[ABSTRAK
Tesis ini membahas scaffolding dalam interaksi tutor-pemelajar + pemelajarpemelajarsecara asinkronis dalam forum diskusi tutorial online Writing 1Universitas Terbuka berdasarkan aspek manajemen tugas, proses balikan, danmanajemen dalam menjalin ikatan sosial. Penelitian ini adalah studi kasus yangbersifat naturalistik. Data yang digunakan berupa percakapan asinkronis,kuesioner dan wawancara. Hasil analisis membuktikan bahwa pemelajar dapatmembangun pengetahuannya secara kolaboratif melalui scaffolding dalampemelajaran bahasa yang menggunakan media komputer (CMC) secaraasinkronis. Namun demikian, kurangnya respon terhadap pertanyaan dan balikanyang dikirimkan, serta respon rekan yang tidak mengarahkan pemelajar untukmeningkatkan kemampuannya menjadikan interaksi ini tidak seluruhnyamengandung scaffolding. Hal ini dapat disebabkan oleh: tutor yang cenderunguntuk menunda memberikan respon, respon rekan tidak mengandung balikan, danpemelajar yang menunggu respon tutor karena tutor diyakini memiliki kompetensilebih baik dibandingkan rekan, serta fitur interaksi secara asinkronis yangmemungkinkan respon diberikan secara tidak simultan atau bahkan diabaikan.Hasil analisis juga menunjukkan bahwa tidak semua pemelajar memanfaatkanscaffolding untuk segera merevisi tulisannya, karena kurang jelasnya instruksiyang diberikan maupun fitur interaksi yang berlangsung secara asinkronis.

---

ABSTRACT
This thesis focuses on scaffolding in tutor-learner + learner-learner interactionasynchronously on Writing 1 online tutorial discussion forum at Open Universitybased on the following aspects: task management, feedback process, and socialcohesiveness. The research is a naturalistic case study. Data are collected throughasynchronous chat records, questionnaires, and interviews. The analysis resultsprove learners are able to construct knowledge in collaboration throughscaffolding in language learning using asynchronous computer-mediatedcommunication (CMC). However, scaffolding is not found in the entireinteraction since there is a lack of responses towards questions and feedback, andpeers? responses do not guide learners to substantial improvement in performance.The reasons of these are: tutor tends to delay in responding, there is often nofeedback in peers? responses, learners? belief in tutor?s feedback instead of that oftheir peers, and a time-delayed frame feature of interaction which makes itpossible for users not to send messages simultaneously or simply to ignoreresponses. The analysis also shows that only a few of learners are usingscaffolding to revise their writings immediately. There is no clear instructionsabout revising their writings and the asynchronous interaction feature are tworeasons that make scaffolding less effective.;This thesis focuses on scaffolding in tutor-learner + learner-learner interactionasynchronously on Writing 1 online tutorial discussion forum at Open Universitybased on the following aspects: task management, feedback process, and socialcohesiveness. The research is a naturalistic case study. Data are collected throughasynchronous chat records, questionnaires, and interviews. The analysis resultsprove learners are able to construct knowledge in collaboration throughscaffolding in language learning using asynchronous computer-mediatedcommunication (CMC). However, scaffolding is not found in the entireinteraction since there is a lack of responses towards questions and feedback, andpeers’ responses do not guide learners to substantial improvement in performance.The reasons of these are: tutor tends to delay in responding, there is often nofeedback in peers’ responses, learners’ belief in tutor’s feedback instead of that oftheir peers, and a time-delayed frame feature of interaction which makes itpossible for users not to send messages simultaneously or simply to ignoreresponses. The analysis also shows that only a few of learners are usingscaffolding to revise their writings immediately. There is no clear instructionsabout revising their writings and the asynchronous interaction feature are tworeasons that make scaffolding less effective., This thesis focuses on scaffolding in tutor-learner + learner-learner interactionasynchronously on Writing 1 online tutorial discussion forum at Open Universitybased on the following aspects: task management, feedback process, and socialcohesiveness. The research is a naturalistic case study. Data are collected throughasynchronous chat records, questionnaires, and interviews. The analysis resultsprove learners are able to construct knowledge in collaboration throughscaffolding in language learning using asynchronous computer-mediatedcommunication (CMC). However, scaffolding is not found in the entireinteraction since there is a lack of responses towards questions and feedback, andpeers’ responses do not guide learners to substantial improvement in performance.The reasons of these are: tutor tends to delay in responding, there is often nofeedback in peers’ responses, learners’ belief in tutor’s feedback instead of that oftheir peers, and a time-delayed frame feature of interaction which makes itpossible for users not to send messages simultaneously or simply to ignoreresponses. The analysis also shows that only a few of learners are usingscaffolding to revise their writings immediately. There is no clear instructionsabout revising their writings and the asynchronous interaction feature are tworeasons that make scaffolding less effective.]