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research will develop an ideal concepts of scaffolding in the classroom based on the weaknesess found in the previous model.
3.1 The Site and Participants
A case study in qualitative research requires a natural setting and purposeful sampling Creswell, 1998:14, 62; Maxwell, 1996: 70-71; Miles
and Huberman, 1994: 27. The general aim of this study is to explore and describe the reflection of scaffolding concepts in the teachings of English in
junior high schools in Sumedang along with their teaching practices. Investigation will be drawn upon teachers in terms of their understanding on
the concept, how they implement it in their classroom teaching and how they perceive it. The results will be framed and discussed in the light of
curriculum 2013. Given this objective, it is imperative to find junior high schools in Sumedang that has implemented or trained the teachers with
curriculum 2013. It is critical also to consider that the schools have facilitated the teaching with supportive teaching materials sufficient and relevant to the
subject matters to support the English teaching activities to their students. It is considerable also
—to certain amount—to involve teachers who have been actively participated in some improvement programs in teaching English for
Sumedang district at least. Having considered above reasonings, the participants of this study are seven teachers who have been reviewed thus far
based on the requirements. They will be interviewed, observed, and requested to be engaging and mingling into the establishment of the new model of
scaffolding teaching. Their opinion, assumption and teaching practices will be triangulated with interview, questionnaires, observation, focus groud
discussion and other necessary instruments. They will have their English teaching observed thoroughly, students and teachers will be interviewed
purposely. If necessary, the observation will involve more than one person at class. The process will be carefully recorded and documented.
Besides teachers and students of targeted classes acting as the key informants of this study, there will be several lesson plans to be analyzed that
will represent the ‗KTSP and curriculum 2013‘ characteristics used in
elementary English teaching ; they will serve as the ‗focal participants‘ of this
study Maxwell, 1996: 70-71. These focal participants will have these criteria: written in a neat form, mainly used by elementary English teachers
in Sumedang and suggested by one legitimate association such as MGMP teachers‘ forum.
3.2 Access
I am one and the only English instructor at Indonesia University of Education at Kampus Sumedang, and I have been teaching there for more
than seven years. Since then, I have been teaching English at Prodi Kelas that
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educates elementary school teachers and teachers to be. Informal permission has been granted by the director of Sumedang Kampus and Ketua Prodi
Kelas who is concerning with the academic affair. In addition, a self-access center to some elementary schools is being established since in the meantime
I have conducted Program Pengembangan Dosen dan Kapasitas Institusi, a program which allows me to research elementary English teachers and their
teachings for the sake of their developments. I have achieved funds from my institution to develop a program relevant with the issue of this research. This
has been conducted initiatively in 2011 in my own district Sumedang regarding the Vygotskyan approach through the lesson plans and the teaching
of English in elementary school. So the writing of this dissertation will continue thoroughly what I have done thus far.
With this permission from relevant sources, I will sit in their classes while they were teaching and the students were presenting their assignments
to the class. This was to obtain some knowledge of the English instructors‘
expectation. I had some discussion with the teachers and students as necessary. I analyze the lesson plans along with the observation and
interviewed the key informants later on.
3.3 The Role of the Researcher
The role of the researcher is the main instrument of data collection because the researcher will gathers the data, analyzes them inductively,
focuses on the meaning of participants, and describes the process expressively and persuasively Creswell, 1998: 14; . In this study, I will play
many roles. I will play a role of an observer in the English classes in attempt to understand the genres applied in delivering the lectures, the genres of the
reading texts and the tasks. This role will shift to a participant observer when I have to obtain more insight information from the instructors, especially
when inquiring about their intention when delivering classroom instructions, giving reading materials or tasks.
3.4 Data Collection Methods
Mixed method and qualitative research needs multiple techniques to collect data from multiple sources Creswell, 1998. In general, the data will
be taken from the following techniques. Research Question 1:
1. How teachers understand and perceive the concept of scaffolding?
The data will be collected through both questionnaires and interview. The questions asked will be around scaffolding concepts: how far teacher
understands the concept, apply and perceive it in curriculum 2013?
