Data Analysis Technique REVIEW OF RELATED LITERATURE

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter is divided into two parts. The first part is the research findings and the second part is the discussion. In the first part, the researcher presents the data which was gathered by interviewing the teacher, writing some notes in field notes, distibuting questionnaires, interviewing the students, and also analyzing the students’ writings on recount text as the additional data. Then, in the second part, the researcher discusses the research findings in order to answer the research questions.

A. Research Findings

In this part, there are two sections. The first section is the process of scaffolding implemented for the 8 th grade students of SMP Joannes Bosco in writing recount texts. The next section is the benefits of scaffolding in writing recount texts for the 8 th grade students of SMP Joannes Bosco Yogyakarta.

1. The Process of Scaffolding Implemented for the 8

th Grade Students of SMP Joannes Bosco in Writing Recount Texts Before implementing the scaffolding, the teacher explained about the recount text briefly to the students. The explanation is related to the aim, the generic structure, and the language feature of recount text. Here, the students already knew the basic knowledge of writing a recount text. After the students already got the information about recount text, they started writing their recount 40 texts. The first writing was held on 10 April 2015. At that time, there were some students who joined a Science Olympiad so that they submitted their writings late. From the questionnaires, most of students agreed that they like writing a recount text. Even though they liked writing a recount text, they still made some errors in writing their texts. Here, the students needed others’ assistance to help them. After all of the students’ writings had already been submitted, those writings were given to the English Language Education Study Program ELESP students to be scaffolded. It was done to help the students producing better writings. The ELESP students scaffolded the writings by checking only the use of verbs including linking verbs i n the students’ recount texts. They found that the students still made some errors. They revised the inappropriate verbs including linking verbs, and then they gave a letter to explain how the verbs should be corrected and gave spirit to the students. They wrote the letter themselves. Figure 4.1 presents the Student 12 first writing that had been checked by the ELESP student and the scaffolding from ELESP student in the form of letter.