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c. Modelling an Idealized Version of the Task that Needs Accomplishing
During the scaffolding learning, the tutor always provided an example or a model before asking the students to do an assignment. The observer of the
researcher also stated the same. The observer wrote: Before asking the students to solve questions, the tutor gave an example on
how to do them. Another example is before the students wrote stories to make the book, the tutor gave many examples of books consisting short
stories. Sebelum mahasiswa diminta untuk mengerjakan soal, tutor memberikan
contoh cara mengerjakan. Contoh lain: sebelum mahasiswa menulis cerita untuk dibuat jadi buku, tutor memberikan banyak contoh tentang buku
kompilasi short story.
In fact, the modelling provided benefits for the students. Student C1 stated: If the tutor did not give examples, I would not be able to do the task. I could
do the task because of the tutor’s example. Kalau tutor ga ngasih contoh tu aku ga bisa ngerjain. Aku tu bisa ngerjain
karena contoh dari tutor
The benefit is also stated by Student B3: The example from the tutor made the way of doing assignment clearer and
more directed. As a result, we did not do it randomly. Even, being given the modelling, we could see not a huge and impossible thing to do. So, in my
opinion, I could see what needed to do. I could also know what I had to do. So, the modelling was so beneficial.
Dengan contoh itu jadi ngerjainnya jelas dan lebih terarah. Jadi kita ga ngawur. Jadi itu [kita bisa melihat] bukan sesuatu yang gedhe dan mustahil
buat dikerjakan. Jadi menurut saya.. Jadi, saya melihat jadi ini to yang dimaksudkan. Soalnya gini saya [jadi tahu] harus sepert apa. Jadi, sangat
bermanfaat.
The modelling is the scaffold itself, as it is one of the five types of scaffolding to which this research referred. From the statements above, it can be
concluded that the students got benefits from the learning using scaffolding.
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d. Maintaining the Pursuit of the Goal
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