Drawing Interest and Motivation in the Task Simplifying the Task to Be More Manageable; and Controlling

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a. Drawing Interest and Motivation in the Task

Bransford, et al. 2000 state that scaffolding learning draws students’ interest in the task. However, from the respondents’ answer in FGI, they stated that scaffolding learning that they experienced made them interested and motivated in the task. Hence, scaffolding could bring not only interest but also motivation in the learning process. In fact, interest and motivation are related. Katz 2006 states that interest enables students to sustain their motivation. Therefore, scaffolding could draw students’ interest in the task although some of them said they were motivated instead of interested. In other words, although Student B1 and B2 stated they were motivated, beyond that, they were also interested in the learning process. Further, the students’ interest and motivation came from different sources. Some said that the interest and the motivation came from the challenge given by the tutor: making a book. Meanwhile, some others simply stated that their interest and motivation came from the enjoyable learning process. All of these are actually related to Hogan and Pressley’s 1997 crucial step in beginning scaffolding learning and several principles of scaffolding. In those theories, Hogan and Pressley underline the same things: recruiting students’ interest in the learning task. Therefore, whenever a teacher conducts a scaffolding learning activity, the teacher may be able to draw stude nts’ interest and motivation in the learning process and in tasks. 87

b. Simplifying the Task to Be More Manageable; and Controlling

Frustration and Risk in Problem Solving The next advantage of using scaffolding in learning writing is simplifying task to be more manageable. The discussion of this advantage is little bit overlapping with the discussion of scaffolding that can control frustration and risk in problem solving. It is because frustration comes whenever someone sees something big, difficult, and not manageable for himher. In the beginning of the scaffolding learning process, the researcher established the end goal of making a book consisting of the students’ recount text. In that first meeting, once the tutor finished explaining the goal, Student C1 directly responded “Is it possible, Miss?” “Emang bisa, mbak?”. In the FGI, Student C1 admitted it and explained that the student was already pessimistic at that time. However, as the learning process went from one meeting to another, from one type of scaffolding to another, Student C1 and most of the students who felt frustrated and afraid in the beginning of the learning process turned to be happy and be able to enjoy the learning process. Even, the students already admitted that they now can rely on themselves whenever an English task comes to them. Further stated by the students, scaffolding learning could help them control their frustration since the tutor provided steps and then explained them one by one. The controlling of frustration and the simplifying the task came from the types of scaffolding conducted by the tutor in the learning process. By applying those types of scaffolding, the tutor tried to break down the steps in achieving the learning goals and make them manageable to be done by the students. One of the 88 examples is like what the observer said in the observation checklist: the tutor provided the students time to make an outline before making the recount text. Therefore, it can be concluded that another advantage of scaffolding in the learning process is controlling frustration by simplifying task to be more manageable.

c. Modelling an Idealized Version of The Task That Needs Accomplishing