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Priska: Dia bisa melihat sesuatu yang tidak bisa dilihat sama orang lain.
Teacher: Lumayan, lumayan. Ini agak kreatif. Terus? Priska: Ya…
Teacher: Ini temenmu? Priska: Iya ini temennya.
Teacher: Setting-nya di mana? Misalnya, where is the place? Priska: Ini kita baru pergi ke sekitar rumah. Ada pohon besar yang
memang sudah lama di situ. Teacher: Okay, I got it. Semuanya dong mengerti ya jalan ceritanya.
Bagus. Sekarang kita lihat performance-nya. One – two – three, action
The transcription above shows two students who performed as the first performers. Before the performers perform the dialogue, they were asked to
convey their interpretation of the dialogue, since the interpretation might be different one another. Because they were the first performer, the writer guided
them with the generated questions before they were going to perform the dialogue. The guidance aimed not only to the students who performed, but also to other
students who would perform after. The guidance aimed to model what should students do in carry out the activity. The students were to elaborate their
interpretation of the dialogue before they performed it in front of the class. The next performers then understood of what they would do. In this case, for the
performers after the first, the scaffolding of modeling desired behavior using generated questions was gradually decreased.
e. Inviting Students to Contribute Clues
The fifth type of scaffolding that was implemented in English conversation classroom was inviting students to contribute clues. It can be seen from the
situation where some students gave clues as they understood the given issue or
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problem. In this type of scaffolding, the teacher encouraged students to propose some clues about how to solve problems and accomplish the given tasks.
Teacher: What is all about actually? What are we going to do? A student: Discuss.
Another student:
Make a drama. Teacher: Yes, make a drama. So our topic today is…
Students: Drama. Teacher: Exactly, drama. Have you ever done drama before?
Students: Yes. Teacher: TK gitu misalnya.
Some students:
ECC ada miss.
In this form of scaffolding, the students were encouraged to contribute clues of what they would do in this activity. Regarding to the activities, which had
been accomplished before, the students were asked to use it to draw a conclusion about their activity the day.
Teacher: Next. Student: Viewers.
Teacher: Apa itu viewers sebutannya? Kata lain dari viewers Students: Audience.
Teacher: Ya, audience. One of the students, in his turn to give his thought, answered “viewers” as
one element related to drama. Related to the answer, the writer gave one simple question about another term of viewer. Some students who knew the answer speak
it up. He answered audience and teacher verified that the answer was the correct answer. They were contributing clue even though it was not their turn to answer.
Teacher: Oya, tadi ada yang belum disebutkan. Jenis-jenis drama itu disebut apa? Ada action, comedy, romance.
Student: Genre. Teacher: Very good. Di sini kalian juga boleh membuat dialogue ini jadi
romance, or comedy.
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After all the students had contributed the elements related to drama, the writer evaluated that there was one important element of drama that students
should know. The writer gave them a question to prompt them contributing a clue. The writer stimulated them with the question about what the term of types of
drama, some of which were action, comedy and romance. There was a student who answered “genre” and it was the correct answer. In giving clues, the most
important thing is not always the quality of being right to answer, but the attempt to speak the idea out and to be active.
Thus, after the discussion above, the findings for the problem formulation have been answered. The all five types of scaffolding were occurred along the
learning process activity in XI IPS 2 class. The all five types of scaffolding were the support or assistance that was provided by the writer during the learning
process of English conversation class. The scaffolding could occur in different times for different students, based on the necessity. The scaffolding and its types
were reduced gradually as the students achieved the responsibility to complete the given tasks and signaled that they were in control of their learning. The
implementation of scaffolding for the second grade students was proven to be useful and successful to be used in the English conversation class.
B. The Advantages of Scaffolding as a Teaching Technique
