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After all the students had contributed the elements related to drama, the writer evaluated that there was one important element of drama that students
should know. The writer gave them a question to prompt them contributing a clue. The writer stimulated them with the question about what the term of types of
drama, some of which were action, comedy and romance. There was a student who answered “genre” and it was the correct answer. In giving clues, the most
important thing is not always the quality of being right to answer, but the attempt to speak the idea out and to be active.
Thus, after the discussion above, the findings for the problem formulation have been answered. The all five types of scaffolding were occurred along the
learning process activity in XI IPS 2 class. The all five types of scaffolding were the support or assistance that was provided by the writer during the learning
process of English conversation class. The scaffolding could occur in different times for different students, based on the necessity. The scaffolding and its types
were reduced gradually as the students achieved the responsibility to complete the given tasks and signaled that they were in control of their learning. The
implementation of scaffolding for the second grade students was proven to be useful and successful to be used in the English conversation class.
B. The Advantages of Scaffolding as a Teaching Technique
Having found the occurrences of scaffolding and its five types during the teaching-learning process in English conversation class, the writer identified some
advantages of the use of scaffolding and its types. The advantages are:
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1. Engaging students into the teaching-learning process Through the use of scaffolding teaching technique and its five types, the
writer not only gave them knowledge, but also helped them to integrate their prior knowledge with the new information given. The writer gave them the opportunity
to be involved in active learning process. 2. Increasing students’ self-confidence and self-reliance
When all students got their opportunities to be engaged in classroom activities, it increased their confidence since they learned to be active in class. The
feedback offered by teacher brought significance in building students’ self-esteem because teacher showed his or her respect to students’ efforts. The situation where
students were asked and led to have full responsibility in completing their task, in which they were no longer assisted, taught them to be independent. They
practiced to be self-reliant. 3. Motivating and encouraging students to learn
When students were confident enough to do the task, it led them to be motivated and encouraged to join the learning process actively. When the writer
provided the learning opportunity for them, it encouraged them to be involved in the learning process.
4. Adjusting individual requirement of each student The writer gave support and assistance based on each student’s needs. The
assistance that the teacher provided would be different in form and level to one another since each student had different needs. Therefore, students’ difficulty was
expected to cover.
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5. Reducing students’ frustration Through the use of scaffolding, the writer could reduce students’
frustration as the writer gave them assistance and support by adjusting each student’s needs. The writer was able to monitor students’ behaviors. When they
encounter frustration in building their learning, the writer could take time to counsel the students who need it. The existence of the teacher in students learning
time helped the students to feel secure. The secure feeling would build students to be passionate in learning, and when the students had sufficient confidence to carry
out the learning process by themselves, the teacher could let the students proceed on their own.
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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This last chapter contains of two parts. The first is the conclusion derived from the research. The second is the recommendations for further teachers and
researchers.
A. Conclusions
In teaching English conversation class, the writer aimed at creating conducive learning for students by developing two ways communications in
which students were encouraged to actively contribute in the learning process. Hence, students were given the opportunities to learn language and take
responsibility to fulfill the knowledge. The students were expected to evolve their English spoken ability. To achieve the realization of the purpose, the writer
implemented scaffolding as the teaching technique in teaching English conversation.
The study was focused on the use of the scaffolding to teach second grade students of SMAN 1 Kalasan in English conversation class. There was three major
problems in this study: 1 “What are the types of scaffolding implemented in the English conversation class?” 2 “When do they occur during English conversation
class?” 3 “What are the advantages of implementing scaffolding and its types in English conversation class?” The writer conducted the study in class and
employed a topic of drama. The topic was completed in one meeting.
