Based on the triangulation above, I used methodological triangulation, as the location of the research was where I work so that it is easy for me to conduct it
The result of this research is descriptive data in the form of written or spoken ones. The collected data is called soft data, as it is rich of descriptions
about people, talks, place which is difficult to explain, with statistical procedures as in quantitative study. The data of this study is in the form of transcription of
teachers talk during teaching learning episode from opening until closing activities.
In controlling the data, the writer acted as an observer without interrupting the classroom activity. The teachers being observed knew that their talks during
the teaching learning process were accorded and served as their data. In this research, I analyzed the teachers’ scaffolding talks performed in
classroom discourse into types of scaffolding talks. Then I describe linguistic feature characterizing the scaffolding talks during teaching learning process. After
that, I presented the analysis of the possible causes triggering the use of certain speech functions in their scaffolding talks during teaching learning episode.
3.1 THE SUBJECT OF THE STUDY
The data of this research is from the classroom interaction between the teachers and the students of SMA Negeri 1 Losari.
The subjects of this study are three English teachers at the school, Teacher
A teaches grade X. He has been teaching there for almost ten years. Teacher B teaches grade XI in science and social classes. She has been teaching there for two
and a half-years, and teacher C teaches grade XII in science and social classes. She has been teaching there for 3 years. Both teacher B and C are relatively new
teachers. They lack experiences. The writer does not care whether the teachers are experience or not.
The writer only concerns about the stages of teaching learning process activities they have in the classroom based on 2006 English curriculum.
3.2 TIME FOR OBTAINING THE DATA
I spent one semester for observation. I got the recorded data from three English teachers from the field. The data were taken at a certain period.
1. Teacher A : March 20th-24th 2007
2. Teacher B : March 12th-17th2007
3. Teacher C : March 5th-10th2007
Each teacher was recorded four times. The raw data were classified based on good recording. The writer only took good recording in order that I able to
analyze the data without any difficulties. The writer only takes two good recordings for each teacher so that there are six good recordings to be analyzed
whereas unclear data were disposed.
3.3 TECHNIQUE OF DATA COLLECTION
The data of this research were taken from the classroom setting. The procedures of collecting the data are:
1. Determining the school as the setting of the study
2. Recording
The writer is an observer and a technician to record the data in the classroom during teaching learning process so that the data were not biased.
Before recording the data, I observed several times to see the situation of the classroom as trial before I recorded the teaching learning in the classroom. The
process of getting the data can be summarized as follows: I had to prepare for getting the data which are used for checking:
1. the instrument to record the data,
2. the classroom to get good recording,
3. the situation outside of the classroom, which makes too much distortion,
4. the position of the teachers and students in order to get good recording.
I record teaching learning activity from opening until closing activity. During the process of recording, I observe seriously from the beginning until the
end of the episode. Some activities last 45 minutes and some last 90 minutes. One day I only take one recording. It takes two weeks.
3.4 METHOD OF THE STUDY
