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d. Maintaining the Pursuit of the Goal
The next advantage of using scaffolding in learning writing that was experienced by the students is maintaining the pursuit of goal. In FGI, when the
researcher invited the students to remember what they have experienced so far in the learning process, the researcher found the following statements that convey the
message that scaffolding could maintain the pursuit of the goal. Student B2 stated: I felt that the tutor kept monitoring us from the beginning, even from the
making sentences assignments or other assignments, or quiz. Further, [I also felt monitored] when I made the story and when I was given revision
[feedback] whenever I made something. So, I could know which one is correct.
Kalau aku tu selalu [merasa] dipantau ya dari awal kita masuk tu disuruh membuat kalimat atau tugas atau kuis. Terus semakin jauh membuat
ceritanya itu dan terus ada revisi di setiap kita [mem]buat [sesuatu]. Jadi kita tahu mana yang salah dan mana yang benar
. The revision stated above happened in the learning process through the
implementation of one type of scaffolding named veri fying and clarifying students’
understanding. Further, this advantage is also stated by Student A1. Student A1 stated:
I was afraid of not being able to finish the story. Yet, I felt that the tutor helped me like in choosing appropriate words. So, I could get an
enlightenment. Also, I became assisted and finally I could finish my writing. Aku tu takut ga bisa nyelesaiin. Tapi aku merasa terbantu saat Tutor tu
bantu kalau membantu pemilihan katanya. Jadi aku punya pencerahan ini lagi. Jadi aku tu terbantu dan aku bisa selesai [nulisnya].
How the tutor monitored and revised the students’ works are the scaffolds. In the monitoring and the revision, the tutor could bring the students back whenever
the tutor found them went far from achieving the learning goal. Therefore, it can be concluded that scaffolding maintains the pursuit of learning goal.
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e. Controlling Frustration and Risk in Problem Solving
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