68 tutor in the first draft, the students became more attentive in choosing correct
vocabulary. Their attentiveness on using appropriate vocabulary is also shown by the score difference between the students’ pre and post scaffolding learning writing
products. In the post scaffolding learning writing products, the students’ average score on the use of vocabulary use is 1.9 points higher than their former average
score. The detailed scoring is presented in Appendix 14. Eventually, finding that the students become more aware of choosing appropriate vocabulary, the tutor
gradually withdrew the clues or the assistance.
d. Spelling and Punctuation
The last writing elements of writing that become the focuses of the scaffolding learning were spelling and punctuation. The common mistake made by
the students related to punctuation is the use of comma after transitional signal. Most of the students did not put comma after writing transitional signal. One of the
examples is Student 24. In the first draft, the student used 9 transitional signals. However, the student did not put comma after six transitional signals. Finding those
mistakes, the researcher circled the six transitional signals as a sign that the student needed to make some revisions on them. Then, the researcher provided oral
explanation on the use of comma after transitional signals. Then, like the other writing elements above, in the second draft, the student made improvement. The
student became more aware of the use of comma. As a result, the errors on the use of comma after transitional signal were decreasing into five errors. The following
table shows the improvement.
69
Std First Draft
Second Draft
24 Firstly I got a new invitation
group from leader of OSIS in senior high school.
Firstly, I got a new invitation group from leader of OSIS in senior high school.
Then I joined in the BBM group.
Then, I joined in the BBM group. Every morning he always sent
me message. Every morning, he always sent me
message. Then I know him so well.
Then, I know him so well. Then 2 months I knew him…. Then, 2 months I knew him….
Again my cheeks felt warm Again, my cheeks felt warm
Then I answered him. Then I answered him.
The improvement was also found in Student 8’s writing. In the student’s first draft, the student misspelled 5 words. Finding those misspelled words, the tutor
circled the words as a sign that they needed to be revised. As a result, in the second draft, the student did not make the same mistake again. The following table shows
the student’s improvement:
Std First Draft
Second Draft
8 Then, we slept to prepare
energy for secound day. Then, we slept to prepare energy for
second
day.
They were very friendy. They were very friendly.
I could know strenght and weaknes
.
I could know strength and weakness. Romo Ardi showed sadden
drama video. Romo Ardi showed sad drama video.
The improvement was also found in most of the students. After the tutor provided feedback on their writing, they showed improvement in the second draft.
It showed that as the learning process went from one step to another, the students moved to higher level of awareness, shown by their attentiveness and
Table 4.6 Student 24 ’s Sentences Written in First and Second Draft
Table 4.7 Student 8 ’s Sentences Written in First and Second Draft
70 understanding. Their increasing attentiveness, awareness, and understanding on
using correct spelling and punctuation are also shown by the score difference between the students’ pre and post scaffolding learning writing products. In the post
scaffolding learning writin g products, the students’ average score on the use of
spelling and punctuation is 0.5 points higher than their former average score. The detailed scoring is presented in Appendix 15. As the improvement found by the
tutor, the tutor removed the assistance from the students. Furthermore, after findings the improvements on the writing elements
above, the researcher was still curious on how the students can be independent learners after all the steps in scaffolding learning. Therefore, the researcher
conducted the last test, which was final test. In this test, the students were given a recount text consisting many mistakes on the writing elements above. The text was
actually one of the students’ writing in pre-scaffolding learning writing assignment. Like in the mid-term test, the students were required to analyze mistakes and stated
the rationale see Appendix 16 to find the text in the final test. Eventually, from the final test, the tutor found that the students now become
more critical and independent in producing good writing. The following table shows how the student showed their critical analysis and independence:
71
Student Number
Instruction Written in the
Text Corrected by the
Students
12 Find 2 sentences with
incorrect use
of punctuation or capital
letter 4 Than sic, we sell
chocolate ice, Than,
we sell
chocolate ice.
Finilly sic
we know
it was
difficult to look Money.
sic
Finilly we know it was very difficult to
look money.
18 Find 3 incorrect verbs
in the text and write the correct version 6
are sell
feel were
sold felt
24 Find 2 words with
incorrect spelling and write
the correct
version 4 Than
Finilly Then
Finally
From the table above, Student 12, 18, and 24 showed that they are able to find mistakes in the recount text. Even, the students could find all of the mistakes
and then correct them. Then, in the last figure below, not only could Student 1 analyze the type of each paragraph in the text, but also the student could identify
the elements of each orientation paragraph, event paragraphs, and re-orientation paragraph to state whether the paragraphs are already correct.
Table 4.8 Student 12’s, 18’s, and 24’s Answers on Final Test
72
In the final test, the tutor intentionally chose a recount text written by one of the students in the pre-scaffolding learning writing assignment. The goal was to
train the students to be an editor of a writing composition. Seeing the result of final test, the researcher as the tutor is sure that they will be able to criticize, analyze, and
edit their own writing later. In addition, the researcher is sure that they are now in one level higher than they were before the scaffolding learning. In other words, the
students now no longer need the tutor’s guidance to write recount text. Eventually, the researcher now removes the assistance.
Figure 4.10 Student 1 ’s Answer on Final Test
73 After the final test, there was still one activity employing the last type of
scaffolding namely inviting students’ to contribute clues. In this activity, the tutor facilitated the students’ discussions on choosing the committee of the book making.
The tutor only facilitated the discussion until the class found two coordinator of the book making. After that, the responsibility moves to the coordinators to lead the
next discussions of the book making process.
2. The Advantages of Using Scaffolding in Learning Writing
