Conclusions CONCLUSIONS AND SUGGESTIONS

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CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions of the research and suggestions. There are two parts in this chapter. In the first part, the researcher presents the conclusions of the two research problems’ findings and discussions. In other words, the researcher presents the conclusion of the extent to which scaffolding as an instructional strategy could help students learn writing and on the advantages of using scaffolding in learning writing. Then, in the second part, the research provides some suggestions for the upcoming English Club tutors, PGSD study program, and future researchers.

A. Conclusions

This research aims to find out the extent to which scaffolding as an instructional strategy can help students learn writing and to find out the advantages of using scaffolding in learning writing. Pertinent to the above research objectives, firstly, scaffolding as an instructional strategy could help the students to move to the higher level of competence. It is showed by the students’ increasing awareness, attentiveness, understanding, and critical analysis in writing after they learned writing using scaffolding. The increasing levels are shown by the decreasing errors on writing elements as the students moved to the last step of the scaffolding learning process and by the students’ post-scaffolding-learning ability to provide answer along with the rationales in the final test. Besides, the students’ increasing 92 level of competence is also supported by score difference between their pre- and post- scaffolding learning writing products. Secondly, from the findings and discussions in Chapter IV on the second research question, scaffolding gives advantages to the students. There are six advantages experienced by the students. The first advantage is drawing students’ interest and motivation. Not only did the scaffolding learning make the students interested, but it also made them motivated to learn English. Even, scaffolding learning could motivate the students to learn more like stated by one of the students who always want to open dictionary to learn new words. The second and third advantages are simplifying task to be more manageable and controlling frustration and risk in problem solving. These advantages are related. By simplifying task given, a tutor controls students’ frustration and risk in solving problems the task. Scaffolding learning is proved able to change students’ initial attitude towards English learning, namely being afraid or frustrated, into being happy and able to enjoy the learning process. Next, the fourth advantage is maintaining the pursuit of goal. Scaffolding helps students achieve learning goal by providing direction whenever the students seem moving away from the right path. The direction can be various. One of the examples is like what the tutor did: giving feedback and asking for revision. Then, the fifth advantage is modelling an idealized version of the task that needs accomplishing. This advantage arises because the tutor implemented one of the five types of scaffolding, namely modelling of desired behavior. This modelling is proved to direct the students to the task that is needed accomplishing. It is also proved to make students know what they need to do in 93 carrying out the task given. Finally yet importantly, scaffolding makes the students independent. As the scaffolding learning moves to one activity to another, students get a lot of clues, guidance, and direction from a teacher, all of which make them progress to higher level of understanding of particular concepts. As a result, the teacher is ready to withdraw all kinds of guidance and is also ready to let the students learn independently.

B. Suggestions