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CHAPTER V CONCLUSIONS AND SUGGESTIONS
In this chapter, conclusions and suggestions are presented. From analyzing data and discussing research results, the researcher concluded two points and
presented suggestions for Extensive Reading II lecturers, Extensive Reading II students, and other researchers who are interested in conducting a research in
Scaffolding Strategy.
A. Conclusions
Studying from the data gathered, the researcher concluded two main points. First is about the implementation of Scaffolding Strategy used in Extensive Reading
II Class of ELESP Sanata Dharma University academic year 20092010. Second point is about students’ perceptions on Scaffolding Strategy used in Extensive
Reading II Class of ELESP Sanata Dharma University academic year 20092010. The second point of the discussions covered students’ perceptions on the process and on
the implications of Scaffolding Strategy used in Extensive Reading II class of ELESP Sanata Dharma University.
Scaffolding Strategy implemented in Extensive Reading II class was implemented through four phases as what Vygotsky proposed. Those four phases are
1 modelling with verbal commentary phase, through presenting course goals, giving step-by-step instruction, and showing the scoring rubric that define excellence. The
68 lecturer also gives examples of how to perform difficult tasks. 2 Imitating phase, the
lecturer constantly assessed students’ understanding and offer frequent assistance and feedback. The lecturer checked students’ understanding of what was taught, provided
activities in which students were triggered to involve actively, like class presentation, and in which lecturer-students interaction and lecturer-students assistance existed
such as consultation and giving feedback. 3 Removing scaffolding phase that was implemented through giving bigger chance for students to work in task much more
independent than before, and to interact more with their fellows, for instance: the students selected what they wanted to read based on their interest, the students gave
feedback each other. 4 Independent phase in which individual works were explored more. Students worked on the reading assignment, weekly report, and Dyned project
individually. From interviewing the Extensive Reading II lecturer and observing the class
activities, the researcher found that Scaffolding Strategy used in Extensive Reading II class was included in Metacognitive Scaffolding. In Metacognitive Scaffolding,
students are helped to be aware of their own learning through reflection, monitoring, and chance to give feedback each other.
The students’ perceptions on Scaffolding Strategy used in Extensive Reading II class showed positive perceptions, in both the process and the implication. In
examining students’ perceptions on the process of Scaffolding Strategy, the researcher referred to the four phases of Scaffolding Strategy; those were modeling
with verbal commentary phase, imitating phase, removing scaffolding phase, and
69 independent phase. In all those phases, most of the students agreed and strongly
agreed to the statements that examined their opinion about the process of Scaffolding Strategy used in Extensive Reading II. The researcher proposed five implications of
Scaffolding Strategy; those were being independent learners, being cooperative learners, developing reading interest, developing self-confidence and achieving
excellence. All of those implications were responded positively by Extensive Reading II students.
B. Suggestions
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