61 step to another. The extent to which scaffolding as an instructional strategy could
help the students learn writing is presented in the following sections. Each section shows the students’ improvement during scaffolding learning in understanding
writing elements.
a. Content Organization
Firstly, the researcher would like to present the way scaffolding learning could help the students learn content organization. The learning of content
organization focused on constructing a recount text with appropriate generic structure. After analyzing the students’ pre and post scaffolding learning writing
products, the researcher as the tutor found that the students started to be aware of how to construct a recount text. Th
e students’ awareness is shown, for example, by Student 15, as shown in the following figure.
Student 15 could be one of the examples of how scaffolding help the student learn the content organization o
f recount text. In the students’ pre-scaffolding learning writing products, as shown in figure 4.9, Student 15 did not understand yet
Figure 4.9 Student 15’s Pre-Scaffolding Learning Writing Sheet
62 what recount text is. Therefore, instead of writing a story in the past, the student
made a description of what cooking activity looks like. Afterwards, after the scaffolding learning ended, Student 15 made
outstanding progress on writing a recount text. In the orientation paragraph, Student 15 wrote:
In September 26-27th 2015, my friend and I went hiking to Merapi Mountain. I went there because I wanted to have more experiences and
knowledge sic. Also, it was because I like nature. We went there, to New Selo, from Bantul by motorcycle. Then, arriving there, we went to the top
of the Merapi Mountain by walking.
In the paragraph, Student 15 could employ all of the elements of orientation paragraph: what, where, when, who, and why. Even, the student added the element
how in the paragraph. The paragraph shows that Student 15 became aware of constructing orientation paragraph.
Next, in the following paragraphs showing the events of the story named event paragraphs, student 15 could write the story in a good order. Below is the
excerpt of each event paragraph of Student 15. In event paragraph 1, she wrote:
Befor sic we left for New Selo, we, a group of 4 people from Bantul, prepared all of our need and check the condition of our motorcycle. Our trip
was started at 8 p.m. In the middle of the trip…
Next, in the event 2 paragraph she wrote: After all of thinks were ready, we started our hiking by praying. Then, we
went to a counter there to pay for the hiking fee…
63 Next, in the next paragraph, Student 15 told the next activity after the
previous ones. She wrote: There, we set up 2 tents beside a large rock to get rid of strong wind and
cold. Finished setting up the tents, we wanted to see sunrice sic and to see state above the clouds…
Finally, in the last paragraph, which is re-orientation paragraph, Student 15 clearly stated feeling and opinion after experiencing hiking in Mount Merapi. In the
re-orientation paragraph, she wrote: I am very happy to be able to hike the top of the mountain which was famous
with it’s extreme terrain. Insread, I could enjoy the beautiful moments there.
Altough, I often complained when my friends and I went hiking, my fiends kept being faithful to me and giving me spirit and motivation.
Despite of the misspelling the underlined ones, Student 15 could insert feeling and opinion well in the paragraph. Feeling and opinion are the elements of
re-orientation paragraph in recount text. For the complete writing of Student 15, see Appendix 12.
The awareness on constructing a recount text with appropriate generic structure can also be seen in other students’ writing products. Not only were the
students able to construct the text in appropriate generic structure, they were also able to employ the elements in each parts of the generic structure. This increasing
awareness on constructing content organization is supported by the score difference between the students’ pre scaffolding learning writing products and post scaffolding
learning writing products. In the post scaffolding learning writing products, the students’ average score on content organization is 6.9 points higher than their
former average score. The detailed scoring is presented in Appendix 11.
64
b. Grammar
