58 “Di setiap akhir prensentasi dikasih kesempatan untuk ngasih komentar
ke teman yang maju presentasi.” R2 In the end of the presentation, students have a chance to comment the
presenters.
Twenty four students 34.8, on the other hand, disagreed and two students 2.9 strongly disagreed to the statement.
Statement number eight examined whether Scaffolding Strategy used in class enabled students to work together in completing a difficult task or not. The
percentage of the response of agreement and disagreement was closed to balanced percentage. Thirty seven students opposed the statement; 34 students 49.3
disagreed and three students strongly disagreed. The other 32 students were in agreement to the statement; five students 7.25 strongly agreed and 27 students
39.15 agreed that Scaffolding Strategy used in class enables students to work together in completing a difficult task.
“Karena tugasnya susah kita ngerjainnya bareng-bareng. Ya pokoknya kita saling membantu gitulah.” R1
Because the assignment is difficult, we work together. We help each other.
“Saling liat report buat tahu ada yang salah nggak dengan report yang aku kerjakan.” R2
I learn from others’ report to know whether or not I made a mistake.
c. Developing Reading Interest
When students were asked if the teaching strategy used in class developed their interest to read much more – statement number nine, 49 students responded
59 positively; 13 students 18.85 strongly agreed and 36 students 52.2 agreed
to the statement. “Emang dari awal kebetulan udah seneng baca. Tapi emang meningkat.”
R1 Basically, I like reading. And I like reading more then.
Twenty students were opposing the statement; 14 students 20.3 disagreed and 6 students 8.7 strongly disagreed.
“Tebatas karena aku dapet tugas itu.” R2 It is merely because I should accomplish the task.
Statement number ten was about an interest in reading English article. Nineteen students were not in agreement to the statement that stated teaching
strategy used in class developed their interest in reading English materials; 15 students 21.75 disagreed and four 5.8 students strongly disagreed. On the
other hand, fifty students were in agreement with the statement; 10 students 14.5 strongly agreed and 40 students 58 agreed with the statement.
“Jadinya kalau kita baca bacaan kayak gitu tu udah biasa. Kan biasanya males kalau nggak ngerti bahasanya trus karena jadinya terbiasa.” R1
I used to reading, then. Previously, I was lazy to read; moreover when the reading is difficult I was reluctant to read.
“Tapi cuma khusus ke bacaan yang popular.” R2 But only limited on popular reading.
60 In statement number 11 that was about an interest in reading literary work,
41 students stated that the teaching strategy used in class developed their interest in reading literature reading; seven students 10.15 strongly agreed and 34
49.3 agreed.
“Masih susah. Tapi ada usaha, udah nggak males-malesan lagi baca kayak gitu” R1
Literary work is still difficult for me, but I have had an effort to read that. I am no longer reluctant to read literary work now.
Twenty eight students, about 40.6 of the students opposed the statement; 24 students 38.4 disagreed and four students 5.8 strongly disagreed.
“Tebatas karena aku dapet tugas itu.” R2 It is merely because I should accomplish the task.
The last statement in the implication of reading interest was about reading scientific materials. Twenty seven students opposed that teaching strategy used in
class developed their interest in reading scientific reading; 22 students 31.9 disagreed and five students 7.25 strongly disagreed to the statement.
“Kayaknya belum ada peningkatan minat, karena bahasanya susah.” R1 I have not been interested yet to read scientific work, because of the
difficult language used in it.
“Tebatas karena aku dapet tugas itu.” R2 It is merely because I should accomplish the task.
61 However, other 42 students, about 60.9 of the students, were in agreement to the
statement; 10 students 14.5 strongly agreed and 32 students agreed 46.4. Those 42 students felt that the teaching strategy used in class developed their
interest in reading scientific reading.
d. Developing Self-confidence
