Determining the Actions to Solve the Problems

and the students discussed the answers togather. In this case, the researcher also implemented some of the scaffolding principles. -Meeting 2 In the second meeting, the researcher used different song. The title was “Only Time” by Enya.The process of the listening activity in this meeting was still the same as the first meeting, but, the researcher improved the number of vocabularies. The words which were used in the listening such as; cries, flies, sleeps, etc. In discussing the answers, the researcher applied some of the scaffolding principles. 2. Using scaffolding principles a. Modeling the desired behaviors In every parts of listening material, there was an instruction on how to do it. Although the instruction was simple, but before the students practiced the listening activity, the researcher gave the examples on how to do it. The researcher explained the instruction by practicing it directly. The process of modeling the desired behaviors in the first meeting can be seen in the part of the field note below. Pada waktu awal pelajaran, ada beberapa siswa yang bertanya ke peneliti: Mas, ini cara mengerjakannya bagaimana?. Kemudian peneliti berkata: pertama, kalian dengarkan lebih dulu audionya. Setelah itu lihat bagian yang kosong dan isi kata apa yang kalian dengar. Pada bagian B, dengarkan percakapan pendek ini, kemudian tulis responnya, dan jawablah pertanyaannya. Sekarang akan saya beri contohnya sembari memutarkan, peneliti ikut mengerjakan. Kemudian setelah selesai, peneliti berkata responnya adalah “Oh my pleasure”. Maka kalau responnya seperti itu, berarti “Juan akan membantu David”. In the beginning of the lesson, there were some students who asked to the researcher: Mister, how to do this? Then, the researcher said: “listen to the audio first. After that, looked at the empty space and filled you heard. In part B, listen to the short conversation, wrote the responds and answered the question. Now, I would gave the examplewhile playing the audio, the researcher did it. Then, after it had finished , the researcher said “ Oh my pleasure”. So, if that was the response, it meant that “Juan would helped David”. Field note 3 In the second meeting, because the instructions of the listening materials were not too different and difficult, the researcher only asked to the students’ understanding without giving the examples. This can be seen in the part of the field note below: “Okay, untuk cara mengerjakannya seperti biasa. Paham kan” tanya peneliti. Beberapa siswa menjawab”paham”, tetapi ada juga yang mengangguk atau hanya diam. “Okay, the way to do the task was as usual. Did you understand right? Asking the researcher. Some students answered “understood”, but, there were also who nodded and just silent. Field note 4 b. Offering explanations In doing the action, beside conveying the materials, the researcher gave and offerred explanation to the students. It was often found that, the students had not understood about the materials yet but, they were not brave to ask. So, offering and giving explanation was importantly needed to help students’ difficulty. The process of giving and offering help can be seen in the field note below: