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Daud Yusuf, 2014 The Use of Scaffolding in Teaching Writing
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
In qualitative phase, the study used analysis of student texts and interview. Analysis of student texts was used in order to support the result of hypothesis
testing. Students’ texts were taken during the teaching program, in the pre-test and post-test. Furthermore, interview was conducted in order to find a deep
investigation of stude nts’ response and attitude toward the use of scaffolding in
teaching writing. The interview was accomplished in form of group- focused interview. It was conducted after the teaching programs.
3.2.1 Research Variables
The variables in this study are categorized into two variables, namely independent and dependent variable.
Firstly, there was the program in the use of scaffolding in teaching writing as independent variable. Scaffolding was the treatment or manipulated variable. The
aim was to investigate the effect of scaffolding on the dependent variable Fraenkel Wallen, 1993.
Secondly, the dependent variable was students’ performance of writing recount text. The dependent variable was a variable that was observed and measured to
determine the effect of the independent variable Creswell, 2008.
3.2.2 The Population and Sample
The participants of this study were the tenth grade students of one private vocational high school in Bandung in the academic year of 20132014. The
selection of participants was due to the following reasons. First, they had already studied English in schools. Second, it was possible to carry out the investigation,
in which writing was taught for ten grader students. Third, the researcher was a teacher in the selected school, so it was viable to conduct the study. Last, the
participants were available. The population contained four classes. They were classified into two skills major,
i.e. business and management, and information and communications technology.
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Daud Yusuf, 2014 The Use of Scaffolding in Teaching Writing
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
The business and management major had two skill programs, which were office administration and accounting program. Furthermore, the
information communication technology major had one skill program consisting of multimedia.
Then, the population data showed that there were 67 students of the tenth grade students. The data are presented in Table 3.2 as follow.
Table 3.2 Students’ Population
Major Program
Class Number
Business and Management
Office Administration AP
14 Accounting
AK 20
Information Communication
Technology Multimedia
MM 33
Total 67
Furthermore, this study used an available class in the schools as the participant, that is to say, AK class. The class was assigned to be treatment group. The
number of students taken as the sample was 20 students. With regard to the illustration of the change between pre-test and post-test writing,
the presented study used purposive sampling method Creswell, 2008. Three student texts in pre-test and three student texts in post-test were used, in which
there were two student texts from low achiever, two student texts from middle achiever, and two student text from high achiever students respectively which is
grouped from the pre-test result. Hence, there were six student texts taken in analysis.
In order to find out th e students’ responses, purposive sampling method Creswell,
2008 was also used. There were nine students involved in the interview. It consisted of three high achiever, three middle achiever, and three low achiever
students on treatment class based on post-test result.
3.3 Hypothesis
