6 Scaffolding reduces uncertainty, surprise and disappointment In this case,the teacher as the educator tests their lessons in determining the
possible problem areas and then refine the lesson to eliminate difficulties so that learning is maximized.
7 Scaffolding delivers efficiency Because the work is structured, focused, and glitches have been reduced or
eliminated prior to initiation, time on task is increased and efficiency in completing the activity is increased.
8 Scaffolding creates momentum Through the structure provided by scaffolding, the students spend less time in
searching the materials. Therefore, there will be more time on learning and discovering which is resulting in quicker learning.
d. The Advantages of Scaffolding in Teaching
According to McKenzie 1997, one of the primary benefits of scaffolding instruction is that it engages the learners. In this case, the learners do not passively
listen to information that is presented only, but through the teacher’s prompting, the learner can build on prior knowledge and form new knowledge. Another
benefit of scaffolding instruction is that it can minimize the level of frustation of the learner especially when the teacher is working with the students who have low
self-esteem and learning problems. Beside that, scaffolding instruction also motivates the student in learning.
verbally or asked to come to the blackboard and gives their ideas, answers, or suggestion.
4 Verifying and clarifying students’ understanding After the students gain experience from the listening material, it is important
for the teacher to verify and clarify students’ understanding. Beside that, he or she should offer feedback. Hogan and Pressly 1997 : 18-19 said that verifying and
clarifying students’ understanding is essentially offering affirmative feedback to reasonable understandings, or corrective feedback to unreasonable under
standings. For example, in the listening activity, the teacher might affirm a student’s understanding of a word or phrases that was heard by clarifying it.
5 Inviting students to contribute clues According to Hogan and Pressly 1997 : 27, beside asking students for direct
participation, an instructor might scaffold learning by asking them to contribute clues or ideas. Furthermore, they also said that when students contribute their
ideas about a topic or skill, the instructor can add his or her own ideas to guide the discussion. In this case, if the students’ understanding are incorrect or only
partially correct, the teacher can correct them and tailor his or her explanations based upon whatever the students have brought to the discussion.
c. Characteristics of Educational Scaffolding
According to McKenzie 1999, actually, there are eight characteristics of scaffolding. The first six characteristics are the aspects of scaffolding instruction,
while the last two characteristics are the outcomes resulting from the scaffolding.
B. Conceptual Framework
In the secondary school, listening is a fundamental skill and knowledge in supporting students’ subject material of English teaching learning. Listening is a
receptive skill involving respond to the spoken language. In understanding the spoken language, the students do not listen only, but they should also need to
know the context. Ideally, in the process of learning listening, the students must be guided and supported. They are not only just doing the listening activities, but
giving examples, explanations, verifications, and opportunities to convey their ideas, questions, and comments are absolutely needed to help the students’
problems related to their listening comprehension. Based on the early observation, many of the students had any difficulty in
knowing what they listened since the technique which was used in the teaching of listening was testing only. They got less explanations and opportunities to convey
their ideas. Meanwhile, many of them needed repetition in listening audio. Regarding to these problems, efforts need to be implemented to help the students
easier in listening comprehension. For these purpose an appropriate technique to improve students’ listening comprehension is needed. Therefore, the researcher
choose the scaffolding to solve the problems. The use of scaffolding principles in the teaching and learning process of listening expectedly could solve the students’
listening problems and improve their listening skills.
CHAPTER III RESEARCH METHOD
A. Research Design
This study is action research where it is collaboratively conducted to change what is going on in the classroom, including the techniques, classroom
management, media, curriculum, materials, and evaluation systems. This was done by formulating the problems, planning and carrying out the actions, and
reflecting on the actions. This research was carried out by the following process:
Figure 1. action research cycles Burns: 1999
B. Research Subject
The subjects of this study were the students of class VIII B of SMPN 1 Ngemplak in the academic years of 20132014. The class had 32 students which
