"[
ABSTRAKTesis ini membahas scaffolding dalam interaksi tutor-pemelajar + pemelajarpemelajar
secara asinkronis dalam forum diskusi tutorial online Writing 1
Universitas Terbuka berdasarkan aspek manajemen tugas, proses balikan, dan
manajemen dalam menjalin ikatan sosial. Penelitian ini adalah studi kasus yang
bersifat naturalistik. Data yang digunakan berupa percakapan asinkronis,
kuesioner dan wawancara. Hasil analisis membuktikan bahwa pemelajar dapat
membangun pengetahuannya secara kolaboratif melalui scaffolding dalam
pemelajaran bahasa yang menggunakan media komputer (CMC) secara
asinkronis. Namun demikian, kurangnya respon terhadap pertanyaan dan balikan
yang dikirimkan, serta respon rekan yang tidak mengarahkan pemelajar untuk
meningkatkan kemampuannya menjadikan interaksi ini tidak seluruhnya
mengandung scaffolding. Hal ini dapat disebabkan oleh: tutor yang cenderung
untuk menunda memberikan respon, respon rekan tidak mengandung balikan, dan
pemelajar yang menunggu respon tutor karena tutor diyakini memiliki kompetensi
lebih baik dibandingkan rekan, serta fitur interaksi secara asinkronis yang
memungkinkan respon diberikan secara tidak simultan atau bahkan diabaikan.
Hasil analisis juga menunjukkan bahwa tidak semua pemelajar memanfaatkan
scaffolding untuk segera merevisi tulisannya, karena kurang jelasnya instruksi
yang diberikan maupun fitur interaksi yang berlangsung secara asinkronis.
ABSTRACTThis thesis focuses on scaffolding in tutor-learner + learner-learner interaction
asynchronously on Writing 1 online tutorial discussion forum at Open University
based on the following aspects: task management, feedback process, and social
cohesiveness. The research is a naturalistic case study. Data are collected through
asynchronous chat records, questionnaires, and interviews. The analysis results
prove learners are able to construct knowledge in collaboration through
scaffolding in language learning using asynchronous computer-mediated
communication (CMC). However, scaffolding is not found in the entire
interaction since there is a lack of responses towards questions and feedback, and
peers? responses do not guide learners to substantial improvement in performance.
The reasons of these are: tutor tends to delay in responding, there is often no
feedback in peers? responses, learners? belief in tutor?s feedback instead of that of
their peers, and a time-delayed frame feature of interaction which makes it
possible for users not to send messages simultaneously or simply to ignore
responses. The analysis also shows that only a few of learners are using
scaffolding to revise their writings immediately. There is no clear instructions
about revising their writings and the asynchronous interaction feature are two
reasons that make scaffolding less effective.;This thesis focuses on scaffolding in tutor-learner + learner-learner interaction
asynchronously on Writing 1 online tutorial discussion forum at Open University
based on the following aspects: task management, feedback process, and social
cohesiveness. The research is a naturalistic case study. Data are collected through
asynchronous chat records, questionnaires, and interviews. The analysis results
prove learners are able to construct knowledge in collaboration through
scaffolding in language learning using asynchronous computer-mediated
communication (CMC). However, scaffolding is not found in the entire
interaction since there is a lack of responses towards questions and feedback, and
peers’ responses do not guide learners to substantial improvement in performance.
The reasons of these are: tutor tends to delay in responding, there is often no
feedback in peers’ responses, learners’ belief in tutor’s feedback instead of that of
their peers, and a time-delayed frame feature of interaction which makes it
possible for users not to send messages simultaneously or simply to ignore
responses. The analysis also shows that only a few of learners are using
scaffolding to revise their writings immediately. There is no clear instructions
about revising their writings and the asynchronous interaction feature are two
reasons that make scaffolding less effective., This thesis focuses on scaffolding in tutor-learner + learner-learner interaction
asynchronously on Writing 1 online tutorial discussion forum at Open University
based on the following aspects: task management, feedback process, and social
cohesiveness. The research is a naturalistic case study. Data are collected through
asynchronous chat records, questionnaires, and interviews. The analysis results
prove learners are able to construct knowledge in collaboration through
scaffolding in language learning using asynchronous computer-mediated
communication (CMC). However, scaffolding is not found in the entire
interaction since there is a lack of responses towards questions and feedback, and
peers’ responses do not guide learners to substantial improvement in performance.
The reasons of these are: tutor tends to delay in responding, there is often no
feedback in peers’ responses, learners’ belief in tutor’s feedback instead of that of
their peers, and a time-delayed frame feature of interaction which makes it
possible for users not to send messages simultaneously or simply to ignore
responses. The analysis also shows that only a few of learners are using
scaffolding to revise their writings immediately. There is no clear instructions
about revising their writings and the asynchronous interaction feature are two
reasons that make scaffolding less effective.]"
Depok: Fakultas Ilmu Pengetahuan dan Budaya Universitas Indonesia, 2014
