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benefits to their final score. One of things they considered unimportant was related to some extracurricular subjects, such as English conversation class. Since
English conversation class was an extracurricular subject, score they got from this class would not affect their final score reported every semester. Some students
who ignored the important goal of English conversation class did not take this lesson seriously. It showed that sometimes students assumed that the score was
everything. The process of absorbing knowledge was forgotten. This fact challenged the English conversation class teachers to provide suitable techniques,
tasks, and activities that could help students to understand the importance of learning.
B. Theoretical Framework
In this study, there are three problems to be formulated. In order to answer the first research problem, which is proposed to address the types of scaffolding
teaching techniques, the writer uses the theory from Roehler and Cantlon 1997. They propose five types of scaffolding, namely, offering explanations, inviting
students participation, verifying and clarifying student understandings, modeling of desired behaviors, and inviting students to contribute clues p. 16.
After knowing and understanding the five types of scaffolding, the study is continued to seek the answer of the second research problem, which is formulated
to identify the occurrence of the five types of scaffolding during the English conversation class. In order to answer the second research problem, the writer
uses the theory of scaffolding that has been described above. The definition of
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scaffolding and its five types are useful to understand the scaffolding teaching technique. In this study, the five types of scaffolding were used as teaching
technique to teach second grade students of SMAN 1 Kalasan. Scaffolding, which was first promoted by Bruner, is defined as the temporary supporting process that
is presented by an expert to assist learners to associate the existence space between the area that they have known and can do and the area they must achieve
and accomplish so that they can be successful in the learning process. The understanding of scaffolding and its five types, proposed by Roehler and Cantlon,
is useful to recognize each types that occurs in English conversation class. After recognizing each type, the writer can identify when the types of scaffolding occur
during the teaching learning process. To identify the scaffolding occurrence, the one essential aspect to consider is teacher support as the concept of scaffolding.
The theory of second grade students of high school helps the writer to consider about what way of teaching is best implemented in teaching students
who are in the period of adolescence. According to Erikson 2002, second grade students of senior high school are in the period of adolescence. This period of life
is generally considered to run from age ten to age twenty-five. It is said to be a time of “storm and stress” as cited by Eccles, p. 8. The theory is considered as
the supporting theory. This theory is also applied in considering the material and activities that suitable with the students’ needs. Thus, students are interested,
which are good to boost their passion and motivation in the learning process. The materials and activities are prepared. They are designed by Maley and Duff
2005.
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CHAPTER III METHODOLOGY
This chapter presents the methodology used in conducting the research. The methodology 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 descriptive research. It was due to the reason that this study allowed the writer to observe a phenomenon
naturally in a particular setting. According to Fraenkel, Wallen, and Hyun 2012, “Research studies that investigate the quality of relationships, activities, situations,
or materials are frequently referred to as qualitative research” p. 426. It is qualitative research since this study did not use any statistical data. It is
descriptive research because this study discussed “what goes on in a particular activity or situation” p. 426. To be exact, this study was conducted to investigate
the use of scaffolding technique during the process of English conversation class to seek the answers of the advantages of implementing scaffolding and its types in
English conversation class. When the study was accomplished, it was presented in a descriptive
explanation. Ary, et al. 1990 state that “descriptive research is designed to obtain information concerning the current status of phenomena. It is directed to
