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1. English Club tutors
The researcher has taught EC for four semesters. In each semester, the researcher always mingles with other tutors to dig information about learning
topics and learning method. The researcher found that some tutors have already used chunks of help called scaffolding. However, not all of them realize that what
they are using are actually scaffolding, chunks of help which are beneficial for students to understand a new concept. Even, by using the scaffolding not
consistently and randomly they do not know how important the chunks of help are. By conducting the research, the researcher would like to provide a new
teaching and learning strategy reference for the upcoming tutors of English Club. It is hoped that by finding the answers of the two formulated problems, there will
be more tutors who realize what scaffolding is and how to implement scaffolding in the class. As a result, there will be more tutors who can provide beneficial ways
for students in understanding and mastering new concepts and skills. In a nutshell, the researcher would like to build awareness and consciousness of the upcoming
English Club tutors in using teaching strategy. This awareness and consciousness are signifi
cant for they show the tutors’ intention on particular strategy, whether it is random or spontaneous, planned or structured to meet the target.
2. English Club students
The end goal of scaffolding learning is to transform learners into independent learners and so is the end goal of the research. Through the scaffolding
implemented and organized in the class, the students can realize the steps of learning new concept in learning English. This goal is firmly underlined by the
9 researcher since the students will only have English classes up to semester 4.
Further, the research also can afford to benefit the students’ ability to teach English in the future, especially in making teaching and learning material for children.
3. Other researchers and further research
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