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applied for individual as well as in group of learning. It also can be used in the area where the range of understandings and the level of intelligences or capacities
and motivations of students exist. There were some advantages of the use of scaffolding and its types found
in this study. The occurrence of the scaffolding and its five types in English conversation class engaged students into the teaching learning process. It led
students to increase their self-confidence and self-reliance. Scaffolding and its types also motivated and encouraged students to have willingness to learn. It
happened also because scaffolding and its types adjusted individual requirements of each student. They benefited to reduce frustration and anxiety within students
during the teaching-learning process.
B. Recommendations
From the findings, the writer recommends some suggestions directed to other English teacher and researchers for the sake of the knowledge development.
1. For Other Teachers
There are three suggestions proposed by the writer. First, the writer learns from this study, that it needs to be fixed to perform the better performance of
scaffolding as a teaching technique in the future. Having learned from this study, the writer suggests few practical tips for other teachers in order to implement
scaffolding in their class. Teachers must take student’s question seriously in order to help students feel this experience more valuable and positive, without
forgetting of the reinforcement e.g. Good question. It can increase students
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asking question. Teachers are allowed to give feedback, but it is better to minimize the word “NO”, indeed, teachers provide more polite feedback by
giving prompts or hints to encourage them to give contribution. Here, a good teaching style plays significance role to enhance students’ self-confidence. Asking
deep-reasoning questions e.g. why, how, what-if, instead of yes no questions can function as a stimulation to encourage students to brainstorm, contribute and
engage in conversation. They can have more opportunity to practice their spoken English ability and also making thinking visible. Teachers are not allowed to
easily trust students’ answers to comprehension question. Teachers should offer follow-up questions to check their understanding. By those tips, it is expected that
teachers can implement scaffolding effectively in class. It is also important for teachers to be aware that every student has different level of intelligence and
motivation in order to decide when the scaffolding and its five types can be best implemented.
Second, in teaching English language learning, scaffolding can be implemented not only for conversation class. It can be used to teach other English
skills, such as writing and reading skills. Besides, scaffolding can be developed and implemented in other subjects learning. Teachers are suggested to consider
implementing scaffolding because it benefits to be used for individual as well as in group of learning.
Third, teachers must be aware of the characteristics of adolescence as learners needed to be understood well, since they are facing the phase of transition
period from a child into an adult. Therefore, teachers should be creative in
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developing the materials for them, as they need to be taught not only the knowledge but also how to be responsible and independent in the learning process.
Teachers should be able to communicate with their students beyond the matter of manner, but should also involve feelings of trustworthiness and comfortableness.
Hence, students can build a comfortable atmosphere to learn.
2. For Other Researchers
