30 because they could understand the question exactly and could explain their answer
a lot.
5. Analysing and Interpreting Data
The fifth step was analysing and interpreting the data. The data obtained from four previous steps – interviewing Extensive Reading II lecturer, observing
class activities, distributing questionnaire to Extensive Reading II students, and interviewing Extensive Reading II students – was analyzed and interpreted then
stated as a conclusion. After all procedures were completed, the research results were then reported.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents the research findings and discussion. The discussion covers the research results that were gained from interviews, observation, and
questionnaire. There are two major sections that are discussed in this chapter. First section discusses how Scaffolding strategy is implemented in Extensive Reading
II class of ELESP of Sanata Dharma University. The second section discusses the students’ perceptions on Scaffolding Strategy used in Extensive Reading II class
of ELESP of Sanata Dharma Univesity.
A. The Implementation of Scaffolding Strategy Used in Extensive Reading II
Class of ELESP of Sanata Dharma University
Scaffolding strategy that was introduced by Jerome Bruner, Wood, and Ross and was underlined by Vygotsky’s theory was implemented in Extensive
Reading II class of ELESP of Sanata Dharma University, especially Class A and Class C of 20092010 academic year. The lecturer of Extensive Reading II that
taught Class A and Class C provided some advance organisers to the course; that was developing a personal method to an intellectual work. Basically Extensive
Reading II is aimed at “improving students’ reading skills through literary and scientific works or journalism writing” Prasetyo, Herawati, Prihatin, Budiraharjo,
and Adjie [Eds], 2006: 73; but in Extensive Reading II Class A and Class C, the goals were not only developing students’ reading skill that includes the study
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