5 class activities are not learning burdens, yet those activities are the learning
scaffolds that can help them achieve the course goals excellently and independently.
The last benefit is for other researchers, this research is expected to inspire them in conducting the next research related to Scaffolding Strategy that is used in
Extensive Reading II class. Moreover, the result of how Scaffolding Strategy is implemented in Extensive Reading II is expected to trigger other researchers in
creating new learning scaffolds to facilitate students to be independent learners.
F. Definition of Terms
In an attempt to clarify concepts and avoid misinterpretation of the research conducted, some technical terms will be defined in this section.
1. Perception According George and Jones’s definition that is relevant to this study,
perception is “the process by which individuals select, organize, and interpret the input from their senses vision, hearing, touch, smell, and taste to give meaning
and order to the world around them” George and Jones, 2005: 105. In this research, perception deals with the students’ opinions on the Scaffolding Strategy
used on Extensive Reading II of ELESP of Sanata Dharma University.
2. Scaffolding In daily life, scaffolding is commonly used as an instrument in building
construction. However, in education field, scaffolding is one of teaching
6 strategies. This strategy “provides lecturer’s temporarily support given to the
student” Henry, 2001: 6. According to Lipscomb, Swanson, and West 2004, the term scaffolding is developed as “a metaphor to describe the type of assistance
offered by the lecturer or peer to support learning.” The nature of Scaffolding Strategy that leads the learners to be independent is in accordance with the nature
of Extensive Reading II class. The Scaffolding Strategy helps the students deal with large reading activities conducted in Extensive Reading II class. Related to
this research, the implementation of Scaffolding Strategy in Extensive Reading II class provides various activities aimed at minimizing the boredom in reading
activities, helping students to achieve the course goals successfully and independently.
3. Extensive Reading II Extensive Reading is “generally associated with reading large amounts
with the aim at obtaining an overall understanding of the material” Bamford and Day, 1997: 1. Related to the research conducted in English Language Education
Study Program, Extensive Reading II is “a course that is aimed at improving students’ reading skills through literary works and scientific or journalism
writing” Prasetyo, Herawati, Prihatin, Budiraharjo, and Adjie [Eds], 2006: 73. The reading activities are done both inside and outside the class, both by
individual and by peers work. Students should do a lot of reading assignments in order to accomplish the course.
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CHAPTER II REVIEW OF RELATED LITERATURE
