38
3. Distributing and analyzing pre-research questionnaire
Distributing pre-research questionnaire was the next procedure of the research. In this step, the researcher distributed a questionnaire whose statements
were derived from the theories. This questionnaire aimed to find out the real problems and needs of the students in learning English
and the students’ intitial attitude toward English learning. In addition, this questionnaire also wanted to find
out whether scaffolding learning suitable for their needs and problems by giving them statements containing scaffolding learning characteristics. After that, the
researcher analyzed the respondents’ answer and drew a conclusion that became the formulated problems of the research.
4. Giving and analyzing pre-scaffolding learning writing assignment
Since the researcher found it not sufficient only to dig information about the respondents from pre-research questionnaire, the researcher gave the students a
writing assignment before initiating the scaffolding learning. Before starting the first activity in the scaffolding learning, the researcher asked the students to make
a recount text telling their experience. Eventually, from the result of the assignment, the researcher could know their level of understanding on the use of writing
elements. This finding was then used to design the material, the evaluation, and teaching activities in the class. The material, the evaluation, and the teaching
activities were not supposed to be too difficult for them.
5. Designing teaching instruments and observation checklist
The next procedure was designing some documents before initiating the teaching process. Firstly, the researcher designed the syllabus, lesson plan, learning
39 materials and learning activities based on the theories obtained from library
research, on the result of pre-research questionnaire analysis, and on the result of pre-scaffolding learning writing assignment analysis. The researcher designed the
learning process along with all of the materials and activities as suitable as possible to the students’ level and need and the course’s need. Moreover, the researcher
designed the learning process and material as suitable as possible to the theories of five types of scaffolding stated by Roehler and Cantlon 1997.
Furthermore, the researcher also designed observation checklist. The observation checklist consisted of some statements that were derived from the
theories of five types of scaffolding and of the characteristics of scaffolding learning activities. The observation checklist was designed to enable the observer to record
any activities happening in the class along with th e students’ involvement, response,
and progress. Eventually, the observation checklist was used to record everything needed to answer the formulated problems. It was used as another source of data to
answer the formulated problems.
6. Setting the research place and range of time
This procedure did not take much time since the place and the range of time were actually decided by the study program. The place for conducting the class was
Laboratorium IPA or science laboratory of PGSD USD. Meanwhile, the class was
conducted in every Monday at 12:00 – 13.40. However, there was one thing left
that was needed to set by the researcher, namely the range of time for conducting the research. After taking some considerations and discussion, the researcher
40 decided that the scaffolding learning process and the research started on 21
September 2015 and ended on 30 November 2015.
7. Conducting the scaffolding learning and the research
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