Students perceptions on scaffolding strategy used in extensive reading II class of English Language Education Study Program of Sanata Dharma University

STUDENTS’ PERCEPTIONS ON SCAFFOLDING STRATEGY USED IN EXTENSIVE READING II CLASS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM OF SANATA DHARMA UNIVERSITY

A THESIS

Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Maria Heni Krisnasari Student Number: 061214002

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

YOGYAKARTA 2010

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STUDENTS’ PERCEPTIONS ON SCAFFOLDING STRATEGY USED IN EXTENSIVE READING II CLASS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM OF SANATA DHARMA UNIVERSITY

A THESIS

Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Maria Heni Krisnasari Student Number: 061214002

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

YOGYAKARTA 2010

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vi ABSTRACT

Krisnasari, Maria Heni. (2010). Students’ Perceptions on Scaffolding Strategy Used in Extensive Reading II Class of English Language Education Study Program. Yogyakarta: Sanata Dharma University.

Extensive Reading II course aims at improving students’ reading skills through literary and scientific works or journalism writing. Unfortunately, reading literary and scientific works are commonly sensed as boring and hard activity to do. Scaffolding Strategy, proposed by Jerome Brunner, Wood, and Ross, and underlined by Vygotsky’s socioculture theory is a strategy that leads students to accomplish course goals independently (Lipscomb, Swason, and West, 2004). There are four phases in the implementation of Scaffolding Strategy. Class activities that exist in every phase of Scaffolding Strategy facilitate students to take a part actively. Therefore, it is worthy of note to research how the implementation of Scaffolding Strategy in Extensive Reading II class can motivate students to involve actively and to accomplish the course goals independently while dealing with a lot of and hard tasks.

There were two research questions in this research: (1) How is Scaffolding Strategy implemented in Extensive Reading II class of ELESP of Sanata Dharma University? and (2) What are the students’ perceptions on Scaffolding Strategy used in Extensive Reading II class of ELESP of Sanata Dharma University?

This research is a survey on students’ perceptions. The researcher conducted survey to Class A and Class C students of Extensive Reading II in 2009/2010 academic year. The instruments that were used in gathering the data were interview guide, observation checklist, and questionnaire.

Interview guide and observation checklist were used to answer the first research question, which is about the implementation of Scaffolding Strategy in Extensive Reading II class of ELESP of Sanata Dharma University. The result shows that Scaffolding Strategy in Extensive Reading II class was implemented through four phases; the phases are modelling with verbal commentary phase, imitating phase, removing scaffolding phase, and independent phase. Additionally, the researcher found that the Scaffolding Strategy used was included in Metacognitive Scaffolding. In order to answer the second research question that is about students’ perceptions of Scaffolding Strategy, the researcher distributed a questionnaire and conducted an interview to students of Extensive Reading II Class A and Class C. The findings show that 69.31% of the respondents had positive perceptions on both process of the implementation and implications of Scaffolding Strategy used in Extensive Reading II Class A and Class C in 2009/2010 academic year.

vii ABSTRAK

Krisnasari, Maria Heni. (2010). Students’ Perceptions on Scaffolding Strategy Used in Extensive Reading II Class of English Language Education Study Program. Yogyakarta: Universitas Sanata Dharma.

Mata kuliah Extensive Reading II bertujuan untuk membantu meningkatkan kemampuan membaca mahasiswa melalui karya sastra dan bacaan sains atau karya jurnalistik. Sayangnya, membaca karya sastra atau sains dirasa berat dan membosankan oleh mahasiswa. Scaffolding Strategy yang dikenalkan oleh Jerome Brunner, Wood, dan Ross mengacu pada teori Socioculture dari Lev Vygotsky adalah strategi pembelajaran yang membantu mahasiswa mencapai tujuan pembelajaran secara mandiri (Lipscomb, Swason, and West, 2004). Ada empat fase penting dalam penerapan Scaffolding Strategy dimana terdapat aktifitas-aktifitas kelas. Aktifitas-aktifitas kelas yang terdapat pada setiap fase dalam Scaffolding Strategy memfasilitasi mahasiswa untuk telibat dan ambil bagian secara aktif dalam proses belajar mengajar. Peneliti tertarik untuk melakukan penelitian bagaimana penerapan Scaffolding Strategy di kelas Extensive Reading II dapat meningkatkan minat mahasiswa untuk terlibat aktif di kelas dan untuk dapat mencapai tujuan pembelajaran secara mandiri sementara tugas-tugas yang diberikan banyak dan berat.

Rumusan masalah dalam penelitian yaitu: (1) Bagaimana pernerapan Scaffolding Strategy di kelas Extensive Reading II Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma Yogyakarta? dan (2) Bagaimana persepsi mahasiswa terhadap implementasi Scaffolding Strategy di kelas Extensive Reading II Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma Yogyakarta?

Penelitian ini termasuk adalah survey pada pendapat mahasiswa. Survey dilaksanakan kepada mahasiswa Extensive Reading II kelas A dan kelas C tahun ajaran 2009/2010. Peneliti menggunakan teknik triangulasi dalam pengumpulan data. Instrumen penelitian yang digunakan dalam teknik triangulasi berupa panduan wawancara, lembar observasi, dan kuisioner.

Panduan wawancara, lembar observasi digunakan untuk menjawab rumusan masalah pertama tentang bagaimana penerapan Scaffolding Strategy di kelas Extensive Reading II Program Studi Pendidikan Bahasa Inggris Univesitas Sanata Dharma Yogyakarta. Hasil penelitian menunjukkan bahwa Scaffolding Strategy yang digunakan di kelas Extensive Reading II, diterapkan melalui empat tahap, yaitu: tahap pemberian contoh dengan penjelasan (menyediakan scaffolding), tahap meniru, tahap pengurangan scaffolding, dan tahap mandiri. Peneliti juga menemukan bahwa Scaffolding yang diterapkan di kelas Extensive Reading II termasuk dalam Metacognitive Scaffolding. Untuk menjawab rumusan masalah kedua tentang persepsi mahasiswa terhadap penerapan Scaffolding Strategy, peneliti menyebarkan kuisioner dan melakukan wawancara kepada mahasiswa Extensive Reading II. Hasil penelitian

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menunjukkan bahwa sebanyak 69.31% responden memberikan persepsi positif pada proses dan implikasi dari penerapan Scaffolding Strategy di kelas Extensive Reading II tahun ajaran 2009/2010.

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ACKNOWLEDGEMENTS

The greatest gratitude goes to my Father who art in heaven and Mother Mary who bless my struggle till the end of my breath.

I would like to convey my earnest thanks to my great, nice, helpful, and cool sponsor, Made Frida Yulia, S.Pd, M.Pd. who guided me patiently, and gave me valuable contributions and useful suggestions. I would also like to say thank a bunch to some lecturers of ELESP: Laurentia Sumarni, S.Pd., Ouda Teda Ena, S.Pd., M.Pd., and Agustinus Hardi Prasetyo, S.Pd., M.A., for giving me abundant useful references so I could be sure of my own work.

I am also indebted to Father L. Suharjanto, S.J., S.S., BST, M.A., Extensive Reading II lecturer in 2009/2010 academic year, who permitted me to do this research, and provided me a much time to interview, to observe the class activities, and to distribute the questionnaire. My biggest thanks I dedicate also to Class A and Class C students of Extensive Reading II in 2009/2010 academic year, especially Irene and Sally, who permitted me to bother them to conduct the interviews. I would like to thank Monica Ella Harendita, S.Pd., and Antonius Jody Setyawan, S.Pd., for the willingness to be my proof readers, the suggestions for improvement, and the indescribable motivations.

My overwhelming thanks is for my family: my parents, Bapak Albertus Wagiran Yudiono and Ibu Theresia Sri Sudiyati for the love and care since the first time I breathed, the prayer in every single tiring day and night, and the trust in everything I do. For my beloved elder sisters: Anastasia Sri Widhi Astuti for lending me the hand, Carolina Sri Wulan Pusparini for unspoken care, Christina Sri Windarti Susiani for calling me days and nights, Laurencia Safitri Krisma Dewi with whom I share dreams, problems, plans, secrets, and everything. A small and fragile eagle will never grow and be tough without love, care, and trust from her family, neither will I.

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My special gratefulness goes to my cool friends: Dhessy Riasari – with whom I spend my life most, Agatha Wikan Adhisti – who is never tired to give me advice and zest in my life and with whom I share tiring and happy days, Editha Miranda – who is awfully patient and kind; all of 3G Girls plus Optimus Prime Group – Oda, Rani, Nia, Fina, Eva, Priska, Dian, Jati, and Doni for painting my days beautifully; all of the PROCESS’06 members – Guntur, Aditya, Ichaq, Stella, Nisha, Aneis, Susan, and friends for the cooperative, competitive, caring, and loving atmosphere in every event we are working in; Stepen Community – Mbak Sinta, Mas Hari, Didin, and friends with whom I share laughs, cries, love, and care since I was a kid; Podang 9 family: Mbak Meri, Mbak Eny, Mayus, Mbak Tita, Nenek, Bu Rosa, Mbak Dewi, Mbak Ray, Mama Umi, Dinda, and friends with whom I share 24 hours and days’ story; Nia and Ajeng from LD’05 with whom I shared my teens; my junior Dhuwee who motivated me by waving a competition flag.

I would like to convey my gratitude for FINK family in LLC Kanisius that trust me to take care the angels and give me chance to develop myself – Mbak Lia, Mbak Flora, Mbak Emil, Mbak Nana, Mbak Valen, Mbak Ratna, Dika, Ebo, Onie, Dea, Inez, and friends; as Celine sings “there is nothing ordinary in the living of each day, there is a special part everyone of us will play.” I would like to thank all of friends and seniors in Lembaga Bahasa Universitas Sanata Dharma Yogyakarta who motivated and prayed for my success.

Last but not least, I would like to thank everybody, whose name cannot be mentioned one by one, for rallying me round to accomplish this rocking thesis.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

ABSTRACT ... vi

ABSTRAK ... vii

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ... ix

ACKNOWLEDGEMENTS ... x

TABLE OF CONTENTS ... xii

LIST OF FIGURES ... xv

LIST OF APPENDICES ... xvi

CHAPTER I INTRODUCTION A. Research Background ... 1

B. Problem Formulation ... 3

C. Problem Limitation ... 3

D. Research Objectives ... 4

E. Research Benefits ... 4

F. Definition of Terms ... 5

CHAPTER II REVIEW OF RELATED LITERATURE A. Theoretical Description ... 7

1. Perceptions ... 7

a. Definition ... 7

b. The Process Creating Perception ... 8

c. The Factor Influencing Perceptions ... 9

d. Relationship between Perceptions, Learning, and Thinking ... 10

xiii

2. Scaffolding Strategy ... 11

a. Definition ... 12

1) Scaffolding ... 12

2) Zone of Proximal Development ... 12

b. Phases ... 14

c. Characteristics ... 14

d. Types and Examples of Scaffolding ... 17

e. Significance ... 18

3. Teaching Reading ... 18

a. Reading ... 18

b. Extensive Reading II ... 20

B. Theoretical Framework ... 21

CHAPTER III METHODOLOGY A. Research Method ... 23

B. Research Participants ... 24

C. Research Instruments ... 24

1. Interview Guide ... 24

2. Observation Checklist ... 25

3. Questionnaire ... 25

D. Data Gathering Technique ... 26

E. Data Analysis Technique ... 27

F. Research Procedure ... 28

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. The Implementation of Scaffolding Strategy Used in Extensive Reading II Class of ELESP of Sanata Dharma University ... 31

1. Pre-Activity ... 33

2. Whilst Activity ... 34

xiv

b. Imitating Phase ... 36

c. Removing Scaffolding Phase ... 38

d. Independent Phase ... 39

3. Post Activity ... 39

B. Students’ Perceptions on Scaffolding Strategy Used in Extensive Reading II Class of ELESP of Sanata Dharma University ... 40

1. Students’ Perceptions on the Process of Scaffolding Strategy Used in Extensive Reading II of ELESP of Sanata Dharma University ... 41

a. Modelling with Verbal Commentary Phase ... 41

b. Imitating Phase ... 44

c. Removing Scaffolding Phase ... 47

d. Independent Phase ... 50

2. Students’ Perceptions on the Implications of Scaffolding Strategy Used in Extensive Reading II of ELESP of Sanata Dharma University ... 53

a. Being Independent Learners ... 53

b. Being Cooperative Learners ... 56

c. Developing Reading Interest ... 58

d. Developing Self-Confidence ... 61

e. Achieving Excellence ... 63

CHAPTER V CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 67

B. Suggestions ... 69

1. For Extensive Reading II Lecturers ... 69

2. For Extensive Reading II Students ... 70

3. For Other Researchers ... 70

xv

LIST OF FIGURES

Figure Page

2.1 The Perceptional Process ... 8 2.2 The Relationship of Learning and Thinking in the Complex Process

of Perceptions ... 11 2.3 Zone of Proximal Development ... 13

xvi

LIST OF APPENDICES

Appendix Page

A Interview Guide 1 (for lecturer) Blueprint ... 74

B Observation Checklist Blueprint ... 77

C Questionnaire Blueprint ... 80

D Interview Guide 2 (for student) Blueprint ... 84

E Interview Guide 1 (for lecturer) ... 88

F Observation Checklist ... 91

G Questionnaire ... 95

H Interview Guide 2 (for student) ... 98

I Syllabus of Extensive Reading II ... 101

J Raw Data of Observation ... 105

K Interview Transcript ... 109

L Sample of Questionnaire ... 124

1

CHAPTER I INTRODUCTION

The first chapter comprises background information and rationale for the research. It consists of six sections; they are research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms.

A. Background

There is an old saying that says: “book is the window of the worlds.” That saying means people will obtain broad knowledge through reading; and broad knowledge can help people develop themselves. In English Language Education Study Program (ELESP) of Sanata Dharma University, there is a course named Extensive Reading II. Extensive Reading II is basically aimed at leading students to love reading in popular, literary, and scientific materials. The goal of Extensive Reading II is “to improve students’ reading skills through literary and scientific works or journalism writing” (Prasetyo, Herawati, Prihatin, Budiraharjo, and Adjie [Eds], 2006: 73). The researcher is aware that reading popular, literary, and scientific works is important to develop students’ knowledge. From that awareness, the researcher is interested in researching Extensive Reading II. As a teacher candidate, the researcher is interested in researching the teaching strategy used in Extensive Reading II. Noticing some characteristics and activities which exist in Extensive Reading II class of ELESP of Sanata Dharma University, the

researcher can confidently state that the teaching strategy used in Extensive Reading II class is Scaffolding strategy.

Scaffolding strategy is “underlined by a socioculture theory proposed by a Russian educational psychologist Lev Vygotsky, and then it was firstly introduced by well-known cognitive psychologists, Jerome Bruner, Wood, and Ross in 1976” (Lipscomb, Swason, and West, 2004). Scaffolding Strategy is a teaching strategy in which the students are led to be indeed involved independently in the class activities. The learning activities in Scaffolding Strategy are done both inside the class and outside the class. The activities done inside the class are topic consultation, class presentation, and class discussion; and those that are done outside the class are reading assignment, summarizing, and Dyned™ project that is to develop chunking skill. All of those activities are aimed at facilitating the students to achieve the course goal independently.

Two important characteristics of Scaffolding strategy are the existence of clear goal(s) and direction, and keeping the students on the tasks. In Extensive Reading II class, in the beginning of the semester, the lecturer provides clear course goals, course outline, and grading, so the students know exactly what and how to accomplish the tasks. In Scaffolding Strategy, the students do the task individually and cooperatively with their friends; and the lecturer, as a learning facilitator and a learning guide, monitors students’ progress and guides the students to solve the difficulties that students experience.

Scaffolding strategy is not familiar yet in ELESP of Sanata Dharma University, whereas in fact it has been used in Extensive Reading II for years.

Through this research, the researcher would like (1) to introduce the theory of Scaffolding strategy and its implementation; with the expectation that the deeper theoretical understanding of a teaching strategy, the better implementation it will be; and (2) to examine the students’ perceptions on the implementation of Scaffolding strategy used in Extensive Reading II. It is important to know the students’ perceptions on Scaffolding strategy used in Extensive Reading II class, for the students’ perceptions can be a reference to evaluate Scaffolding strategy that has been implemented in Extensive Reading II.

B. Problem Formulation

From the discussion above, the researcher would like to find:

1. How is Scaffolding Strategy implemented in Extensive Reading II class of ELESP of Sanata Dharma University?

2. What are the students’ perceptions on Scaffolding Strategy used in Extensive

Reading II class of ELESP of Sanata Dharma University?

C. Problem Limitation

This research focuses on the implementation of Scaffolding Strategy in Extensive Reading II and students’ perceptions on Scaffolding Strategy used in Extensive Reading II class A and C of ELESP of Sanata Dharma University. The first matter is the implementation of Scaffolding Strategy in Extensive Reading II. Researching the implementation of Scaffolding Strategy in Extensive Reading II is to discover how the Scaffolding Strategy is implemented in Extensive Reading

II Class and what activities are done as the learning scaffold. The last matter is students’ perceptions on Scaffolding Strategy used in Extensive Reading II.

D. Research Objectives

The research conducted aimed at answering the two questions stated in the problem formulation. Through this research, the researcher would like to find how Scaffolding Strategy is implemented in Extensive Reading II class belonged to Class A and Class C of ELESP of Sanata Dharma University, and what students’ perceptions on Scaffolding Strategy used in Extensive Reading II class are.

E. Research Benefits

The researcher hopes that this research will be beneficial for ELESP of Sanata Dharma University in the matter of (1) introducing the Scaffolding Strategy to ELESP of Sanata Dharma University as the contribution to the development of the teaching strategy in Extensive Reading II course; (2) motivating the lecturers to develop and evaluate the Scaffolding strategy that has been implemented. If the students’ perceptions showed positive perception, the research result was expected to motivate the lecturers in developing the teaching strategy. On the other hand, if the research result shows negative perceptions, it is expected to trigger lecturers to evaluate the implementation and the activities of Scaffolding Strategy that exist in Extensive Reading II.

For the Extensive Reading II students of ELESP of Sanata Dharma University, this research is expected to give new view that the abundant tasks and

class activities are not learning burdens, yet those activities are the learning scaffolds that can help them achieve the course goals excellently and independently.

The last benefit is for other researchers, this research is expected to inspire them in conducting the next research related to Scaffolding Strategy that is used in Extensive Reading II class. Moreover, the result of how Scaffolding Strategy is implemented in Extensive Reading II is expected to trigger other researchers in creating new learning scaffolds to facilitate students to be independent learners.

F. Definition of Terms

In an attempt to clarify concepts and avoid misinterpretation of the research conducted, some technical terms will be defined in this section.

1. Perception

According George and Jones’s definition that is relevant to this study, perception is “the process by which individuals select, organize, and interpret the input from their senses (vision, hearing, touch, smell, and taste) to give meaning and order to the world around them” (George and Jones, 2005: 105). In this research, perception deals with the students’ opinions on the Scaffolding Strategy used on Extensive Reading II of ELESP of Sanata Dharma University.

2. Scaffolding

In daily life, scaffolding is commonly used as an instrument in building construction. However, in education field, scaffolding is one of teaching

strategies. This strategy “provides lecturer’s temporarily support given to the student” (Henry, 2001: 6). According to Lipscomb, Swanson, and West (2004), the term scaffolding is developed as “a metaphor to describe the type of assistance offered by the lecturer or peer to support learning.” The nature of Scaffolding Strategy that leads the learners to be independent is in accordance with the nature of Extensive Reading II class. The Scaffolding Strategy helps the students deal with large reading activities conducted in Extensive Reading II class. Related to this research, the implementation of Scaffolding Strategy in Extensive Reading II class provides various activities aimed at minimizing the boredom in reading activities, helping students to achieve the course goals successfully and independently.

3. Extensive Reading II

Extensive Reading is “generally associated with reading large amounts with the aim at obtaining an overall understanding of the material” (Bamford and Day, 1997: 1). Related to the research conducted in English Language Education Study Program, Extensive Reading II is “a course that is aimed at improving students’ reading skills through literary works and scientific or journalism writing” (Prasetyo, Herawati, Prihatin, Budiraharjo, and Adjie [Eds], 2006: 73). The reading activities are done both inside and outside the class, both by individual and by peers work. Students should do a lot of reading assignments in order to accomplish the course.

7 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents theoretical writing and research. It includes two sections, namely theoretical description and theoretical framework. Theoretical description presents the relevant theories which underlie the research, whereas, the theoretical framework summarizes and synthesizes all major relevant theories which can help the researcher to solve the research problems.

A. Theoretical Description

In this section, the theories which underlie the research are presented. The theories intended are theory of perceptions, Scaffolding Strategy, and teaching reading.

1. Perceptions

Theory of perceptions covers the definition of perceptions from some experts, the process creating perception, the factor influencing perceptions, and relation between perceptions, learning, and thinking.

a. Definition

According to psychologists Passer and Smith (2004:134), perception is an active, creative, process in which raw sensory data are organized and given meaning. Passer and Smith’s definition is just about George and Jones’ definition. George and Jones (2005: 105) explain that perception is the process by which individuals select, organize, and interpret the input from their senses (vision,

hearing, touch, smell, and taste) to give meaning and order to the world around them. According to them, there are three components influencing individual’s perception toward the matter that actually perceived; they are (1) the perceiver, (2) the target of perceptions, and (3) the situation in which the perceptions takes place (George & Jones, 2005: 105). The perceiver is the person trying to interpret the input from his/her senses. The target of perceptions is whatever the perceiver is trying to make sense of.

b. The Process Creating Perceptions

Altman and Valenzi explain the perceptual process generally. According to them, the perceptual process was begun from the selection of the data from stimulus by individual’s sensor (Altman & Valenzi, 1985: 86). Furthermore, they state that “the sensor selects the data from stimulus and allow individual to interpret to the sensory message” that is received (Altman & Valenzi, 1985: 86). Altman and Valenzi summarizes the perceptional process in Figure 2.1.

Figure 2.1

The Perceptional Process (Altman, 1985: 86)

In another point of view, Passer and Smith see the perceptual process from the brain process point. There are two different kinds of processing function in the

Stimuli Behavioral _response

Sensors selection of

stimuli

Perceptions, organization, and

interpretation of stimuli

brain that create human’s perceptions according to Smith and Passer (2004:134). The processes they proposed are bottom-up processing and top-down processing.

In bottom–up processing, the process of creating perceptions takes in individual element of stimulus; then those elements are combined into unified perceptions (Passer & Smith, 2004: 134). As people are reading, the feature detectors of the visual system “analyze the elements in each letter of every word and then recombine them into our visual perceptions of the letters and the words” thus people have a description of what they read (Passer & Smith, 2004: 134).

In the top–down processing, the process begins with a perceptual whole, like an expectation or an image of an object, and then determines the degree of fit with the stimulus features (Passer & Smith, 2004: 134). The sensory information is interpreted in light of existing knowledge, concepts, ideas, and expectations. Passer and Smith (2004: 135) explain further that top–down processing “accounts for many psychological influences on perceptions, such as the role played by our motive expectation, previous experiences, and cultural learning” we ever engaged.

c. The Factors Influencing Perceptions

The perceptions tend to be subjective. People tend to “respond to the same stimuli in different ways” (Altman & Valenzi, 1985: 91). Because of its subjectivity, sometimes people’s perceptions tend to be bias, while the meaning of bias is a systematic tendency to use or interpret information in a way that results in inaccurate perceptions. According to George and Jones, there are six factors causing bias perceptions. (1) Primacy effects. Primacy effects are the initial pieces

of information that a perceiver has about a target. Those affect on the perceiver’s perceptions and evaluation of the target. (2) Contrast Effect; which is the perceiver’s perceptions of others influence the perceiver’s perceptions of a target. (3) Halo effect. The perceiver’s general impression of a target influences his or her perceptions of the target on specific dimensions. (4) Similar-to-me effect. People perceive others who are similar to themselves more positively than they perceive those who are dissimilar. (5) Harshness, leniency, and average tendency. Some perceivers tend to be overly harsh in their perceptions, some overly lenient. Others view most targets as being about average. (6) Knowledge of predictor. Knowing how a target stands on a predictor of performance influences perceptions of the target (George & Jones, 2005: 118).

d. Relationship between Perceptions, Learning and Thinking

Perception is related to the way people see things and then interpret it. According to Altman, Valenzi, and Hodgett (1985: 84), the interpretation of something is influenced by the available information that is organized in people’s mind. They explain further that the way people perceive the information depends on some factors, “including the clarity and the familiarity of the stimuli, physical characteristics (vision and hearing), our needs and value, knowledge, feeling, and past experience. Altman, Valenzi, and Hodgett discuss perceptions with thinking process generally, while Forgus (1966: 2) relates the perceptions with learning and thinking. The relation of learning and Thinking in the complex Process of Perception is summarized in Figure 2.2

Figure 2.2

The Relationship of Learning and Thinking in the Complex Process of Perceptions (Forgus, 1966: 2)

The thinking process modifies organism through learning. Learning, which is a situation that involves students’ experience of the process they engage in, modifies perceptions of stimuli they perceive. In this research, the researcher was interested in examining the students’ perceptions on scaffolding strategy used in Extensive Reading II of ELESP of Sanata Dharma University. The researcher expected that the students’ positive perceptions on scaffolding strategy used in Extensive Reading II would help them to enjoy reading more and to motivate them to engage more in Extensive Reading II class activities, so the students can accomplish the course excellently.

2. Scaffolding Strategy

The discussion about Scaffolding Strategy covers five important points of Scaffolding Strategy. Those important points are the definition of Scaffolding from education field and Zone of Proximal Development, the phase, the characteristics, the types and examples of Scaffolding, and the significance of Scaffolding Strategy.

Modifies perceptions of stimulus Modifies organism

Modifies perceptions of stimulus Modifies organism through learning

a. Definition

Scaffolding strategy draws on some elements of sociocultural theory, such as Zone of Proximal Development (ZPD) and the basic principles underlying sociocultural framework. Related to an education field, scaffolding is used in literacy skill such as reading.

1) Scaffolding

Scaffolding as a teaching strategy, which was firstly introduced by Wood, Jerome Bruner, and Ross in 1976, is underlined by a psychology theory so called sociocultural theory and the concept of Zone of Proximal Development. Sociocultural theory was firstly introduced by a Russian educational psychologist, Lev Vygotsky. Steiner and Mahn in their paper of Sociocultural Approaches to Learning and Development: A Vygotskian Framework, wrote that the main point of sociocultural theory lies on the nature of interdependence between individual and social processes in constructing knowledge. The human’s development is influenced by the interaction with people and the tools in which the culture provides to form human’s view of the world.

Bruner describes scaffolding “in the metaphorical sense as the steps taken to reduce the degrees of freedom in carrying out some tasks so that students can concentrate on the difficult skill she/he is in the process of acquiring” (Gibbons, 2002: 10). Simply, scaffolding is temporary nature assistance provided by a lecturer or more competent adult or more competent peer that aims at supporting students to accomplish the task successfully and independently. Scaffoldings that are provided in a classroom activity are expected to help students “move toward

new skills, concepts, or levels of understanding” then internalize what have learnt so they will be able to accomplish the similar task alone (Gibbons, 2002: 10). Gibbons (2002: 10) explains further that scaffolding is future–oriented as what Vygotsky has said “what a student can do with support now, she or he can do alone tomorrow” without any significant difficulty.

2) Zone of Proximal Development

The common conception of ZPD supports or inspires “a vision of educational perfection, in which the insightful lecturer is able to help students master, effortlessly and joyfully, whatever subject matter is on the day program” (Chaiklin, 2003: 42). Pennil (2002: 1) explains the concept of Zone of Proximal Development as the notional gap between the learner's current developmental level as determined by individual problem-solving ability and the learner's potential level of development is determined by the ability to solve problems under adult guidance or in collaboration with more capable peers” or other students. Zone of proximal development is the strategic area in which the scaffolding or learning supports can be provided. The concept of ZPD is summarized clearly as what is drawn in Figure 2.3.

Figure 2.3

b. Phases

In Lange’s Instructional Scaffolding: A Teaching Strategy (2002: 9), Byrnes, an education practitioner, explains that there are four main phases of the implementation of Scaffolding Strategy being proposed by Vygotsky. The first phase is modelling with verbal commentary phase. In this phase, the lecturer provides scaffoldings for the students (Lange, 2002: 9). The scaffoldings that are intended such as presenting course goals, giving step-by-step instruction, and showing the scoring rubric that define excellence. The lecturer also gives examples of how to perform difficult tasks. The second phase is students imitate the skill modelled by their instructor or lecturer they have seen, including the commentary (Lange, 2002: 9). In imitating phase, the lecturer must constantly assess students’ understanding and must offer frequent assistance and feedback. The third phase is the period when the lecturer begins to remove her/his scaffolding (Lange, 2002: 9). The lecturer offers progressively less assistance and feedback to her/his students as they begin to master new content and/or process. In the last phase, the students have achieved an expert level of mastery. They can perform the new task without any help from their lecturer (Lange, 2002: 9).

c. Characteristics

The entire concept of scaffolding is based on the lecturer’s temporary support of the student. This temporary scaffolding is gradually reduced until the student is able to function independently and take ownership of the task (Henry, 2001: 6). These supports may include resources, a compelling task, and a template

and guidance. According to McKenzie (1999: 2), there are at least eight characteristics of educational scaffolding:

1. Provides clear direction

The lecturer offers step – by – step direction of what a student should do along the process of achieving certain learning goals. Clear direction is aimed at minimizing students’ confusion and anticipating the learning problem.

2. Clarifies purpose

Learning purpose or learning goal is placed in the front fore because by knowing the learning destination, students will be motivated in every process they engage in. Learning purpose or learning goal helps students to figure out what should be achieved.

3. Keeps students on task

Scaffolding not merely gives clear direction. The activities conducted are energizing and controlling at the same time.

4. Offers assessment to clarify expectations

From the beginning (of the course), students are shown rubrics and standards that define excellence. By understanding the clear scoring criteria, it is easy to know what constituted quality work is.

5. Points students to worthy sources

The development of technology and communication create a great information means: Internet. However, Internet that is susceptible to confusing, weak and unreliable information outweighs and threatens to drown out the information

most worthy of consideration. Scaffolding identifies the best sources so students can use worth and reliable sources.

6. Reduces uncertainty, surprise and disappointment

Learning goal, step – by – step instruction, and assessment that define excellence are offered as the external support. Those things give general picture of the course all at once depict the detail points to do. Everything is clearly presented to reduce uncertainty, surprise (shocking), and disappointment on the learning process.

7. Delivers efficiency

Scaffolded lessons still require hard work, but the work is so well centred on the inquiry.

8. Creates momentum

The learning guiding achieved through scaffolding concentrates and directs energy in ways that actually build into momentum.

According to Bransford, Brown, and Cocking, the scaffolds that are usually provided can be in a form of activities and tasks that motivate student to complete tasks or assignments given excellently and independently; for example simple task that enables the students to manage and to achieve it and provides clear direction and goal, and can reduce the frustration and risk (Van Der Stuyf, 2002: 3). Axford, Harders, and Wise (2009: 3) explain clearly that a lecturer who provides some advanced organisers to her/his lesson or course can claim to have scaffolded his/her students into the tasks.

d. Types and Examples of Scaffolding

Lombard (2004) in her paper of Support Students with Diverse Learning Needs through Scaffolding their Learning summarizes six types of scaffolding and the examples included.

1. Functional Scaffolding. It means that the scaffolding which is provided is

aimed at helping learner to understand how to use and/or interpret the software. Example: tutorials, instructions, and explanations of representations.

2. Process Scaffolding. In this type, scaffolding helps learners understand his/her path within the software. Example: sequencing; mandatory & voluntary; linear, non-linear, & hierarchical; and history of user's path. 3. Content Scaffolding. Scaffolding helps the learner figure out an answer.

The scaffolding in this type can be in a form of hints and content information.

4. Metacognitive Scaffolding. It helps the learner to be aware of his/her own

learning through reflection and monitoring. Examples: assessment of understanding (Do I know more/understand better now?), and progress reflection through the learning process.

5. Interpersonal Scaffolding. This scaffolding helps facilitate social

interaction through class management, turn taking, and communication.

6. Procedural Scaffolding. It supports a communication process

Furthermore, Lombard (2004) gives some examples of scaffolding that are commonly used in class. The examples intended are graphic organizers such as

charts, diagrams, graphs; guides such as listening guides, viewing guides; templates such as writing templates, storyboards; prompts like sentence starters; and supports like modeling, questions that activate student knowledge, translations, glossaries, calculators, explanations and clarifications.

e. Significance

Scaffolding can be applied in every learning situation and in every level of students. Henry (2002: 12), an educational practitioner, stated that this strategy is appropriate to be used in teaching adult. The concept of ZPD helps teachers or lecturers know the student’s ability so it is easier to know where the learning takes place. He continued to state convincingly that “scaffolding strategy is a style of teaching that can be instrumental to student growth” and can be incorporated with other teaching style (Henry, 2002: 12). Scaffolding strategy has some basic and essential implications to students such as assisting the students to perform independently and also encouraging falling students to develop their cognitive in terms of self-efficacy and self esteem (Lange, 2002: 13).

3. Teaching Reading

Reading that is one of literacy skills is important to learn in order to develop individual knowledge. In educational field, reading is taught in class. This section present the theory of general reading and extensive reading II.

a. Reading

Grabe and Stoller (2002: 2) identify the role of literacy in society. They clearly state that “the large majority of individuals need literacy to further their

goals and better their lives”. There are many types of literacy abilities and one of them is reading. In this globalization era, reading in L2 has an important role in the development of the society. Grabe and Stoller (2002: 2) explain that English L2 reading ability is in great demand “not only as global language but also as the language of science, technology, and advance of research” in various domains of study. Reading in second language (L2) is needed particularly to the people in multilingual setting, to achieve personal, occupational, and professional goals. Pearson (1994: 22) supports Grabe and Stoller’s opinion on the need of L2; simply he states that reading is “a key success in other scholastic endeavours,” because it relates closely to other linguistic skills: writing, speaking, and listening. Grabe and Stoller (2002: 9) give simple definition about reading. Reading is “the ability to draw meaning from the printed page and interpret the information gained appropriately” in either written or spoken form. That definition is considered as inadequate definition to understand the true nature of reading abilities, therefore afterwards the purposes and the processes of reading are described.

The overall goal of reading is “to have a good grasp of the main ideas and supporting ideas and to relate those main ideas to background knowledge as appropriate” (Grabe & Stoller, 2002: 12). From the overall goal of reading, Grabe and Stoller (2002: 12) classify seven reading purposes. Those seven purposes are: reading (1) to search for simple information, (2) to skim quickly, (3) to learn from text, (4) to integrate information, (5) to write (or search information needed for writing), (6) to critique texts, and (7) for general comprehension (Grabe & Stoller,

2002: 13). Related to the classification proposed by Grabe and Stoller, Wallace (2003: 6) proposes three personal reasons for reading; those are (1) reading for survival, (2) reading for learning, and (3) reading for pleasure.

Reading process is divided into two main levels: lower-level processes and higher-level processes. The lower-level processes denote “the more automatic linguistic processes and are typically viewed as more skill oriented” (Grabe & Stoller, 2001: 19). The lower-level processes involve some matters; those are: lexical access, syntactic parsing, semantic proposition format, and working memory activation. Grabe and Stoller (2002: 20) explain “the higher-level processes generally represent comprehension processes that make much more use of the reader’s background knowledge and inferencing skills”. The higher-level processes cover (1) text model of comprehension, (2) situational model of reader interpretation, (3) background knowledge use and inferencing, (4) executive control processes.

b. Extensive Reading II

Extensive Reading II (ER II) is “an approach to language teaching in which learners or students read a lot of easy material in the new language” (Bamford & Day, 1997: 1). Students choose their own reading material and read it independently. Students read “for general, overall meaning, and they read for information and enjoyment” (Bamford, 2005: 1). The goal in Extensive Reading II is “to improve students’ reading skills through literary and works and scientific or journalism writing” (Prasetyo, Herawati, Prihatin, Budiraharjo, & Adjie [Eds],

2006: 73). Bamford and Day (1997: 2) identify ten characteristics of Extensive Reading. They are: (1) students read as much as possible, (2) the materials are various and in a wide range of topics, (3) students are free to choose the reading materials in accordance to their interest, (4) the reading purposes are for pleasure, getting information, and general understanding of certain topic, (5) there are few or no follow-up exercises to be completed after reading, (6) reading materials are well within the linguistic competence of the students in terms of vocabulary and grammar, (7) reading is individual and silent activity, (8) reading speed is usually faster rather than slower as students read books and other material that they find easily understandable, (9) lecturers orient students to the goals of the program, explain the methodology, keep track of what each student reads, and guide students in getting the most out of the program, and (10) the lecturer is a role model of a reader for students -- an active member of the classroom reading community, demonstrating what it means to be a reader and the rewards of being a reader. Bamford and Day (1997: 3) write that those ten characteristics of Extensive Reading offer a theoretical framework for putting Extensive Reading into action in the language classroom.

B. Theoretical Framework

Reading is one of the literacy abilities that can help people in developing themselves and society. Reading is an active activity of communication between the reader and the writer. However, the active activity happens internally within the reader’s mind. The reader is often trapped in boredom, because the active

process occurs silently within the mind. Moreover, Extensive Reading II deals with a large amount of reading to comprehend that the boredom is hardly avoided; hence, it is needed a strategy to create pleasant learning atmosphere.

In the context of this research about teaching and learning reading, particularly in Extensive Reading II class, it needs the existence of a creative and pleasant learning strategy to enhance students’ interest in reading. In Extensive Reading II class, students are assigned to read in a large amount of reading from popular reading, scientific reading and literature reading. The large amount of the reading materials in Extensive Reading II class commonly carries boredom and uninteresting situation to students. When students are not interested in learning, it is difficult to help them to achieve the learning goal(s). To avoid the boredom in reading class, it is needed to implement a certain strategy that has interesting all at once challenging activities. Jerome Brunner, Wood, and Ross, educational practitioners, proposed a teaching strategy so called scaffolding strategy. Scaffolding strategy provides a lot of and various class activities in which can help students enjoy learning. Student can enjoy the learning because the strategy considers the area of student’s ability and interest that is called as Zone of Proximal Development (ZPD). Scaffolding strategy facilitates students to enjoy learning and all at once help them achieve the course goals independently. Scaffolding strategy with various activities and please learning atmosphere can shape students’ opinion and perceptions that reading and learning is agreeable. Positive perception is a powerful matter to motivate and draw students to engage in learning activities.

23 CHAPTER III METHODOLOGY

This chapter discusses the research methodology to gather and analyze the data. The discussion of it covers research method, research participants, research instruments, data gathering techniques, data analysis techniques, and research procedure.

A. Research Method

Since this research was in the area of subjects’ perspective, this research was included in survey research. Survey “permits the researcher to measure students’ attitudes and opinions toward something” (Ary, Jacob, and Razavieh, 2002: 25). Hence, survey research can be defined as “the systematic gathering of information from (a sample of) respondents for the purpose of understanding and/or predicting some aspects of the behaviour of the population of interest” in certain topic of problem (Tull and Albaum, 1973: 3). Related to this research, the researcher surveyed students’ perceptions on Scaffolding Strategy used in Extensive Reading II class of English Language Education Study Program of Sanata Dharma University. The surveyed done through interviewing lecturer and students of Extensive Reading II, observing the activities done in Extensive Reading II class, and distributing questionnaire to Extensive Reading II students.

B. Research Participants

This research was conducted in even semester of 2009/2010 academic year. The participants of this research were 69 students from Extensive Reading II class that belonged to Class A and Class C of ELESP of Sanata Dharma University in 2009/2010 academic year. These samples were purposive sample; it means that these samples were believed to be “the representative of everything the researcher could observe” in the area of the implementation of Scaffolding Strategy used in Extensive Reading II class (Ary et al., 2002: 428). Concisely, the participants provided the relevant information related to Scaffolding Strategy used in Extensive Reading II.

C. Research Instruments

There were three instruments used in this survey. The instruments were an interview guide, a questionnaire, and an observation checklist.

1. Interview Guide

The first instrument was an interview guide. The interviewees were students of Extensive Reading II Class A and Class C, and the lecturer of Extensive Reading II who taught Class A and Class C. The students were interviewed in order to clarify the data obtained from the questionnaire that examines the students’ perceptions on Scaffolding Strategy used in Extensive Reading II of ELESP. The researcher chose the students that had the most positive and the most negative perception on Scaffolding Strategy used in Extensive Reading II as the interviewees.

Interviewing the lecturer was aimed at obtaining more information related to the implementation of scaffolding strategy used in Extensive Reading II class. The interview conducted was in a form of open–ended structured interview, and individual interview. Neuman (2006: 287) explained that an open–ended question “permit an unlimited number of possible answer; further the respondents can answer in detail and can qualify and clarify the responses”. Tull and Albaum (1973: 142) stated that “personal interviews have the advantage of providing the greatest degree of control over the question asking and responding process” in the interview conducted.

2. Observation Checklist

Observation provides “more objective information related to the research topic”, and typically “provides answer to the questions being investigated” (Hancock and Algozzine, 2006: 46–47). The observation was conducted to examine the implementation of Scaffolding Strategy used in Extensive Reading II class – the first research problem. In conducting the observation, the researcher used an observation checklist to examine how the Scaffolding Strategy is used in Extensive Reading II class.

3. Questionnaire

The last instrument was a questionnaire. The questionnaire was distributed to all of the Extensive Reading II students who belonged to Class A and Class C in even semester of 2009/2010 academic year. The questionnaire was used to

examine the students’ perceptions on Scaffolding Strategy implemented in Extensive Reading II. The questionnaire was in a form of scaled questions. According to McDonough and McDonough, the advantage of scaled questions is “that the shades of opinions may be given values; it might be significant if large numbers of respondents could only bring themselves to agree with a particular statement, showing weak support, but strongly agreed with others” (2004: 176). Using scaled questions, it “saves space and makes it easier for the respondent(s) or interviewer to note answers for the same response categories” (Neuman, 2006: 295).

D. Data Gathering Technique

In order to gain the convincing research data, the researcher used triangulation technique in gathering the data. Triangulation means “the researcher investigated the data with one procedure and then confirmed the collected data using another different procedure or instrument” (Ary et al., 2002: 436). Hancock and Algozzine in Doing Case Study Research explained further about the positive point of triangulation. They stated that “the research findings based on evidence attained from multiple sources – observation, interview, and questionnaire – are more convincing than those based on evidence from only one or two of these information sources” (Hancock et al., 2006: 86). The techniques used in gathering research data were interviewing lecturer and students of Extensive Reading II, observing class activities, and distributing a questionnaire to Extensive Reading II students.

The first technique in gathering the data was interview. The interviews were conducted twice. The first was interviewing Extensive Reading II lecturer. Interviewing Extensive Reading II lecturer was aimed at obtaining the data of the implementation of Scaffolding Strategy used in Extensive Reading II. The second interview was interviewing students of Extensive Reading II. The purpose of the second interview was to clarify the data obtained from the questionnaires that examines the students’ perceptions on Scaffolding Strategy used in Extensive Reading II.

The second technique was observing class activities. The observation was aimed at confirming the data from interview the lecturer. In this research, non-participant observation was conducted. Through non-non-participant observation, “the researcher could be more objective in taking the data” (Ary et al., 2002: 431).

The last technique in gathering the data was distributing the questionnaire. The questionnaires were distributed on the last meeting of the course with the expectation that the students had been already involved in the class activities and had had sufficient description of the Scaffolding Strategy implemented.

E. Data Analysis Technique

The data gained from the techniques above were expected to answer the research questions of this research. To find how Scaffolding Strategy is implemented in Extensive Reading II class – first problem formulation, the researcher analyzed the data obtained from interviewing Extensive Reading II lecturer and from class observations. The data gained from those two techniques were presented in form of descriptive writing.

Considering the second problem formulation of this research, to know what students’ perceptions on the Scaffolding Strategy used in Extensive Reading II are, the researcher distributed questionnaires and interviewed Extensive Reading II students. The data from questionnaire were clarified with the data gained from interviewing the students. The data gained from questionnaire and interviewing the students were classified based on positive response and negative response that the students gave.

F. Research Procedure

There were five main steps in conducting this research. The steps were interviewing Extensive Reading II lecturer, observing Extensive Reading II class, distributing the questionnaire, interviewing Extensive Reading II students, and analysing and interpreting the data.

1. Interviewing Extensive Reading II Lecturer

First step was conducting an interview for Extensive Reading II lecturer taught Class A and Class C. Interviewing Extensive Reading II lecturer was aimed at obtaining data of the implementation of Scaffolding Strategy used in Extensive Reading II. The interview was conducted before observing the Extensive Reading II class.

2. Observing Extensive Reading II Class

Second step was observing Extensive Reading II classes. The observation was conducted in the eleventh and twelfth meeting of Class A and Class C. The observations were conducted to clarify the data of the implementation of

Scaffolding Strategy obtained from interview lecturer of Extensive Reading II. While observing the class activity, the researcher filled out the observation checklists to record how scaffolding strategy was conducted in the class and to record the response of the students toward the class activities.

3. Distributing the Questionnaire

On the twelfth week of the course, the researcher distributed a questionnaire to Extensive Reading II students who belonged to Class A and Class C. This event was the third step. The distribution of the questionnaire took place in the class in which Extensive Reading II was conducted. Considering the efficiency and the effectiveness in the process of gathering data, the researcher distributed the questionnaire after the class. The questionnaires only took fifteen to twenty minutes to complete.

4. Interviewing Extensive Reading II Students

Having done with distributing the questionnaire, the researcher interviewed Extensive Reading II students that had the most positive and the most negative perception on Scaffolding Strategy used in Extensive Reading II. Students that had the most positive and the most negative perception on Scaffolding Strategy were chosen, because they were believed to provide more and deeper information of students’ perceptions on Scaffolding Strategy used in Extensive Reading II. The interviewees refused to be interviewed in English. They admitted that they were more comfortable to answer in Bahasa Indonesia

because they could understand the question exactly and could explain their answer a lot.

5. Analysing and Interpreting Data

The fifth step was analysing and interpreting the data. The data obtained from four previous steps – interviewing Extensive Reading II lecturer, observing class activities, distributing questionnaire to Extensive Reading II students, and interviewing Extensive Reading II students – was analyzed and interpreted then stated as a conclusion. After all procedures were completed, the research results were then reported.

31 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the research findings and discussion. The discussion covers the research results that were gained from interviews, observation, and questionnaire. There are two major sections that are discussed in this chapter. First section discusses how Scaffolding strategy is implemented in Extensive Reading II class of ELESP of Sanata Dharma University. The second section discusses the students’ perceptions on Scaffolding Strategy used in Extensive Reading II class of ELESP of Sanata Dharma Univesity.

A. The Implementation of Scaffolding Strategy Used in Extensive Reading II Class of ELESP of Sanata Dharma University

Scaffolding strategy that was introduced by Jerome Bruner, Wood, and Ross and was underlined by Vygotsky’s theory was implemented in Extensive Reading II class of ELESP of Sanata Dharma University, especially Class A and Class C of 2009/2010 academic year. The lecturer of Extensive Reading II that taught Class A and Class C provided some advance organisers to the course; that was developing a personal method to an intellectual work. Basically Extensive Reading II is aimed at “improving students’ reading skills through literary and scientific works or journalism writing” (Prasetyo, Herawati, Prihatin, Budiraharjo, and Adjie [Eds], 2006: 73); but in Extensive Reading II Class A and Class C, the goals were not only developing students’ reading skill that includes the study

planning, the mastery of using mind mapping, note taking, summary making, synthesizing, and chucking skill but also developing a personal method to an intellectual work. Referring to the explanation from Axford, Harders, and Wise (2009: 3) that stated “when a lecturer who provides some advanced organisers to her/his lesson or course can claim to have scaffolded his/her students into the tasks”; as a result Extensive Reading II Class A and Class C in 2008 academic year can be claimed to use scaffolding strategy.

Byrnes, an education practitioner, in Lange’s Instructional Scaffolding: A Teaching Strategy (2002: 9) explained that there are four main phases of the implementation of Scaffolding Strategy being proposed by Vygotsky. The phases are (1) modelling with verbal commentary phase, (2) imitating phase, (3) removing scaffolding phase, and (4) independent phase. In Extensive Reading II class A and class C, in which the research done, those four phases were presented in whilst activity. Through conducting interview to Extensive Reading II lecturer and doing class observation, the researcher examined the process of those four phases that were implemented.

The research data of the implementation of Scaffolding Strategy used in Extensive Reading II Class of ELESP of Sanata Dharma University were gained through interviewing Extensive Reading lecturer who taught Class A and Class C, and observing Extensive Reading class in both Class A and Class C. The following explanation is about the implementation of Scaffolding Strategy in Extensive Reading II Class A and Class C.

1. Pre-activity

The lecturer asked students to share what students have experienced in Extensive Reading I course previously; then the students were asked to compare the difference of Extensive Reading I and Extensive Reading II based on their understanding and their experience joining Extensive Reading I. Sharing opinion and experience about Extensive Reading I and Extensive Reading II was aimed at challenging the students to find out a clear idea of what Extensive Reading II course is. Although the course description was gained from the sharing, the lecturer also provided an exact description of Extensive Reading II on syllabus in order to give the exact description of Extensive Reading II course that students were going to deal during the semester.

Course goals, schedule or deadline of assignment submission, and the steps that students were going to do during the semester were provided in the syllabus. In Extensive Reading II syllabus for class A and class C, provided by the lecturer, it is clear that after completing the course the students are expected to (1) have a set of knowledge on the decided topic, (2) master the skill of planning and organizing reading based on the studied topic, (3) develop their skill of using mind mapping for note taking, of summary making, synthesizing, and chunking skill, and of presenting the acquired information, (4) acquire a level of perseverance and honesty necessary for an intellectual work. Briefly, Extensive Reading II class is aimed at facilitating students to gather information through reading, which thus enhances the progress of their knowledge and development of

students’ reading skill. Through the tasks and the assignments given the students can develop a personal method to an intellectual work.

The course outline or course schedule and deadline of assignment submission were clearly presented. Class A (Wednesday class) should submit the weekly report on Monday, Class C (Friday class) should submit the weekly report on Wednesday. The schedule and deadline was to give clear definition of what the students should do a long the week.

What students should do during the semester was also presented clearly. During the semester, the students were asked to explore reading through three categories; those are reading popular, scientific, and literary work. Weekly report and class presentation were the assignments used to check whether the students really did reading assignments seriously or not, and to check how far the students explored the reading materials all at once to check students’ understanding of the topic explored.

2. Whilst Activity

In whilst activity the phases of the implementation of Scaffolding Strategy existed. Every phase covered activities. Here the detailed explanation of the implementation of Scaffolding Strategy phases and the activities those were included in each phase.

a. Modelling with Verbal Commentary Phase

In this phase, the lecturer focused more on giving what should be achieved and the examples of how to perform difficult tasks. The following explanation defines the scaffolding that existed in modelling with commentary phase in Extensive Reading II Class.

1) Scoring Standard

In course syllabus, the lecturer presented scoring standard or grading that defines excellence. Scoring standard was presented so the students know what should be achieved. Knowing the clear grading formula and scoring standard is expected to motivate the students to do their best in order to achieve the excellence.

2) Worthy Sources

The lecturer also helped students to accomplish the tasks and assignments. The lecturer showed worthy sources to the students, such as MLA style, APA style as the guide to quote and refer others’ works with authorization. Another source that was given was www.eastofweb.com/short-stories/ website in which the students can browse short stories or literary works that might be in accordance with the topic of reading materials they chose.

3) A role model of a reader

The lecturer was a role model of a reader for the students though the lecturer did not obviously show it up. It could be surely stated that the lecturer was a model of a reader from much information that the lecturer shared and many

references that lecturer gave to the students. By seeing the lecturer as the role model of a reader that has much information and references to share, students were expected to be motivated to be active readers and to develop their knowledge for all time as the lecturer did.

4) Techniques of analysing reading text

The lecturer modelled some techniques of analysing reading texts, such as mind mapping: a technique to subtract the reading content, the main idea, sub topic and detailed information of a reading text, summarizing text, synthesizing some articles or one article with other articles, and Dyned project: a computer program which is for developing chunking skill.

5) Example to perform difficult task

New or difficult tasks were like choosing topic, determining theory to explore the topic and hypothesizing reading passage through the use of mind mapping, and conducting class presentation. More than that, the lecturer modelled how to perform a new or difficult task through: (1) explaining the format of the assignment and the steps of how to write the report, (2) showing how to make an outline report and how to quote a work, (3) giving example of asking question to the presenter, (4) giving example how to quote others’ works correctly and how to write references correctly, (5) giving a correct report format.

b. Imitating Phase

According to Byrnes (2001) in Lange (2002: 37), in this phase, students imitate the skill they have seen modelled by their instructor or lecturer, including

the commentary. Byrnes explains further that during this phase, the lecturer must constantly assess students’ understanding and must offer frequent assistance and feedback.

Extensive Reading II lecturer checked students’ understanding of what was taught. Through checking the students’ weekly reports the lecturer could know whether the students have already understood the materials taught or not; for example the use of MLA and APA style. Besides knowing the level of students’ understanding, the lecturer could know whether the materials could be continued to the next level or not.

Since imitating phase focuses on the involvement of the students, the class activities should indeed facilitate students to involve. The activities conducted in Extensive Reading II of 2009/2010 academic year Class A and Class C were presentation, summarizing the reading passage, and Dyned project. All those activities invited and challenged students to involve actively, otherwise the students cannot accomplish the course well. The active involvement of the students was obviously observed on class presentation. There was asking and answering session in every presentation; and at the end of class, the students were invited to give feedback to the presenters’ and meeting manager’s performance.

Those activities also facilitate students interaction and lecturer-students assistance. The lecturer-lecturer-students interaction is in a form of consultation. The consultation was for consulting the topic chosen, the theory used, and formulation of final project. Out of those things to consult, the lecturer provided a time for the students to consult. The lecturer’s assistance was in form of

explanation, feedback and coaching of what students should improve. The lecturer-students assistance was presented through: (1) explaining the format of weekly report, (2) explaining how to cite correctly using MLA and APA style, (3) explaining the format of final report, (4) coaching of how to obtain positive point in Dyned program. As well as giving assistance, the lecturer also gave feedback to students’ works and performances in both oral – on the performance of presentation, and written – on student’ weekly reports.

c. Removing Scaffolding Phase

This phase is “the period when the lecturer begins to remove her/his scaffolding” and let the students to involve more independently to the assignments and tasks (Lange, 2002: 37). Assistance and feedback from the lecturer are still present, yet the assistance and the feedback should be offered “progressively less to the students as they begin to master new content and/or process” so the students are led to be more independent (Lange, 2002: 37).

In this phase, the nature of Extensive Reading II – the students select what they want to read based on their interests – such as jeans, Rock ‘n’ Roll music, skateboarding, morinda, and so forth – was explored. The interaction among the students and student-student assistance were facilitated more. The interaction among the students were in asking and answering session in class presentation and group discussion that they made independently outside the class to discuss the difficult reading materials or weekly report. Through the interaction the students had, student-student assistance existed. The students gave feedback for the presenters’ and meeting manager’s performance in class presentation. The

feedbacks given were about slide lay out of power point used by the presenters, the content of the presentation, and the technique of the presentation (“aaa” syndrome).

d. Independent Phase

Independent phase is the last phase of the implementation of Scaffolding Strategy. Byrnes (2001) in Lange (2002: 37) explains that in this phase “the students have achieved an expert level of mastery” of what they have learned so they can perform the new task without any help from their lecturer. Individual works were explored more in this phase. The students were asked to read the reading materials they chose independently and then to work in individual report every week. The Dyned Project that helped the students develop their chunking skill and the class presentation were done individually.

3. Post Activity

Post activity covered the materials review, reflection, and assignments to enrich students’ knowledge. The independent phase was done; the control from the lecturer was still needed, though, to make sure that students really achieved the course goals successfully. The lecturer did not give speech to review what had been taught. The students reviewed what they had learnt independently through making reports. Every three weeks, students were asked to synthesize what they had reported previously. In the final paper, the students were asked to reformulate what they had reported during the whole semester. The lecturer did not give special assignment or take home project as a part of remedial, for the lecturer had

given weekly assignment and feedback. Through coming assignment and feedback in their reports, the students could autonomously improve their work. All assignments and tasks were the part of enrichment, for the assignments and tasks led the students to explore the materials that they discussed during the semester deeply. At the end of the semester, the students were asked to reflect what they have learned and have experienced. The reflection that refers to reflective pedagogy was aimed at involving students’ experience in dealing with the assignments and the struggle of honesty – for students worked with other people’s works.

By examining the process of Scaffolding Strategy used in Extensive Reading II, specifically Class A and Class C, and matching to the theory proposed by Lombard (2004) concerning types of scaffolding, scaffolding in Extensive Reading II class of ELESP of Sanata Dharma University was included in metacognitive scaffolding. In metacognitive scaffolding, students are helped to be aware of their own learning through reflection and monitoring. For example: assessment of understanding (Do I know more/understand better now?), progress reflection through the learning process, explanation, clarification, feedback, and guides such as MLA and APA guide, and weekly report format.

B. Students’ Perceptions on Scaffolding Strategy Used in Extensive Reading II Class of ELESP of Sanata Dharma University

To examine the students’ perceptions on Scaffolding Strategy Used in Extensive Reading II class of ELESP of Sanata Dharma University, especially

128

B. Students’ Perceptions on the Implication of Scaffolding Strategy Used in ER II

No

Questions

SA A D SD

1. The teaching strategy used in class helps me to complete the

tasks independently. √

2. The teaching strategy used in class helps me to develop my

reading ability independently. √

3. The teaching strategy used in class helps me to develop my own

learning strategy. √

4. The teaching strategy used in class helps me to develop my

knowledge independently. √

5. The teaching strategy used in class encourages me to discuss a

difficult reading material with my friend(s). √

6. The teaching strategy used in class enable me to help other

students in doing the difficult task. √

7. The teaching strategy used in class encourages me to give

suggestion for improvement on my friends’ performance. √

8. The teaching strategy used in class enables me and my friend(s)

to work together in completing a difficult task. √ 9. The teaching strategy used in class develops my interest to read

much more. √

10. The teaching strategy used in class develops my interest in

reading English reading. √

11. The teaching strategy used in class develops my interest in

reading literature reading. √

12. The teaching strategy used in class develops my interest in

reading scientific reading. √

13. The teaching strategy used in class encourages me to be

confident in sharing my knowledge to my friends. √

14. The teaching strategy used in class encourages me to be

confident in sharing my knowledge in class discussion. √ 15. The teaching strategy used in class encourages me to be

confident in sharing my opinion in class discussion. √ 16. The teaching strategy used in class encourages me to be

confident in involving actively in class activities. √ 17. There are a lot of tasks in ER II course, but they are achievable. √

18. Previously, I felt that the tasks were difficult, but I am surprised

when I can complete all the tasks. √

19. The teaching strategy used in class leads me to find that reading

is interesting activity to do. √

20. I can find pleasant learning from the teaching strategy used in

class. √

_ThankYouGodBless_

130 A. Students' Perceptions on the Process of Scaffolding Strategy Used in

Extensive Reading II

No Aspects

∑ Response

(n People of 69 Respondents)

SA % A % D % SD %

Modelling with Verbal Commentary Phase

1. The course goals help me to know what should be achieved.

14 20.3 48 69.6 7 10.15 - - 2. The instruction in every task

helps me to complete the tasks.

2 2.9 42 60.9 22 31.9 3 4.35 3. The scoring criteria given

motivate me to achieve excellence.

11 15.95 42 60.9 13 18.85 3 4.35 4. The deadline of the

assignment submission encourages me to be responsible on my task.

20 29 38 55.1 10 14.5 1 1.45

Imitating Phase

5. Alternative ways of learning

are provided. 9 13.05 30 43.5 30 43.5 - - 6. Class activities that are

provided minimize the learning boredom.

5 7.25 31 44.95 29 42.05 4 5.8 7. The material review from the

lecturer helps me to conclude what I have learnt.

4 5.8 42 60.9 22 31.9 1 1.45 8. The feedback from the

lecturer helps me to do the

task better. 10 14.5 43 62.35 16 23.3 - -

Removing Scaffolding Phase

9. The lecturer gives me chances to have consultation when I have difficulty.

15 21.75 44 63.8 10 14.5 - - 10. The class activities facilitate

me to interact cooperatively

to other students. 4 5.8 41 59.45 22 31.9 2 2.9

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A. Students' Perceptions on the Process of Scaffolding Strategy Used in Extensive Reading II (continued from previous page...)

No Aspects

∑ Response

(n People of 69 Respondents)

SA % A % D % SD %

Modelling with Verbal Commentary Phase (Continued from previous page...)

11. I have a wide chance to work

in group. 2 2.9 17 24.65 41 59.45 9 13.05 12. The assignments given are

parts of remedial. 3 4.35 14 20.3 47 68.15 5 7.25

Independent Phase

13. I have freedom to select what I want to read and based on my own interest.

29 42.05 32 46.4 6 8.7 2 2.9 14. The individual assignments

help me to enrich my knowledge.

24 34.8 39 56.55 6 8.7 - - 15. The take home assignments

encourage me to learn more about reading materials.

16 23.2 43 62.35 9 13.05 1 1.45 16. Class activities that are

conducted outside the class help me to develop my knowledge.

132 B. Students’ Perceptions on the Implication of Scaffolding Strategy Used in ER

II

No Aspects

∑ Response

(n People of 69 Respondents)

SA % A % D % SD %

Being Independent Learners

1.

The teaching strategy used in class helps me to complete the tasks independently.

9 13.05 39 56.55 20 29 1 1.45

2.

The teaching strategy used in class helps me to develop my reading ability independently.

9 13.05 43 63.25 15 21.75 2 2.9

3.

The teaching strategy used in class helps me to develop my own learning strategy.

4 5.8 39 56.55 23 33.35 3 4.35

4.

The teaching strategy used in class helps me to develop my knowledge independently.

8 11.16 48 69.6 13 18.85 - -

Being Cooperative Learners

5.

The teaching strategy used in class encourages me to discuss a difficult reading material with my friend(s).

14 20.3 31 44.95 22 31.9 2 2.9

6.

The teaching strategy used in class enable me to help other students in doing the difficult task.

2 2.9 37 53.65 27 39.15 3 3.35

7.

The teaching strategy used in class encourages me to give suggestion for improvement on my friends’ performance.

5 7.25 38 55.1 24 34.8 2 2.9

8.

The teaching strategy used in class enables me and my friend(s) to work together in completing a difficult task.

5 7.25 27 39.15 34 49.3 3 4.35

Developing Reading Interest

9.

The teaching strategy used in class develops my interest to read much more.

13 18.85 36 52.2 14 20.3 6 8.7

10.

The teaching strategy used in class develops my interest in reading English reading.

10 14.5 40 58 15 21.75 4 5.8

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

No Aspects

∑ Response

(n People of 69 Respondents)

SA % A % D % SD %

Developing Reading Interest (continued from previous page…)

11.

The teaching strategy used in class develops my interest in reading literature reading.

7 10.15 34 49.3 24 34.8 4 5.8

12.

The teaching strategy used in class develops my interest in reading scientific reading.

10 14.5 32 46.4 22 31.9 5 7.25

Developing Self-confidence

13.

The teaching strategy used in class encourages me to be confident in sharing my knowledge to my friends.

9 13.05 51 73.95 7 10.15 2 2.9

14.

The teaching strategy used in class encourages me to be confident in sharing my knowledge in class discussion.

8 11.16 50 72.5 9 13.05 2 2.9

15.

The teaching strategy used in class encourages me to be confident in sharing my opinion in class discussion.

8 11.16 45 62.25 15 21.75 1 1.45

16.

The teaching strategy used in class encourages me to be confident in involving actively in class activities.

6 8.7 50 72.5 12 17.4 1 1.45

Achieving Excellence

17. There are a lot of tasks in ER II

course, but they are achievable. 20 29 38 55.1 19 27.55 2 2.9 18.

Previously, I felt that the tasks were difficult, but I am surprised when I can complete all the tasks.

24 34.8 32 46.4 13 27.55 - -

19.

The teaching strategy used in class leads me to find that reading is interesting activity to do.

7 10.15 36 52.2 22 31.9 4 5.8

20.

I can find pleasant learning from the teaching strategy used in class.