Using Digtogloss Dictation Method to Improve Student s’ Skills in Writing Narrative Text

The purpose of this study described the use of digtogloss method to improve students’ skills in writing narrative text. This study was classroom action research which consisted of planning, implementation, and reflection. The qualitative data was gathered using an observation sheet, an interview, diary notes. The quantitative data was taken from the writing test. The data in this study was analyzed qualitatively and quantitatively. The findings of quantitative analysis showed that the mean of pre-test was 40.67. In cycle one, the mean of first post-test was 65.6. In cycle two, the mean of second posttest was 70.17. Based on the findings of this study, it was concluded that the application of dictogloss method improved students’ ability in writing narrative text. The finding of the qualitative analysis showed that the students were interested in writing narrative text through digtogloss method.

INTRODUCTION
Writing is one important skill in learning language. Writing became important skills to be increased in the classroom (Dewi, 2019). Writing plays a very important role in getting involved with other people who have a different distance and time from us; besides that writing can also be a permanent or semi-permanent memory or evidence, Nunan (1993). Writing is not only about generating and organizing ideas; it is also about turning them into readable text. Writing requires a diverse set of skills. Both higher-level planning and organizational skills, as well as lower-level skills like spelling, punctuation, and word choice, are important for L2 writers (Benesh, 1993). That is why writing is one of the most difficult abilities to be acquired in learning foreign language especially English.
Every grade has different achievement of writing ability. For example, students at junior high school should be able to write or generate a narrative text. Despite the fact that narrative material is intended to entertain the reader, they find it difficult to write it. They know a lot of stories about Sholihatul Hamidah Daulay, Utami Dewi, Rizaldi Pulungan / Using Digtogloss Dictation Method to Improve Students' Skills in Writing Narrative Text narrative texts, but they have a lot of difficulties writing their own. Many pupils find it difficult to generate and develop their own ideas. Students have a concept but are unable to express it verbally. In order to compose a strong narrative text, they also fight to organize their thoughts into a logical order. In fact, they have difficulties in writing English text because they have limited vocabulary, they have lack of grammar, and they do not understand about the generic structure of the text. When L2 learners was given a writing task, they wase often overwhelmed. Even at the start, some learners will struggle to get started. (May Al-Gharabally, 2015).
The teachers' teaching methodology and students' attitude and motivation affect the students' performance and ability. Appropriate instructional teaching methods and students' learning strategies enhance the students' achievement (Dewi, 2021). In this study, the digtogloss method was used to improve the students' ability in writing English text. Digtogloss method has many advantages because it can improve the students' writing ability. Many teachers and researcher used the digtogloss method to enhance their students' ablity in writing. As Vasiljevic (2010:45) states that dictogloss is an interesting medium in improving students' learning abilities. With dictogloss, students have the opportunity to learn something new from their group because each student has a different writing ability. In addition, students will also practice their analytical skills in determining the strengths and errors in their writing. Therefore, students will learn to write narrative texts with pleasure and comfort and reduce anxiety in learning to write.
In addition, Hidayah (2017:7) states that teaching using the dictogloss technique will be very helpful for teachers and students in improving text narrative writing activities. He revealed that teachers should be able to apply the dictogloss technique in improving students' writing skills, because the dictogloss technique can solve students' writing problems such as grammar, structure, content, vocabulary, and mechanics. Furthermore, Retnowaty (2017:7) proved that dictogloss is an effective method in improving students' writing skills in writing narrative paragraphs of text. The dictogloss method changes the learning situation of previously inactive students to become more active, minimizing students' vocabulary mastery of unfamiliar words. This study also proves that students become more courageous and confident, not only conveying narrative texts, but they also give each other corrections to their friends. Retnowaty (2017) also stated that dictogloss is a perfect technique so that students can master grammar and vocabulary simultaneously by combining a combination of meanings in written form. Based on the previous study above, it was concluded that digtogloss method can improve students' ability in writing.
In this study, the researcher observed that the students have low ability in writing narrative text because many factors, such as students' motivation, teachers' methods and strategies, and students' vocabulary. Many factors influence the students' ability in EFL writing, such as the lack of students' ability to translate words in context, the common vocabulary, lack of the approaches, strategies, and techniques that the teacher and students used, the student's low motivation (Dewi, 2021). To improve the students' ability in writing narrative text, the researcher used digtogloss method in teaching narrative text. Furthermore, this study aimed to describe the application of digtogloss method in teaching writing narrative text and describe the improvement of students' ability in writing narrative text through digtogloss method.

METHODS
A classroom action research method was used in this study. The author undertakes the research as a pre-service teacher by observing the teaching and learning process in a classroom. Action research is a research method that aims to solve a problem that occurs in students where the problem has been previously identified. The purpose of this action research is to be a reflection for teachers and to improve the quality of the teaching process in the long term. In conducting a classroom action research, the researcher does not need a rigorous study to determine and know the problem clearly, action research is a research method that must be applied and carried out in the field, then an Sholihatul Hamidah Daulay, Utami Dewi, Rizaldi Pulungan / Using Digtogloss Dictation Method to Improve Students' Skills in Writing Narrative Text evaluation is needed whether the decision to conduct this research is the right decision or not. Anne, 2010).
Action Study, according to Phillips and Carr (2010), often encompasses three major phases in a research cycle. Planning, implementing, and reflecting are seen as a continuous cycle or spiral in teaching and research. The phases of doing classroom action research are depicted in the diagram below:

Figure 1. Cycle of Action Research by Phillips and Carr
The subject of this study is 8 th grade students of MTs.S Pesantren ArRaudhatul Hasanah on the academic year 2019/2020. This research was classroom action research which consisted some three stages. The first was planning. In this stage, the researcher planned to design lesson plan which used digtogloss dictation method, and to design the media which used in the teaching learning process. The second stage is implementation. In this stage, the researcher used the digtogloss dictation method in teaching narrative text. The last stage is reflection. In this stage, the researcher made the reflection of the implementation of digtogloss dictation method in teaching narrative text.
There was qualitative data and quantitative data in this research. Observation, interview, diary note wer used as the instrument of qualitative data. Tests were used as the instrument of quantitative data. As Philips and Carr (2010) stated that in classroom action research, data is collected via four methods: observation, interview, documentation and diary Note.

FINDINGS AND DISCUSSION
In this study, there was two cycles of classroom action research. In the first cylcle, the teacher planned the lesson plan using digtogloss method, then the teacher prepared media in teaching learning process, and the observation sheet. The teacher implemented the digtogloss method and made the observation during the teaching learning process. After implemented the digtogloss method, the teacher gave the writing test to find out the students' ability in writing narrative text. The results of the students' written test in the first cycle are listed below. From the table 1, it represented that in pre-test, most of the students failed, it was shown by the percentages of students' scores. It showed that 93,33% of the students failed in writing narrative text, while only 6, 67 % of the students passed in writing narrative text. It meant that the number of pupils who succeeded was only 6.67 percent, with two students passing with a score of up to 70. On the other side, 28 students received a failing grade of 70 or 93.33 percent. When completing action research in the pre-test, it was concluded that the students' talents in composing narrative text were low.
After implementing the digtogloss method, the student was given the writing test. The results of the first cycle's post-test are listed below.  The table 2 showed that students' ability to write an appropriate narrative text has improved. Although the improvement was still below of the KKM standard. The number of pupils who succeeded was only 46.67 percent, with 14 students passing with a score of up to 70. However, 16 students received a failing score of up to 70, or 53.33 percent. It can be stated that students' ability to write an appropriate narrative text has improved, but they still did not reach the KKM target score when conducting action research in post-test one. As a result, post-testing was carried out again in the second cycle. Based on the observation sheet, it showed that the students'still did not followed the digtogloss method well. They still confused about the steps of the method.
Then the researcher planned the second cycle in improving students' ability in writing narrative text through digtogloss method. In implementing digtogloss method in the second cycle, the students had good response in using digtogloss method. It can be seen from the observation sheet. The students' ability in writing narrative text also improve in the second cycle. It is known from the result of the second post tes as described below. The table 3 showed that the percentage of pupils that passed was 66.67 percent. While, it was 33,33% students failed. It can be concluded that the students' ability to write narrative text has improved greatly. In the first and second Cycles, there was improvement of percentage of the students' ability to write narrative text. The table above showed that the students' scores improved from pre-test to post-test I and posttest II. Only two of the thirty students who took the pre-test received a score of 70 or above (6,67 %). In post-test I, 14 of the 30 students received a score of 70 or higher (46,67 %). From pre-test to post-test I, 40% of the participants improved their scores. In the post-test II, 20 of the 30 students received a score of 70 or higher (66,67 %). From post-test I to post-test II, there was a 20% increase in improvement scores. This chart shows the improvement students ability to write narrative text after using dictation dictogloss method. The research found that students' ability to write narrative language improved as a result of the quantitative data. The data showed that in a pre-test, the lowest score was 30 points and the highest was 90 points; in a post-test I, the lowest score was 30 points and the highest was 90 points; and in a post-test II, the lowest score was 30 points and the highest was 90 points. The lowest score was 40, and the highest was 90; in post-test II, the lowest score was 50, and the highest score was 95. In the pre-test, 6.67 % (2 of 30 students) received a score of 70 or above. In the post-test I, 46.67 percent (14 of 30 students) received a score of 70 or higher. The percentage improvement in scores from pre-test to post-test I was 40%. In the post-test II, 66.67 % (20 of 30 students) received a score of 70 or higher. The percentage improvement in scores from post-test I to post-test II was 20%.
This study concluded that to the dictation dictogloss method has an effect in increasing students writing skills. The dictation dictogloss method is one of the good learning ways that could be implemented in the classroom. Based on the finding. It showed that there was a differentiation among pre-test, posttest 1 and posttest 2. Mean score of posttes is 40,67 with the total of score is 1220. Meanwhile, pos test 1 was 65,5 with the total of score is 1965 and the post tes 2 was 70,17 with the total of score is 70,17. From the mean score of posttes especially posttest 2. Posttest 2 got highest score than others. It means that application of dictogloss technique gave contribute to students writing skill

Numbers of Students
Scores in narrative text. Furthermore, the findings of this study suggest that the dictogloss technique is an excellent teaching technique for narrative text production. As Robinson (2011;3) said that dictogloss is meant for grammar at first, but it may be designed for other language abilities as well (writing and listening). As a result, the dictogloss strategy is appropriate and helpful for improving pupils' writing skills.
The results of the data analysis revealed not only a substantial difference between the pre-test and post-test, but also that the dictogloss technique had a considerable impact on the students' ability to write. As a consequence of the data analysis, the group that received dictogloss treatment received higher score than the group that did not use the dictogloss technique to teach. There were several elements that influenced the pupils' capacity to write using the dictogloss approach, including: Firstly, the students were having fun while learning because they were working together to rebuild the text. It allowed them to communicate and learn from one another in their group. Jacob and Small (2003:1) are in favor of it. Dictogloss is a unified teaching style in which students work together. They worked together to piece together a paragraph from their notes. Second, students participate actively in the learning process. As mentioned by Vasiljevic (2010;45) said that students will actively participate in the learning process because dictogloss provides many opportunities for peer teaching and peer learning, as stated by students will actively participate in the learning process because dictogloss provides many opportunities for peer teaching and peer learning. Because dictogloss combined individual and group activities, students listened and took notes individually before reassembling the text together. Because it was innovative teaching strategy for them, pupils eagerly followed each level of dictogloss. It boosted the students' vocabulary acquisition automatically. It was support by Harmer (2004;74) He claims that dictogloss is beneficial to pupil's vocabulary acquisition and writing habits. The reason for this is that the students were asked to scribble down any content terms that sprang to mind. They had to listen to a paragraph and recreate it using the terminology they learned.

CONCLUSION
The use of dictogloss has greatly affected to increase students writing skill, especially writing narrative text. This study has practically implication to give consideration for the teacher in enhancing students' ability in writing narrative text. Teaching narrative text using the Dictogloss dictation approach has a substantial influence on students' capacity and interest to think about the narrative text. Since using this approach, students were able to quickly understand and remember the generic structure of the narrative text. They'd be able to write a good narrative text as well. The Dictogloss dictation approach is recommended as a fun and engaging way to teach narrative text to Senior and Junior High School students.


Manifestation Of Prophetic Leadership Values In Islamic Education

: The issue of morality is still a hot issue that is still being discussed. The flow of globalization has resulted in the erosion of human morality so that it only prioritizes the capitalist and materialistic aspects. Educational institutions as the main basis of human civilization and intellectuality should be able to become a place for transmitting moral values that are always based on prophethood and divinity. In reviewing the problems above, this study uses a library research approach with data analysis methods, content analysis, and spiral analysis. The findings of this study are that prophetic leadership is a leadership typology that is oriented towards restoring human nature as caliphs on earth by making the prophet Muhammad a role model in carrying out his leadership activities. Prophetic Islamic education is also an effort to prevent moral degradation because it returns the function of education to a divine basis, and always has high faith so that it can create a generation of rahmatan lil-„alamin. These prophetic leadership values are inspired by Kuntowijoyo‟s „social prophetic‟ concept, including humanists, liberals, and transcendentals.

INTRODUCTION
Humans are the most perfect creatures of Allah (ahsan al-taqwīm) because they are physiologically equipped with an ideal limb structure with an amazing mind (Mashudi, 2019, p. 517). With his perfection, humans get a mandate on earth as caliphs (khalīfah fil-ard), namely creatures who can manage the earth and have the power to carry out Allah"s commands (Hasan, 2010(Hasan, , p. 1074. This mandate regarding management enables humans to manage and utilize all the facilities that God has given to their servants to benefit and prosper. However, on the other hand, humans must also not forget their nature as servants of Allah who must worship Him, always remember Him, must not turn away from Him, and realize that one day they will return to Him (Nasukah Binti et al., 2020, p. 53).
Thus, even though humans have full authority as caliphs on earth to carry out the managerial process, on the other hand, they cannot be separated from their initial goal, namely to serve and worship Allah SWT. The implication of this activity is, that if humans are positioned as servants, then all their actions must be following the provisions that Allah has set. However, the phenomenon that occurs is that the world is increasingly being ensnared by capitalist understanding and tends to be materialistic. So that there is a transition of meaning, which was originally a human task as caliph on earth that should always be connected with divine values, has now faded and is porous. Humans use all available resources as a tool of capitalism to make maximum profits for the benefit of individualists. Leadership practices that develop tend to lead to subjects in the organization and make them materialistic, de humanistic, and far from shari'ah values that are oriented towards God. Often with the times, ethics has become a neglected thing, because steering control is no longer based on God, but on fellow human beings who often prioritize interests and sometimes even sacrifice virtue values and are far from the values of benefit for the people.
Sadly, this condition has even begun to touch the world of education. Even though we know that education is the basis of knowledge and the cultivation of noble character, it has now been tainted with the interests of certain individuals or groups that undermine other human beings. If this is allowed to continue, it will destroy the moral building and educational goals based on religious humanism. Because it places interests above the benefit of mankind. As an example of moral degradation in education, non-ethical behavior has begun to emerge in the management of educational institutions, such as commercialization of education, transactionalization of positions, corruption, collusion, and nepotism. There are behaviors that no longer prioritize humanist aspects, such as discrimination, sexual harassment, bullying, and also pursuing a position in various ways. Educational institutions should be a central place for intellectual studies that teach students with moral values as the main basis that produces highly civilized humans by upholding aspects of morality (Rusnadi & Hafidhah, 2019, p. 231).
Yusuf al-Qaradawi reminded us that the task of humans as caliphs is only a representative in the affairs of Allah"s property (Qaradhawi, 1997, p. 39). In his duties as representatives, according to Djakfar, humans are required to inherit the attributes of Allah in their social life, in other words, their Islamic Aqeedah must be made a priority in life (Djakfar, 2015, p. 99). As a leader, it is proper for humans to have high integrity, love each other, be honest, spread peace, protect, protect, and give a sense of security to others. These traits have been shown by the Prophet Muhammad as swat treasures for mankind. It"s just a matter of how humans can adapt to the behavior of the Prophet and can be implemented in him. Because the Apostle exemplified himself, as the foundation of leadership in Islam which was shown in his success in building civil society civilization and proved authentic in overcoming the political and social problems of the people at that time (el Syam, 2017, p. 96).
Prophetic Islamic education is assumed to be education based on a prophetic mission, namely rahmatan lil'alamin (bringing mercy to all nature and being able to give birth to humans who have comprehensive advantages. This assumption is based on two reasons, including: first, normatively prophetic education is based on al-Qur"an and al-Sunnah; second, philosophically and sociologically, prophetic education has been thought deeply by philosophers, namely since the time of the Prophet Muhammad until the time of Daulat Abbasiyyah. The classical era which we can call the golden age besides giving birth to scholars who provide spiritual and moral enlightenment in the realm of Islamic scholarship has also given birth to scientists who can provide intellectual, cultural, and world civilization enlightenment (Nata, 2016, p. 2).
The success of the Prophet in building a civilized society that upholds the values of humanism so that individual freedom and social stability can be guaranteed and harmony. This can be used as a reference for leaders and managers of Islamic Educational Institutions in particular to always make the Prophet a role model and have a leadership paradigm that refers to the concept of prophetic leadership. The construction of thinking about the concept of leadership which has been oriented to conventional leadership theory and tends to be materialistic and prioritizes the worldly as a benefit goal should be deconstructed and returned to the true direction, namely based on the leadership pattern of the Prophet Muhammad. Thus, the substance of prophetic leadership can be used as a reference to achieve goals that are both profane and transcendental between worldly and hereafter goals. Because it has become sunnatullah that every human being is a leader (caliph), both for himself, his family, and the community. For this reason, the manifestation of prophetic leadership values becomes a necessity so that Islamic Educational Institutions avoid non-ethical human behavior.

RESEARCH METHODS
This research is a type of library research, which is a research that bases all the data, both primary and secondary, from literature in the form of literature (books, journals, articles, etc.). The primary data used in the concept of prophetic leadership is sourced from Kuntowijoyo"s prophetic social thoughts and other relevant sources. While the primary data regarding education quality management comes from Edward Sallis"s quality theory and is accompanied by other relevant literature. This study uses a qualitative approach because it departs from the phenomenon and the data exposure is descriptive. The data analysis method uses Creswell"s theory namely, the Spiral Model (Creswell, 2010, p. 277), and Philip Mayring"s theory is Content Analysis (Krippendroff, 2004, p. 79).

Values of Prophetic Leadership
Leadership is one of the most important factors in the formation of an organization (Khamdani, 2014, p. 261). This is evidenced by the results of research showing that leadership plays an important role in an organization (Muhaimin, 2015, p. 29). As stated by Mansyur, the development of leadership theory studies many aspects of leadership skills from various perspectives (Mansyur, 2013, p. 57). The analysis of leadership initially only focused on the characteristic differences between leaders and followers/members. Furthermore, the study of leadership began to develop, which focused on the study of leadership behavior/behavior. Researchers, in this case, use a contingency model to understand the factors that influence leadership behavior. With this approach, the researchers examined the relationship between personality traits, situational variables, and the influence of a leader. This condition lasted from the 1970s to the 1980s, with a span of approximately 10 years. Until now, the characteristics of effective leaders are still an important issue to be studied (Ulinnuha, 2019, p. 143).
In recent developments, leadership studies have focused on reviews of intrinsic leadership styles, this type of style was first raised in the development of motivation theory (Fry, 2003, p. 693). Both spiritual leadership styles and prophetic leadership styles develop within the framework of a religious perspective, namely to return humans to their nature as servants of God. Normativeness and belief in religion form the basis of the two leadership styles. Spiritual leadership is based on the behavior of leaders intending to strengthen the joints of faith and realize righteous deeds, while prophetic leadership is oriented toward the example of the Prophet (Mohammad Zaini, 2021, p. 78).
The term prophetic was first popularized by Muhammad Iqbal and Roger Garaudy, a French philosopher who later became Mua'allaf (Syamsudin, 2015, p. 15). In Indonesia, the term prophetic is echoed by the Muslim scholar Kuntowijoyo (Wasehudin, 2018, p. 230). Etymologically "prophetic" comes from the English "prophet" which means prophet (Wojowasito & Tito Wasito, 1982, p. 161). Meanwhile, when viewed from the adjective "prophetic" which means prophetic (Al-Barry, 1994, p. 627). Thus it can be understood that prophetic leadership is prophetic-oriented leadership (Subagja, 2010, p. 58). As we all know, the Prophet is a figure chosen by Allah to carry out the mandate to spread goodness through Islam (Dzaky, 2007, p. 44).
Indeed, the Prophet has taught us many things, not only good lessons but also good examples (Moedjiono, 2002, p. 34). The idea of prophetic leadership is intended so that its ability to influence others to achieve goals as done by the prophets and apostles, does not deviate from the teachings that have been prescribed (Sani, 2011, p. 40). This leadership characteristic is what distinguishes it from other leadership characteristics, namely referring to and relying on the behavior of the Prophet. As the Apostle has taught humans how to be good leaders and not to deviate from the laws of Allah. This character is also a form of realization of what is contained in the holy book, namely the Qur"an. Thus, prophetic leadership is a leadership paradigm that contains prophetic essence (based on the Qur"an and al-Sunnah) to realize human beings who are oriented towards worldly and ukhrawy happiness.
Revelation is a source of knowledge for Muslims, and the prophet is the interpreter of the holy book through his words and actions. The existence of the revelation that was revealed to the prophet as an enlightener for Muslims is the answer to the shackles of human values due to the tendency of Western society to deify ratios and its atheistic attitude. So it is natural that Muslim communities make prophetic missions as transformers in their lives (Umaimah, 2021, p. 16).
Kuntowijoyo, a Muslim scholar captured this prophetic mission and formulated a concept called "Prophetic Social Science". According to Kuntowijoyo, three prophetic ideals are essentially the historical mission of Islam as carried out by the Prophet (Kuntowijoyo, 2021, p. 18). The three ideals are humanization, liberation, and transcendence. This concept originated from his interpretation of QS al-"Imrān (3) verse 110. From this verse it was then mapped into three values that were used as the basis for the prophetic concept: first, humanization was based on the sentence "ta'marūna bi al-ma'rūf"; second, liberation was based on the sentence "tanhā 'an al-fahshā' wa al-munkar"; third, transcendence derived from the sentence "tu'minūna billāh" (Praja & Muslih, 2021, p. 72). These three prophetic values are intended as prerequisites for becoming the best human being (khoir ummah). With the leadership aspect, these three values can be used as pillars or footholds in attitude, action, and decisionmaking in utilizing all their potential for the benefit of mankind.
Each of the values covered in the prophetic concept above will be described one by one to obtain a comprehensive meaning and can be internalized into leadership. First, humanization, in this case, is intended as an effort to foster a sense of humanity. According to (Yuliharti & Umiarso, 2018, p. 95), the true value of humanism is to restore and awaken humans to their nature as spiritual beings. Whereas in prophetic leadership, a leader needs to make humanistic behavior the main aspect in carrying out his leadership process so that he always holds fast to the human entity and remains grounded in divine values.
The second prophetic value is the liberation which has the meaning of liberating. With leadership, a leader must have a liberating nature or in other words should not suppress and prevent all forms of destructive nature. Leaders with all their visions must try to free people from all forms of exploitation, ignorance, poverty, backwardness, and injustice. Although it is based on the phrase "amr ma'ruf nahi munkar", it does not mean that the preventive action means violence or cruelty. This liberation must remain based on the foundation of transcendent values (awareness of divinity) that promotes peace. Leaders can take the historical value of Rasulullah from the events of the Mecca fath (the conquest of the city of Mecca), namely how the prophet Muhammad freed the Muslims from the Quraysh's infidels but without violence. The path of peace is the main foothold in solving these problems. Throughout his life, the Prophet had taught by example kindness, humanity, firmness in keeping promises, and greatness of soul that has never been achieved by any human (Haekal, 2008, p. 472).
The third aspect is transcendence which has a divine (metaphysical) meaning. This means acknowledging the existence of God"s authority and returning all matters to God. This value is then used as the basis for humanist values and liberation so that the actions taken by leaders are always aimed at the world and the hereafter, the balance between the two is not prioritizing one of them. Leadership with transcendence values is expected to be used as an effort to clean oneself from materialistic and hedonistic attitudes. This materialistic mindset makes humans motivated to do everything possible so that the values of justice, transparency, solidarity, integrity, empathy, sympathy, and so on are eroded.
These three values, namely humanism, liberation, and transcendence, have been reflected in the Prophet in the form of his leadership behavior. The Prophet Muhammad became uswatun repertoire for all his actions, attitudes, and behaviors. Four characteristics reflect his figure, including sidq, amanah, tabligh, and fatānah (Syams, 2018, p. 105). In its implementation, the characteristics of the Prophet cannot be separated because it is a system that is interrelated with each other. As stated by Zein that the success achieved by the Prophet during his leadership process was strongly suspected because the pattern he built was based on compassion (Zein, 2008, p. 149).

Islamic Education Based on Prophetic Values
Prophetic Islamic education implies that Islamic education is oriented to the behavior of the Prophet as the basis for its development. One of these prophetic missions is to give mercy to the whole world. Thus, a reflection of prophetic Islamic education is education based on the Islamic concept of rahmatan lil alamin (Ismail, 2013, p. 302). This is reflected in the personality of the Apostle which of course will be a blessing for humans who want to imitate him, understand, appreciate, and implement it in everyday life. However, this is intended for humans who have character and imitate the morals of the Prophet (al-takhalluq bi akhlaal al-Rasul 'ala thaqa al-basyariyah). This will bring blessings and grace because behind the personality of the Messenger of Allah there are things that bring progress, including.
First, is the element of rationality. The point is that Rasulullah's success in his struggle was not solely based on the belief that he was close to Allah, loved by Allah, without any hard work, and then succeeded just like that. History records that not all of the Prophet"s wars were victorious, some even lost, namely in the Uhud war, for example, the Prophet and his followers experienced extraordinary defeats. This is because some followers do not obey the rules that have been set. Thus it can be understood that success is determined by effort and prayer and hard work (Nata, 2016, p. 6).
Second, is the element of intelligence. What is meant here is that the example of the prophet Muhammad that can bring mercy to his people is because there is an element of intelligence. His intelligence is related to intelligence and intelligence in analyzing and making decisions correctly and accurately, not all humans can understand it. This is indicated by the incident of fath al-Makkah. The Prophet succeeded in conquering the city of Mecca without resistance. This incident shows that the prophet was very intelligent and it was this intelligence that would bring mercy to Muslims.
Third, the element of balance between the heart in the form of spirituality and morals; mind-intellectual insight (head), and elements of technical ability (head). This combination also occurs in every decision-making.
That is, what will be said verbally is coordinated with the mind, and considered with the conscience. If there is harmony, then the decision is made. In this way, the decisions taken will be mature and strong and there will be balance. This is what the Prophet Muhammad practiced so that what he does always brings mercy to his people (Khan, 2005, p. 278).
Fourth, comprehensive elements. That the teachings brought by the Prophet Muhammad touched all aspects of life as formulated by al-Ghazali with the development of the basic idea from al-Juwayni regarding the purpose of shari'ah (maqashid al-syari'ah) which includes maintaining religion (hifdz al-din), maintaining the mind (hifdz al-'aql), preserving the soul (hifdz al-nafs), maintaining offspring (hifdz al-nasl), and maintaining property (hifdz al-maal) (Hawa, 2005, p. 72). The content in the verses of the Qur'an which was revealed by Allah to the Prophet Muhammad which was then translated by the hadith was intended to maintain things that were oriented towards human rights. Thus it can be interpreted that this teaching provides a solid foundation for realizing rahmatan lil-'alamin.
From the four things that have been described above, a common thread can be drawn that the presence of the Prophet Muhammad was to give mercy to the whole world. However, this grace can not only be obtained by admiring it, for example by praying to get intercession, but the most important thing is to do hard work, work according to applicable rules, and be creative, innovative, dynamic, and progressive. Thus, the grace obtained from the prophet is expected to have an impact on the emergence of a high work ethic, creativity, and trying hard.
Islam as rahmatan lil-'alamin can normatively be understood as a teaching that is oriented towards faith, worship, and morality. Aqeedah or human faith must give birth to Rabbani (life according to God"s rules), have a noble life goal, taqwa, tawakkal, sincerity, and worship. This aspect of faith must foster an attitude of emancipation, elevating human dignity and respect, awareness of a just, open, democratic society, and harmony in pluralism. Islam rahmatan lil-'alamin can then be seen in the practice of the life of the Prophet and his companions. The Prophet always sided with the mustad'affin and cared for the social, the poor, the poor, and those who were affected by calamities. To ensure the maintenance of human rights further, it can be read in the "Medina Charter" which was made by the prophet while in Medina and was agreed upon by all representatives of the Medina resident community.

Manifestation of Prophetic Leadership Values in Islamic Education
In a moral and leadership crisis that is currently being experienced by the world of education, it is appropriate for Muslims to try to transform from a materialistic-capitalist leadership system to a prophetic leadership system. Leadership with capitalist characteristics that are only centered on materialism, pursues worldly benefits so that it increasingly distances humans from their nature as servants of Allah and the people of the Prophet Muhammad. The current globalization that is developing very quickly makes people fall for the ease of all desired access so that they only prioritize the worldly scale and even leave the provisions that have been prescribed by Allah. For this reason, an effort to internalize leadership values is needed as a form of prophetic manifestation. Especially in the world of education, which incidentally is the center of civilization and scientific development as well as intellectual efficiency so that humans can return to their nature, namely as caliphs on earth who will be held accountable in the hereafter.
Manifestation can be interpreted as the embodiment of prophetic values which in this case is about leadership. How the polarization of leadership can be realized in Islamic religious education in particular. This manifestation is intended to make the values of prophetic leadership consciously implemented in the attitudes and behavior of leaders in an Islamic educational institution or institution. Thus, the goal of religious education can be achieved as the vision that has been set and cannot be separated from the substance of the profession, namely making education a scientific basis oriented to rahmatan lil-'alamin as taught by the Prophet.
To be manifested in humans, the prophetic leadership paradigm must depart from the starting point of a theological paradigm: "from Allah" and "for Allah". The leadership motive comes from God and it is by God"s grace that man can become a leader. Furthermore, "because of Allah", means that the leadership process must be oriented to Allah, the intention is directed to Allah, so that from this intention they can lead them to human goals and only hope for the pleasure of Allah alone. Whereas "for Allah", it is intended that all leadership activities carried out are not solely oriented towards fulfilling the libido of power or survival but as a means of worshiping Allah so that they can get rewards as provisions for life in the hereafter. Thus it can be said that the purpose of leadership is as a manifestation of devotion as a faithful servant of God. Islamic teachings as contained in the Qur"an and al-Sunnah, namely the teachings on aqidah, worship, muamalah, and morality. With the conscious and consistent application of religious values, it will have an impact on the manifestation of divine character (hablum minannās) that can imitate the morality and behavior of the Prophet. Thus, a person who is obedient to God will be formed as well as have noble character. The high level of a person's faith will make him always work oriented to the realm of worship, while also having the character of prophetic values, namely (sidq, amānah, tabligh, and fatānah), as well as having morals based on humanism with a leadership pattern from a clean conscience (Mansyur, 2013, p. 63).
As explained by Abuddin Nata regarding the concept of prophetic Islamic education, it contains four important elements: rationality, intelligence, the balance between the heart in the form of spirituality and morals; mindintellectual insight (head), and elements of technical ability (head), as well as comprehensive. These four elements are presented as an effort to provide the basis for a new direction of Islamic education. This is an effort to overcome the problems that occur related to moral degradation and leadership patterns that have deviated from the established Shari"ah values. The four things that have been offered as a solution in realizing human benefit. Prophetic Islamic education wants to return the function of education to the values that have been taught by the Prophet and rely on Allah"s Shari"ah through the holy book, namely the Qur"an. With this, it is hoped that both a leader and other human beings will always prioritize divine aspects and human values so that inequality and oppression will no longer occur, both from the individual intellectual side and socially.
The manifestation of prophetic values in Islamic education can be in the form of an applicative action such as a combination of three types of leadership, namely authoritarian, laissez-faire, and democratic in leadership activities. For example, the type of authoritarian leadership can be realized in terms of decision-making if in an environment within the educational institution many members do not comply with the rules or policies that have been set, in this case, related to discipline. This type of authoritarian leadership can be implemented as long as it does not break through or attack the established Shari"ah order while still holding firmly to professional aspirations (humanist, liberal, and transcendental) (Kurniyatillah, 2020, p. 164).
The second type of leadership is laissez-faire, this type of leadership can be implemented in educational institutions whose member cultures are intellectually and academically well-established and have high responsibility, integrity, and discipline (Siti Qurrotul A"yuni & Radia Hijrawan, 2020, p. 72). So the leadership only needs to carry out monitoring and evaluate whether the programs that have been planned can run optimally. The last type of leadership is democratic, this type of leadership can be implemented to obtain constructive input from subordinates/members for improvement in a better direction (Afandi, 2013, p. 101). The three leadership typologies above can be implemented or collaborated if necessary as long as they do not depart from the values that have been prescribed and aim at the benefit of the people as exemplified by the type of leadership of the Prophet.

CONCLUSION
Prophetic leadership is a leadership typology oriented to the behavior of the prophet. The idea of prophetic was first raised by Kuntowijoyo, namely about "prophetic social" which contains three elements including humanist, liberal, and transcendental. To answer all the problems that occurred at that time regarding the loss of the level of faith and human morality there were many inequalities and human shackles.
Prophetic leadership is present as an effort to prevent moral degradation which is manifested in Islamic Education, later referred to as Prophetic Islamic Education. As initiated by Abudin Nata there are four elements in prophetic Islamic education: rationality, intelligence, the balance between the heart in the form of spirituality and morals; mind-intellectual insight (head), and elements of technical ability (head), as well as comprehensive. The manifestation of prophetic leadership values in Islamic education can be done by understanding the elements contained in prophetic social and prophetic education. So that in its implementation it always prioritizes aspects of divinity, and humanity, and relies on the example of the Prophet.■


EFL instructors’ scaffolding strategies use in writing classrooms : The case of Wollega University

Second language acquisition is facilitated when teachers provide the necessary assistance for the learners through the process of scaffolding. The study aimed at identifying the scaffolding strategies EFL instructors use in writing classrooms at Wollega University. Six EFL teachers were video recorded while teaching writing to first-year students in Communicative English Skills II. The video-recorded data were transcribed and analyzed using Open code project software. Interview data were also used to strengthen the teachers’ classroom activities. The data from the interview were analyzed through narra tion according to specific themes. The result indicates that the instructors use scaffolding strategies like a questioning, explanation, inviting learners, repeating students’ utterance s, praising learners, giving instruction, recasting, directing students ’ thinking, givin g feedback, use of L1

Introduction
The core responsibility of a teacher in the classroom is to help students to construct knowledge by themselves. This help is termed scaffolding which is a promising metaphor for quality teaching (Michell and Sharpe 2005). It was introduced by Wood, Bruner, and Ross (1976) to describe temporary assistance offered by more knowledgeable others, a teacher or peer in this case, to support learning until independent knowledge construction (Gibbons 2015;Hammond and Gibbons 2005;Fisher and Frey 2010). The help is only provided when the task or the concept is beyond the learner's current level of comprehension. In this case, the teacher guides the learner so that the learner reaches his/her potential competence level. Although there are errors, the teacher's feedback and prompt enable the learner to achieve the goal of the task provided. As the learner progresses in mastering the task, the teacher gradually minimizes the scaffolding and then removes it totally, as the learner becomes independent.
Here, the assumption drawn from the concept is that second language acquisition is facilitated when teachers provide the necessary assistance for the learners through the process of scaffolding. Supporting the effectiveness of scaffolding, Dare and Polos (2001) argues that scaffolding "is most effective for the language development of all ESL learners when it is informed by understandings of a functional model of language, and when a language to talk about language-a meta-language-is shared as part of the scaffolding itself" (p. 102). Identifying the learners' actual level to take them to their potential level is possible when there is an interaction between the teacher and the learners or among learners as it is argued that learning is a social process that is embodied in interaction (Seedhouse and Walsh, 2010).
It has to be noted that not every talk in the classroom may contribute to the learners' learning. Interaction in the classroom is meaningful when it helps the learners to mediate meaning from the classroom discourse. Kumaramadivelu (2006) also explains this idea by saying an input available but not comprehended is no more than a noise. Pritchard (2009) contends that "Effective learning is learning which is lasting and capable of being put to use in new and differing situations" (p. x).

Conceptual background
Effective teaching is not imparting knowledge into the learners' minds as it was viewed traditionally. It is rather helping the learners to construct knowledge through refining, shifting, and elaborating it (McKenzie, 1999;Burns and Richards, 2009) through collaboration and socialization as learning is a social process according to the sociocultural theory (Vygotsky, 1978;Lantolf and Thorne, 2006;Ohta, 2016;Walsh, 2006;Hammond and Gibbons, 2005). This process, where the learners develop their knowledge through shaping and refining cannot be achieved overnight. It is achieved through scaffolding and being aware of the learners' knowledge gap. By fulfilling this condition, it is possible to make learners show effective progress in language learning in this context. This could result in quality education in which students are provided the necessary assistance to achieve the desired goal (Totanes and Amarles, 2020).
The advantage of doing this is many folds when applied to the second classroom. The reasons are, among others, 1) the learners need to gain knowledge base training to develop their knowledge. 2) They need to become effective users of the language. If this is to be achieved, teachers have a responsibility to equip students in many ways as suggested by Burns and Richards (2009). However, this issue seems neglected in the Ethiopian context, as there is great dissatisfaction with the learners' English language performances, especially with the writing skills of learners in the country's context (Zeleke, 2017;Feda, 2014). Though the language is the medium of instruction beginning from secondary school in the country, and significant effort has been made to improve the situation including material and syllabus changes and setting of quality control systems (Mulugeta, 2009), still many are complaining that the problem is going worse from time to time (Dereje, 2014).
The writing skills of students seem to be below the expected standard at different educational levels in the country. For example, Zeleke (2017) examined the Ethiopian public university entrants' writing skills in the English language at Hawassa University through random sampling of the colleges and convenient sampling of student participants. The participants were asked to write an argumentative essay of five paragraphs to determine their writing abilities. The study found that the students are very poor at each of the aspects of writing. Besides, Teshome (2007) indicated that the writing skills of the students are very weak while he described the teachers' way of teaching writing as "odd." However, it seems the researcher believes there are limited studies on an exploration of EFL teachers' scaffolding strategies used in their writing classrooms in higher education. Hence it is worth noting to look at how teachers are scaffolding their students in the writing classroom since the learners' failure could be attributed to the teacher (Nunan 2003;Archana and Rani 2017;TESOL 2017). Had there been an appropriate way of scaffolding learners at higher institutions, there could have been the improvement of learners' language, and writing in specific .
The variation in the use of the concept of scaffolding resulted in its extended meaning. Accordingly, for example, the distinction between macro and micro scaffolding has got attention after the work of Hammond and Gibbons (2005). Hence, the specific strategies are more compatible in the classroom with actual implementation. Therefore, though much of the literature related to the concept of scaffolding uses the term scaffolding strategies, in this research context, 'micro-scaffolding strategies" is preferred as these strategies are implemented in the actual classroom. Different scholars have identified various scaffolding strategies through which teachers can assist learners in learning. For example, Muhonen et al. (2016) have categorized scaffolding strategies into two saying teacher-initiated and learner-initiated interaction. Teacher-initiated interaction consists of using interesting and stimulating words, listening to students talk attentively, prompting learners, indicating that there are alternatives, repeating what learners say, and recapping. The Learner-initiated consists of allowing learners to take part in the dialogue, asking limited questions/minimizing interruptions, linking learners' ideas and experiences to moral rules and social knowledge, expanding learners' responses, summarizing knowledge that has been gained, and accepting responses without evaluation.
Similarly, the prominent investigators of scaffolding, Wood et al. (1976), have stated some scaffolding strategies include explaining, questioning, and modeling. Hammond (2005), on the other hand, has listed the strategies like modeling, cues, prompting, hinting, partial solution, and direct instructions. Furthermore, Birjandi and Jazebi (2014) in their study entitled "Comparative Analysis of Teachers' Scaffolding Practices" have identified more comprehensive scaffolding strategies which were mentioned by different scholars. Using mixed-method research, they came up with 55 scaffolding strategies. These strategies were divided into six broader categories. The categories are types of scaffolding namely, linguistic, cognitive, metacognitive, social, cultural, and effective scaffolding. In this study, the strategies identified by these scholars were modified and used. Mackiewicz and Thompson (2014) in their study have indicated that instruction comprised three strategies. 1) Telling: when the teachers use little to no mitigation to help learners in revising or thinking ideas and identifying problems. 2) Suggesting: when teachers use more mitigation, by reducing the face threat of their instruction. 3) Explaining and exemplifying: when teachers provide reasons and illustrate their instruction (p. 60). They also indicated that cognitive scaffolding comprises different strategies including pumping which is initiating learners to participate; reading aloud-that teachers use to help students to hear what they did to help students understand the requirements of the task provided well and to model. Responding to student work/giving feedback is another cognitive strategy in which teachers paraphrase what they think students are saying to help them compare teachers' paraphrases with their intended meaning. Referring to a previous topic that is to help students identify the problem and practice the previously discussed revision or correction strategy by forcing a choice where teachers present students with several alternatives, one of which is correct, and expect students to choose the correct alternative are among the cognitive strategies. Furthermore, prompting, hinting, and demonstrating were identified as strategies that fall under this category.
After reviewing different studies on scaffolding, Lugendo (2014) has identified five major scaffolding strategies. These are collaboration, modeling, questioning, feedback, and instructing. Similarly, Tharp and Gallimore (1988) identified modeling, contingency management, feedback, instructing, questioning, and cognitive restructuring as strategies.

Purpose of study
Second language acquisition is facilitated when teachers provide the necessary assistance for the learners through the process of scaffolding. The study aimed at identifying the scaffolding strategies EFL instructors use in writing classrooms at Wollega University.

Participants
Six EFL teachers' writing classes at Wollega University were video recorded while teaching the writing section of the Communicative English Language Skills II course. Of the six teachers, three of them were observed three times while three of them were observed two times. Two sessions of those teachers who were observed three times and one session of the teachers who were observed twice were used for the analysis of the data. Besides, the EFL teachers were also interviewed to mention some of the scaffolding strategies they used in the writing classroom.

Data Collection Instrument
The data that was gathered from the teachers through video recording was transcribed and coded for different scaffolding strategies using open code. The interaction between the teachers and the learners was also identified as interactional episodes to see the scaffolding strategies used in it. The episodes consist of at least three turns. In the analysis, data were taken from the open code project software, interactional episodes identified from the writing classes, and interviews.

Results
Various micro scaffolding strategies including questioning, explaining, activating prior knowledge, recasting and others were identified as being used in the writing classrooms. In the next section, each of the strategies was presented.

Questioning
The most frequent scaffolding strategy was questioning according to the code frequency count in open code software that was used to analyze the data. EFL teachers used mainly two types of questions. These were questions for which answers were elicited from the learners and questions without elicitation of responses. For the second type of question, the teachers provide answers themselves. The teachers use questions for different purposes in the classroom including asking for elaboration, repetition, sequence, suggestion, key points, understanding, and key information. The following extract was taken from the open code to show utterances used by the teachers as questions for elaboration (Table 1). As can be seen from the above extract, many of the EFL teachers have asked their students to elaborate on what they have said. Teachers did this by using "what" and "why" questions. For example, in line 277, the teacher used the question "what does it mean?" seeking the learner to elaborate on what the student wanted to say. In line 177 of the other teacher, the question "why do we use this?" was used to identify the purpose of the type of paragraph they were talking about. Similarly, in lines 179 and 158, the teachers used the "why" question to ask for elaboration. They also used the "what" question for a similar purpose in the rest of their lines. Furthermore, the teachers have used a question to ask for repetition using short expressions like what? ehm? And yes? They have also used longer expressions like: Can you say it again? Repeat it, please, and the like for the same purpose. The EFL teachers were also asking the students to provide the sequences for something. The teachers were asking the sequences using questions like "What is the next one? The second/third? What about the fourth?" Asking for understanding was another form of question used as a micro-scaffolding strategy. The utterances coded for this were presented as follows ( Table 2): T3: which one is the best paper? Ok, ok, they said the best asking for understanding In the above extract different forms of questions including "what, how many, and which" were used to ask for students' understanding. For example, "What have you learned from the text health?" was used in line 16. "Now, how many things have you learned?" was used in line 40 of T5, and "how many ideas did you generate?" was used in line 121 of T5. Thus, it is possible to suggest that the EFL teachers used verities of questions to verify students' understanding.
Furthermore, in the interview, the teachers indicated that they use questioning as a strategy to help their students. For example, T3 stated the following regarding the use of questioning: R: one is presenting the lesson, in asking and answering questions; in asking and answering questions. When you ask, students voluntarily raise their hands, and then when they are allowed, they give their responses. Or else, the teacher once asked the students; if he can move around the class and nominate a student or some students turn by turn to do the activity the teacher gave them or the questions, I ask them. This is one, the other thing… From the above quotation, it is clear that there are two ways of asking questions. The first one is asking volunteer students while the second one is inviting learners by walking around the class. Both forms can have their advantage and disadvantage. For example, in the first form, asking volunteers can reduce stress as those students who do not want to respond or do not know the answer to the question teacher can keep quiet. The same form of a question, on the other hand, cannot give equal chance for the whole students in the classroom to express their ideas. The second form of the question in which the teacher walks around and asks students to respond can enable the teacher to elicit answers from anyone in the classroom. However, this form of question may take time and may result in wrong answers thereby increasing students' stress.
Similarly, three more teachers have indicated that they use questioning as a scaffolding strategy in the interview. T3 reported that he asks students to express themselves to catch where they are. This indicates that the teacher uses a question to decide the understanding level of the learners. The same teacher explained that he asks learners to express themselves in English. This helps the teacher to help students to express their thoughts, and this helps to scaffold the student's cognition and affective states. Another teacher reported the use of questioning as a scaffolding strategy: " before I ask them to do something, I give the model writing, and in a class as much as possible, I ask those questions whether they have understood or not…." here, questioning is used students' understanding.
Generally, it is possible to conclude that questioning is one of the most important scaffolding strategies the EFL teachers used in the Writing classroom.

Explanation
An explanation was another very common strategy that the teachers were using in the writing classroom.
Most of the class time is taken by the teacher's explanation. Teachers explained various things ranging from simple to complex. The amount of explanation varies based on the student's level of understanding. When the content that is dealt with is familiar to the learners, an explanation of only key points is there. Otherwise, the teachers provide a broader explanation. In this study, there were many occasions where the EFL teachers used explanations inappropriately. This means the teachers provided extra information on the issue so that students have enough knowledge about the issue. The following episode is an example of this idea:

Episode 1
T2: We focus on the one better. Choosing a topic and then narrowing the topic and then what else? S1: (inaudible) T2: from today's topic…. today's…after we chat on the topic then?
S2: Organizing or gathering an idea S3: generating idea T2: Generating idea, so look it says "generating idea" here under pre-writing the main idea is generating idea. You can generate; you can gather input, and resources that you can improve and inculcate in your writing while you dig into thoughts, so the main activity in pre-writing is generating ideas … As can be seen from the above episode, the teacher was teaching what the writing process composes. The students' responses indicated that they have a good understanding of what involves in the writing process. However, in the last turn, the teacher provided extended the idea of "generating idea" thorough explanation. According to the principle of scaffolding, this is inappropriate because the amount of information that teachers have to provide to the learners should be the right amount based on the learners' level of understanding.
The explanation teachers provide varies in length and detail. Sometimes, the explanation was made through simple definition while other times the explanation was so extended that the teacher talked for a long time without students' interference. In addition, the teacher based on students' misunderstanding or their correct responses explained. The teacher gave the following explanation based on the student's misunderstanding. The student was explaining the components of a paragraph, while the teacher was asking the learners what the topic should look like in terms of its manageability.

Episode 19
T4: Do you think; do you think that a topic of a paragraph must be general or specific, and why? The explanation provided in the last turn was provided because the respondent student misunderstood what the teacher intends to point out.
Usually, an explanation was given through examples. During the observation session, the teachers provided several examples for the illustration of their ideas or the content to be explained.
The interview data also confirmed that this strategy is used in the classroom. T3 stated this saying "And every time you have Elian topic, you have to do your things to ensure whether the text goes somehow boxing the context of your students, so sometimes explain a new thing, sometimes you come with alternative ideas that best fit my students, so some of the …." From the teacher's idea, it can be learned that the teacher uses explanation strategy when the topic is new to students. This goes in line with the principle of contingency teaching because if students give responses, it is to means that they understand, and the teacher has to decrease control by minimizing interruptions. On the contrary, the teacher mentioned one problem during the provision of explanation. The teacher stated the problem saying: T3: I explain things in English and they fail to understand. And sometimes I don't know to what extent I should go. I cannot shift the language to the local language, so yes, I most of the time make exercises you know, to fit students' standards.
From this quotation, the bold part indicates that the teacher fails to decide how much he could explain. According to the teacher's response, the problem emanates from the low proficiency of students' English language. This is evident that teachers can give more input while it's not needed and could limit when much is needed.
Generally, EFL teachers used explanations as to the strategy of scaffolding to varying extents from broad explanation to brief explanation. They also used explanation through different forms including explaining through questions and explaining L1. They also provided a necessary explanation that could contribute to students' understanding and a less important explanation contrary to students' understanding.

Inviting Students
Inviting students to take part in classroom interaction is one of the important strategies that the EFL teachers were using in the writing classroom. This strategy is mainly categorized under social scaffolding as it helps to keep the relationship between the teacher and the students smooth. The teachers have been inviting learners in several ways including calling upon their learners' names, pointing at an individual student, and asking for volunteer students. This strategy seems to be among the prominent scaffolding strategies that the teachers have been using because it is related to questioning. If the teacher is asking a question, usually, they invite learners to respond. Thus, it is possible to say those questioning and inviting learners are closely related to each other. The following extract from open code has different ways for learners' invitations (Table 3). In line 60 above, for example, the teacher invited a female student to respond. In line 179, the teacher was inviting volunteer students from the whole class to respond while the teacher is inviting students by calling the learner's name in line 288.

Repeating Student's Utterance
Repeating the students' utterances has dual functions. The first one is to provide feedback to students. Usually, teachers repeat what the students said if it is correct. This helps the learners as a reference frame to check if what they have said is correct or not. Teachers also used repetition when students provide wrong answers. This is to help learners to rethink their work. This helps learners to develop their metacognition as they get the opportunity to think about their thinking. Additionally, it helps them to make self-correction thereby restructuring their own conceived knowledge. Second, repeating students' utterances can help the teacher to foster a good relationship between the two. This is to say, as social scaffolding, the teacher uses this strategy to create a conducive environment for the learners to interact.
Repetition in the writing classroom took various forms. Teachers have repeated only parts of students' utterances, complete utterances, or only the first word of the learners. The first two cases were used to give feedback while the last one was used so that students can repeat what they have said. For example:

Episode 27
T3: I hope you are also familiar with the elements of the paragraph, yes? The three levels of a paragraph. Yes? (Inviting a leaner) T3: the third one is the concluding sentence, so every sentence in a paragraph is related to one another.
As can be seen from the above episode, the teacher repeated the learners' responses in all of his turns. In all cases, repetition was used to confirm the correctness of the student's responses.

Praising Learners
Praising learners is one of the dominant scaffolding strategies that the EFL teachers were using in the writing classroom. Teachers used this strategy to help students involve in classroom activities or classroom interaction. Praising plays the role of motivating learners. When praising students, they feel relaxed, confident, or/and autonomous. This helps learners in two ways. First, it encourages learners to be active in the process of teaching and learning which could help them to construct their knowledge. Secondly, it could help them to take responsibility for their learning. This in turn helps the teacher to fade up the assistance they provide to their learners to help them work independently. The teachers used a variety of expressions to praise the learners. The example is given below (Table 4). As can be seen from the above extract, the teacher used expressions like very good, fantastic, bravo, etc. to praise the learners.

Giving Instruction
Most of the class time is spent on verities of activities. Learners carry out those activities to achieve the objectives of the lesson. The success of learners' activity in the classroom depends on the effectiveness of the instruction that teachers provide. Hence, EFL teachers need to be able to give clear and effective instructions to ensure that all the activities run smoothly during the lesson. This cannot be easy when students might not understand a lot of what the teacher is saying. Thus, the teachers must use instructing a scaffolding strategy (Table 5). The above extract was taken from different teachers. As have been indicated in the above extract, the teachers were instructing the learners regarding classroom procedures or the activity they should carry out. For example, a teacher was telling his student where he should stand to present his work to the class saying: "I think it's better if you stand here and read and tell them to read their work loud". Similarly, he told the learner to speak loudly: "you should project and read it"; "Ok you can proceed loud your voice".
These examples signify the instruction the teachers used to maintain the classroom orders.
The teachers also gave instructions to help learners carry out various activities. For example, in the first part of the extract, the teacher was telling learners to write a paragraph by saying that they should apply the process they have learned to pass through during the writing process. In the last part of the extract, the teacher was giving instructions concerning what the students should do when correcting or giving feedback to their friends' paragraphs.
The effectiveness of the instructions provided in the writing sessions was under question because on many occasions, students were simply sitting without activity when teachers told them to write paragraphs for example. Some of them were talking to each other in their mother tongues when the teacher gives them instructions. This could be to discuss what the teacher said. Even there were times when teachers were irritated as the learners sit without activity after receiving instruction. To compensate for the gap, teachers were seen using local language(s) to give instruction.

Recast
The recast occurs when the teachers modify learners' utterances by adding new or different grammar or word meaning information. It is the teachers' repeating of what learners said as the "correct" one. This happened many times in the writing classroom. The following example was taken from episode three. The above interaction was taken while the teacher and the learners were trying to create a paragraph on the importance of education as a descriptive paragraph. A student took the first turn of the above interaction. In this turn, the expression "to build a block of knowledge" did not sound well to the teacher. Hence, the teacher recast saying "to build us?" here, and the teacher deleted "block of" from the student's utterance. Even in the last turn, the teacher changed the utterance to "build knowledge" which seem appropriate and clear.
Here is an additional example in which the teacher corrected the grammar the student used: S: to explain T4: very good; by explaining; explanation; by explaining.
The teacher and the learner were talking about how to expand a topic sentence to a paragraph in this case. The issue they were talking about was "how" but the student responded as though they were talking about "why". That is why the student said "to explain" but the teacher recast saying "by explaining". The teacher corrected the preposition the student used ("by" instead of "to").
Similarly, in the following interaction, the teacher corrected the idea of the learner through recast: S: conclusion T3: concluding?
The above was from episode 28 (appendix R), and the lesson was about the elements of a paragraph. The teacher was eliciting what a paragraph is composed of. The learner was providing those elements. The learner stated "conclusion" to refer to "concluding"

Directing Learners' Thinking
Directing learners' thinking is diverting students' attention to the important part of the lesson. This strategy was used to get the whole class' attention before delivering instructions. They also used it to ensure pupils are following instructions. They did this by reminding pupils who are off-task to get back on task (Table 6). From the above extract, it can be seen that the teachers were directing students' attention to what pupils should do. For example, the teacher was directing the learners' attention to the activity that they should do by telling them where they can find it (the page number of the handout). In lines 305-307, the teacher helped the learners to focus on the first sentence. Thus, the teacher was helping the students to notice what makes the topic sentence unique. This can allow the learners to recognize the difference between the other sentences and the topic sentences.
Through directing attention, the teachers were telling learners the subsequent activities of the learners. For example, by stating: "ok, now you have written your paragraph, the next stage is to edit your paragraph, so….," the teacher is telling learners what they have to do after they wrote their paragraphs. Thus, it can be stated that teachers show their learners the sequence of activities. Here, the teacher directed the learners' attention to editing in this case.
In the last part of the extract, one can see that the teacher-directed attention to the structure of a paragraph. The teacher tried to remind them what the learners should stick to when they write a paragraph. The student's attention was directed to the principles they learned when they write.

Giving Feedback
In this study, the term feedback refers to the reaction that teachers provide to their students' responses which informs the learners about their actual state of learning or performance. This can be positive or negative though their results vary. The teachers provided feedback in different ways (Table 7). From the above extract, it can be learned that the teachers were providing much of their feedback to an individual learner. However, it was difficult for the researcher to capture all the feedback teachers were providing as they were moving in the classroom and talking to an individual learner. Thus, the information the respondent teachers provided in the interview helped to identify the type of feedback they provide.
In the teachers' interview, it was confessed that they deal with different aspects of writing including the major problems students commit in their writing. They also said that they look at what students do and provide clues so that they could proceed with their work. The following quotation shows that the teacher focuses on the major things in the classroom when giving feedback.
T3: I go around seeing general problems, not detail, right? You know, if I say that I see things in detail, it would be lying by the way. The class size is very vast there are many students, but just going around at least to the topic sentences and I say what is this? Put a full stop here, it's a better idea, it better to add this…… From this quotation, the teacher focuses on bold problems the students have because it is possible to learn that the class size hinders the teacher not to focus on the details of the student's work when giving feedback.
There were times when the students were simply sitting without activity though the teacher orders them to do. This could be for two reasons as stated elsewhere in this study. Either students were not clear with the instruction or the activity is beyond their level. Whatever the reason is, the teachers were trying to help students by giving feedback. For example, T3 stated: "This is one, the other thing, once students are given activities to deal with, my role was to move around the classroom and then to follow what each student is doing. It is not only following, supporting is there. Supporting students." Thus, it can be deduced that the teachers were providing feedback to help the students to accomplish what they were expected to accomplish. The same teacher indicated that the feedback could be through providing clues to learners: During the second task for the students, I moved around the class to see how they elaborated on the sentences they developed. So, at that time just giving them clues that they use to elaborate their sentences was the focus of the second step of my moving into the classroom. Finally, my final movement in the classroom was, just to see how they developed a paragraph. I checked whether the paragraph was the paragraph outline first. How they formulated it. Does it have a topic? Does it have a topic sentence? Were there major supporting sentences, or minor supporting sentences? Did their paragraph have a concluding sentence? So, on all these, I provided support for these elements of a good paragraph.
They also provided it to the whole class, for example, after looking at what some of the learners have written, the teacher told the whole class to demonstrate what they have learned in their paragraph. Concerning giving feedback, in general, the teachers have used positive feedback like "very good, excellent, etc." to confirm what students have done is right. The teachers have also used feedback to correct the students' mistakes. For example, when a student mispronounces the word "village" the teacher corrected it. Therefore, it is possible to conclude that teachers were helping learners to confirm whether what they have produced is acceptable or not. This provides the learners the opportunity to construct knowledge or to reshape the conception that they already had.

Using L1
Teachers have used the students' local language in many cases. This strategy was used by most of the teachers. The teachers were using two local languages, the national language Amharic and Afan Oromo, which the majority of the learners use as their mother tongue to help learners. They used local language(s) to give instruction or to explain the concept of the lesson.

Other Micro-scaffolding Strategies Used in Writing Classrooms
In addition to the micro-strategies mentioned above, the EFL teachers also used different microscaffolding including asking for confirmation, telling sequence, giving clues, asking for repetition, giving examples, setting standards, introducing the lesson, guiding learners, modeling, telling what is expected from the learners, clarifying and referring to the previous topic Identification of scaffolding strategies used by EFL teachers in the Writing classroom was the specific objective of this study. The analysis from open code project software indicated that the teachers use various scaffolding strategies in the writing classroom. Among others, questioning was one of the dominant strategies that the teachers were using. The finding indicated that teachers use two kinds of questions in terms of the respondent. They ask questions for which they elicit responses from their learners or those questions that they answer themselves. The latter was for two reasons. First, students might not know the response to the questions while the second case is teachers were not giving much time to the learners to respond in some cases. This happened because the teachers wanted to cover the portion, and hence they rushed. In the writing classroom, questions were asked for different purposes including asking for repetition, elaboration, suggestion, understanding, and identification of key information.
An explanation was the second most frequently used scaffolding strategy by EFL teachers in writing lessons. The teachers did this by explaining through examples and explanation through students' mother tongue which is in line with the Leadership guide (2004). Though teachers use explanations to scaffold learners in the writing classroom, in some cases, they explain concepts that learners have enough knowledge about. This cannot contribute to students' learning because scaffolding must be provided concerning the concepts and ideas that students cannot understand without the help of more knowledgeable others (Van de Pol, 2010;Hammond and Gibbons, 2001).
Inviting learners was another scaffolding strategy that the teachers extensively used. Teachers were trying to tying to involve learners to take part in an interaction in the writing classroom by inviting learners by calling a student's name, pointing to a learner, and asking volunteer students to respond to their questions. This finding conforms to the result of the studies carried out by Hammond (2001); Gibbons (2002); Walqui (2006) and Kamil (2017). Related to this strategy, the deficit that teachers had was asking for short responses that do not help them to reach the underlying higher order of students' thinking. Teachers seek short responses like "yes/no" which limits students to think critically (Belland, 2014).
Like that of Hammond (2001); Gibbons (2002); Walqui (2006) and Kamil (2017, giving instructions, repeating students' utterances, praising learners, recasting, setting activities, directing students' attention, probing, giving feedback, and using L1 were the main scaffolding strategies that the teachers used in the writing classrooms. According to the data from the students' questionnaire, modeling, using examples, activating prior knowledge, checking to understand, encouraging students to express their thought, orienting learners to give attention to their feeling, directing their attention, clarifications, giving suggestions, repeating learners' utterances, and giving instructions/directions were the scaffolding strategies that the EFL teachers highly use in the writing classrooms. This finding conformed to different studies conducted earlier. For example, Muhonen et al., (2016) and Wood et al., (1976), had found that explaining, questioning and modeling were used in their studies. Hammond (2005), on the other hand, has listed some of the strategies including modeling, cues, prompting, hinting, partial solution, and direct instructions. In addition, Mackiewicz and Thompson, (2014) identified telling, explaining, and suggesting as scaffolding strategies while Mackiewicz and Thompson 2014 listed pumping, reading aloud, and giving feedback. Furthermore, Lugendo (2014) identified five measures of scaffolding strategies that include collaboration, modeling, questioning, feedback, and instructing. Similarly, Tharp and Gallimore (1988) identified modeling, contingency management, feedback, instructing, questioning, and cognitive restructuring as strategies. Hence, it is possible to conclude that the result of this study is similar to many of these studies.
Each of these strategies has its features, serves different purposes, and is applied in different ways. For example, teachers' questions have two types-those questions that got a response and those the teachers ask without response elicitation. For the latter, the teachers provide answers themselves. There are several reasons for using questions including activation of prior knowledge, summarization of what has been learned, checking of understanding, confirmation of what has been said, identification of students' current knowledge, and helping students express their feelings. Concerning the use of the question, T1 stated: "I try to ask them questions when they fail to answer, I will try to do again another way I will try to ask them by rephrasing the questions and when they try, I just will try to encourage them." This shows that the teachers are aware of the significance the questioning provides in the student's learning, and the result is in line with the previous studies ( Van de Pol et al., 2010;Gibbons, 2003;Edward 2005).

5.
The teachers' explanation was the scaffolding strategy that took most of the teachers' time in the classroom. This shows that teachers were trying to help students to understand what they teach. Teachers confirmed this providing reason for this in their interview saying their students have less language proficiency. As a result, they have to say much from themselves that manifested through explanation. This advocated that teacher spent most of their time explaining concepts and ideas to the learners. According to the result of this study, an explanation was given based on both students' understanding and misunderstanding.Conclusion Teachers wanted their students to focus on specific aspects of the activity provided. Hence, they were directing their attention to that. To simplify what the learners have to gain, the teachers were giving a clue. When the learners responded, the teachers were repeating what the students uttered. This helped the learners in various means. First, it helped them as a means of providing feedback. Second, it helped the learners to continue their reflection i.e., it facilitated the flow of ideas. It also provided an opportunity for the learners to revisit what they said or wrote.
From the discussion made above, it can be concluded that EFL teachers use various micro-scaffolding strategies in writing classrooms to help their learners. However, there were gaps in using the strategies according to the principle of scaffolding. For example, the teachers provide an unnecessary explanation of ideas students have enough knowledge of. They provide questions for which they do not give time for learners to answer. They make less effort to encourage students to express themselves. This means the IRF, which is the traditional pattern of an interaction that does not contribute to knowledge construction is common in writing classrooms. Thus, it is recommended that instructors must focus on the quality of their talk when teaching.