113
Appendix 5. The Analysis of Pre-Scaffolding Learning Writing Assignment
Orientation Events
Re- orientation
1 1
2 1
3 2
2 11
3.7 Beginner
2 1
1 1
2 1
1 7
2.3 Beginner
5 3
3 3
2 3
3 17
5.7 Beginner
6 1
1 1
1 1
3 8
2.7 Beginner
7 1
1 1
2 1
3 9
3.0 Beginner
8 1
1 1
3 1
3 10
3.3 Beginner
9 1
1 1
1 1
2 7
2.3 Beginner
10 3
1 1
1 1
1 8
2.7 Beginner
11 2
1 3
1 1
3 11
3.7 Beginner
12 2
2 1
1 1
3 10
3.3 Beginner
13 1
1 1
1 1
2 7
2.3 Beginner
14 1
1 2
2 1
2 9
3.0 Beginner
15 1
1 1
3 1
3 10
3.3 Beginner
16 1
1 2
1 1
5 11
3.7 Beginner
17 1
3 1
2 1
3 11
3.7 Beginner
18 1
1 1
1 1
3 8
2.7 Beginner
19 2
3 3
2 2
2 14
4.7 Beginner
20 1
1 1
1 1
3 8
2.7 Beginner
21 3
3 3
3 3
3 18
6.0 Intermediate
23 3
3 3
3 3
2 17
5.7 Beginner
24 3
3 3
2 1
3 15
5.0 Beginner
26 1
1 3
2 1
3 11
3.7 Beginner
Average 1.6
1.7 1.7
1.8 1.4
2.6 10.8
3.6 Student
Number Score
Total Score
Grade Category
Organization Vocabulary
Grammar Spelling
and Punctuation
114
Appendix 6. Observation Checklist Blueprint
Observation Checklist Blueprint
Question Indicators
Form Part 1
Part 2
a - e Five types of scaffolding theory by
Roehler and Cantlon 1997 Close and open-ended
1 – 6
Characteristics of scaffolding learning activities theory by Bransford, et al.
2000 Close and open-ended
115
Appendix 7. Observation Checklist Sheet OBSERVATION CHECKLIST SHEET
Part 1 Goal
: Identifying the students’ experience in learning writing using scaffolding Statements adapted from
: Five types of scaffolding theory by Roehler and Cantlon 1997
No T
utor…. Date of the
observation Check
when observed
Notes from Observer a.
Offering explanation
Tutor is knowledgeable about subject matter
Gives clear explanation Gives detail information that the students
may need to carry out the task Explains the material in a way that is
suitable to the current level of the students Explains the importance of learning the
material Helps the students to avoid confusion
b. Verifying and classifying students’ understanding
Checks students’ understanding gradually
116 Asks students to share their understanding
Acknowledges students’ effort Verifies students’ understanding when it is
reasonable Clarifies students’ understanding when it is
unreasonable
c. Inviting students’ participation
Invites students’ participation in succeeding the goal of the learning process
i.e. the understanding of the material
Invites students’ participation in the class project i.e. making a book project
Gives students opportunity to take a partinvolve in the learning process
d. Modelling desired behavior
Gives clear example of what students have to do
Gives various examples Gives model that can be easily imitated by
the students
e. Inviting students to contribute clues
Gives students enough motivation Tutor can help students in expressing their
opinionargument
117 Gives students chances to give contribution
in completing the task
Part 2 Goal
: Identifying benefits of learning writing using scaffolding from their experience Statements adapted from
: Characteristics of scaffolding learning activities theory by Bransford, et al. 2000
No Tutor….
Check when observed
Notes from Observer
1 Drawing interest of students in the task
2 Simplifying the task so that student can manage
components of the process and recognize when a fit with task requirements is achieved;
3 Maintaining the pursuit of the goal, through
motivation of the students and direction of the activity
4 Indicating the differenc
e between the student’s current work and the desired standard of work
5 Controlling frustration and risk in problem solving
6 Modelling an idealized version of the task that
needs accomplishing
118
Appendix 8. Result of Observation Checklist RESULT OF OBSERVATION CHECKLIST
Part 1 Goal
: Identifying the students’ experience in learning writing using scaffolding Statements adapted from
: Five types of scaffolding theory by Roehler and Cantlon 1997
No Tutor….
Date of the observation
Check when
observed Notes from Observer
a. Offering explanation
