63 “Mau nggak mau kita harus aktif. Kalau kita nggak aktif kita nggak bisa
mengembangkan report-nya, trus nggak bisa presentasi lebih baik lagi.” R1
Whether I want or not I should be active in class activities. Otherwise, I cannot make the report and presentation better.
On the other hand, 13 students opposed that the teaching strategy encouraged them to be confident; 12 students 17.4 disagreed, and a student 1.45
strongly disagreed.
“Motivasi sendiri.” R2 It is because of my self-motivation.
e. Achieving Excellence
In the process of involving Extensive Reading course, students might complain about the abundant tasks and difficult reading materials, but then later
they might be proud of themselves for being able to accomplish the course and its tasks excellently. The last implication of Scaffolding Strategy used in Extensive
Reading II was achieving excellence. To find out the last implication, the researcher proposed four statements to the students – statement number 17-20.
Statement number 17 was about numbers of the tasks were given, but those were achievable. Fifty eight students were in the same idea to the statement; 20 students
2.9 strongly agreed and 38 students 55.1 agreed to the statement.
64 “Tadinya karena instruksinya tu susah jadi ngerjainnya tu kadang
binggung kadang pusing kok banyak banget, tapi ternyata bisa dicapai, bisa selesai.” R1
Previousely I felt that the instruction is complicated; that makes me confused. Finally, I can do the task well, though.
“Iya bisa dicapai. Karena ada deadlinenya juga jadi lebih tertata, juga karena ada apresiasi dari dosen kalau kebetulan dapat nilai jelek, dikasih
kata-kata yang memotivasi.” R2 Those tasks are achievable, because the deadline of submission is clear,
and the lecturer appreciates my work through giving motivational comments in the report when I got bad score for the report.
Other 21 students or 30.45 of the students filled the questionnaire were opposing that a lot of task in Extensive Reading II were achievable.
In statement number 18, the students were asked whether they were surprised for being able to accomplish the tasks that they thought before as
difficult task or not. The result is 56 students responded positively: 24 students 34.8 strongly agreed and 32 students 46.6 agreed to the statement.
“Iya. Sering kayak gitu sih di report biasanya. Aduh susah banget tapi ternyata setelah dikerjain bisa juga dan ternyata nilainya bagus juga.”
R1 I am often surprised seeing my report. Previously I thought that the report
was difficult, yet I can do it well and can acquire good score. “Karena merasa instruksinya nggak jelas, tapi ternyata waktu dikerjakan
tugasnya nggak sesulit yang dipikirkan sebelumnya.” R2 I thought the instruction was not clear, but when I was working on the
task, the task was not as difficult as I thought.
Opposing to those statements, the other 13 students 27.55 disagreed to the statement.
65 Statement number 19 stated that the teaching strategy used in class can
lead students to find that reading is interesting activity to do. The result showed that 43 students were in agreement to that statement: seven students 10.15
strongly disagreed and 36 students 52.2 agreed to the statement.
“Menyenangkan. Kalau cuma baca aja mungkin membosankan ya tapi karena kita melakukan aktivitas misalnya baca artikel trus bikin
mindmapping jadi menyenangkan.” R1 It is agreeable. If we are assigned to read and read only, it can be boring.
In spite of that, we are asked to read and make the mind mapping from the reading, the reading activities are agreeable.
Other 26 students were opposing to the statement; 22 students 31.9 disagreed and four students 5.8 strongly disagreed.
“Karena lebih pada gimana dapet nilai, tapi komentar dari dosen bikin terpacu untuk baca terus.” R2
It is about how to achieve good mark, yet the lecturer’s comment triggers me to read a lot.
The last statement – the twentieth statement, was about pleasant learning that they found from the Scaffolding Strategy used in Extensive Reading II.
Through the data gained from the questionnaire, 43 students experienced pleasant learning from the Scaffolding Strategy used in Extensive Reading class; six
students 8.7 strongly agreed and 37 students 53.65 agreed to the statement.
66 “Dari susahnya kayak gitu trus dari perasaan-perasaan aduh susah aduh
banyak banget tugasnya, bingung tapi kalau kita bisa menyelesaikannya jadi seneng rasanya. Dari tugas-tugas yang menantang itu kita jadi
semangat, ah, masa si nggak bisa selesain gitu.” R1 I was confused with those a lot of difficult tasks. But, when finally, I can
finish all of those, I am glad. From those challenging tasks, I was motivated to accomplish them. I can do this.
On the other hand, 26 students were not in agreement to the statement, 18 students
26.1 disagreed and eight students 11.16 strongly disagreed.
“Malah membosankan, karena kegiatannya cuma gitu-gitu aja terutama presentasi.” R2
It is boring, because there were no various activities. It was only presentations on and on.
The analyzed data from the second part of the questionnaire, which is about students’ perceptions on the implication of Scaffolding Strategy used in
Extensive Reading II, showed that Extensive Reading II students have positive perceptions on the implications of Scaffolding Strategy. From five implications
that the researcher proposed, those are being an independent learner, being a cooperative learner, developing reading interest, developing self-confident, and
achieving excellence, all of those implications were responded positively by Extensive Reading II students.
In conclusion, 69.31 of the respondents had positive perceptions on both process of the implementation and implications of Scaffolding Strategy used in
Extensive Reading II Class A and Class C in 20092019 academic year.
67
CHAPTER V CONCLUSIONS AND SUGGESTIONS
In this chapter, conclusions and suggestions are presented. From analyzing data and discussing research results, the researcher concluded two points and
presented suggestions for Extensive Reading II lecturers, Extensive Reading II students, and other researchers who are interested in conducting a research in
Scaffolding Strategy.
A. Conclusions
Studying from the data gathered, the researcher concluded two main points. First is about the implementation of Scaffolding Strategy used in Extensive Reading
II Class of ELESP Sanata Dharma University academic year 20092010. Second point is about students’ perceptions on Scaffolding Strategy used in Extensive
Reading II Class of ELESP Sanata Dharma University academic year 20092010. The second point of the discussions covered students’ perceptions on the process and on
the implications of Scaffolding Strategy used in Extensive Reading II class of ELESP Sanata Dharma University.
Scaffolding Strategy implemented in Extensive Reading II class was implemented through four phases as what Vygotsky proposed. Those four phases are
1 modelling with verbal commentary phase, through presenting course goals, giving step-by-step instruction, and showing the scoring rubric that define excellence. The
