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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This last chapter contains of two parts. The first is the conclusion derived from the research. The second is the recommendations for further teachers and
researchers.
A. Conclusions
In teaching English conversation class, the writer aimed at creating conducive learning for students by developing two ways communications in
which students were encouraged to actively contribute in the learning process. Hence, students were given the opportunities to learn language and take
responsibility to fulfill the knowledge. The students were expected to evolve their English spoken ability. To achieve the realization of the purpose, the writer
implemented scaffolding as the teaching technique in teaching English conversation.
The study was focused on the use of the scaffolding to teach second grade students of SMAN 1 Kalasan in English conversation class. There was three major
problems in this study: 1 “What are the types of scaffolding implemented in the English conversation class?” 2 “When do they occur during English conversation
class?” 3 “What are the advantages of implementing scaffolding and its types in English conversation class?” The writer conducted the study in class and
employed a topic of drama. The topic was completed in one meeting.
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According to the research results and findings in Chapter IV, the five types of scaffolding occurred as needed in English conversation class. In this study,
there were five types of scaffolding implemented in English conversation class, namely; offering explanations, inviting students’ participation, verifying and
clarifying students’ understandings, modeling of desired behaviors, and inviting students to contribute clues. The five types of scaffolding are proposed by Roehler
and Cantlon 1997. The writer’s offering explanation occurred when the writer gave information, explained steps, offered instructions, or provided or explained
answers during the learning process in English conversation class in order to accomplish some tasks. The type of inviting students’ participation occurred when
the writer delivered some questions to the students. It also functioned to check their stage of possessing knowledge so the writer could help them to bridge their
prior knowledge with the new knowledge. The writer invited students to participate actively in the class activities with the knowledge the students have
possessed, no matter how rich or little. Students responded in specific ways and were involved in thinking about how to complete given tasks. Here, students were
invited to explore their ability and show the appreciation of the knowledge to be active in class. The next type of scaffolding occurred in this class were verifying
and clarifying students’ understanding. When students internalized their understandings and spoke their thought out, the teacher verified and clarified them.
It occurred when the writer responded to students’ understanding and students’ answers. While modeling desired behaviors happened when the writer gave some
examples of doing such activities so the students could imitate and carried out
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them. It also happened when the writer told the way of her thinking in order to accomplish one task for an instance. The last type to be identified in this study
was inviting students to contribute clues. It took place when the writer gave the opportunity to the students to speak out hints or clues. Students were invited to
contribute clues by the support of the knowledge they possessed and the assistance of the teacher. They were asked to learn and develop their English
speaking skill. Scaffolding as a temporary support given by the writer to students was
gradually decreased as the students were considered to be able to take charge and responsibility in accomplishing the given task. They were started and gradually
removed at different times for different students. The scaffolding was provided to best meet the needs of all students. The writer’s assistance helped students to
build willingness and avoid tentativeness in the learning process. The writer found that the implementation of scaffolding and its five types
were successful to encourage and prompt students to employ their English spoken in the English conversation class. From the interview, observation checklist and
field notes, it was showed that the students enjoyed the activities and the developed material since they experienced a new learning experience in language
learning. It proved that teacher should be creative in developing material and preparing activities to students. Scaffolding is an important tool to support
students’ learning. The writer used scaffolding to create opportunities for students to learn and internalize knowledge. Scaffolding provides adults’ assistance to help
students to construct their understandings independently. Scaffolding could be
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applied for individual as well as in group of learning. It also can be used in the area where the range of understandings and the level of intelligences or capacities
and motivations of students exist. There were some advantages of the use of scaffolding and its types found
in this study. The occurrence of the scaffolding and its five types in English conversation class engaged students into the teaching learning process. It led
students to increase their self-confidence and self-reliance. Scaffolding and its types also motivated and encouraged students to have willingness to learn. It
happened also because scaffolding and its types adjusted individual requirements of each student. They benefited to reduce frustration and anxiety within students
during the teaching-learning process.
B. Recommendations
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