scaffolding as the teacher provides the students help, support and assistance for students’ development to reach the target language in easy way.
Regarding effective teaching and learning process, the teachers should have an ability to engage the students to follow the flow of communication events
smoothly from the beginning to the end of the class activities. They have to master the basic skills of teaching learning, such as reinforcement, variability,
basic and advance questioning, explaining and introductory procedural and closure. With those items, I can explain code switching that takes place and
possible causes of trigging the use of certain speech functions in the scaffolding talks in taking learning cycle from the beginning until the end of teaching activity
through the application of these basic teaching skills. To elaborate the basic skill of teaching, the following is the description of basic skills of teaching learning,
such as skill of reinforcement, variability, basic and advance questioning, explaining, and introductory procedure and closure. Those skill items can be
found in the scaffolding talks so they are also called scaffolding talks found in teaching learning, which are mentioned previously. I unfold what the basic skills
of teaching learning as follows.
2.8.1 Reinforcement
In line with reinforcement, Turney et al. 1983: 14 claim that positive reinforcement is a positive response by one person to another’s behavior in order
that the probability of that behavior occurs again. This positive reinforcement is
useful for the teachers to encourage the students’ attention and maintain their
motivation and participation. By doing so, the students are able to improve their attention, motivation, behavior towards English.
Concerning positive reinforcement, Turney et al. 1983 divide positive reinforcement into six, namely : verbal reinforcing, gestural reinforcing, activity
reinforcing, proximity reinforcing, contact reinforcing and token reinforcing. In this study, I only analyze verbal reinforcing used by the teachers in their
scaffolding talks. The positive reinforcing may occur while tasks are being performed, formal feedback on completed work, such as awarding grades or
marks. In this case, the teachers can use the following utterances: yes, that is right, great, good fine, uh-uh, correct, excellent, very good, well-done boy, excellent
work, that is good work, you are on the right path. Those items can be found in Turney et al. 1983 : 32 , such as good, you are on the right track….you are have
grasped a number of aspects such as………but have you gone far enough…is there something you have left out of consideration?,,,,’, In this way the teacher
can avoid the use of negative reinforcement and concentrate on positive responses to the students’ efforts.
2.8.2 Basic Questioning
One of pivotal teachers’ talk in the classroom discourse patterns is questioning. Questioning needs a special skill. The skill of questioning is the basic
need for the teacher’s repertiore. Throughout using the skill of questioning, the teacher can get the information about how well the students can acquire the
material they have learned, what potential problems they may face and what kinds of help is necessary to facilitate their learning activity?
Based on the statement above it can be said that the teachers will understand what kind of language and activities are used to facilitate the students
teaching learning process. According to Turney et al. 1983 : 72 teachers’ questions can stimulate interest and curiosity, focus on students’ attentions and
interest on a particular concept, provide chances for the students to respond increasingly thoughtful ways, to ensure widespread students participation in
classroom, and to allow teachers to express an original interest in the ideas and feelings of the students.
In other words I can say that a good question made by the teachers enable the students to provide scaffolding for the students’ development in the area of
ZPD which must be accomplished to acquire the target language. In this case, the teachers may consistently use a question and answer routine sometimes it is
called recitation which fails to demonstrate that the questions have stimulated critical lines of thought.
In addition, Edward and Mercer in Gibbon 2002: 16 there is particular kind of three parts exchange between teacher and students, which is called IRF
Initiation, Response, Feedback or IRE Initiation, Response, Evaluation. Those patterns of interaction are commonly found in a classroom discourse at all grade
level. All interaction beginning from teacher initiated to convey a message to the
students and the students must wait to be engaged by their teachers. In this way, the teacher will dominate the talk so the students talk less than the teacher does. If
it happens in the teaching learning process the goal to have students active
learning will never be accomplished. Consequently, to make the students and classroom interactions active will never be reality. In this way to create a good
question is a must. A good question helps the students to be easy to think about the topic systematically. A good question does not only emphasize the students
understanding of the material to take part actively but also encourages the student to take part actively and stimulates their thinking process for the language and
cognitive development according to the expected objectives. In accordance with a good question mentioned above Turney et al. 1983:
14 propose components of skill of questioning namely: 1 re-directing, 2 focus on single task, 3 pausing, 4 random distribution and prompting.
2.8.3 Advanced Questioning
