The language learning and the language acquisition above are realized in this study. The process of acquiring the target language or the desired expressions
in the classroom discourse innatural process of language learning implies in the language learning and the language acquisition. Through a lot of learning
experiences given and by the teachers in innatural language learning, the students or the learners will gain the acquisition well. In other words, I can say that they
are able to acquire the target language or the desired expression depends on the teachers’ skill in employing scaffolding talks and creating learning experiences in
the classroom discourse in teaching learning cycle from opening and closing activities.
2.4.2 Zone Proximal Development
The ZPD in teaching learning process Vygosky and Bruner in Corden 2000 is the area where the learning acquisition is accomplished through teachers’
guidance and collaboration with more capable peers. To realize this good teachers should prepare a good preparation and intervene appropriately and effectively. It
is obvious that the guidance, a support and an aid from teachers are very useful to achieve main talks. If the main talks are accomplished, the goal expected by the
teacher can be achieved well too. The relationship between ZPD and literacy under my study is it is
expected by the end of their study the students are not only able to write and read but also listen and speak English. It is clearly mentioned in the English
Curriculum 2006. Besides that, it prepares the students to be able to participate in
creating various English texts discourse competence supported by linguistic, actional, sociocultural, and strategic competences as stated in the curriculum.
Those statements above can be accomplished if the teachers give an appropriately guidance, help, support and facilities and willingly to make a good
preparation before teaching as those items make the students much easier to achieve the desired expressions in the area of ZPD. The ZPD is also in the area of
the main talk. To achieve the target language the teachers should mediate independent learning zone or student’s knowledge by scaffolding talk.
Scaffolding talks are a good guidance for teachers in constructing a semantic unit Anderson 2003. It can be claimed that scaffolding talks are an aid
to the learners by providing the words or by probing to open the way to the learners in order to easily achieve the desired expressions. In this case the teachers
should be able to be good assistants, facilitators, and guides in order to be able to mediate their students across the bridge safely to accomplish desired expressions
in the ZPD much easier than the teachers do not mediate it.
2.5 TYPES OF TALKS
