ABSTRACT
Writing requires students to express and organize their ideas while continuously evaluating and revising their texts. However, students often face difficulties in expressing ideas, developing content, and using appropriate grammar, vocabulary, and mechanics, which are also influenced by factors such as low motivation and confidence in writing. This study aimed to investigate the effectiveness of the Scaffolding Strategy with Gemini AI in enhancing students’ writing achievement at SMKN 2 Palembang. This quasi-experimental study involved 63 tenth-grade students, divided into an experimental group of 33 students and a control group of 30 students. The experimental group received treatment using the Scaffolding Strategy with Gemini AI, while the control group received the conventional method. The study was conducted over ten meetings, including a pre-test, treatment, and post-test. The data were analyzed using paired-samples and independent-samples t-tests. The paired-samples t-test showed that the experimental group’s mean score increased from 4.0573 to 7.9470, with a mean difference of -3.88970. The independent-samples t-test showed a mean difference of 3.47397 points between the groups’ post-test scores. The findings indicated significant improvements in content, organization, grammar, vocabulary, and mechanics. Overall, the Scaffolding Strategy with Gemini AI was effective in enhancing students’ writing achievement in vocational education.
Keywords: Scaffolding Strategy, Gemini AI, Writing Achievement, Vocational High School