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is because learning did not occur uniformly among all students. The writer had to adjust the scaffolding so it can best meet the needs of all students who were at the
varying points of their learning progress. Teacher: After the performance
Jadi kalian berdua sama-sama punya sixth sense begitu ya? What makes you so interested with something behind the tree?
Misalnya, ada Susana kan cantik gitu ya, jadi menarik?
Selpa: Laughing Teacher: I want to ask you, how about their performance?
Student: Flat. Student: No expression.
Student: Kurang menjiwai.
After the first performance, the writer wanted to know if the students who became the audience pay attention to their friends who performed in front of the
class. The writer invited them to participate in the main activity by contributing their opinion about the performance of their friends. Because drama was no longer
new topic for the students, they were considered to be able to evaluate their friends’ performance. Few students offered their opinion that the first
performance was acted flat and less expression. They could say that their friends were not into their roles. The writer hoped that after the students were able to
evaluate whether their friends play the roles well or not, they could take the evaluation as their own reflection and make it as the learning for themselves also
so they could perform the dialogues better.
c. Verifying and Clarifying Students Understandings
In this study, the next type of scaffolding to be implemented was verifying and clarifying students’ understandings. Those activities were essential because
they were the part of the teaching and learning process that should exist. The
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writer had role to check students’ emerging understanding. It was done in order to avoid misinterpretation or misunderstanding among students’ selves. When the
students contributed their ideas and thought and it came to the conclusion that the answer was reasonable, the writer made sure that students’ emerging
understandings were right and acceptable. Meanwhile, the writer provided the clarification when the students offered unreasonable ideas or thought.
Teacher: Today, we’re going to do something different. Maybe you haven’t done this activity in your English regular class before.
Before we go to our main topic today, I’ll ask you to do a warming up activity. What is warming up in Bahasa?
Class: Pemanasan. Teacher: Yes, right. Pemanasan. What kind of warming up activity
today? Let’s do it. Now, choose one friend as your partner. …
Has everyone got one partner? Okay, do you know the activity of mirror hands? Have you ever
heard before?
Few students: No. Other
students: Yes. Bercermin.
Teacher: Ya, kita bercermin… After the writer generated some questions and then the students said their
thinking, the writer had to respond to the answer. It could be verifying or clarifying. From the conversation above, the students answered every given
question. The writer verified the answer directly that their answers were correct, so the students would be avoided from mistake.
Teacher: Empat orang pertama ini agak cepat ya. Ayo. What do you know about drama? Just say in one word.
Student 5: Acting. Teacher: Acting. Why do you laugh? You have correct answer. Acting is
so important in drama, right.
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From the transcription above, it is shown that the writer was giving verification toward student’s answer since the answer was right. The writer
convinced that he got the right answer because he laughed when saying his answer, signaling that he was in doubt.
Student 6: Behind the scene The word scene was pronounced skɪn. Teacher: What do you mean? Apakah ada sesuatu di balik kulitnya?
How to pronounce the word? Repeat after me, si:n
Other students:
si:n
The transcription above shows that the writer gave the verification and clarification to the student’s answer and also his pronunciation. The answer he
meant was right, that “scene” is one element of drama but it was pronounced incorrect. He pronounced skɪn as it sounded for the word “skin”. The writer then
clarified the pronunciation and gave the right one. It should be pronounced si:n. The clarification was meant to everyone in the class so they would be avoided
from mistake. Moreover, it was to emphasize that English words should be pronounced correctly and clearly to avoid misunderstanding in interpreting the
meaning of what someone would say. The following transcriptions also show the examples of the similar case.
Student 9: Costume The word was pronounced kʌstәm Teacher: Sorry?
Student 9: Maksudnya tuh baju-bajunya itu lho, Miss. Other
students: Oh… kostum, Miss.
Teacher: Oh… Repeat after me, cɒstju:m Other
students: cɒstju:m
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Everytime the writer clarified the pronunciation of some words, the writer asked all of the students to repeat the correct pronunciation after her until they
pronounced it correctly and clearly. The pronunciation is important in English speaking. This matter should be emphasized to students to develop their speaking
ability. The next transcription also shares the similar case of teacher verifying and clarifying students’ understanding.
Student 12: Stage The word was pronounced stɪk Teacher: Stick itu yang buat main golf ya. Kalau ini stage steɪdʒ.
Other students:
steɪdʒ
d. Modeling of Desired Behaviors
