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situation of the class. It seemed that all the students could follow and practice the instructions well. It means that most of them could understand every English word
said. The following transcription below also shows that the writer implemented the scaffolding type of offering explanation.
Teacher: Ini fungsinya supaya kita bisa rileks, supaya kita bisa fokus, to the next activity. Tadi siapa yang tertawa? Ada yang benar-
benar rileks? Few students: Yes, ada.
Teacher: Kalau misalnya kita benar-benar melakukannya enak ya rasanya ya. Biar oksigen itu masuk. Pasti terasa ya, kalau yang
“ah, biasa aja ah” itu berarti tidak fokus sama sekali. Sudah pernah melakukan ini sebelumnya? Dalam acara apapun?
Students: Sudah sering. The writer gave a brief explanation about the purpose of doing the initial
session named “getting ready” session. The writer decided not to give the explanation of doing such activity in the beginning because the writer wanted to
ask the students to independently analyze the reason they doing the activity, before in the end of the first session activity, the writer would give the brief
explanation to verify or clarify their understanding.
b. Inviting Students’ Participation
In this study, the second type of scaffolding, which is inviting students’ participation, was identified in English conversation class. This type of
scaffolding was also important to create conducive learning situation, especially for the students. The writer implemented this second type of scaffolding in order
to give opportunities to the students so they could join the process that was happening. Before the implementation of the second type of inviting students’
participation, the writer was to propose some exemplifications of some of the
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thinking, feelings, and actions that were used to complete the task given. When those are all given, for the next step, the students had opportunities to fill in the
gap of the knowledge and understanding about the lesson given. In the initial conversation, after a brief explanation of what first they were going to do, the
writer invited students to contribute answers to some simple questions offered. Teacher: … What is warming up in Bahasa?
Students: Pemanasan. Teacher: Yes, right. Pemanasan. What kind of warming up activity
today? Let’s do it. Now, choose one friend as your partner. Students: Choosing partners
Teacher: Has everyone got one partner? Okay, do you know the activity of mirror hands?
Few students: No. Other
students: Yes. Bercermin.
Some simple questions above were offered by the writer in order to invite students to participate in the activity that day. As the teacher, the writer boosted
the students to be active in class and not to be lazy in building their motivation to get into the learning process. Inviting students’ participation in the initial of the
meeting the day was important for the writer, as it was an attempt to bring the students to feel connected with all the process happened the day. The initial
process of getting students’ attention somehow affected students’ performance for a whole meeting. When the writer said and asked about warming-up, the students
who seemed familiar with the term answered that simple question enthusiastically. It might give them a brief clue of what they were going to do for next activity and
fill their curiosity with what were going to do after. In some way, their mimic and gesture explained much that some of them were interested to know what activity
they had to carry out. Their eyes pointed on the writer like they were waiting what
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to do next. When the writer shifted to next question about what “mirror hands” was, whether they had known it before or not, the students directly answered the
question even the answer of some of them was “no”. It indicated that they paid attention to every question offered. It felt pleasure when some of them answered
“yes” and knew what it was. The writer successfully get the students participated in the class activity.
Since drama and role-play were no longer a new material for them, as it was included in the syllabus for second grade students of senior high school, both
in Bahasa Indonesia and English subjects, the writer offered a question about what students knew related to drama.
Teacher: ECC ada ya? Tahun kemarin ya? Bersyukurlah kalian yang sudah pernah, jadi ini tinggal mengulang saja.
Okay now, before we talk about this dialogue, I want you to think about the elements related to drama. Each of you should
get one element of drama. Jadi sekarang kalian pikirkan elemen apa saja sih yang ada di drama. Tadi kan kalian sudah baca ini
pointing the dialogue card. Sudah? Now, start from the back. One word related to drama.
Elemen-elemen yang berhubungan dengan drama, apa saja sih yang kalian ketahui tentang drama?
Student 1: Narrator. Teacher: Yes, the narrator.
Student 2: Actress. Teacher: Right, actress.
Student 3: Setting. Teacher: Yes, right.
Student 4: Character Teacher: Yes, character.
… All the students answered one by one without any excuse.
In order to give students opportunities to fill in the gap of the knowledge they had, the writer initiated a question as the stimulus for the students’ thought
and understanding. It could also be functioned to measure how far the students
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had the knowledge and understanding about the material given. The students were stimulated to think and brainstorm about any elements or words that had a relation
with drama activity. Each student had to think one element and could not be similar to other’s answers. Therefore, there would be collected many elements of
drama as many as the number of the students in the class that present that day. In the other words, the writer invited the students to contribute ideas as well as to
learn how to speak up their mind. They were given the same opportunities to speak, even though only in one word. The opportunities of saying what is in their
mind is one way to build their confidence during the learning activity of English conversation. Self-confidence is important to evolve students’ speaking ability,
especially English speaking. The writer realized that not all of the students had the courage to speak up in the class, moreover to speak in English because most of
them still had nervousness to speak English. It was also found that there were various types of students’ characteristics, some of them were active in class, some
of them were in the average, and some of them were categorized as passive students. This type of scaffolding also encouraged students to get same
opportunities to be involved actively in the learning process. In English conversation, the main goal was set, that was to be able to speak English actively.
Because of the main goal, the writer thought about every activity that could encourage students to speak up.
After coming to the fifth turned-student, he got a little pause for a while. The student felt stuck. In this time, the writer was doing the scaffolding for him
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individually since the scaffolding can be implemented individually as well as in- group.
Teacher: Next. Empat orang pertama ini agak cepat ya. Ayo. What do
you know about drama? Just say in one word. Student 5: Acting.
Teacher: Acting. Why do you laugh? You have correct answer. Acting is so important in drama, right.
The first four students did well when speaking out the answers related to drama in their minds. However, it got stuck on the fifth student. There were few
reasons why it happened that the writer could think about. One of them might be nervousness. Teacher’s duty was to encourage the student to build his confidence
to speak up his mind. The writer did it by repeating the question and waiting for a while to give like an additional time for him to think. Before the teacher gave
them another clue to stimulate the student to think harder, he got the answer of “acting”, even though he answered doubtfully and laughed after. The writer
convinced that he got the right answer by verifying his answer that the element he answered is so important in drama. Besides, with the help of scaffolding, which is
inviting students’ participation, the student was dragged from being lazy to think since he had to get at least one different answer. He also asked to think
independently even though when he found difficulty, he got the support from the writer. When he could find the answer, it meant the type of scaffolding was
reduced gradually until he did not need another assistance and could think by his self when encountering any problem or issue. From this situation that happened
face to face between the writer and one of the student, it can be noted that scaffolding was provided and removed at different times for different students. It
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is because learning did not occur uniformly among all students. The writer had to adjust the scaffolding so it can best meet the needs of all students who were at the
varying points of their learning progress. Teacher: After the performance
Jadi kalian berdua sama-sama punya sixth sense begitu ya? What makes you so interested with something behind the tree?
Misalnya, ada Susana kan cantik gitu ya, jadi menarik?
Selpa: Laughing Teacher: I want to ask you, how about their performance?
Student: Flat. Student: No expression.
Student: Kurang menjiwai.
After the first performance, the writer wanted to know if the students who became the audience pay attention to their friends who performed in front of the
class. The writer invited them to participate in the main activity by contributing their opinion about the performance of their friends. Because drama was no longer
new topic for the students, they were considered to be able to evaluate their friends’ performance. Few students offered their opinion that the first
performance was acted flat and less expression. They could say that their friends were not into their roles. The writer hoped that after the students were able to
evaluate whether their friends play the roles well or not, they could take the evaluation as their own reflection and make it as the learning for themselves also
so they could perform the dialogues better.
c. Verifying and Clarifying Students Understandings
