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e. Controlling Frustration and Risk in Problem Solving
The next advantage is controlling frustration and risk in problem solving. From the coding result, the researcher found one statement telling that scaffolding
could help reducing frustration in doing task given. However, it is only controlling frustration, not along with risk. The statement was stated by Student C1. Student
C1 stated: In the beginning, I was already pessimistic, Miss. Oh My God, even in the
beginning of my lecture, I did not know what “is it” is. Even making a book, making a sentence is already difficult for me. Making one-
page story is… Oh My God… But when I saw the revision from the tutor, I was happy.
Aku tu udah pesimis [awalnya] mbak. Ya ampun..”is it” aja dulu awal kuliah tu [tidak tahu]… bikin satu kalimat aja tu susah apalagi suruh bikin
buku. Bikin cerita selembar aja ya ampun mbak. Kemaren itu sampe lihat revisi itu seneng.
The statement above shows that scaffolding could help the student to control and even remove the student’s frustration in doing the task given.
f. Making Learners Independent
After asking questions that were derived from the theory this research refers to, the researcher tried to dig more information about another advantage that the
respondents might experience. From the respondents’ answer, it can be seen that using scaffolding in learning writing can make them become more independent
English learner. Student C1 stated:
After meeting the tutor in English Club and being asked to write a story, there was a mid-term test for Bahasa Inggris
course. Then, I thought, “Can I do it?” But, we have already got new vocabularies from the writing. So, I
did not feel difficult to do the mid-test.
80 Kemaren kan waktu ketemu Tutor kan [diminta untuk] nulis kan, terus ada
usip kan [setelah itu]. Na, itu tesnya speaking kan mbak. Na, terus tu [aku berkata dalam hati] “apa bisa ya?” Terus kita kan udah ada tambahan
vocab-vocab dari nulis itu kan, jadinya ga susah juga buat ini, kemaren ikut usip itu.
Then, Student B2 stated: For me, I was assisted enough to learn General English from the learning
writing. From the writing, I can know all of the elements, starting from the pronunciation until the relation between the words to the role of it in
sentence structure. Kalau saya cukup terbantu ya dalam writing itu untuk keseluruhan Bahasa
Inggris. Dari writing itu kita akan tahu semua unsurnya dari cara pengucapan terus hubungannya [kata-kata] dengan struktur [kalimatnya].
Student A1 also supported the statements above by saying: After the learning process I can make a recount text by our own effort. In
my opinion, I start to be confident to do English tasks by myself. Before this, I always depend on my friends, google translate, etc.
Kita tu bisa membuat sebuah recount text dengan usaha kita sendiri. Menurutku [aku] mulai percaya diri untuk mengerjakan sendiri karena
[sebelumnya] apa-apa biasanya tergantung sama temen, google translate, dll.
Therefore, it can be seen that the students now can rely on themselves in doing assignment in English. In other words, the students are now more
independent.
C. Discussions
In this section, the researcher discusses the findings on the two research questions above. The discussions presented below are based on the theories as
written in the chapter 2 and are supported by some other related theories. There are
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