Z- Test: Two Sample for Means
4.1.3 Results from the questionnaire survey
4.1.3.2 The results of Post-test questionnaire
The post survey questionnaires are to find out students’ attitudes towards the use of visual aids as a scaffolding in reading lessons. In this stage, the research also used
cight questions as used in the pre-survey stage along with four questions which were designed specifically for the experimental group.
Afier ten weeks of using visual aids as a scaffolding in teaching students’ reading
comprehension skill, the study on this survey was conducted. Overall, there was a significant difference in students’ attitudes between the two groups about both motivation to learn English and about learning reading comprehension skills Students in the experimental group had a significant change in attitude towards learning comprehension skills and increased motivation to learn English while
students in the control group did not have much change in these two aspects. It is
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noteworthy that the post-survey results of questions 4,5,6 in the experimental group
are significantly different from the pre-survey results. The students of the experimental group found reading lessons much casier and more enjoyable and what
is more, they were able to finish the reading tasks quicklier and more effectively without any obstacles.
Questions No.9,10,11,12 were used to survey the attitude of students in the
experimental group towards the using of visual aids as a scaffolding, The results are presented in the chart below.
Figure 4. 5 Attitudes of experimental group students towards visual aids as a scaffolding (bar chart)
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a Very interesting intresting Nora Bering =
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‘ure 4. 6 Attitudes of experimental group students towards visual aids as a scaffolding
(pie chart)
Very interesting + Interesting Normal Boring
The bar-chart is about attitudes of experimental group students towards visual aids as
a scaffolding. ‘The largest number of students ( 25/43 = 58%) in the experimental group were very interesting with visual scaffolding strategy and the number of students (7/43 — 16%) in this group found visual scaffolding strategy interesting. Moreover, 21% of students (9/43) in this group felt the visual scaffolding strategy
‘was as normal as other reading comprehension strategies, Most prominently, only 5%
of students (2/43) are fed up with visual scaffolding strategy.
The pie chart shows that a total of 74% students (32/43) liked and enjoyed the visual
scaffolding strategy, exceeding the average of 24%. These figures imply that using visual scaffolding strategy not only influenced greatly on students” attitudes towards reading lessons but also gave a big contribution to assist students comprehend the
content of the lesson and increased students” motivation in learning English
In question No.11 and No.12, most students thought that the visual scaffolding strategy was most effective in warm-up and pre-reading stage because this strategy assists them to know new vocabularies of the reading comprehension because this
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strategy helps them understand all the difficult words, which can be used as a bridge
to understand other words in the passage. From that they can grasp the text easily and
accurately. Therefore, the students in the experimental group wanted their teachers to use the visual scaffolding strategy regularly in their lessons.
4.1.4. Discussion and main finding
The study aimed to determine how using visual aids as a scaffolding helps 10® graders
improve their reading comprehension. Data were collected from a pre-test and post- test before and after applying the visual scaffolding strategy in teaching,
From the results of the pre-test and post-test, it can be found that there was a significant difference in reading comprehension accomplishment between the students of two groups. Students who were taught with visual scaffolding strategy
gained higher marks than those who were not, This result implies that the students in
the experimental group enhance dramatically their reading comprehension whereas
the students in the control group did not make significant progress in their reading comprehension during the study period.
Besides, the study also found that using visual scaffolding strategy in the experimental group assisted to boost reading comprehension and learning motivation
of students in this group. The survey results also showed that students in the control group had a rather negative attitude towards learning reading comprehension skills,
and there was no significant change in their perception of English learning
motivation. These findings indicates that the use of visual scaffolding strategy is one
of the effective methods to strengthen students’ reading comprehension and their English learning motivation.
4.1.4.1 The effect of visual scaffolding strategy on 10" graders’ reading
comprehension
One highlight of this study was that the use of the visual scaffolding was highly
effective in improving students’ reading comprehension when compared with the control group that was taught in the traditional way. From the result of the pre-test, it can be suggested that the mean score of reading comprehension of the pre-test of the
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3). The
result of reading comprehension of the post test of the experimental group was 8.29
experimental group was 6.35 and the control group was 6.22 (see table
whereas the result of reading comprehension of the post test of the control group was
7.02 (see table 4.8).
Based on the score resul
it showed that the two groups initially had close
similarities. After the ten-week experimental period, both groups had an increase in scores compared to baseline, but the experimental group’s reading comprehension increased much more than that of the control group. From these above reasons, the researcher concluded that the using of visual aids as a scaffolding is one of the useful methods to improve students’ reading comprehension level.
The visual scaffolding strategy not only enabled students to improve their comprehension level and master difficult vocabularies through pre-reading activities but also gave the students a chance to find the meaning of other words through the context.
4.1.4.2 The 10" graders’ attitude towards using of visual aids as a scaffolding in
reading lessons
The research about using visual aids as a scaffolding was only conducted on the experimental group and obtained positive feedback from students. Generally speaking, most students in the experimental group (74%) were fond of using visual
5%)
aids as a scaffolding in reading lessons (see chart 4.5), only a very few students
are tired of visual scaffolding strategy meanwhile before the experiment, these students were not interested in leaning reading comprehension skills and were not
motivated to learn English. There is no doubt when saying that visual scaffolding strategy step by step changes experimental students” attitudes towards reading skills.
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