40 decided that the scaffolding learning process and the research started on 21
September 2015 and ended on 30 November 2015.
7. Conducting the scaffolding learning and the research
Having prepared all things for the research, the researcher conducted the research. Conducting the research means conducting the scaffolding teaching and
learning activities. The research was conducted during the scheduled English Club meetings in semester one. In the learning process, the researcher took a role as the
tutor. Meanwhile, during the learning process, there was an observer whose role was filling observation checklist to record event
s, students’ activities, response, involvement, and progress.
As stated in the Chapter 2, the scaffolding learning was conducted based on Roehler’s and Cantlon’s 1997 theories. Therefore, the learning process and the
learning activities covered the five types of scaffolding. The scaffolding learning covered offering explanation, verifying and clarifying students’ understanding,
inviting students’ participation, modelling desired behavior, and inviting students to contribute clues. The detailed learning activities are presented as the following:
a. To open the scaffolding learning, the researcher as the tutor provided the
students with the first type of scaffolding named offering explanation. The researcher then explained the materials the students needed to master in
accomplishing the task given. Therefore, for three meetings, the researcher as the tutor provided explanation on the use of past tense, recount text, and
minimum requirements of writing to the students. The learning materials covering this type of scaffolding are presented in Appendix 19, 20, and 22.
41 b.
Next, the type of scaffolding named verifying and clarifying students’ understanding was given to the students in form of mid-test. Giving this type
of scaffolding, the researcher tried to find out the students’ understanding after
the materials explanation. By finding the students’ understanding, the researcher could know whether the students needed verification or
clarification. The mid-test sheet used by the researcher is presented in Appendix 21.
c. After that, the researcher gave the next two types of scaffolding named offering
explanation and verifying and clarifying students’ understanding in form of discussion session concerning on the students’ answer in the mid-test.
Whenever the researcher found the students had wrong understanding, the researcher offered clarification. On the other hand, whenever the researcher
found the students already had correct understanding, the researcher offered verification.
d. Next, the next type of scaffolding named modelling of desired behavior and
inviting students’ participation were given to the students in forms of modeling on writing a recount text and a chance for the students to write their own
recount texts. Firstly, the researcher provided the students with the example of making a recount text outline as can be seen in Appendix 23. After that, the
students imitated the researcher by making their own recount text outline. After the students finished their outline, the researcher provided another modelling,
which is the example of developing an outline to a recount text as can be seen in Appendix 25. After the modelling, the students worked on their recount text.
42 e.
After that, the next four meetings were used to offer the next type of scaffolding named
verifying and clarifying students’ understanding in revision time.The sequence of the revision time is: the students wrote their first recount text draft
– the tutor provided feedback – the students revised their first draft – the tutor provided feedback on their second draft
– the students revised and then submitted their final draft
– the researcher analysed their progress. f.
Finally, the scaffolding learning was closed by a discussion about their book project. Conducting this activity, the last type of scaffolding named inviting
students to contribute clues was given to the students. The students were given a chance to contribute clues in finishing their book project. In the discussion,
the students discussed the committee of the book making process and the steps of finishing the book.
The complete and detailed schedule and activities of the scaffolding learning along with the material distribution is presented in the Appendix 18
onwards, whereas the completed and detailed learning activities in the scaffolding learning is presented in Chapter IV part research finding for research question
number 1. During the scaffolding learning, the researcher invited an observer to
observe the learning activities. The observer was to observe how scaffolding learning might assist the students in learning writing using observation checklist
as presented in Appendix 7.
43
8. Conducting a focus group interview FGI with participants
