Findings of the Study

term motivation also gives a higher energy level to the learners to achieve a better achievement. Underlining what Garris mentioned previously, I agree that the motivation should derive from affective experiences. It means the learners should experienced exciting activities. For learners with hearing difficulty, the motivation should be carefully conveyed, regarding to their characteristic of easily being sensitive. Related to this theme, I noticed that participant A tended to be internally motivated. It was shown through her answer. Participant A – Interview 1 – MTV When asked about the reason why she liked English, participant A simply answered that she just liked it. She did not give any specific explanation for it. Therefore, when playing, participant A was not serious, because she felt learning English was fun. As I continued to understand her behaving that way, I realized that she had been English only at school and met fun English teachers. Thus, she did not feel the task given from others regarding to her English learning. This motivation was different from participant B’s. Though she also liked English, when interviewed, she had another reason why she was so serious when playing. Participant B – Interview 1 – MTV R Well…if you study continuously, you will be able too. Why do you like English? P I just like it. R What do you like when learning English? P What do I like? R Yes. P I like to speak to native speakers. Awesome laughing Participant B was ever challenged by her sibling if she dared to speak with a foreigner when they had a family holiday out of town. She kept remembering this and expected that one day she could speak to a foreigner. For this reason, participant B tended to play more seriously that participant A and had higher expectations during playing.

4.4.3 Scaffolding

Scaffolding is a term used to describe learning as a form of collaboration between teacher and learners where teacher has an authoritative role to assist learners to be independent Vygotsky, 1978, as cited in Feez, 1998: 26. This collaboration involves language in the form of a dialogue between teacher and learners. Learners need to learn how to be self-reliant, adaptive, and long-life learners, so they are able to reason through problem framing and problem solving situation collaboratively when they face the real life. In other words, learners are expected to be able to think and act in some ways that show how they respect and value themselves and others. Besides, the learners learn how to be responsible for themselves and others. To acquire this expectation, teacher’s help during the process of learning is needed. Teacher helps the students not by giving direct comments, but by assisting the students in their learning. The next table shows the collaboration between the teacher and the learners Feez, 1998: 27.