32 the same time. Eventually, the data obtained from the observation checklist was
used to do the data analysis along with other data from other research instruments.
3. Test
There were several kinds of test conducted by the researcher. The tests were pre- and post- scaffolding learning writing products, mid-term test, and final test.
The pre- and post- scaffolding learning writing products had the same level of difficulty. Moreover, the evaluation of both tests was based on the same scoring
rubric. The use of the same level of difficulty and scoring rubric aimed to find supportive data to answer the extent to which scaffolding could help students learn
writing. The pre-scaffolding learning writing product was used to measure the respondents’ current level of writing ability and understanding on the use of writing
elements; whereas the post-scaffolding learning writing product was used to identify the students’ understanding and or progress after learning using
scaffolding. Meanwhile, the mid-term test and final test did not employ the same level of difficulty. However, those two tests employed the same kind of questions.
In the tests, the students were required to identify mistakes on the use of past tense, recount text organization, vocabulary, spelling and punctuation that were
intentionally made by the tutor. However, students had more clues in finding the mistakes in the mid-term test than in the final tests. This difference aimed to
challenge the students to think in a higher level. In other words, this difference was actually the scaffold itself.
33
4. Focus Group Interview FGI
FGI was the instrument used after all of the steps in scaffolding learning were done. The FGI involved six participants as the representatives of the 26
students in class 1D.1. The six FGI participants consisted of 2 students representing high-grade achievers group, 3 students representing middle-grade achievers group,
and 1 student representing low-grade achievers group. The six students were chosen as they were open
to discussion and sharing opinions based on the researcher’s observation in the class. The students were also chosen because they were able to
explain what they felt and experienced in rich explanations. As a result, involving them in the discussion resulted in rich and detailed data for the research.
FGI was conducted to dig information about the respondents’ feeling, thoughts, opinion, and experience when they were learning writing using
scaffolding. FGI was chosen as opposed to one-to-one interview because sometimes people need to take listening to opinions of others in a small and safe group setting
before they can express their thoughts and opinions Elliots associates, 2005. Therefore, through FGI, the researcher would like to provide a comfortable
environment where the respondents chosen could reveal a wealth of detailed and deep information needed by the researcher to answer the formulated research
problems. The result of the FGI was primarily used to answer the second research problem, namely the advantages of using scaffolding in learning writing. During
the FGI, sound recorder was used. All of the participants realized that their answers were recorded. However, the students were encouraged to answer all questions
naturally, as what really happened to them during the scaffolding learning.
34 The instruments used in the research are presented in the table below:
Table 3.1 Data Gathering Techniques
N o
Type of Instruments
Data Obtained Answering
Research Questions
Number… Method
1 Interview English
Club course’s
description Guided
interview
2 Observation checklist
The implementation of
scaffolding in the learning process
The advantages of using scaffolding
in learning writing 2
Field observation
3 Focus group interview
The advantages of using scaffolding
in learning writing The
way of
scaffolding learning can help
the students learn writing
2 Guided
group interview
4 Tests Students’ current
level before
scaffolding learning
Students’ final
level after learning writing
using scaffolding
Students’ progress on
writing elements as the
result of learning writing
using scaffolding
1 Giving
students’ assignment
to write a recount
text before and after
the scaffolding
learning was
conducted, writing
assignments, mid-term
test and final test
35
E. Data Analysis Technique
