Simplifying the Task to Be More Manageable in Achieving Learning Goal

75 Saya termotivasi karena cara pegajarannya itu sangat menyenangkan dan saya bisa memahami. Whereas, student B2 stated: For me, I was motivated enough because the way of teaching was enjoyable. Kalau saya cukup termotivasi ya karena cara pengajarannya itu menyenangkan. From those answers, it can be seen that the use of scaffolding drew students’ interest and motivation in the task. Even, that feeling of interested and motivated could move the respondents to do something. This finding is also supported by the observer of the research. In the observation checklist, the observer added some notes related to students’ motivation and involvement: Before starting and or ending the class, tutor always gave motivation. The motivation was kept repeating and thus made the students to get involved and finally to learn and to accomplish the assignments given. Sebelum memulai dan atau sebelum mengakhiri kelas, [tutor] pasti memberi motivasi. Motivasi itu diulang dan jadi seperti mengundang mahasiswa untuk mau terlibat dan akhirnya mau belajar dan mengerjakan tugas yang diberikan . All of the statements above show that not only does scaffolding interest the students, but also it motivates the students in the learning process.

b. Simplifying the Task to Be More Manageable in Achieving Learning Goal

In the beginning, making a recount text was not easy by the students. Almost none of the students got good score in pre-scaffolding learning writing assignment. Moreover, problems on the use of past tense, correct diction, sentence construction, and content organization arose. For that reason, the researcher tried to simplify the task to be manageable for the students by conducting scaffolding learning. Furthermore, the tutor broke down the components needed to carry out the making 76 of recount task. The learning process was then designed to offer explanation first about those writing elements, to invite the students to make their outline of the recount text, and finally to develop it to a recount text. This process of simplifying the task got a note from the observer. The observer wrote: Tutor could make the learning steps manageable. The process of making outline was really helpful [for the students]. One big topic could be made into chunks that were easily understood by the students. Tutor sudah cukup membuat langkah-langkah [pembelajaran menjadi] manageable. [Pembuatan] outline [cerita] sangat membantu. Satu materi besar bisa disajikan menjadi kepingan-kepingan yang mudah diterima oleh mahasiswa . This was also agreed by Student B1. Scaffolding learning that could simplify the task even made her rely on herself in doing the task given. The student said: When I was in junior high school, I always asked for a help from my older brother whenever I had an assignment to write a story. But, now, I could write the story easily. Dulu tu [waktu] SMP, kalau disuruh buat cerita itu selalu minta bantuan sama kakak. Tapi, sekarang, saya jadi bisa mengerjakan cerita itu dengan mudah . Further, Student C1 supported the statements above. The student said: The tutor explained [the materials] in step by step. As a result, we can know from one-step to another. The tutor explained the materials one by one, so, we can understand them easier. Tutor menjelaskannya step-by-step, jadi kita tahu [langkah-langkahnya] dari sini ke sini. Tutor menjelaskannya satu satu, jadi kita nerimanya lebih dong The statements from the observer, which are confirmed by the respondents of FGI, show that scaffolding could simplify English Club task to be more manageable. 77

c. Modelling an Idealized Version of the Task that Needs Accomplishing