Drawing Students’ Interest and Motivation in the Task

74 major advantages that were felt and experienced by the respondents. The advantages are as follows:

a. Drawing Students’ Interest and Motivation in the Task

From the transcript of FGI, the respondents agreed that the use of scaffolding as an instructional strategy interested and motivated them. What is more, it was agreed by all of respondents representing low-grade, middle-grade, and high-grade achievers. It means that despite of their grade, they felt interested and motivated to learn, to do tasks given, and to finish the book project. Student A1 stated: I was really interested. It was because I never made a book before. So, I was so interested to finish this project. Sangat tertarik. Karena sebelumnya aku belum pernah buat buku. Jadi aku sangat tertarik untuk bisa menyelesaikan itu . It is also stated by Student C1: It the learning process was interesting for me. It was because the learning model i.e. scaffolding used in EC could make me enthusiastic in learning English. It made me open dictionary often to memorize new vocabularies. In short, I am motivated. Moreover, I was happy to learn English because the learning system was enjoyable. Kalau buat aku menarik ya. Soalnya model pembelajaran scaffolding yang digunakan itu menurutku membuatku semangat untuk belajar Bahasa Inggris. Jadi sering-sering pengen buka kamus, ngapalin vocab. Termotivasilah istilahnya. Jadi seneng belajar Bahasa Inggris karena sistem pembelajarannya menyenangkan . Next, the feeling of interested and motivated were also experienced by Student B1 and B2. Student B1 stated: I was motivated because the teaching was enjoyable and able to make me understand the material 75 Saya termotivasi karena cara pegajarannya itu sangat menyenangkan dan saya bisa memahami. Whereas, student B2 stated: For me, I was motivated enough because the way of teaching was enjoyable. Kalau saya cukup termotivasi ya karena cara pengajarannya itu menyenangkan. From those answers, it can be seen that the use of scaffolding drew students’ interest and motivation in the task. Even, that feeling of interested and motivated could move the respondents to do something. This finding is also supported by the observer of the research. In the observation checklist, the observer added some notes related to students’ motivation and involvement: Before starting and or ending the class, tutor always gave motivation. The motivation was kept repeating and thus made the students to get involved and finally to learn and to accomplish the assignments given. Sebelum memulai dan atau sebelum mengakhiri kelas, [tutor] pasti memberi motivasi. Motivasi itu diulang dan jadi seperti mengundang mahasiswa untuk mau terlibat dan akhirnya mau belajar dan mengerjakan tugas yang diberikan . All of the statements above show that not only does scaffolding interest the students, but also it motivates the students in the learning process.

b. Simplifying the Task to Be More Manageable in Achieving Learning Goal