53 students positively responded of the phase. The other 16.62 stated disagree to
the statements in the last phase.
2. Students’ Perceptions on the Implications of Scaffolding Strategy Used in
Extensive Reading II of ELESP of Sanata Dharma University
The second matter that was examined from students’ perception was the implications of Scaffolding Strategy used in Extensive Reading II of ELESP Class
A and Class C Sanata Dharma University. There were five implications examined in this research. Those were 1 being independent learner, 2 being cooperative
learner, 3 developing reading interest, 4 developing self-confident, 5 achieving excellence.
a. Being Independent Learners
Independence in this research was covering four categories. The categories intended are independence in: 1 completing the task, 2 developing
reading ability, 3 developing learning strategy, and 4 developing knowledge. Responding to the first statement, nine students 13.05 strongly agreed and 39
students 56.55 agreed that the teaching strategy used in Extensive Reading II class Scaffolding Strategy helped them to complete the tasks independently.
“Soalnya itu kan tugas kita sendiri. Jadi kita bebas mau memilih kayak apa. Dari bebas itu kita jadi lebih memotivasi kita supaya bisa tahu
tentang topik yang dibahas secara mandiri.” R1 The tasks given are our own task, so we are free to do as what we want to
do. From the freedom in doing the tasks, we are more motivated to know the topic we discuss independently.
54 On the other hand, 20 students 29 disagreed and one student 1.45 strongly
disagreed to the statement.
“Nggak bikin mandiri. Karena tetep aja kalau misalnya nggak ngerti instruksinya nggak jelas tetep tanya-tanya teman dan cenderung ikut
cara teman untuk ngerjain tugas, biar kalau salah satu, salahnya bareng- bareng.” R2
The teaching strategy does not make us being independent, because we are dependent on friends to work in the report. When the instructions are
not clear I always ask my friends how to do it, so I will not be the only one who made a mistake.
In statement number two, the teaching strategy used in class helped
students to develop their reading ability independently, nine students 13.05 strongly agreed and 43 students 63.25 agree to the statement.
“Yang tadinya nggak suka baca apalagi ada kata-kata sulit ya mau nggak mau kita harus baca biar kita tahu. Trus lama-lama bisa menikmati.” R1
Previously, I did not like reading; even more when I found difficult words that is important to understand in the reading material. By reading on and
on, I like reading now. “Karena kita jadi nggak tergantung dengan artikel yang ada di internet
aja. Tapi juga baca-baca buku di perpus.” R2 Because we did not only depend on the article from the internet but also
from the books from the library.
Other fifteen students 21.75 disagreed and two students 2.9 strongly disagreed that the teaching strategy used in class helped them in developing their
reading ability. Statement number three asked whether the outcome of Scaffolding
Strategy used in Extensive Reading II was developing students’ learning strategy
55 or not. Twenty three students 33.35 disagreed and three students 4.35
strongly disagreed.
“Strateginya tu nggak jelas mau ngarah kemana, dalam artian instruksinya nggak jelas dan format ngerjain laporannya tiap minggu
beda-beda.” R2 The strategy in class is not clear, I mean the instructions are not clear and
the report format is always different from week to week.
Forty three students were affirmative to the statement; four students 5.8
strongly agreed, and 39 students 56.55 agreed to the statement.
“Membantu apalagi dalam hal membaca. Soalnya mungkin dari baca artikel-artikel itu jadinya baca prose nggak terlalu berat. Untuk
strateginya, dulu kalau ngerjain tugas itu sks sistem kebut semalam kalau mau reading kan nggak bisa ‘sks’ soalnya banyak kerjaan yang lain
jadi dicicil-cicil buat cari-cari artikel dulu trus ntar dikerjain, jadi waktu deadline nggak keburu-buru.” R1
It helps, mainly in reading activities. Because I accustomed to read the articles, when I read material for prose I do not find any difficulties. For
my learning strategy, previously I did the tasks a night before the deadline. Because, ER II has abundant task that cannot be done in one night, so I do
the task long before the deadline. The last statement in first implication was about developing knowledge
independently. Fifty six students were assenting to the statement; eight students 11.16 strongly agreed and 48 students 69.6 agreed. However, other 13
students answered disagree to the statement.
56 “Dari tugas-tugas yang diberikan secara nggak langsung kita jadi tahu
cara bikin hipothesis, mindmapping itu ternyata memudahkan kita buat mengerti materi gitu.” R1
From the tasks given, I learn how to make a hypothesis, mind mapping. And those enable me to understand the reading materials easily.
“Iya karena misalnya mindmapping bisa digunain buat ngerjain tugas kuliah yang lain. Dengan kata lain bisa dapet hal baru untuk pelajaran
mata kuliah yang lain. Misalnya untuk ngerjain kuliah Approach, Method, and Technique AMT.” R2
I can use mindmapping to do other tasks of other courses. In other words, I have something new from the strategy to help me to learn other
courses. For example, I did the task of Approach, Method, and Technique AMT Course using mind mapping.
b. Being Cooperative Learners
