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Everytime the writer clarified the pronunciation of some words, the writer asked all of the students to repeat the correct pronunciation after her until they
pronounced it correctly and clearly. The pronunciation is important in English speaking. This matter should be emphasized to students to develop their speaking
ability. The next transcription also shares the similar case of teacher verifying and clarifying students’ understanding.
Student 12: Stage The word was pronounced stɪk Teacher: Stick itu yang buat main golf ya. Kalau ini stage steɪdʒ.
Other students:
steɪdʒ
d. Modeling of Desired Behaviors
The fourth type of scaffolding used in this study was modeling of desired behavior. According to Duffy, Roehler, Herrmann 1988, as cited by Roehler
and Cantlon 1997, the term of modeling was defined as teacher’s behavior of how someone, in this case, student, should feel, think, or act within the given
situation. Students were shown the feeling and thought process on doing some tasks by following sequential steps. It aimed at guiding students to act the desired
steps so the next aim would be students having the ability to solve problems and do the given tasks on the right track.
Teacher: Ya, kita bercermin. Partner kalian, satu orang menjadi cermin, satunya jadi orang yang bercermin.
Misalnya, taking one student to be model while showing the example on how to do the activity. Put your hands around your
shoulders, like this, with your palms open. Jadi, telapak tangannya dibuka. Don’t do anything. Belum ada instruksi
apapun. Choose one of you to be the leader, and then, the rest to be the mirror. Jadi, jangan sampai bersentuhan. Don’t touch
each other. Just face like this, face your friends’ palms. Misalnya saya leader, dia student mirror showing another example on
how to do steps of the activity. Pada saat saya bergerak ke
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mana, ikuti terus. Bisa? Can you do this? While you are doing this, please close your mouth and then, just focus to your
friends’ palms. Fokus sama telapak tangannya temanmu. Jangan lihat mukanya, lihat telapak tangannya. Bisa?
Capella: Miss, yang gerak cuma ini using body language, nggak yang lain-lain?
Teacher: No. Tangannya dulu. Ready? Please keep silent, no smiling, no laughing, no touching
each other, no comment. Okay. Start from now. One, two, three.
From the transcription above, it shows how the writer explained the
procedures and steps to do such activity of “mirror hands”, in which, for some students, it was new for them. While the writer explained the steps, the writer was
directly modeling how to do the steps sequentially so they would keep on track in doing the activity of “mirror hands”. It was important to meet the goal of doing
“mirror hands” because “mirror hands” was arranged as the preparation to do the next activity. This activity was assumed to be a new learning experience for the
students in a classroom, especially in a formal class. Modeling this activity was very helpful for the students to carry out the task.
Teacher: Okay, has everyone got one?
Students: Yes. Teacher: Sudah, sekarang dibaca dulu.
After some minute Sudah dibaca ya.
Students: Sudah, Miss. Teacher: When you read this dialogue, what did you think? Ada keluar
apa ngga? Misalnya muncul tokoh tiba-tiba, atau muncul setting tiba-tiba.
Few students: Yes. Other few
students: Ada, Miss…
Teacher: Ada? Ya.. atau tiba-tiba muncul apa gitu. Ah, ini orang- orangnya lagi ngapain, atau kalian membacanya langsung
dengan intonasi apa. Gitu? Students: Yes, ada.
Teacher: Ada? Okay, ada, berarti lumayan.
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Now, please discuss it with your partner about this dialogue and then practice it. Think about what the character that say this
dialogue. The character, and then, the characteristics, and then the intonation maybe. Apakah kalian marah atau apa setelah
membaca dialog ini. Dialog ini mau diungkapkannya dengan sedih, atau dengan marah-marah, atau dengan gembira atau
apa. Silakan diskusikan. And practice it, seolah-olah kalian menjadi karakter yang ada di sini.
From the transcription above, the students were given a dialogue in a piece of card and they were asked to read the dialogue first in pairs. The writer showed
the students the example of how to build or create an imagination when reading the dialogue. In this case, the writer talked aloud they way of her thinking while
reading the dialogue. It was shown how to act in creating a storyline and the elements that needed to think so the story could be performed well. The writer
was talking through the elements of creating a story to be performed. It was making thinking visible to guide students to think and act like what supposed to
be, like the desired behaviors they needed to do. Even though it was not told the example of a storyline in a complete one, but the clues given would stimulate
students to do the same, and in the required track. Teacher: Priska and Selpa. Now, tell me a little bit about the story that
you are going to perform. The setting maybe. Who are you in this role-play?
Priska: Cuma ini to miss? Teacher: Ya cuma ini, only this dialogue.
Priska: In this dialogue, Priska as A. Tecaher: Who is A?
Priska: Priska. Teacher: Okay, just Priska. But, can you describe about the character? It
could be, misalnya ya, ibu-ibu punya dua anak atau apa. Priska: In English?
Teacher: Ya coba bahasa Indonesia dulu. Priska: Jadi si A ini…
The situation was getting noisier Teacher: Teman-teman, please listen to your friends.
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Priska: Dia bisa melihat sesuatu yang tidak bisa dilihat sama orang lain.
Teacher: Lumayan, lumayan. Ini agak kreatif. Terus? Priska: Ya…
Teacher: Ini temenmu? Priska: Iya ini temennya.
Teacher: Setting-nya di mana? Misalnya, where is the place? Priska: Ini kita baru pergi ke sekitar rumah. Ada pohon besar yang
memang sudah lama di situ. Teacher: Okay, I got it. Semuanya dong mengerti ya jalan ceritanya.
Bagus. Sekarang kita lihat performance-nya. One – two – three, action
The transcription above shows two students who performed as the first performers. Before the performers perform the dialogue, they were asked to
convey their interpretation of the dialogue, since the interpretation might be different one another. Because they were the first performer, the writer guided
them with the generated questions before they were going to perform the dialogue. The guidance aimed not only to the students who performed, but also to other
students who would perform after. The guidance aimed to model what should students do in carry out the activity. The students were to elaborate their
interpretation of the dialogue before they performed it in front of the class. The next performers then understood of what they would do. In this case, for the
performers after the first, the scaffolding of modeling desired behavior using generated questions was gradually decreased.
e. Inviting Students to Contribute Clues
