlights
the impact of seeing friends who are fully engaged and committed, which further motivates them to put in
effort. They mention feeling demotivated in large classes with many other students, but with a smaller

241
 The 1st International Academic Conference on Business Administration and Communication Arts
Faculty of Management Sciences, Yala Rajabhat University
“Business Administration and Communication Arts for Sustainble Local Development”
July 20, 2023
group, such as two people, they can engage in discussions without feeling inferior. Pair 5 recognizes the
benefits of scaffolding in promoting motivation, collaboration, and addressing individual learning challenges.

Pair 1: We can see how it helps us remember what we know.. How? Through discussion. You know
that when we talk, there are times when we can remember something. Even more so when our
partner asks us a question. So, we connect what we already know to what we are learning so that
we can understand it better.

Pair 1 highlights the role of scaffolding in facilitating the recall of previous knowledge, particularly in the
context of topics of public speaking. Scaffolding comes into play by aiding in the recall process. The
participants recognize that discussions, especially when prompted by their partner's questions, help trigger
the retrieval of their prior knowledge. Through these discussions, they are able to relate the knowledge they
already possess to the new information being presented. This connection between prior and current
knowledge facilitates a deeper and easier understanding of the subject matter. By actively engaging in
discussions and relating their existing knowledge to the new concepts, the participants are able to enhance
their comprehension and make the learning process more effective. The macro scaffolding support provided
by their partner's questions plays a crucial role in facilitating the recall and integration of their prior
knowledge. Pair 1's experience exemplifies how scaffolding, particularly through discussions and questioning,
can aid in the retrieval of previous knowledge and promote a better understanding of the material being
learned.

Research Discussion
Macro scaffolding provides a distinct learning structure and framework. It helps students
comprehend the content's sequence, the relationships between concepts, and the subject's overall
organisation (Hammond & Gibbons, 2005). This clarity reduces perplexity and allows students to concentrate
on effectively acquiring knowledge and skills. In addition, macro scaffolding facilitates the completion of
complex tasks by breaking them into manageable phases (Hammond & Gibbons, 2005). By providing
guidance and support throughout the learning process, students are able to navigate through difficult
material and gain a deeper understanding of complex concepts (Chen &Chen, 2019). The supportive nature
of macro scaffolding helps learners maintain their interest. Learners are more likely to remain motivated
and actively engage in the learning activities if they feel supported and can observe their progress. Macro-
scaffolding strategies provide learners with the necessary guidance and resources to keep them engaged
throughout the learning process.

242
 The 1st International Academic Conference on Business Administration and Communication Arts
Faculty of Management Sciences, Yala Rajabhat University
“Business Administration and Communication Arts for Sustainble Local Development”
July 20, 2023
Recommendations
Teachers play a crucial role in facilitating effective public speaking instruction. It is recommended
that teachers incorporate macro scaffolding techniques into their teaching practices. By providing clear
learning structures and breaking down complex tasks, teachers can help students comprehend and organize
content effectively. This will lead to enhanced learning outcomes in public speaking. Additionally, teachers
should strive to create a supportive and engaging learning environment. This can be achieved by offering
guidance, providing regular feedback, and recognizing students' progress. A positive and inclusive classroom
climate will contribute to students' confidence and active engagement in public speaking activities.
Moreover, promoting metacognitive development is important. Teachers can incorporate metacognitive
strategies into their instruction to enhance students' awareness of their learning processes. Encouraging self-
reflection, self-regulation, and the use of effective learning strategies will enable students to become more
autonomous learners and improve their public speaking skills.
Furthermore, policymakers should allocate resources to ensure that schools have access to
appropriate instructional materials and resources for public speaking. This includes textbooks, multimedia
tools, and technology that support macro scaffolding approaches and enhance students' learning
experiences. Additionally, policymakers should encourage research and collaboration in the field of public
speaking education. By promoting research initiatives and fostering partnerships among educators,
researchers, and institutions, policymakers can contribute to the development of evidence-based practices
and the continuous improvement of public speaking instruction.
For future researchers, there are several recommendations to consider. Conducting longitudinal
studies would provide valuable insights into the long-term effects of macro scaffolding in public speaking
instruction. By exploring the sustainability and durability of the benefits derived from macro scaffolding
approaches, researchers can contribute to the understanding of effective instructional practices. Moreover,
investigating the impact of cultural factors on the implementation and effectiveness of macro scaffolding
is important.

Conclusion
Overall, the findings of this study underscore the effectiveness of macro scaffolding in facilitating
students' public speaking presentations. The use of macro scaffolding has provided students with a clear
structure, support, and opportunities for meaningful learning experiences. By incorporating prior knowledge,
fostering confidence and autonomy, and promoting metacognitive development, macro scaffolding has
proven to be a valuable instructional approach in enhancing students' speaking skills.

243
 The 1st International Academic Conference on Business Administration and Communication Arts
Faculty of Management Sciences, Yala Rajabhat University
“Business Administration and Communication Arts for Sustainble Local Development”
July 20, 2023
References
Ashcraft, K. (2020). Communication as Constitutive Transmission? An Encounter with Affect. Communication
Theory. Al-Tamimi, N. (2014). Public Speaking Instruction: Abridge to Improve English Speaking
Competence and Reducing Communication Apprehension. International Journal of Linguistics.

Bailey, E (2019) A Historical View of the Pedagogy of Public Speaking, Voice and Speech Review, 13:1, 31-
42, DOI: 10.1080/23268263.2018.1537218.
B l a c k , R . ( 2 0 1 9 ) . G l o s s o p h o b i a ( F e a r o f p u b l i c s p e a k i n g ) : Retrieved from
https://www.researchgate.net/deref/http%3A%2F%2Fwww.psycom.net2F.
Chen, Y.-C., & Chen, Y.-L. (2019). Enhancing students’ speaking skills and confidence through scaffolded
instruction. rEFLections, 26(1), 12-15.
Dansieh, S. A, Owusu, E., & Seidu, G. A. (2021). Glossophobia: The fear of public speaking in ESL Students in
Ghana language teaching; Language Teaching,1(1).
Hammond J., & Gibbons P. (2005). Putting scaffolding to work: the contribution of scaffolding in articulating
ESL education. Prospect 20(1): 6 – 30.
LeFebvre, L., L.E. LeFebvre & M. Allen. (2018). “Training the Butterflies to Fly in Formation: Cataloguing
Student Fears about Public Speaking.” Communication Education 67 (3): 48–362.
doi:https://doi.org/10.1080/03634523.2018.1468915.
LelanieBasco, L., & Nickle, T. (2019). Improving ESL Students’ Speaking Ability through Instructional
Scaffolding. International Journal of Language & Linguistics.
Naibaho, L. (2019). The Effectiveness Of Scaffolding Method On Students’ Speaking Achievement.
International Journal of Research-Granthaalayah.
Panhwar, A., Ansari, S., & Ansari, K. (2016). Sociocultural Theory and its Role in the Development of
Language Pedagogy. Advances in Language and Literary Studies.
Tahir, S., & Hanapi, H. (2017). Lecturers’ Method in Teaching Speaking at the University of Iqra Buru.
International Journal of English Linguistics.

244

View publication stats