Chapter 4 Scaffolding Strategy Rahmadini

CHAPTER IV
THE FINDINGS OF THE RESEARCH, THE ANALYSIS OF
SCAFFOLDING STRATEGY
A. The findings of the research
This research was conducted by using a classroom action research
with fourth the graders of SDS Islam Perti in the academic year of
2019/2020. It was aimed to know the increase of the students’ vocabulary
by using scaffolding method is implemented in vocabulary about animals
and kuda bisik. The researcher observed the situation of the classroom
before conducting the study.
After observing the class situation, the researcher prepared the
instrument that would be used in teaching learning process. The researcher
prepared the material and arranged the lesson plan. This classroom action
research was conducted into two cycles besides the pre-cycle. Each cycle
consists of four steps; they were planning, acting, observing, and
reflecting. The implementations of each cycle were as follow:
1. The Pre-cycle
The first in this action research, a pre-test was given. The
purpose of pre-cycle was to know the students’ skill in understanding
about vocabulary. This activity was done on Tuesday, Dates were
12th November 2019 and 19th November 2019. In this activity,

students were taught vocabulary about animals and Kuda Bisik used
technique as usual. Teacher gave the test.
After doing the test, the teacher gave score. Each correct answer
was scored. The maximum score was 100. Then, after finding the
result of the students test score, the researcher went to analyze the
score .
a. Result of Pre-Cycle
The percentage of the student number 1 as follow:
Σ 𝑟𝑖𝑔 ℎ𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
Score = 𝑥 100 %
Σ𝑖𝑡𝑒𝑚𝑠
The test result of pre-cycle could be seen in the table below :
Table 4.1
Test score in Pre- cycle
No. Students Code Score

1 SD-1 52
2 SD-2 37
3 SD-3 60
4 SD-4 62
5 SD-5 30
6 SD-6 50
7 SD-7 75
8 SD-8 77
9 SD-9 67
10 SD-10 65
11 SD-11 72
12 SD-12 80
13 SD-13 60
14 SD-14 35
15 SD-15 40
16 SD-16 20
Total Score 882
Minimum 20
Maximum 80
From the result of the test above, then the researcher was
going to determine the students acvhievement. The students
achievement in pre-cycle was as follow:
Table 4.2
Students Achievement in Pre-Cycle
Students Achievement
Acieved / Total
Under Number of Percentage
Achieved Students
Achieved 8 50%
Under
8 50%
Achieved
Transferring the above data to a chart, the figure is as follows
Pre-Cycle Students Achievement
50% 50%
Achieved Under Achieved
Diagram 4.1
The result of the table students achievement above, it
could be classified that only 8 (50%) students was achieved
and 8 (50%) students was under achieved. The minimum
passing grade in SDS Islam Perti was 60. Then, the researcher
calculated the mean to measure the increase of students score

in each cycle. To know the mean of the students score in the
pre-cycle using this formula was as follows:
∑f
X= x 100 %
N
882
X= x 100 % = 55,1%=55%
16
From the data above, it showed that the average of the
students score in the pre-cycle was 55%. Set a minimum 70 %
of the number of learners who completed his studies with
obtaining more value greater or equal to minimum passing
grade criteria.
b. The Description of the Item Test from Pre-Cycle
The English formative fest of SDS Islam Perti which was
analyzed by the writer consisted of 40 multiple choice items. Then
the 40 items were analyzed by arranging the students’ correct
answers and key from the highest to the lowest scores. Therefore,
the distribution of the correct answer from upper and lower groups
can be described as follows:
1) The Result of the Upper Group’s Answers
From the 40 items, there were no students who got all the
items correctly. 1 student got 32 items, 1 student got 31 items, 1

student got 30, 1 student got 29 items, 1 student got 27 items, 1
student got 26 items, 1 student got 25 items, 1 student got 24
items, responses were as follows:
 8 students answered correctly for numbers 1, 4, 6, 7, 9,19, 20,
22, 24, and 25
 7 students answered correctly for numbers 10, 16, 27, 29, 30
and 35
and 39
 5 students answered correctly for numbers 2, 5, 8, 11, 13, 21,
36, and 40
 4 students answered correctly for numbers 17, 28, and 38
 3 students answered correctly for numbers 12, 33, and 37
 2 students answered correctly for numbers 26, and 31
 1 student answered correctly for number 34.
 0 student answered correctly for number 15.
2) Result of the Lower Group’s Answers
From the 40 items, there were no students who answer all
the items correctly. In the lower group, the writer found only 1
student got 22 items, 1 student got 21 items, 1 student got 20
items, 1 student got 16 items, 1 student got 15 items, and 1
student got 14 items, 1 student got 12 items, and 1 student got 8
items. The responses were as follows:

 7 students answered correctly for numbers 1, 4, 19 and 35.
 6 students answered correctly for numbers 18, 29, and 30.
 5 students answered correctly for numbers 22 and 27.
 4 students answered correctly for numbers 7, 9, 10 16, 20, 25,
and 33.
and 36.
 2 students answered correctly for numbers 2, 5, 14, 23, 28, 31,
32, 37, 38, 39, and 40.
 1 student answered correctly for numbers 3, 12, 15, and 26.
 0 students answered correctly for numbers 8, 13, and 17.
c. The Description of the Data
The English formative Test of SDS Islam Perti which was
analyzed consisting of 40 multiple choice items. One item
consisted of one stem and four multiple choices with only one the
correct answer or key, and others were distracters.
d. The detail data of the Facility Value (FV) and the
Discriminating Power
In this research, the writer took the two groups which had
been arranged based on the scores of the tests, they were: upper
group and lower group. Each of the group was 8 students and one
of them could answer correctly. Here are the following upper and
lower group tables.
Table 4.2a
The Score of the upper Group Students
GROU
Respondent No
P No SKOR
s Asal
Urut INDIV
1 32 Mra 12
UPPPER GROUP (8
2 31 Tay 8
3 30 Nar 7
SISWA)
4 29 Nab 11
5 27 Vel 9
6 26 Wil 10
7 25 Hap 4
8 24 Dhe 3
Table 4.2b
GROU
The Score of the upper Group Students
Respondent No
P No SKOR
s Asal
Urut INDIV
9 22 Tif 13
LOWER GROUP (8
10 21 Nuf 1
11 20 Mak 6
SISWA)
12 16 Mua 15
13 15 Bun 2
14 14 Muj 14
15 12 Mai 5
16 8 Rey 16
1) The Proportion of the Facility Value (FV)
The items of the findings of the analysis were:
a. There were 11 easy items, numbers 1, 4, 7, 9, 18, 19, 20, 25,
29, 30 and 35.
11
x 100% = 27,5%
40
b. There were 24 medium items, numbers 2, 3, 5, 6, 8, 10, 11,
13, 14, 15, 16, 21, 22, 23, 24, 27, 28, 32, 33, 36, 37, 38, 39,
and 40.
24
x 100% = 60 %
40
c. There were 5 difficult items, numbers 12, 17, 26, 31 and
34.
5
x 100% = 12,5 %
40
Table 4.3
The Category of the Facility Value of English Formative Test
No Range of Category Frequency Percentage
Facility Value
1 0,00-0,30 DIFFICULT 5 12,5%
2 0,30-0,70 MEDIUM 24 60%
3 0,70-1,00 EASY 11 27,5%
TOTAL 40 100%
The writer also transfered the category of facility value
into the pie chart as follows:
The Facility Value (FV)

13%
28% Easy
Medium
Difficult
60%
Diagram 4.2
Based on the percentage of the result of facility value, it showed
that there were 11 easy items (27,5%), 24 medium items (60%),
and 5 difficult items( 12.5%). Generally, the proportion could be
25% of easy items, 50% of medium items, and 25% of difficult
items.
2) The Proportion of the Discriminating Power (DP)
Based on the result of discriminating power shown in
Appendix numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14,
15, 16, 17, 18, 19, 20, 21, 22, 21, 24, 25, 26, 27, 28, 29, 30,
31, 32, 33, 34, 35, 36, 37, 38 39, and 40. .It showed that there
were several numbers of items which should be rejected,
revised, and accepted as follows:
d. Rejected : 4 items, numbers 15, 26, 34, and 35.
5 4
X 100% = 10%
50 40
e. Poor : 9 items, numbers 1, 4, 18, 19, 29, 30, 31, 35 and
37.
5 9
X 100% = 22,5 %
50 40
f. Accepted :
1. Satisfactory: 11 items, numbers 5, 10, 11, 12, 16, 21,
22, 28, 36, 38,and 40
11
X 100% = 27,5 %
40
2. Good: 15 items numbers 2, 3, 6, 7, 9, 13, 14, 17, 20, 23,
24, 25, 27, 32 and 39.
15
X 100% = 37,5 %
40
3. Excellent: 1 item, number 8,
1
X 100% = 2,5 %
40
TABLE 4.4
The Tabulation of the Item Analysis of Discriminating Power
Item Correct Correct
Remark
Number Upper (CU) Lower (CL)
1 8 7 0.13 Revised
2 5 2 0.38 Accepted
3 6 1 0.63 Accepted
4 8 7 0.13 Revised
5 5 2 0.38 Accepted
6 8 3 0.63 Accepted
7 8 4 0.50 Accepted
8 5 0 0.63 Accepted
9 8 4 0.50 Accepted
10 7 4 0.38 Accepted
13 5 0 0.625 Accepted
14 6 2 0.5 Accepted
15 0 1 -0.125 Rejected
16 7 4 0.375 Accepted
17 4 0 0.5 Accepted
18 6 6 0 Revised
19 8 7 0.125 Revised
20 8 4 0.5 Accepted
22 8 5 0.375 Accepted
23 6 2 0.5 Accepted
24 8 3 0.625 Accepted
25 8 4 0.5 Accepted
26 1 2 -0.125 Rejected
27 5 1 0.5 Accepted
29 7 6 0.125 Revised
30 7 6 0.125 Revised
31 2 2 0 Revised
32 6 2 0.5 Accepted
33 3 4 -0.125 Rejected
34 1 3 -0.25 Rejected
35 7 7 0 Revised
37 3 2 0.125 Revised
39 6 2 0.5 Accepted
40 5 2 0.375 Accepted
Transferring the above data to a chart, the figure is as follows:
The Discriminating Power (DP)

3%
10%
Rejected
Poor
38% 23% Satisfactory
Good
Excellent
28%
Diagram 4. 3
Based on the percentage of the result of discriminating
power, the first high rank was accepted items consisting of 11
satisfactory items (27,5), 15 good items (37.5%), and 1 excellent
item (2.5%). The second rank was 9 poor items (22,5%). And the
last 4 rejected items (10%). Based on the data, 8 poor items need
to be revised and the revisions are presented.
3) The Propotion of the effectiveness of Distractor.

Distractor is considered as an effective (functioning) if it
is selected at least by 5% of examinees, and if it was chosen by
less than 5% of examinees. It means that the distractor was
categorized as the ineffective (non-functioning) distracter.
total testee choose option

Distractor = x 100 %
testee
100
Distractor = x 100 %=12 ,5 %=12 %
8
Based on the distracter above, the total of the testee chose
the option from the lower group score was 100 and testee from
lower group was 8. The total distractor was 12 % and more than
5% of examinees. It means that distractor was categorized into
the effective (functioning) distractor.
e. The analysis of weak items and revision
In this research, the writer gave the analysis of the week
item based on the empirical data. The rejected items must be
replaced was number 15, 26, 34, and 35. The number of the
items that should be revised was number 1, 4, 18, 19, 29, 30, 31,
35 and 37. The analysis of revised items was as follows:
1. Item number 1.
a. Copy of the item

1. Chicken is tame animal. Chicken is…
a. anjing b.ayam c.angsa d.anoa
b. The competence to measure
The aim of the item is to measure the competency of
vocabulary whether the students are able to find the meaning.
c. The Data of the Item
Item Options Total FV DP

Groups
Number A B* C D
Upper
Group 0 8 0 0 8
1 0.94 0.13
Lower
8
Group 1 7 0 0
*is the correct answer.
d. The analysis
The table showed 8 students from group and 8 students from
lower group answer correctly. This item has FV = 0.94 and
DP = 0.13. It is clear this item is easy and poorly
discriminating. The correct answer is B, the problem is can be
chosen by student, and Thus the option A does not work well
who are selected by the lower group. The option A, C and D
are not interesting for upper group. To revise the item, to get
in the medium level and to have the discriminate between
upper and lower students, the writer changes the item and
changes the stem.
e. Revision
1. Chicken is tame animal whose voice is kukuruyuk.

Chicken is…
a. anjing b.ayam c.angsa d.anoa
Answer is B.
2. Item number 4.
a. Copy of the item
4. What is it? it is ….
a. ant c. dog
b. cat d.
duck

Groups
Number A* B C D
4 Upper 0 8 0 0 8 0.94 0.13
Group
Lower
8
Group 7 1 0 0
d. The analysis
discriminating. The correct answer is A, the problem is can be
chosen by student, and Thus the option B does not work well
who are selected by the lower group. The option B, C and D
are not interesting for upper group. To revise the item, to get
in the medium level and to have the discriminate between
upper and lower students, the writer changes the item and
changes the option.
e.Revision
4. What is it? it is ….
a. ant c. camel
b. buffalo d. dolphin
Answer is A.
3. Item number 18.
a. Copy of the item

18. Children feel …. When they play Kuda Bisik game.
a. happy b. hungry c. angry d. sleepy

Groups
Number A* B C D
Upper
Group 6 1 0 0 7
18 0.75 0.00
Lower
6
Group 6 0 0 0
d. The analysis
discriminating. The correct answer is A, the problem is option
cannot be chosen by 3 students, and Thus the option B does
not work well who are selected by the upper group. The
option B, C and D are not interesting for lower group. To

revise the item, to get in the medium level and to have the
discriminate between upper and lower students, the writer
changes the item and changes the stem and option.
e. Revision
18. Kuda Bisik game is fun. fun in Indonesian is …
a. senang b. sedih c. marah d. ngantuk

Answer is A
4. Item number 19.
a. Copy of the item
19. She has…fish.
a. one c. three
b. two d. four

Groups
Number A B C D*
Upper
Group 0 0 0 8 8
19 0.94 0.12
Lower
7
Group 0 0 0 7
d. The analysis
discriminating. The correct answer is D, the problem is option
cannot be chosen by student, and Thus the option D does
work well who are selected by the upper group. The option A,
B and C are not interesting for lower group and upper group.
To revise the item, to get in the medium level and to have the
changes the item and changes the picture of stem.
e. Revision
19. She has…fish.
a. one c. three
b. two d. four
Answer is B
5. Item number 29.
a. Copy of the item
29. These are Simba and Mufasa. They are……
a. Loins c. elephants
b. Tigers d. crocodiles

Groups
Number A* B C D
Upper
Group 7 1 0 0 8
29 0.81 0.12
Lower
8
Group 6 1 1 0
d. The analysis

discriminating. The correct answer is A, the problem is option
cannot be chosen by 3 students, and Thus the option B and C
do not work well who are selected by the upper group and
lower group. The option D is not interesting for lower group
and upper group. To revise the item, to get in the medium
level and to have the discriminate between upper and lower
students, the writer changes the item and changes the picture
of stem.
e. Revision
29. These are 2 lions. Lion in Indonesian is……
a. Gajah c. Ular
b. Buaya d. Singa
Answer is D
6. Item number 30.
a. Copy of the item
30. Buaya in English is ….
a. shark b. zebra c. crocodile d. elephant


Groups
Number A B C* D
Upper
Group 0 0 7 0 8
30 0.81 0.12
Lower
8
Group 0 0 6 2
d. The analysis
discriminating. The correct answer is C, the problem is option
cannot be chosen by 3 students, and Thus the option D does
not work well who are selected by the upper group. The
option A and B are not interesting for lower group and upper
group. To revise the item, to get in the medium level and to
have the discriminate between upper and lower students, the
writer changes the item and changes the stem and option.
e. Revision
30. Hiu in English is ….
a. turtle b. shark c. crocodile d. dolphin

Answer is B
7. Item number 31.
a. Copy of the item
31. What is the first step to play Kuda Bisik game?
a. whisper to the referee c. decides the first
player
b. divide into group d. carry other groups

Groups
Number A B C* D
Upper
Group 1 2 4 0 7
31 0.25 0.00
Lower
6
Group 0 3 2 1

d. The analysis
DP = 0.00. It is clear this item is difficulty and poorly
cannot be chosen by 3 students, and Thus the option A, B, C
and D do not work well who are selected by the upper group
and lower group. Revise the item, to get in the medium level
and to have the discriminate between upper and lower
students, the writer changes the item and changes the option.
e. Revision
31. Traditional game is Kuda Bisik. Kuda in English is…
a. camel c. horse
b. bird d. duck
Answer is C
8. Item number 35.
a. Copy of the item
35. Kuda bisik game come from…
a. Jambi b. Jombang c. Jakarta d. Jember


Groups
Number A B C* D
Upper
Group 1 0 7 0 8
35 0.87 0.00
Lower
8
Group 0 0 7 1
d. The analysis
can be chosen by 2 students, and Thus the option A and D do
not work well who are selected by the upper group and lower
group. The option B is not interesting for lower group and
upper group. To revise the item, to get in the medium level
and to have the discriminate between upper and lower

students, the writer changes the item and changes the stem
and option.
e. Revision
35. Betawi game or Kuda Bisik comes from…
a. Jakarta b. Jambi c. Jember d. Jombang

Answer is A
9. Item number 37.
a. Copy of the item
37. Shark has….
a. trunk b. wing c. fin d. antlers
b. The Data of the Item

Groups
Number A B C* D
Upper
Group 1 3 3 1 8
37 0.31 0.12
Lower
6
Group 2 2 2 0
c. The analysis
DP = 0.125. It is clear this item is medium and poorly
cannot be chosen by 2 students, and Thus the option A, B and
D do not work well who are selected by the upper group and
lower group. The option D is not interesting for lower group
To revise the item, to get in the medium level and to have the
changes the item and changes the stem and option.
d. Revision
37. The whale has….
a. trunk (belalai) c. fin (sirip)
b. wing (sayap) d. antlers ( tanduk)

Answer is C
2. Cycle 1
This classroom action research was done into two cycles. Each
cycle consist of four steps; they were planning, acting, observing, and
reflecting. The first cycle was conducted on Tuesday, the dates were 7th
January 2020, 14th January 2020, 21st January 2020 and 28th January
2020. The result of the test in pre-cycle was not satisfied yet. So, the
researcher decided to use scaffolding method to teach vocabulary about
tame animals to solve the problem.
a. Planning
The researcher prepared the teaching learning design, such as
arranging lesson plan about tame animals Then researcher prepared
the teaching learning process resources, such as the materials, the
media, the observation sheets, test evaluation, and present list in
order to know students activeness in joining teaching learning
process.
b. Acting
In this step, the teacher would conduct activities according to the
schedule that was arranged in planning stage. As acting, teacher
opened the teaching and learning process by greeting, asked students
condition and checked the attendance. The teacher gave the
brainstorming by asking students about their knowledgement of
tame animals name. The teacher doing assessment and the level of
every students development to decide the Zone of Proximal
Development (ZPD) through teachers help, friends, or learning
environment. The teacher gave many vocabularies about tame
animals’ name used vissual scaffolds. The students are asked to
remember ten vocabularies. The teacher helped the students to find
the meaning of animals correctly. The teacher asked the students to
complete the words and do the task. Then teacher gave some
questions as a feedback to the students related to the theme, and
asked them about the difficult vocabularies that they do not know.
c. Observing
As the previous meeting, in this stage the researcher also observed
the learning process that was helped by the English teacher as
collaborator. The score of observation were as follow:
Table 4.5
Observation Checklist in First Cycle
A
Many Half Most All
None Few (20- (50% (60-80 (100
No Indicators (0%) (< 40%) ) %) %)
20%)
0 1 2 3 4 5
Pay Attention
1 √
Asking and
2 √
Responding
to question
Accomplishi
3 √
ng task
d. Reflecting
In the last step, researcher analyzed and evaluated the actions
that have been done in this cycle. Researcher or teacher analyzed and
discussed the result of the observation. It was continued then to make
reflection which one was should be maintained and which one was
should be repaired in the next cycle.
After whole activity had finished, the researcher assessed the students
test result. The result of the test in cycle I was as follow:
Table 4.6
Test score in cycle I
No. Students Code Score

1 SD-1 57
2 SD-2 47
3 SD-3 85
4 SD-4 65
5 SD-5 40
6 SD-6 55
7 SD-7 85
8 SD-8 85
9 SD-9 80
10 SD-10 90
11 SD-11 90
12 SD-12 80
13 SD-13 62
14 SD-14 65
15 SD-15 50
16 SD-16 75
Total Score 1111
Minimum 35
Maximum 90
Table 4.7
Students Achievement in Cycle-1
Acieved / Under Total Number
Percentage
Achieved of Students
Achieved 11 69%
Under Achieved 5 31%

31%
69%
Diagram 4.3
The result of the table students achievement above, it
could be classified that 11 (69%) students was achieved and 5 (31%)
students was under achieved. The minimum passing grade in SDS
Islam Perti was 60. Then, the researcher calculated the mean to
measure the increase of students score in each cycle. To know the
mean of the students score in the pre-cycle using this formula was as
follows:
∑f
X= x 100 %
N
1111
X= x 100 % = 69,4%=69%
16
students score in the pre-cycle was 69%. Set a minimum 70% of the
number of learners who completed his studies with obtaining more
value greater or equal to minimum passing grade criteria.
3. Cycle 2
The cycle II was done based on the result of cycle I. The
second cycle was conducted on Tuesday, the dates were 4th February
2020, 11th February 2020 and 18th February 2020. The researcher tried
to handle the weakness in the first cycle. So, the researcher decided to
use scaffolding method to teach vocabulary about wild animals to
solve the problem. The steps that were done by the researcher in the
cycle II were:
a. Planning
The researcher prepared the teaching learning design, such as
arranging lesson plan about wild animals Then researcher prepared
the teaching learning process resources, such as the materials, the
media, the observation sheets, test evaluation, and present list in

order to know students activeness in joining teaching learning
process.
b. Acting
In acting, the researcher did the appropriate treatment to solve the
problem that was faced by the students in the previous test
(assessment). The teacher gave the brainstorming by asking students
about their knowledgement of wild animals name. The teacher doing
assessment and the level of every students development to decide
the Zone of Proximal Development (ZPD) through teachers help,
friends, or learning environment . Here, the teacher gave ten
vocabularies about wild animals name used vissual scaffolds. The
students are asked to remember ten vocabularies. The teacher
helped the students to find the meaning of animals correctly. The
teacher asked the students to complete the words and do the task.
Then teacher gave some questions as a feedback to the students
related to the theme, and asked them about the difficult vocabularies
that they do not know.
c. Observing
As the previous meeting, in this stage the researcher also observed
the learning process that was helped by the English teacher as
collaborator. The score of observation were as follow:
Table 4.8
Observation Checklist in Second Cycle
A
Many Half Most All (100
None Few (< (20- (50% (60-80 %)
No Indicators (0%) 20%) 40%) ) %)
0 1 2 3 4 5
Pay Attention √
1
Asking and
2 √
Responding
to question
Accomplishing task
3 √
d. Reflecting
In the last step, researcher analyzed and evaluated the actions
that have been done in this cycle. Researcher or teacher analyzed and
discussed the result of the observation. It was continued then to make
reflection which one was should be maintained and which one was
should be repaired in the next cycle.
After whole activity had finished, the researcher assessed the
students test result. The result of the test in cycle I was as follow:
Table 4.9
Test score in cycle 2
No. Students Code Cycle 2
1 SD-1 60
2 SD-2 55
3 SD-3 80
4 SD-4 67
5 SD-5 50
6 SD-6 60
7 SD-7 85
8 SD-8 90
9 SD-9 85
10 SD-10 95
11 SD-11 92
12 SD-12 80
13 SD-13 65
14 SD-14 67
15 SD-15 55
16 SD-16 77
Total Score 1163
Minimum 50
Maximum 95
19%
81%
Diagram 4.4
Table 4.10
Students Achievement in Cycle-2
Acieved / Under Total Number
Percentage
Achieved of Students
Achieved 13 81%
Under Achieved 3 19%
The result of the table students achievement above, it could
be classified that 11 (69%) students was achieved and 5 (31%)
students was under achieved. The minimum passing grade in SDS
Islam Perti was 60. Then, the researcher calculated the mean to
measure the increase of students score in each cycle. To know the
mean of the students score in the pre-cycle using this formula was as
follows:
∑f
X= x 100 %
N
1163
X= x 100 %= 72,6% =73%
16
students score in the pre-cycle was 73 %. Set a minimum70% of the
number of learners who completed his studies with obtaining more
value greater or equal to minimum passing grade criteria.
4. The Post Test of cycle 1 and cycle 2 combined
The post-test was aimed at the finding out of the data
needed to evaluate after got the Classroom Action Research. based on
the result of cycle I. The post-test of cycle 1 and cycle 2 combined
was conducted on Wednesday, 26th February 2020. The researcher
tried to know the students ability in vocabulary. So, the researcher
decided to test from scaffolding method to know vocabulary from
students at SDS Islam Perti about tame animals and wild animals.
The test result of pre-cycle could be seen in the table below:
Table 4.11
Test score in post-test of cycle 1 and cycle 2 combined

No. Students Code Cycle 2
1 SD-1 60
2 SD-2 57
3 SD-3 82
4 SD-4 70
5 SD-5 55
6 SD-6 60
7 SD-7 87
8 SD-8 90
9 SD-9 87
10 SD-10 95
11 SD-11 92
12 SD-12 80
13 SD-13 65
14 SD-14 70
15 SD-15 57
16 SD-16 80
Total Score 1187
Minimum 55
Maximum 95
achievement in post-test of cycle 1 and cycle 2 combined was as
follow:
Table 4.12
Students Achieveent in in post-test of cycle 1 and cycle 2 combined

Acieved / Total
Under Number of Percentage
Achieved Students
Achieved 13 81%
Under
3 19%
Achieved
Transferring the above data to a chart, the figure is as follows:
Post Test of Students Achievement
14%
86%
Diagram 4.5
The result of the table students achievement above, it could be
classified that 13 (81%) students was achieved and 3 (19%) students
was under achieved. The minimum passing grade in SDS Islam Perti
was 60. Then, the researcher calculated the mean to measure the
increase of students score in each cycle. To know the mean of the
students score in the using this formula was as follows:
∑f
X= x 100 %
N
1187
X= x 100 %=74,1% = 74%
16
From the data above, it showed that the average of the students
score in the post-test of cycle 1 and cycle 2 combined was 74%. Set a
minimum 70 % of the number of learners who completed his studies
with obtaining more value greater or equal to minimum passing grade
criteria.
B. Research Analysis
Based on the analysis of the whole meeting, it can be seen that
there were some significant result from preliminary to cycle I and cycle II.
The improvements of students ability in vocabulary mastery can be seen in
the following table:
Table 4.13
The result of test from the pre-cycle until second cycle as follow:
No. Students Code Pre-Cycle Cycle 1 Cycle 2 Post Test
1 SD-1 52 57 60 60
2 SD-2 37 47 55 57
3 SD-3 60 85 80 82
4 SD-4 62 65 67 70
5 SD-5 30 40 50 55
6 SD-6 50 55 60 60
7 SD-7 75 85 85 87
8 SD-8 77 85 90 90
9 SD-9 67 80 85 87
10 SD-10 65 90 95 95
11 SD-11 72 90 92 92
12 SD-12 80 80 80 80
13 SD-13 60 62 65 65
14 SD-14 35 65 67 70
15 SD-15 40 50 55 57
16 SD-16 20 75 77 80
Total Score 882 1111 1163 1190
Minimum 20 35 50 55
Maximum 80 90 95 95
Table 4.14
The histograms result of students achievement from the pre-cycle
until second cycle as follows:

14
12
10
0
Pre-Cycle Cycle 1 Cycle 2
The First, the result of pre-cycle students’ achievement, it could be
classified that 8 (50%) students was achieved and 8 (50%) students was under
achieved. The minimum passing grade in SDS Islam Perti was 60. Then, the
researcher calculated the mean to measure the increase of students score in each
cycle. the average of the students scores in the pre-cycle combined was 55%. Set
a minimum 70 % of the number of learners who completed his studies with
obtaining more value greater or equal to minimum passing grade criteria.
The second, the result of cycle 1 students’ achievement, it could be
classified that 11 (69%) students was achieved and 5 (31%) students was under
achieved. The minimum passing grade in SDS Islam Perti was 60. Then, the
researcher calculated the mean to measure the increase of students score in each
cycle. the average of the students’ scores in the cycle 1 combined was 69%. Set
a minimum 70 % of the number of learners who completed his studies with
The third, the result of cycle 2 students’ achievement, it could be classified
that 13 (81%) students was achieved and 3 (19%) students was under achieved.
minimum passing grade in SDS Islam Perti was 60 Then, the researcher
calculated the mean to measure the increase of students score in each cycle. the
average of the students’ scores in the cycle 2 combined was 73%. Set a
minimum 70 % of the number of learners who completed his studies with
The last, the result of the post test of cycle 1 and cycle 2 combined
students’ achievement, it could be classified that 13 (81%) students was
achieved and 3 (19%) students was under achieved. Set a minimum passing
grade in SDS Islam Perti was 60 Then, the researcher calculated the mean to
measure the increase of students score in each cycle. the average of the students’
scores in the the post test of cycle 1 and cycle 2 combined was 74%. Set a
minimum 70 % of the number of learners who completed his studies with

Chapter 4 Scaffolding Strategy Rahmadini

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CHAPTER IV

THE FINDINGS OF THE RESEARCH, THE ANALYSIS OF

A. The findings of the research

This research was conducted by using a classroom action research

2019/2020. It was aimed to know the increase of the students’ vocabulary

by using scaffolding method is implemented in vocabulary about animals

before conducting the study.

After observing the class situation, the researcher prepared the

instrument that would be used in teaching learning process. The researcher

consists of four steps; they were planning, acting, observing, and

reflecting. The implementations of each cycle were as follow:

The first in this action research, a pre-test was given. The

purpose of pre-cycle was to know the students’ skill in understanding

about vocabulary. This activity was done on Tuesday, Dates were

12th November 2019 and 19th November 2019. In this activity,

technique as usual. Teacher gave the test.

The percentage of the student number 1 as follow:

The test result of pre-cycle could be seen in the table below :

Test score in Pre- cycle

No. Students Code Score

going to determine the students acvhievement. The students

achievement in pre-cycle was as follow:

Students Achievement in Pre-Cycle

Under Number of Percentage

Pre-Cycle Students Achievement

Achieved Under Achieved

The result of the table students achievement above, it

could be classified that only 8 (50%) students was achieved

and 8 (50%) students was under achieved. The minimum

calculated the mean to measure the increase of students score

pre-cycle using this formula was as follows:

From the data above, it showed that the average of the

students score in the pre-cycle was 55%. Set a minimum 70 %

of the number of learners who completed his studies with

obtaining more value greater or equal to minimum passing

b. The Description of the Item Test from Pre-Cycle

The English formative fest of SDS Islam Perti which was

analyzed by the writer consisted of 40 multiple choice items. Then

the 40 items were analyzed by arranging the students’ correct

can be described as follows:

1) The Result of the Upper Group’s Answers

items correctly. 1 student got 32 items, 1 student got 31 items, 1

student got 26 items, 1 student got 25 items, 1 student got 24

items, responses were as follows:

 8 students answered correctly for numbers 1, 4, 6, 7, 9,19, 20,

22, 24, and 25

 7 students answered correctly for numbers 10, 16, 27, 29, 30

 6 students answered correctly for numbers 3, 14, 18, 23, 32

 5 students answered correctly for numbers 2, 5, 8, 11, 13, 21,

 4 students answered correctly for numbers 17, 28, and 38

 3 students answered correctly for numbers 12, 33, and 37

 2 students answered correctly for numbers 26, and 31

 1 student answered correctly for number 34.

 0 student answered correctly for number 15.

2) Result of the Lower Group’s Answers

From the 40 items, there were no students who answer all

student got 22 items, 1 student got 21 items, 1 student got 20

items, 1 student got 16 items, 1 student got 15 items, and 1

student got 14 items, 1 student got 12 items, and 1 student got 8

items. The responses were as follows:

 6 students answered correctly for numbers 18, 29, and 30.

 5 students answered correctly for numbers 22 and 27.