061214002_full

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

i
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

I dedicate this rocking thesis to all of struggle I ever done
Dream and hard works are the stair to reach the stars.
There’s nothing ordinary in the living
There’s a special part I will play
Feel the flame forever burn, teaching lessons I must learn
To bring me closer to the power of
As the world gives me its best to stand apart from all the rest
It is the power of the dream that brings me here
The power of the dream
The faith in things unseen
The courage to embrace my fear
No matter where I am to reach my own star
To realize the power of the dream
(Taken and modified from
iv
I dedicate this rocking thesis to all of struggle I ever done
for the dreams that enable
and for my beloved family I live with.
(The Quill, 2009)
There’s nothing ordinary in the living of each day
There’s a special part I will play
To bring me closer to the power of the dream
is the power of the dream that brings me here
The power of the dream
The faith in things unseen
The courage to embrace my fear
No matter where I am to reach my own star
To realize the power of the dream
from Celine Dion’s The Power of the Dream)
I dedicate this rocking thesis to all of struggle I ever done,
that enable me to survive,
and for my beloved family I live with.

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.
Keywords: perceptions, Scaffolding Strategy, Extensive Reading II class

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

viii
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.
Kata kunci: perceptions, Scaffolding Strategy, Extensive Reading II class

x
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.

xi
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.
Maria Heni Krisnasari ☺

xii
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
a. Modelling with Verbal Commentary Phase ........ 35

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
REFERENCES................................................................................................. 71

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
M Raw Data of Questionnaire ...................................................................... 129

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

2
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.

3
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

4
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

5
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

6
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,

8
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

9
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

10
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

11
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
Stimulus Organism Learning Thinking

12
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

13
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
Zone of Proximal Development (www.davidsonfilms.com, 1996)

14
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

15
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

16
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.

17
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

18
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

19
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,

20
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],

21
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

22
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.

24
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.

25
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

26
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.

27
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-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.

28
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

29
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

30
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

32
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.

33
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

34
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.

35
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

36
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

37
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 lecturer-students interaction and lecturer-
students assistance. The 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

38
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

39
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

40
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

41
class A and class C, the researcher distributed questionnaires to 69 students of
Extensive Reading II that belonged to Class A and Class C. In this research, the
researcher focused on two main matters to be discussed; first is students’
perceptions on the process of scaffolding strategy used in Extensive Reading II,
second is students’ perception on the implications of scaffolding strategy used in
Extensive Reading II. The following discussion is the description of the research
finding and research discussion.
1. Students’ Perceptions on the Process of Scaffolding Strategy Used in
Extensive Reading II of ELESP of Sanata Dharma University
In researching the process of the implementation of Scaffolding Strategy in
Extensive Reading II class, Class A and Class C, the researcher referred to a
theory that explains the phases existing in the implementation of Scaffolding
Strategy proposed by Vygotsky (Lange, 2002: 9). The phases intended are (1)
modelling with verbal commentary phase (providing scaffolding), (2) imitating
phase, (3) removing scaffolding phase, and (4) independent phase. The following
description explains the responses number in each statement.
a. Modelling with Verbal Commentary Phase
The first four statement were about the verbal commentary phase in which
the scaffolding was provided. Statement number one asked student about the
course goals that were presented. Seven students (10.15%) claimed disagree to the
statement, and most of the students agreed that the course goals help them to
know what should be achieved; 14 students (20.3%) strongly agreed and 48

42
students agreed (69.6%). Students explained that the course goals clearly
described what students were expected to achieve:
“Pokoknya dengan tujuan yang udah disampaikan itu lebih terprogram.
Lebih tahu apa yang harus dilakukan, jelaslah tujuannya.”(R1)
(With the course goals that were explained, we know what we should do,
the course goals are clear.)
“Tujuannya bantu untuk tahu apa yang harus dicapai. Di dalam tujuan ER
ada topik-topik yang bantu kita buat nyari hal-hal yang lebih spesifik lagi.
Jadi jelas mau cari apa.”(R2)
(The course goals help me to know what should be achieved. And in the
goals of ER II, there are many topics that are provided. Those topics let us
know the specific things to be achieved).
Statement number two was about the instruction in every task. Forty four
students – two students (2.9%) strongly agreed and 42 students agreed – stated
agree that the instruction in every task helped them to complete the tasks. The
other 25 students stated that the instruction in every task did not help them in
completing the task. In other word those 25 students disagreed with the statement.
Twenty two students (31.9%) disagreed and three students (4.35%) strongly
disagreed with the statement. The students who disagreed gave reason that the
instructions of the tasks were complicated, so they were often confused to work
on the tasks. However, practically the students could complete the tasks well.
“Instruksinya nggak jelas. Ternyata tu yang harus kita lakukan tu kadang
nggak sesuai instruksi. Lebih dari apa yang diinstruksikan, lebih ribet.”
(R1)
(The instructions were not clear. In fact, what we should do is more
complicated than what was instructed).

43
Statement number three examined whether the scoring criteria given
motivated students to achieve the excellence or not. The results were 11 students
(15.95%) strongly agreed, 42 students (60.9%) agreed, 13 students disagreed
(18.85%), and three students (4.35%) strongly disagreed with the statement.
Students being interviewed stated that the motivation to achieve excellence was
not only from scoring criteria provided but also from self- motivation. It is true
that scoring criteria influenced the students to achieve excellence in every task,
but self-motivation took a big role in motivating themselves to complete the task
and to pass the course.
“Yang penting ngerjain sesuai instruksinya dengan sendirinya dapat
nilainya juga bagus. Lebih ke motivasi dari diri sendiri.” (R2)
(The most important thing is doing the task as what was instructed; by
doing the tasks, automatically we can obtain good score. It’s a matter of
self-motivation).
Statement number four was about the deadline of the assignment
submission. The researcher investigated whether the deadline of the assignment
submission encourages the students to be responsible on the task or not. Twenty
students (29%) strongly agreed, 38 students (55.1%) agreed that the deadline of
the assignment submission encouraged them to be responsible for their task.
Although 10 students disagreed (14.5%) and one student (1.45%) strongly
disagree to the statement, they admitted that the deadline help them to be
responsible to work on the task before the class.

44
“Kita kan jadi punya waktu yang jelas kapan harus ngumpulin. Nanti
kalau nggak ada deadline malah nggak dikerjain.” (R2)
(We have clear deadline of the submission. If there is no deadline, we tend
to postpone working on the task).
b. Imitating Phase
Statement number five to eight are about imitating phase. Statement
number five asked whether the alternative ways of learning were provided or not.
Thirty nine students agreed that Extensive Reading II lecturer provided alternative
ways of learning. Nine students (13.05%) among them stated strongly agree and
30 students (43.5%) agreed. The other 30 (43.5%) students disagreed that there
was alternative way of learning being introduced. According to the students who
had the most positive perceptions, alternative ways of learning were in a form of
Dyned project, mind mapping, and making hypothesis in weekly report.
“Ada cara belajar alternatif. Dyned, trus mindmapping, trus bikin
hipothesis kayak gitu.”(R1)
(There are some alternative ways of learning, such as Dyned project,
mindmapping, and hypothesizing).
Opposing to the previous statement, another student claimed that mind mapping
and summary technique were common ways in learning.
“Caranya biasa aja. Paling cuma ngenalin mindmapping yang kita udah
tahu, summary, cara ngambil poin-poin.” (R2)
(There is no alternative way of learning. The lecturer introduced
mindmapping that we used to have, summarizing, and outlining).

45
Referring to statement number six about class activities, 36 students
agreed that class activities that were provided minimize the learning boredom;
five students (7.25%) strongly agreed and 31 students (44.95%) agreed. One of
the students that agreed to statement stated that there were various activities
conducted in Extensive Reading II (such as presentation, weekly assignment, and
Dyned Project), so students enjoyed joining the course. She added though the
course was difficult, it is enjoyable.
“Jadi nggak monoton kita harus gitu-gitu aja tapi bervariasi trus yang
tadinya kita nggak tahu jadi tahu. Walaupun sulit tapi menyenangkan.”
(R1)
(We were not merely doing the same activities. We can know what we did
not know before. Although it is difficult, it is agreeable).
Twenty nine students (42.05%) disagreed and four students (5.8%) strongly
disagreed to the statement. The disagreement to the statement was confirmed by a
student. She did not experience that the class activities were various. In every
week, the activities were limited on presentation and weekly assignment.
“Aktivitas kelasnya gitu-gitu aja. Cuma presentasi tiga orang trus dikasih
instruction. Jadi cuma presentasi instruction, presentasi instruction.” (R2)
(The class activities are monotonous. Three students present their reading
materials, then the lecturer gives new instruction for next-week report. So
the activities are merely on instructions, presentations, on and on).
Statement number seven that was about material review was responded
positively by most of the students. Forty four students agreed that the material

46
review from the lecturer helped them to conclude what they had learnt. Four
students (5.8%) among them said strongly agree and 42 students (60.9%) agreed
to the statement. Students being interviewed stated that materials review (about
APA and MLA style) clarify the materials from handout that could help them to
understand more about the materials.
“Review materi-materi yang sudah disampaikan dosen bikin lebih ngerti.
Karena pertama ‘kan ada handout-nya trus abis itu dijelasin sama
dosennya jadi jelas.” (R2)
(The materials review from the lecturer helps me to understand more the
materials taught. Because the lecturer gives handouts then he explains
more, so it is clearer).
The rest of the students, 22 students (31.9%) and one student (1.45%), stated
disagree and strongly disagree that the material review from the lecturer helped
them to conclude what they had learnt.
The last statement in imitating phase – statement number eight – was about
feedback given from the lecturer. Sixteen students (23.3%) did not be of the
opinion that the feedback from the lecturer helps them to do the task better;
despite the fact that 53 students responded positively to the feedback given to the
lecturer. Ten students (14.5%) strongly agreed and the other 43 students (62.35%)
agreed to the statement. The feedbacks given were not in a matter of comment
good or bad, but comment on the parts that were not correct. It helps students to
improve their works better.

47
“Feedback-nya jelas, bagian mana yang salah, nggak cuma komentar
bagus gitu doing.” (R2)
(The feedback given is clear. We understand which parts are incorrect. It is
not merely in a form of “good comment”).
c. Removing Scaffolding Phase
The following four statements – statement number nine to twelve –
examined students’ opinion of removing scaffolding phase. Various responses
were present in this phase. For statement number nine about consultation and
statement number ten about class interaction, most of the students positively
answered that the lecturer gave them chances to have consultation when they had
difficulty (statement nine), and that the class activities facilitated them to interact
cooperatively with other students (statement ten). The data distributions are: for
statement number nine, 15 students (13.05%) strongly agreed and 44 students
(63.8%) agreed; for statement number ten, four students strongly agreed and 41
students agreed. Ten students (14.5%) disagreed to the statement number ten. As
well, twenty four students disagreed that the class activities facilitate them to
interact cooperatively to other students; twenty two of them (31.9%) disagreed
and two students (2.9%) strongly disagreed. Referring to statement number nine,
according to the students being interviewed, Extensive Reading II lecturer gave
wide chance to the students to consult their task and reading materials using SMS
and e-mail as well direct consultation.

48
“Bebas waktunya bisa lewat sms, lewat e-mail bisa atau ketemu langsung
juga bisa.” (R1)
(There is no time limitation to consult. We can consult through SMS, e-
mail, or seeing the lecturer in his office).
“Biasanya setelah selesai kelas, kalau mau konsultasi bisa. Atau kapan
aja mau konsultasi bisa asal dosennya ada.” (R2)
(We can consult to the lecturer after class. Or whenever we want, we may
consult to the lecturer as long as the lecturer is in his office).
Discussing cooperative interaction among the students in both inside and
outside the class – statement number ten, 45 students were in agreement that class
activities facilitated them to interact cooperatively to other students. Four students
strongly agreed (5.8%) and 41 students (59.45%) agreed that in both class
presentation and making weekly report, students had chances to ask question and
to discuss their difficulties in the report that led them to interact one and another.
“Dalam membuat report, biasanya kita sharing kalau kayak gini bener
nggak sih, kalau kayak gini bener nggak sih menurut kamu? Paling
sharing-sharing tentang report.” (R1)
(We usually share what we know when we are working in a report. We
share whether my report or my friend’s is as the instruction or not).
“Sewaktu presentasi. Misalnya kalau kita mau tanya ke presenternya, kita
tanya dulu ke teman lain biar pertanyaan kita nggak salah dan
memperjelas pertanyaan kita tu tentang apa.” (R2)
(In class presentation, when I want to asked a question to the presenter, I
usually ask my friend(s) first, so I will not make a mistake in asking).
Different from the two previous statements in removing scaffolding phase,
the following two statements (number 11 and 12) were mostly responded
negatively. Statement number 11 was about group working. Forty one students
(59.45%) disagreed that they have wide chance to work in group; nine students

49
(13.05%) strongly disagreed. A student gave reason that the tasks were in a form
of individual assignments that make the students have to concentrate in their own
assignment, and would have no time to work in group.
“Karena basic-nya itu kan ngerjain report-nya sendiri-sendiri. Jadi tiap
orang punya konsentrasi sendiri-sendiri ke report-nya.” (R2)
(Basically, the report is an individual task, so everybody focuses on her/his
report).
Two students (2.9%) strongly agreed having wide chance to work in group, and
other 17 students (24.65%) agreed to the statement. A student clarified her
agreement by stated that in both preparing presentation and working on weekly
assignment, the students commonly work together to solve the problem they were
facing.
“Iya sih biasanya dari tugas-tugas itu kalau ngerjain report kita sering
ngerjain bareng, trus kalau mau presentasi gitu juga kerja bareng.” (R1)
(My friends and I usually work in report and prepare the presentation
together).
Statement number 12 asked whether the assignments that were given were parts of
remedial or not. Fifty two students opposed the statement; 47 among them
(68.15%) disagreed and 5 students (7.25%) strongly disagreed. On the other hand,
other 17 students agreed to statement number 12; three students (4.35%) strongly
agreed and 14 students (20.3%) agreed. The assignment for remedial purpose was
not given directly. However, the students still had chances to do the assignment

50
better by referring to lecturer’s feedback and comments and by learning from
other students that had better even perfect score in the assignment.
“Buat ningkatin nilai caranya liat report teman yang nilainya lebih bagus
biar bisa tahu salah kita dimana, kalau nggak konsultasi ke dosennya.”
(R2)
(In order to have a better score, I usually learn from my friends’ previous
report whose score is better then me, or I consult what difficulty I have to
the lecturer).
d. Independent Phase
The last four statements were about independent phase. Statement number
13 asked if the students had freedom to select what they wanted to read based on
their own interest. The responses were 29 students (42.05%) strongly agreed, 32
students (46.4%) agreed, 6 students (8.7%) disagreed, and 2 (2.9%) students
strongly disagreed. Students that were interviewed claimed that they were happy
to be able to choose the reading materials as their interest. They explained further
that they could enjoy reading because they could choose what and which article
they wanted to read, and that were motivated to work on weekly report.
“Iya kita bebas milih sendiri. Mau dari artikel mana aja tu bebas,
topiknya juga bebas milih sendiri. Rasanya lebih bebas aja si, bisa nyari
dari artikel yang gampang dimengerti, yang bahasanya juga gampang,
jadi motivasi juga untuk ngerjain tugasnya.” (R2)
(Yes, we are free to choose from which article we want to read. I can
choose an article that is easy to understand and that has simple language.
That motivates me to do the task).

51
Statement number 14 examined about enrichment knowledge through
individual assignments. Six students (8.7%) disagreed to the statement, and
twenty four students (34.8%) strongly agreed that individual assignment helped
them to enrich their knowledge, as well as 39 students (56.55%) agreed to the
statement. Students being interviewed were in agreement that through take home
assignment (both reading assignment and weekly report) they could develop their
knowledge especially to the related topic which they chose to discuss during the
semester.
“Kita bisa cari apa yang ada di topik itu, jadi kita lebih tahu. Pokoknya
banyak yang nggak kita tahu sebelumnya jadi tahu.” (R1)
(We can dig up everything about the topic. The point is we can know
anything we did not know before).
Most of the students felt that take home assignments encouraged them to
learn more about reading materials – statement number 15. Forty three students
(62.35%) agreed and 16 students (23.2%) strongly agreed to that. On the other
hand, nine students (13.05%) and a student (1.45%) disagreed and strongly
disagreed that take home assignments given encouraged them to learn more about
reading materials. However, a student that disagreed stated that take home
assignment motivated her to finish the task only.
“Karena sebatas buat nyelesein report aja.” (R2)
(It is merely for accomplishing the report).

52
The last statement in the process of Scaffolding Strategy used in Extensive
Reading II, specifically in independent phase is about class activities conducted
outside the class room. Thirty nine students (56.55%) agreed and 8 students
(11.6%) strongly agreed that class activities conducted outside the class like
reading assignments, Dyned project, and weekly report assignment helped them to
develop their knowledge. However, other 22 students were not in the same
opinion with them; two students (2.9%) strongly disagreed and 20 (29%) students
disagreed that class activities done outside the class helped them to develop their
knowledge.
From the data discussed above, it can be generally concluded that
Extensive Reading II students had positive opinion on the process of scaffolding
strategy used in Extensive Reading II. Most of the students agreed and strongly
agreed to the statements that examined their opinion about the process of
Scaffolding Strategy used in Extensive Reading II. In the first phase, modelling
with verbal commentary phase, 72.13% of the respondents positively agreed to
the statements. Second phase was about imitating phase. In that phase, 80.92% of
the students responded positively to the phase. In removing scaffolding phase, the
third phase, though the general opinion showed to the positive opinion, the
numbers of positive response and negative response were in close margin; 50.7%
of 69 students of the respondents agreed to the statements, and other 49.3% of the
students disagreed to the statement or gave negative response to the statements on
third phase. The last phase was independent phase. In this phase, 83.38% of the

061214002_full

Recommended

Recommended

More Related Content

What's hot

What's hot (7)

Viewers also liked

Viewers also liked (7)

Similar to 061214002_full

Similar to 061214002_full (20)

061214002_full