37 Eventually, any evidences from both resources that referred to the same point were
used to respond the second formulated problem.
F. Research Procedure
In conducting the research, the researcher designed ten steps. These steps were the procedures of how the research was conducted. The following is the
expalanation of each procedure conducted by the researcher.
1. Asking permission to conduct a research
Before starting the research, the researcher asked for permission to the English Club course coordinator. In this step, the researcher asked an oral
permission to the coordinator of English Club of PGSD USD. It was due to the time when the researcher asked the permission was actually holiday period for the
university. However, Bu Yunia, the coordinator of English Club said that the researcher did not need to send a written permission for conducting the research.
2. Interviewing the coordinator of English Club
Before designing and then conducting the research, the researcher needed to find the detail description of English Club course. The description was used to
find out the background, the goal, and all of things about English Club in PGSD USD. Thus, the researcher conducted an interview to Theresia Yunia, S.Pd.,
M.Hum., the coordinator of English Club. The interview protocol and the result of the interview can be seen in the Appendix 1.
38
3. Distributing and analyzing pre-research questionnaire
Distributing pre-research questionnaire was the next procedure of the research. In this step, the researcher distributed a questionnaire whose statements
were derived from the theories. This questionnaire aimed to find out the real problems and needs of the students in learning English
and the students’ intitial attitude toward English learning. In addition, this questionnaire also wanted to find
out whether scaffolding learning suitable for their needs and problems by giving them statements containing scaffolding learning characteristics. After that, the
researcher analyzed the respondents’ answer and drew a conclusion that became the formulated problems of the research.
4. Giving and analyzing pre-scaffolding learning writing assignment
Since the researcher found it not sufficient only to dig information about the respondents from pre-research questionnaire, the researcher gave the students a
writing assignment before initiating the scaffolding learning. Before starting the first activity in the scaffolding learning, the researcher asked the students to make
a recount text telling their experience. Eventually, from the result of the assignment, the researcher could know their level of understanding on the use of writing
elements. This finding was then used to design the material, the evaluation, and teaching activities in the class. The material, the evaluation, and the teaching
activities were not supposed to be too difficult for them.
5. Designing teaching instruments and observation checklist
