89 One of the students called the direction as an enlightenment that finally helped the
student finished the writing. The advantage of scaffolding in maintaining the pursuit of goal by
Bransford, et al. 2000 is also similar to McKenzie’s theory about characteristics
of scaffolding. It is keeping students on task. McKenzie 2000 state that scaffolding is like the guardrail of a mountain highway that provides a pathway or route for
motorman. Each time a student or a respondent is asked to move along a path, the steps are outlined extensively by the scaffolding. These characteristics of
scaffolding were experienced by the students. It means maintaining the pursuit of goal can be included to the advantage of using scaffolding in learning writing.
e. Making Learners Independent
The last advantage of using scaffolding in learning writing is making leaners indepe
ndent. The students’ progress toward independence in learning becomes clearer as the learning process came to the last activity. As the learning process
came to the next step, the students became more aware and attentive to their errors. After receiving verification and clarification from the tutor as one of the scaffolds,
the writing errors in students’ recount text were decreasing. Further, in the final test, the students performed well by showing their correct answers along with critical
rationales. One student, in the FGI, already showed that what the student has learned
in scaffolding learning in English Club could help the student face an English test. The student could manage herhimself to accomplish a particular challenge.
Besides, some other students show their independence by telling the researcher that
90 they now can rely on their own ability in writing. They no longer depend on other
people in accomplishing a task. It is clear enough for the researcher as the tutor to remove the assistance or clues or guidance from the learning process. As a result,
making learners independent deserves to be added to the advantage of using scaffolding in learning writing.
To sum up, the scaffolding learning here was implemented as the answer for the students’ difficulties in learning English, as they stated in pre-research
questionnaire. After offering five types of scaffolding by Roehler and Cantlon 1997 to the students, the researcher found that the students moved to the higher
level of English competence, which is showed by their increasing awareness, attentiveness, understanding, and crticial thinking in writing, especially in using
writing elements. Moreover, the researcher also found that the students benefited from the scaffolding learning. The respondents stated 6 points as the advantages
they felt during the learning process. Furthermore, it can be seen that the research successfully brings positive answer to both of the formulated problems.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions of the research and suggestions. There are two parts in this chapter. In the first part, the researcher presents the conclusions
of the two research problems’ findings and discussions. In other words, the researcher presents the conclusion of the extent to which scaffolding as an
instructional strategy could help students learn writing and on the advantages of using scaffolding in learning writing. Then, in the second part, the research provides
some suggestions for the upcoming English Club tutors, PGSD study program, and future researchers.
A. Conclusions
This research aims to find out the extent to which scaffolding as an instructional strategy can help students learn writing and to find out the advantages
of using scaffolding in learning writing. Pertinent to the above research objectives, firstly, scaffolding as an instructional strategy could help the students to move to
the higher level of competence. It is showed by the students’ increasing awareness, attentiveness, understanding, and critical analysis in writing after they learned
writing using scaffolding. The increasing levels are shown by the decreasing errors on writing elements as the students moved to the last step of the scaffolding
learning process and by the students’ post-scaffolding-learning ability to provide
answer along with the rationales in the final test. Besides, the students’ increasing
