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Seminar Nasional Pendidikan Dasar | 219 Questionnaires will be given first, and interview will serve as the confirmation and elaboration of what had been sounded in the questionnaire. Research Question 2: 2. How is the scaffolding concept reflected in their teaching? The data to answer this question will be collected from classroom observation, field note and interviewing teachers and students. This process can be conducted more than once depended upon the needs. The data will be triangulated and collected thoroughly and continuously guided by some purposively designed formats. The interview will be targeted to teachers and students and structure of interview is subjects to change accordingly. The points to which teachers reflect scaffolding in particular ways will be deeply elaborated. Research Question 3: 3. In what way does the scaffolding concept help or hinder students from their language mastery? The data will be gathered from classroom observation triangulated with interview and test results. The interviews are conducted both to the teachers and the students. Having observed the teaching, the teacher is asked about the scaffolding they have planned and implemented and how significant it is to help students‘ mastery. The frame of the questionnaire will be about: does the concept help the students in acquiring new skills or the opposite? How far and significant does the help or hinder created? How can it help or hinder students and why? What are the reasoning? The interviews will be continued with discussion. Interview to students will be around their impression during the teaching. Whether or not they are helped by the teaching will be elaborated. Test results will also be analyzed to support the opinions. Research Question 4: 4. How the scaffolding concepts help teachers constructing students‘ knowledge K3? The data for answering this question will be gathered from several instruments. First, the documents of curriculum 2013 starting from the philosophical basis to actual implementation. will be carefully studied document analysis. The learning phases for K3 in junior high school level are thematically divided: knowingremembering, understanding, applying, analyzing, and evaluating. In each phase, scaffolding concept is planned and implemented to be later on connected to students‘ mastery. The scaffolding concepts will be carefully designed by the teachers guided by theories questionnaires, interview, discussion. The results of this implementation will be meticulously discussed and supported by students‘ test result test.