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o f t h e w o r k o f o t h e r p e o p l e , e x c e p t t h o s e c ti e d i n q u o t a it o n s a n d t h e r e f e r e n c e s , a s a

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B e s e tr a p e r a n g k a t y a n g d i p e lr u k a n ( b li a a d a ) . D e n g a n d e m i k i a n s a y a m e m b e ir k a n k e p a d a

P e r p u s t a k a a n U n i v e r s ti a s S a n a t a D h a r m a h a k u n t u k m e n y i m p a n , m e n g a il h k a n d a l a m

b e n t u k m e d i a l a i n , m e n g e l o l a n y a d a l a m b e n t u k p a n g k a l a n d a t a , m e n d i s t ir b u s i k a n s e c a r a

t e r b a t a s , d a n m e m p u b il k a s i k a n n y a d i

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a k a d e m i s t a n p a p e lr u m e m i n t a i z i n d a r i s a y a m a u p u n m e m b e ir k a n r o y a tl i k e p a d a s a y a

s e l a m a t e t a p m e n c a n t u m k a n n a m a s a y a s e b a g a i p e n u il .s D e m i k i a n p e r n y a t a a n i n i s a y a b u a t d e n g a n s e b e n a r n y a .

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1 K a l a s a n i n E n g il s h C o n v e r s a it o n C l a s s . Y o g y a k a tr a : E n g il s h L a n g u a g e E d u c a it o n

S t u d y P r o g r a m , S a n a t a D h a r m a U n i v e r s ti y .

  T h e c o n c e p t o f t e a c h i n g a n d l e a r n i n g t o d a y h a s c h a n g e d t o a c o n c e p t t h a t b u li d s

s t u d e n t s t o b e t h e p ir m a r y s u b j e c t o f t h e t e a c h i n g a n d l e a r n i n g p r o c e s s . S t u d e n t s a r e

d e m a n d e d t o b e a b l e t o a c it v e l y c o n s rt u c t t h e i r o w n k n o w l e d g e a n d u n d e r s t a n d i n g .

H o w e v e r , t h e r o l e o f t e a c h e r s i s s t li l i m p o tr a n t t o c r e a t e l e a r n i n g o p p o tr u n i it e s f o r

s t u d e n t s . I n E n g il s h l e a r n i n g , t e a c h e r s if n d o u t t h a t t h e r e a r e d fi f e r e n t l e v e l o f

u n d e r s t a n d i n g a n d i n t e l il g e n c e s , a n d a l s o m o it v a it o n a m o n g s t u d e n t s . T h u s , i t i s

i m p o tr a n t t o i m p l e m e n t a n a p p r o p ir a t e t e a c h i n g s rt a t e g y i n o r d e r t o b e s t m e e t t h e n e e d s o f

a ll s t u d e n t .s

  T h i s s t u d y a i m e d a t i d e n t fi y i n g t h e u s e o f s c a f f o l d i n g t o t e a c h E n g il s h c o n v e r s a it o n . I t w a s h o p e d t h a t s t u d e n t s c o u l d b e m o it v a t e d a n d e n c o u r a g e d i n t h e

l e a r n i n g p r o c e s s i n w h i c h t h e y c o u l d e v o l v e a n d d e v e l o p t h e i r a b li ti y , e s p e c i a ll y i n

s p o k e n E n g il s h . B a s e d o n t h e p u r p o s e , t h e r e w e r e t h r e e p r o b l e m s t o b e f o r m u l a t e d i n t h i s

s t u d y :

  1 ) “ W h a t a r e t h e t y p e s o f s c a f f o l d i n g i m p l e m e n t e d i n t h e E n g il s h c o n v e r s a it o n c l a s s ? ” 2 ) “ W h e n d o t h e y o c c u r d u ir n g E n g il s h c o n v e r s a it o n c l a s s ? ” 3 ) “ W h a t a r e t h e i r a d v a n t a g e s d u ir n g E n g il s h c o n v e r s a it o n c l a s s ? ”

  T h i s s t u d y w a s a q u a l ti a it v e d e s c ir p it v e s t u d y . T h e s t u d y w a s c o n d u c t e d i n S M A N

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  X I

  I P S 2 s t u d e n t s t o b e t h e p a r it c i p a n t s . F o r t h e r e s e a r c h , t h e w r ti e r t a u g h t

d ri e c lt y i n a c l a s s w h i c h c o n s i s t e d o f t w e n t y s e v e n s t u d e n t s . T h e d a t a o f t h i s r e s e a r c h

w e r e g a t h e r e d f r o m i n t e r v i e w s , o b s e r v a it o n c h e c k il s t , if e l d n o t e s a n d v i d e o r e c o r d i n g .

T h e d a t a o b t a i n e d w e r e a n a l y z e d b a s e d o n t h e s u p p o r it n g t h e o ir e s . T h e f ri s t t h e o r y t o u s e

i s s c a f f o l d i n g t h e o r y t h a t f ri s t i n rt o d u c e d b y B r u n e r (

  2 6 , p

  1

  9 9 ) . T h i s s t u d y i d e n it if e d t h e o c c u r r e n c e s o f t h e t y p e s o f s c a f f o l d i n g p r o p o s e d b y R o e h l e r a n d C a n lt o n (

  1

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  9 7 ) .

T h e r e w e r e if v e t y p e s o f s c a f f o l d i n g , n a m e l y , o f f e ir n g e x p l a n a it o n s , i n v i it n g s t u d e n t s

p a r it c i p a it o n , v e r fi y i n g a n d c l a r fi y i n g s t u d e n t u n d e r s t a n d i n g s , m o d e il n g o f d e s ri e d

b e h a v i o r s , a n d i n v i it n g s t u d e n t s t o c o n t ir b u t e c l u e s ( p p - .

  1

  6 3 ) . T h e n e x t l ti e r a t u r e u s e d i s

r e l a t e d t o E n g il s h c o n v e r s a it o n c l a s s a n d i s d e a il n g w ti h t h e s e c o n d g r a d e s t u d e n t s o f h i g h

s c h o o l .

  D e a il n g w ti h t h e r e s e a r c h p r o b l e m s , t h e w r ti e r f o u n d t h a t t h e if v e t y p e s o f

s c a f f o l d i n g o c c u r r e d a s n e e d e d t o b e s t m e e t t h e n e e d s o f a l l s t u d e n t s . T h o s e t y p e s o f

s c a f f o l d i n g w e r e p r o v i d e d d u ir n g t h e t e a c h i n g l e a r n i n g p r o c e s s o f E n g il s h c o n v e r s a it o n .

S c a f f o l d i n g a s a t e m p o r a r y s u p p o r t g i v e n b y t h e w r ti e r t o s t u d e n t s w a s g r a d u a ll y

d e c r e a s e d a s t h e s t u d e n t s w e r e c o n s i d e r e d t o b e a b l e t o t a k e c h a r g e a n d r e s p o n s i b li ti y i n

a c c o m p il s h i n g t h e g i v e n t a s k s . T h e i m p l e m e n t a it o n o f s c a f f o l d i n g a n d ti s if v e t y p e s i n

E n g il s h c o n v e r s a it o n c l a s s b ir n g s o m e a d v a n t a g e s . T h e y a r e e n g a g i n g s t u d e n t s i n t o t h e

t e a c h i - n g l e a r n i n g p r o c e s s , i n c r e a s i n g s - t u d e n t s ’ s e fl c o n if d e n c e a - n d s e fl r e il a n c e ,

m o it v a it n g a n d e n c o u r a g i n g s t u d e n t s t o l e a r n , a d j u s it n g i n d i v i d u a l r e q u ri e m e n t o f e a c h

s t u d e n ,t r e d u c i n g s t u d e n t s ’ f r u s rt a it o n . A s t h e r e c o m m e n d a it o n s , t h e w r ti e r s u g g e s t s s o m e

p r a c it c a l it p s t o t h e t e a c h e r s f o r t h e b e tt e r p e r f o r m a n c e o f i m p l e m e n it n g s c a f f o l d i n g . tI i s

v ii

  

a l s o i m p o tr a n t f o r o t h e r r e s e a r c h e r s t o d e v e l o p t h e d e e p e r r e s e a r c h o n s c a f f o l d i n g a n d t o

h a v e d e e p e r o b s e r v a it o n t o t h e s t u d e n t s ’ c h a r a c t e ir s it c s a n d t h e c l a s s ’ s ti u a it o n i n o r d e r t o

m a k e a n d d e v e l o p s u ti a b l e t a s k s a n d a c it v i it e s , a n d t o i m p l e m e n t t h e t y p e s o f s c a f f o l d i n g

t h a t w li l b e b e s t i m p l e m e n t e d i n t h e l e a r n i n g p r o c e s .s K e y w o r d s :

  S c a f f o l d i n g , E n g il s h C o n v e r s a it o n C l a s s , S e c o n d G r a d e H i g h S c h o o l S t u d e n t s

v i ii

  • e p it c s g n i d l o ff a s a l e k m a l a d i d ” ? s ir g g n I a s a h a B n a p a k a c r e p
  • T n a y a m a tr e p i r o e . g n u k u d n e p i r o e t
  • .)

  I I X s a l e k a w s i s a r a p n a g n e d n a s a l a K , g n a l r a j a g n e m s il u n e p g n u s g n a lr e b h u j u t h u l u p a u d i r a d i ri d r e t g n a y s a l e k m a l a d i d g n u s

  P n a p a r e n e . n a k ir e b i d g n i d l o ff a c s i d t a a f n a m a p a r e b e b a w a b m e m i n i a y n e p it a m il e k n a d a d t a a f n a M . s ir g g n

  B n a k ir e b i d g n a y a r a t n e m e s n a g n u k u d i a g a b e s i s g n u f r e . g n u s g n a lr e b s ir g g n I a s a h a B , a w s i s a r a p a d a p e k s il u n e p g n i d l o ff a c s a w s i s a r a p i a p m a s t i k i d e s i m e d t i k i d e s i g n a r u k i d

g n a y s a g u t n a k i a s e l e y n e m m a l a d b a w a j g n u g g n a t n a d i l a d n e k l i b m a g n e m u p m a m a s a ri d

  . a w s i s h u r u l e s n a h u t u b e k n a g n e d i a u s e s n a k h u t u b i d t a a s a d a p g n u s g n a lr e b K s i n e j a m il e g n i d l o ff a c s n a p a k a c r e p r a j a g n e m r a j a l e b s e s o r p a m a l e s n a k ir e b i d t u b e s r e t

  3 , a m il e k a w h a b n a k u m e n e m s il u n e p h a l a s a m n a s u m u r n a g n e d n a g n u b u h e S s i n e j g n i d l o ff a c s

  

, n a d n a k p a r a h i d g n a y n a k a d n it n a k h o t n o c n e m , a w s i s n a m a h a m e p i s a k if ir a l k g n e m n a d

6 ( 1 . l a h k u j n u t e p n a k ir e b m e m k u t n u a w s i s g n a d n u g n e m

  9 C 1 ( n o lt n a n a d r e l h e o R h e l o n a k a k u m e k i d g n a y , e p n a k ir e b m e m u ti a y , g n i d l o f f a c s , i s a k if ir e v m e m a w s i s i s a p i s it r a p g n a d n u g n e m , n a s a l e j n

  9

  7

  6 B 2 ( r e n u r h e l o n a k l a n e k r e p i d i l a k e p it - e p it g n i d l o ff a c s A e p it a m il a d . )

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  i r o e t h a l a d a n a k a n u g i d g g n i d l o ff a c s a m a tr e p g n a y S a y n i d a jr e t i s a k if it n e d i g n e m i n i i d u t . )

  

, n a t a t a c i s a v r e s b o r a tf a d , a r a c n a w a w i r a d t a p a d i d i n i n a it il e n e p m a l a d a t a D . a w s i s

D ir o e t n a k r a s a d r e b s i s il a n a i d n a i d u m e k t a p a d i d g n a y a t a . o e d i v n a m a k e r n a d , n a g n a p a l

  A 1 N M S i d n a k a n a s k a li d i n i i d u t S . fi t p ir k s e d f it a ti l a u k i d u t s n a k a p u r e m i n i i d u t S S n a it il e n e p a m a l e . n a it il e n e p a tr e s e p i a g a b e s P 2 S

  

x i

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  ? 3 ” s ir g g n I a s a h a b

  B a s a h a n a p a k a c r e p s a l e k m a l a d i d n a k p a r e ti d g n a y K s i n e j n a p a “ ) ? 2 ” s ir g g n I - s i n e j g n i d l o ff a c s n a p a k a c r e p s a l e k a m a l e s g n u s g n a lr e b i n i A e p it n a p a r e n e p i r a d t a a f n a m a j a s a p “ )

  : u ti a y , i n i i d u t s m a A e p it h a k a j a s a p ) 1 - e p it g n i d l o ff a c s

  . s ir g g n I a s a h a b r e b n a u p m a m e k a m a t u r e t , a k e r e m n a u p m a m e k n a k g n a b m e g n e m , l a d i d n a k s u m u ri d g n a y h a l a s a m a g it a d a t u b e s r e t n a u j u t n a k r a s a d r e B

  I a s a h a B n a p a k a c r e p n a d g n o r o d r e t t a p a d n a k p a r a h i d a w s i s

n a d u j a m t a p a d a k e r e m a n a m i d n a r a j a l e b m e p s e s o r p n a k a n a s k a l e m k u t n u i s a v it o m r e t

  S s n a p a r e n e p i s a k if it n e d i g n e m k u t n u n a u j u tr e b i n i i d u t g n i d l o ff a c r a j a g n e m k u t n u , a r a p i n i i d u t s n a g n e D . s ir g g n

  

, a tr e s s a ti s a p a k n a d n a m a h a m e p t a k g n it n a a d e b r e p t a p a d r e t a w h a b i t a p a d n e m u r u g a r a p

O . a w s i s a r a p a r a t n a i d i s a v it o m , n a k p a r e n e m k u t n u g n it n e p h a lt a g n a s u ti a n e r a k h e l . a w s i s h u r u l e s n a h u t u b e k n a g n e d i a u s e s g n a y t a p e t g n a y n a r a j a g n e p i g e tr a t s

  , m a l a d i d g n it n e p t a g n a s h i s a m u r u g a r a p n a r e p n u m a N , s ir g g n I a s a h a B n a r a j a l e b m e p m a l a d i D . a w s i s a r a p i g a b r a j a l e b n a t a p m e s e k n a k a t p i c n e m

  E n o it a c u d e g a u g n a L h s il g n E : a tr a k a y g o Y . y ti s r e v i n U a m r a h D a t a n a S , m a r g o r P y d u t S K a j a g n e p p e s n o h a u b e s i d a j n e m h a b u r e b h a l e t i n i t a a s n a r a j a l e b m e p n a d n a r

n a r a j a g n e p s e s o r p m a l a d i d a m a t u k e y b u s i d a j n e m a w s i s a r a p k u t n e b m e m g n a y p e s n o k

P n a u h a t e g n e p k u t n e b m e m f it k a a r a c e s u p m a m k u t n u t u t n u ti d a w s i s a r a . n a r a j a l e b m e p n a d

. a k e r e m i ri d i g a b n a m a h a m e p n a d

  I S t g n i d l o ff a c f o e s U e h T e T o N A M S f o s t n e d u t S e d a r G d n o c e S h c a K n a s a l a 1 . s s a l C n o it a s r e v n o C h s il g n E n i

  1 . 2 ( a n a il u Y , n a t n

  2

  . )

  I a s a h a B n a p a k a c r e p s a l e k m a l - a w s i s n a k t a b il e m u ti a y t u b e s r e t t a a f n a m

, a w s i s i r a d i ri d n a m n a d i ri d a y a c r e p a s a r n a k t a k g n i n e m , r a j a g n e m r a j a l e b s e s o r p m a l a d i d

, n a h u t u b e k n a g n e d n a k i a u s e y n e m r a j a l e b u a m k u t n u a w s i s g n o r o d n e m n a d i s a v it o m e m

  

i n d i v i d u m a s i n g m a s i n g s i s w a , - d a n m e n g u r a n g i r a s a f r u s rt a s i s i s w a . S e b a g a i

r e k o m e n d a s i , p e n u il s m e n y a r a n k a n b e b e r a p a it p s p r a k it s s u p a y a p a r a g u r u d a p a t

s c a ff o l d i n g

m e n e r a p k a n d e n g a n l e b i h b a i k . P e n it n g b a g i p a r a p e n e l ti i b e ir k u t n y a u n t u k

m e n g e m b a n g k a n p e n e l i it a n y a n g l e b i h m e n d a l a m t e r h a d a p p e n g g u n a a n s c a ff o l d i n g d a n

m e n g o b s e r v a s i k a r a k t e r p a r a s i s w a d a n s ti u a s i k e l a s d e n g a n l e b i h m e n d a l a m s u p a y a d a p a t

m e m b u a t d a n m e n - g e m b a n g k a n t u g a s t u g a s s e tr a a k it v ti a s y a n g s e s u a i , d a n d a p a t

m e n e r a p - k a n it p e it p e s c a ff o l d i n g y a n g p a il n g s e s u a i d ti e r a p k a n d i d a l a m p r o s e s

p e m b e l a j a r a n .

  K a t a k u n c i : S c a ff o l d i n g , K e l a s P e r c a k a p a n B a h a s a I n g g ir s , S i s w a K e l a s D u a S e k o l a h M e n e n g a h A t a s

x

  

A C K N O W L E D G E M E N T S

F ri s lt y , I d e v o t e m y g r e a t e s t g r a t ti u d e t o J e s u s C h ir s t f o r H i s l o v e a n d b l e s s a r e p o u r e d d o w n o n m e . H e a l w a y s l e a d s m e i n e v e r y s i n g l e s t e p

  I t a k e . I n H i m , I g e t m y s rt e n g t h d u ir n g m y h a r d e s t it m e . I w o u l d il k e t o e x p r e s s m y d e e p e s t a p p r e c i a it o n t o m y t h e s i s s p o n s o ,r D r . R e t n o

M u jl a n i M . P d . , f o r h e r g u i d a n c e a n d s u g g e s it o n , a n d f o r h e r p a it e n c e d u ir n g m y t h e s i s

w ir it n g p r o c e s s . I w o u l d a l s o t h a n k a l l P B I l e c t u r e r s a n d s t a f f s w h o h a v e b e e n t h e r e d u ir n g m y c o ll e g e it m e . tI i s a n h o n o r t o h a v e t h e e x p e ir e n c e o f l fi e i n t h i s p l a c e .

  I a m t h a n k f u l f o r g r a c e a n d l o v e I g e t f r o m m y f a t h e r , I r . G r e g o ir u s B u n g a n a e n ,

a n d f r o m m y m o t h e r , C h a t a ir n a S i s w a n it , B . B A . w h o a l w a y s s u p p o r t a n d b e p a it e n t , w h o

n e v e r g i v e u p t o rt u s t m e s o I c o u l d if n i s h m y s t u d y . I t m e a n s t h e w o lr d t o m e . I h o p e t h a t

t h e i r w a i it n g w li l b e w o tr h ti . T o a l l m y b r o t h e r s O c t a v i a n u s , M a r c e l il n u s , M a ir o , a n d

L o u i ,s I t h a n k t h e m f o r t h e i r rt u s t a n d l o v e .

  I w o u l d il k e t o t h a n k m y b e s t f ir e n d s A n g g i , M o l e n , D y a h , iI n , O y o , N i a , C h e r r y , S u s a n , D e w ,i I c h e n , a n d F e b y w h o a r e w li il n g t o b e m y v e r y b e s t f ir e n d ,s f o r t h e it m e w e

s h a r e t o g e t h e r , f o r e n c o u r a g i n g a n d m o it v a it n g m e , a n d f o r il g h it n g u p m y s p i ir t s o

  I c o u l d if n a ll y if n i s h m y t h e s i s . T h e w o lr d i s s o w o n d e r f u l t o s h a r e w ti h t h e m . F o r t h e s u p p o tr t h a t n e v e r e n d s t o m e c o m e s t o m y g r e a t f ir e n d s S h o d i q , D e n n y , P a n d u , J o s e ,

  I m e ,l K i a , Y a y a , T y a s , N o v a , N a o m i , a n d F a n i . I a m s o b l e s s e d t o h a v e t h e m

i n m y l fi e . T h e i r m o it v a it o n , e n c o u r a g e m e n t , a n d w li il n g n e s s g i v e m e s rt e n g t h t o if n i s h

m y s t u d y .

  I a l s o t h a n k m y e x s t u d e n t s i n S M A N

  1 K a l a s a n f o r g i v i n g m e t h e g r e a t e s t it m e a n d t h e b e s t e x p e ir e n c e d u ir n g m y t e a c h i n g t h e r e . W ti h t h e m , I l e a r n e d m a n y v a l u a b l e

x i ii x I , m e h t f o e s u a c e B . t e g r o f t o n d l u o c s y a d y m d n a y a d y r e v e r e g n u o y t l e f

  I t a h t s g n i h t .l u f r o l o c o s e m a c e b I . e n o y b e n o n o it n e m t o n d l u o c m e h t k n a h t

  I m o h w e n o y r e v e k n a h t o s l a e m t e L . p i h s d n e ir f e c i n e h t r o f d n a e fi l y m f o e c e i p y r e v e g n it e l p m o c r o f

  I a n a il u Y n a t n

   

  

TABLE OF CONTENTS

TITLE PAGE

  ................................................................................................ i

  APPROVAL PAGES

  .................................................................................... ii

  DEDICATION PAGE

  ................................................................................... iv

  STATEMENT OF WORK’S ORIGINALITY

  ........................................... v

  PERNYATAAN PERSETUJUAN PUBLIKASI

  ........................................... vi

  ABSTRACT

  ................................................................................................... vii

  ABSTRAK

  ....................................................................................................... ix

  ACKNOWLEDGMENTS

  ............................................................................ xi

  TABLE OF CONTENTS

  .............................................................................. xiii

  LIST OF TABLES

  ........................................................................................ xvii

  LIST OF APPENDICES

  ............................................................................... xviii

  CHAPTER I: INTRODUCTION

  ................................................................ 1

  A. Research Background .......................................................................... 1

  B. Research Problem ................................................................................ 5

  C. Problem Limitation ............................................................................. 6

  D. Research Objectives ............................................................................ 6

  E. Research Benefits ................................................................................ 7

  F. Definition Of Terms ............................................................................ 8

   

  CHAPTER III: RESEARCH METHODOLOGY

  E. Data Analysis Technique .................................................................... 42

  4. Video Recording ..................................................................... 40

  3. Field Notes .............................................................................. 39

  2. Observation Checklist .............................................................. 37

  1. Interview ................................................................................. 36

  D. Research Instruments and Data Gathering Technique ......................... 36

  C. Research Participants .......................................................................... 34

  B. Research Setting .................................................................................. 34

  A. Research Method ................................................................................. 33

  ..................................... 33

  B. Theoretical Framework ....................................................................... 31

  CHAPTER II: REVIEW OF RELATED LITERATURE

  3. The Second Grade Students of High School ........................... 27

  b. English Conversation Class in SMAN 1 Kalasan ........ 25

  a. The Nature of Conversation ........................................ 24

  2. English Conversation Class ..................................................... 24

  c. Scaffolding as a Teaching Technique ......................... 15

  b. Scaffolding Defined .................................................... 12

  a. Scaffolding as Metaphor ............................................. 10

  1. Scaffolding .............................................................................. 10

  A. Theoretical Description ....................................................................... 10

  ........................ 10

  1. Coding ..................................................................................... 42

   

  2. Triangulation ........................................................................... 43

  F. Research Procedure ............................................................................. 45

  CHAPTER IV: RESEARCH FINDINGS

  ................................................... 48

  A. The Use of Scaffolding and Its Types in English Conversation Class 48

  1. The Elements of the Activities ................................................ 48

  a. Opening ....................................................................... 49

  b. Getting Ready .............................................................. 49 1) Non-Verbal Warming Up Activity: Mirror

  Hands ............................................................... 49 2) Non-Verbal Cooling Down Activity:

  Breathing ......................................................... 50 3) Group Formation Activity: Mix and Mingle ... 51

  c. Working from/into Scenarios and Scripts ................... 52 1) One-Word Dialogues ...................................... 52 2) Dialogue Interpretation ................................... 53 3) Role-Play ......................................................... 56

  2. The Occurrence of Scaffolding and Its Types during the English Conversation Class .................................................................. 57

  a. Offering Explanation ................................................... 59

  b. Inviting Students’ Participation ................................... 63

  c. Verifying and Clarifying Students Understandings .... 68

  d. Modeling of Desired Behaviors .................................. 71

  e. Inviting Students to Contribute Clues ......................... 74

   

  B. The Advantages of Scaffolding as a Teaching Technique .................. 76

  CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS

  ............ 79

  A. Conclusions ......................................................................................... 79

  B. Recommendations ............................................................................... 82

  1. For Other Teachers .................................................................. 82

  2. For Other Researchers ............................................................. 84

  REFERENCES

  .............................................................................................. 85

  APPENDICES

  ............................................................................................... 88

   

  

LIST OF TABLES

  Table Page

  3.1 Question for Interview .................................................................................. 37

  3.2 Data Gathering Techniques ........................................................................... 41

  4.1 Role Play Evaluation Rubrics ....................................................................... 57

   

  

LIST OF APPENDICES

  APPENDIX A Statement from SMAN 1 Kalasan ........................................... 88 APPENDIX B The Result of the Observation Checklist ................................. 89 APPENDIX C The Result of the Field Notes .................................................. 91 APPENDIX D The List of Interview Questions .............................................. 95 APPENDIX E The Result of the Interview ...................................................... 96 APPENDIX F Lesson Plan .............................................................................. 98

CHAPTER I INTRODUCTION This first chapter consists of six parts. They are the research background,

  research problem, problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background

  Recently, active English spoken mastery is an essential requirement demanded for many purposes. Speaking English is one aspect to support best communication as well as for absorbing and developing science, technology, culture, arts and other aspects of life. Being concerned that speaking English is important for students’ future, some schools consider that English is not only taught as a main subject applied by the government, but also supported by designing an English program to endorse the English subject.

  SMAN 1 Kalasan designs an English program in addition to formal

  curricular English, namely English conversation class. English conversation is a special program or extracurricular that aims at improving students’ spoken English in conversation. This program has been running for three years. The writer had taught the second grade students for English conversation class for three semesters. During the teaching, the writer observed that the English conversation class teachers implemented scaffolding as a teaching technique even though they had not known the term of scaffolding used as a teaching technique

   

  yet. Since the use of scaffolding as a teaching technique was observed to bring benefits to students’ learning process, the writer considered to conduct this study.

  However, recently English teachers are challenged to deal with the fact that the world of teaching is revolutionizing. The prior concept in teaching students was transferring knowledge in one way of communication which mostly happened along the process. Teachers gave the comprehended knowledge to the students. Students’ objective was to decode the knowledge. Teachers provided them with rules and skills in order to achieve the objective. In the end of the teaching process, students had to acquire the knowledge. Yet, it was led to proficiency. However, the main idea of teaching and learning today has changed to a concept that builds students to be the primary subject of the teaching and learning process. Students are demanded to be able to actively construct their knowledge and understanding.

  Nevertheless, the role of teacher is still very important in students’ learning process. Teachers are to create learning opportunities to students during the activities in classroom. Students are given the opportunity to understand how and why they learn and to connect the new given knowledge with the previous knowledge they possess. Learning occurs when students are in the process of constructing and reconstructing their understanding. Here, teachers must consider that each student is at the varying degree of understanding, capacities, and motivation. Teachers’ assistance is very essential to cover this situation. Teachers also need to create a situation where a good interaction between them and students happens in the class. Two ways of communication indicate that students take part

   

  in the teaching-learning process. Teachers’ task is to ensure that students actively join the process while providing assistance until the students are able to perform the given tasks independently.

  Since the role of teachers is still essential, teacher’s assistance during the learning process is necessary. According to Bruner, teacher’s assistance is the major component of teaching activity (as cited in Roehler and Cantlon, 1997, p. 9). The assistance that exists during students’ learning process is called scaffolding. Scaffolding as a teaching technique gives the solution for such case that challenges English conversation teachers in SMAN 1 Kalasan.

  The term scaffolding is relatively new for educators, even though the notion has been applied for a long time under the other names. When people hear the word scaffolding, they directly relate it with the new buildings construction, or skyscrapers that need renovation. Therefore, the concept of scaffolding as a teaching technique is adopted from the concept of scaffolding used on construction site, which acts momentary to support a job based on the needs, and will be removed when it is no longer required.

  Wood, Bruner and Ross (1976) first introduced the term of scaffolding in educational field in their journal entitled “The Role of Tutoring in Problem Solving”. According to them, scaffolding “consists essentially of the adult ‘controlling’ those elements of the task that are initially beyond the learner’s capacity, thus permitting him to concentrate upon and complete only those elements that are within his range of competence” (p. 199). Based on Graves and Braaten (1996), scaffolding in educational conceptual is described as the

   

  temporary supporting process which is presented by an expert to assist learners to connect the existence space between the area that they have known and can do and the area they must achieve and accomplish so they can be successful in the learning process (p. 169).

  Numerous research about scaffolding shows that scaffolding is an important tool in language teaching. In the result of their research, Roehler and Cantlon (1997) emphasize that “scaffolding is an important instructional tool because it supports students’ learning (p. 39).” Moreover, Gaskins et al. (1997) state that scaffolding assistance constructs students to internalize knowledge of content, strategies, and thinking disposition, and how to use them productively (p.

  71). As a teaching technique, the writer believes that scaffolding can be implemented in teaching English conversation effectively as the technique has been implemented in the English conversation class.

  According to Hartman, the ultimate goal of the educator when using scaffolding is “for the student to become an independent and self-regulating learner and problem solver” (as cited in Van Der Stuyf, 2002). Roehler and Cantlon (1997) mention that there are five types of scaffolding, namely; offering explanations, inviting students participation, verifying and clarifying student understandings, modeling of desired behaviors, and inviting students to contribute clues (pp. 16- 30).

  Scaffolding is considered to be the appropriate technique in teaching English conversation class as it can be implemented in the circumstances where different level of understanding and motivation exist among students. One of the

   

  advantages of scaffolding is that it can be applied for individual as well as for group of learning. It also can be used in the area where the range of understanding and the level of intelligences or capacities of the students exist.

  Recognizing the facts, this study aims to the use of scaffolding to teach the second grade students of SMAN 1 Kalasan in English conversation class. In conducting the study, the writer uses a set of material developed by Maley and Duff (2005) to provide suitable teaching and learning materials and activities related to the study. English conversation class is chosen to conduct this study since it is a quite new program that still needs development in the teaching learning process and since the observation had been conducted for three semesters in this class. The second grade high school students are selected because they experience the second year of learning English conversation in which they were not in the time of adapting or preparing final examination like what the first grade and the third grade students experienced. Thus, this study is undertaken in order to identify the occurrence of the five types of scaffolding proposed by Roehler and Cantlon (1997), and to investigate their functions to teach second grade students of SMAN 1 Kalasan during English conversation class.

B. Research Problem

  By considering the research background above, there are three problems to be formulated:

  1. What are the types of scaffolding implemented in the English conversation class?

   

2. When do they occur during English conversation class?

  3. What are the advantages of implementing scaffolding and its types in English conversation class?

  C. Problem Limitation

  Referring to the problems formulated above, this study makes some limitations. This study focuses on the use of the five types of scaffolding as a teaching technique proposed by Roehler and Cantlon to teach second grade students of SMAN 1 Kalasan during English conversation class.

  CLT (Communicative Language Teaching) is one method that mostly used in teaching speaking. The goal of CLT is to enable students to communicate in the target language, which shares the similarity with the goal of English conversation class. It means that the principles of CLT as a teaching method might be used during the teaching learning process. However, this study limits the discussion on the investigation of scaffolding as a teaching technique implemented in English conversation class since scaffolding teaching technique is adjustable to teach many kinds of aspects especially in language teaching, not on the method used in the teaching learning process. In this study, there will not be further discussion on the CLT in English conversation class.

  D. Research Objectives

  The objectives of this study have been determined based on the three research problems formulated. The objectives of this study are to address the types

   

  of scaffolding, to identify their occurrence during the English conversation class, and to investigate their advantages to teach second grade students of SMAN 1

  Kalasan.

E. Research Benefits

  By conducting this research, the writer hopes that this study brings benefits for the better development of English teaching. For being more specific, this research is aimed to yield benefits for:

  1. English Teachers

  The study is conducted to introduce scaffolding to teachers, especially English teachers who are willing to discover other techniques, which are fresher and more innovative. It is addressed particularly to deal with the situation and the condition of the education today which put students as primary subject in teaching learning process, instead of having the teachers as the center of the learning. This study is expected to help English teachers to understand more about scaffolding. The writer recommends scaffolding to be implemented as alternative technique in language teaching, especially English.

  2. Other researchers

  Since the use of scaffolding has been practiced for long time, but the term has not been popular yet, the writer hopes that by doing the study about it, the writer can propose the next researchers to continue this study further so that many educators can learn from this study. It is also expected that this study will provide meaningful information for other researchers. Moreover, this study can be used as

   

  a guidance to conduct an in-depth study in the future and even result a better performance.

F. Definition of Terms

  This study concerns with some variables. Hence, it is important to define some variables clearer in order to avoid and to prevent misunderstanding. The terms to be defined in this thesis are as follows: