22 produce a writing in a restricted time and then hand in the composition for the
teacher to “correct” –which usually means to find the errors. Rather, they do some activities in advance: exploring a topic through writing, showing the teacher and
each other their drafts, and using what they write to read over, think about, and move them on to new idea.
The characteristic of process approach is the existence of time and feedback for the students. The time is for the students to explore their ideas, whereas feedback
is for the content of their writing. By giving time and feedback, a teacher enables a student to discover new ideas, new sentences, and new words as the student plans,
writes a first draft, and revises what he has written for a second draft. In a nutshell, the approach will help the student find the discovery of new ideas and new language
forms to express their ideas.
B. Theoretical Framework
In this research, there are two formulated problems. The first research problem is the extent to which scaffolding as an instructional strategy can help
students learn writing. To answer the formulated problem, the researcher needed to implement the scaffolding as an instructional strategy in the teaching and
learning writing based on the theories to which this research referred. Firstly, in the implementation of the chunks of help provided by an expert or an adult, the
researcher referred to the implementation of the five types of scaffolding coined by Roehler and Cantlon 1997. They are offering explanation, inviting students’
participation, verifying and clarifying students’ understanding, modelling of
23 desired behavior, and inviting students to contribute clues. Next, in the
implementation, the six elements of writing underlined by the researcher were brought to the teaching and learning process through the implementation of
teaching writing theories stated by Raimes 1983. Furthermore, the five types of scaffolding were the learning activities happening in the class. By experiencing
scaffolding learning through the implementation of those five types, the respondents experienced how the material and the tasks of writing they needed to
master were broken down into simpler and more manageable steps. From the experience, the researcher could gather information about the extent to which
scaffolding as an instructional strategy could help them learn writing. Next, to answer the second research question, namely the advantages of
using scaffolding in learning writing, the researcher designed the teaching activities using the features of learning activities proposed by Bransford, et al.
2000. Involving of the characteristics enabled the researcher to dig information about the advantages of using scaffolding in learning writing from the respondents.
In brief, the theory of Bransford, et al. 2000 was used to answer the second research problem that sought for the answer of the advantages of using scaffolding
in learning writing from the students’ experience.
24
CHAPTER III METHODOLOGY
This chapter presents the methodology used in conducting the research. This chapter covers research method, research setting, research participants, instruments
and data gathering technique, data analysis technique, and research procedure.
A. Research Method
The study was conducted by employing qualitative research. It was due to the reason that this study required the researcher to observe a phenomenon that
naturally happens in a particular setting. According to Ary, Jacobs, Sorensen 2010, p. 424
, “Qualitative research studies behavior as it occurs naturally in a classroom, an entire school, a playground, or in an organization or
community”. In details, this research was conducted using a case study method. There are
at least three reasons why this research is a case study. The reasons are the unit of the study, kind of data or answer this method tries to obtain, and the data collection.
All of the reasons are derived from the explanation of case study by Ary, Jacobs, Sorensen 2010.
The first two reasons are about the unit and kind of data or answer this method tries to obtain. Ary, Jacobs, Sorensen 2010 explain that case study
involves a single unit. However, the single unit can be an individual, a group, a site, a class, or a community. Further, from the single unit of study, the researcher
