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In this study, the writer used guided-interview. It means that the questions had been prepared before so the interviews would go effectively and could be
focused to the expected answers. The writer asked three students to be interviewed. The interview conducted right after the class was over. Those three
students were chosen randomly among twenty-seven students. Based on the result of the interview, the students’ opinions were representative because those three
students showed that they did well during the activities in class just the way most of their friends did. The conclusion was drawn since the writer and partner’s who
acted as the observer shared the same opinion that the atmosphere built during the process was positive. It means that most of the students played their role actively
when carrying out the activities and given tasks. The questions would be presented in the following table:
Table 3.1 Questions for Interview No.
Questions Data Obtained
1. Did you feel enthusiastic in doing all activities and in
completing the given tasks? Why? The advantages of
implementing scaffolding and its types research problem no.
3 2.
How far did you feel assistedsupported by the teacher in carrying out the tasks today?
3. How far did you feel actively involved in carrying out
the tasks today?
2. Observation Checklist
The writer also employed observation checklist that was given to the teacher assistant in the meeting see Appendix B. Since there were always two
teachers teaching in each classroom for the English conversation class, the
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presence of the teacher assistant as an observer was no longer a matter for the students. Hence, the natural process of the observation could be kept along the
activities. The observation checklist was done to minimize the subjectivity resulted from the writer’s point of view in interpreting the data later. Checklist
was provided when the study was conducted in classroom. According to Hopkins 2008, checklist should give the information that the researcher needed p. 87.
Checklist could be the effective way of monitoring. Besides, it did not make students feel inhibited when being observed. They could act as natural as possible
when the observation was taking place. In this study, the writer had prepared the observation in the form of list
presented in the table see Appendix B. The observation checklist gave several technical variables related to scaffolding teaching technique that the writer did
when she was teaching. Those technical variables were categorized into five types of scaffolding proposed by Roehler and Cantlon 1997. The observer was to
check in the available column the variable occurred during the observation. The writer’s partner observed while the writer was teaching. It was done so because it
was difficult to teach and do the observation at the same time. This technique was used in order to get another’s perspective about the activities, instead of the
writer’s, to avoid a bias and to reduce subjectivity. The observation was conducted during the teaching learning process, in order to identify teacher’s
teaching technique related with the types of scaffolding technique and their occurrences, and students’ reaction and behavior during the teaching-learning
process, and to investigate the advantages of the use of scaffolding.
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3. Field Notes
