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her feeling, opinion, and impression towards the teaching learning process. The notes were written with the help of the partner since she did the observation of the
whole process. It was done that way because the writer wanted to convince that there was nothing missed to write down. It was important to gather the data and to
help the analysis process.
4. Video Recording
Video recording was a means of gathering general information about the teaching learning process. Through the recording, the writer observed many facts
and delivered heuristic and accurate information for analysis. Hopkins 2008 states that there are three uses of video recording in classroom research: for
getting visual material of the total process situation; managing to help the analysis; and as a means of examining in detail a specific teaching process p.
116. It enabled all situations to be constantly reviewed and the origin problems could be analyzed. Through video recording, behavioral patterns and pupils could
be observed since all process and progress over a period are recorded. In this study, the recording device was used, namely a video recorder. The
teaching learning process was recorded for one hundred minutes long, from the beginning until the end of the class. The students knew the existence of the video
recording, but the students did not know that it was recorded for research. They were told for being recorded for teacher’s documentation so they all acted
naturally. The video recorder was set in such a way, in the corner of the class, to keep the students ignoring the video recorder existence or even being unaware
sometimes. By doing so, the participants behaved naturally. It was important to
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keep the natural process to avoid a bias. After the process of recording, the transcript was written down in the analysis. It would help the analysis in order to
seek the answer of the problem formulated and to gather the original data. The instruments used in this study would be presented in the table below:
Table 3.2 Data Gathering Techniques No.
Type of Instruments Data Obtained
Method
1. Interview
• The advantages of implementing scaffolding and its types in ECC
Guided-interview
2. Observation checklist
• The types of scaffolding implemented in ECC
• The occurrence of scaffolding and its types during ECC
• The advantages of implementing scaffolding and its types in ECC
Field-observation
3. Field notes
• The types of scaffolding implemented in ECC
• The advantages of implementing scaffolding and its types in ECC
Descriptive and reflective account
4. Video Recording
• The types of scaffolding implemented in ECC
• The occurrence of scaffolding and its types during ECC
• The advantages of implementing scaffolding and its types in ECC
Field recording
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E. Data Analysis Technique
