24
B. Research Participants
This research was conducted in even semester of 20092010 academic year. The participants of this research were 69 students from Extensive Reading II
class that belonged to Class A and Class C of ELESP of Sanata Dharma University in 20092010 academic year. These samples were purposive sample; it
means that these samples were believed to be “the representative of everything the researcher could observe” in the area of the implementation of Scaffolding
Strategy used in Extensive Reading II class Ary et al., 2002: 428. Concisely, the participants provided the relevant information related to Scaffolding Strategy used
in Extensive Reading II.
C. Research Instruments
There were three instruments used in this survey. The instruments were an interview guide, a questionnaire, and an observation checklist.
1. Interview Guide
The first instrument was an interview guide. The interviewees were students of Extensive Reading II Class A and Class C, and the lecturer of
Extensive Reading II who taught Class A and Class C. The students were interviewed in order to clarify the data obtained from the questionnaire that
examines the students’ perceptions on Scaffolding Strategy used in Extensive Reading II of ELESP. The researcher chose the students that had the most positive
and the most negative perception on Scaffolding Strategy used in Extensive Reading II as the interviewees.
25 Interviewing the lecturer was aimed at obtaining more information related
to the implementation of scaffolding strategy used in Extensive Reading II class. The interview conducted was in a form of open–ended structured interview, and
individual interview. Neuman 2006: 287 explained that an open–ended question “permit an unlimited number of possible answer; further the respondents can
answer in detail and can qualify and clarify the responses”. Tull and Albaum 1973: 142 stated that “personal interviews have the advantage of providing the
greatest degree of control over the question asking and responding process” in the interview conducted.
2. Observation Checklist
Observation provides “more objective information related to the research topic”, and typically “provides answer to the questions being investigated”
Hancock and Algozzine, 2006: 46–47. The observation was conducted to examine the implementation of Scaffolding Strategy used in Extensive Reading II
class – the first research problem. In conducting the observation, the researcher used an observation checklist to examine how the Scaffolding Strategy is used in
Extensive Reading II class.
3. Questionnaire
The last instrument was a questionnaire. The questionnaire was distributed to all of the Extensive Reading II students who belonged to Class A and Class C
in even semester of 20092010 academic year. The questionnaire was used to
26 examine the students’ perceptions on Scaffolding Strategy implemented in
Extensive Reading II. The questionnaire was in a form of scaled questions. According to McDonough and McDonough, the advantage of scaled questions is
“that the shades of opinions may be given values; it might be significant if large numbers of respondents could only bring themselves to agree with a particular
statement, showing weak support, but strongly agreed with others” 2004: 176. Using scaled questions, it “saves space and makes it easier for the respondents
or interviewer to note answers for the same response categories” Neuman, 2006: 295.
D. Data Gathering Technique
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