73
students to think. For instance the teacher gave illustration by saying, “….when you tap to someone’s feet, then the teacher asked “so what will you
say?”, she hoped that the students will answer with the magic word “sorry”. In addition, the excerpts above are categorized as convergent
questions because they do not require the students to engage in higher level of thinking in order to come up with respond but only focuses on the recall
of previously presented information since the students have already known about magic words in ‘classroom rules’ in lesson part one. When the
teacher asked those questions, she hoped that the students could answer them because they referenced to the students’ experiences or to an event in
their own lives.
4.1.2.3 Modeling the desired behavior
The teacher used this type of the scaffolding talk, “modeling the desired behaviour” in the activity section. In the activity section, the teacher
provided pictures that illustrate students’ attitudes in the classroom. Each picture illustrated the students’ attitudes in the classroom in which do the
students in the picture obey the classroom rules or not. If the answer is ‘yes’, it means that the students in the pictures obey the classroom rules. If the
students in the picture showed that they disobey the classroom rules, the students should circle the word “No”. In this kind of activity, the teacher
should give clear explanation of the procedures and about the concept of the words “Yes” and “No”.
74
Firstly, the teacher explained the concepts of “Yes” or “No”, she thought out aloud the concept like in the following excerpts below.
“……when you see the word “yes” The teacher spells Y-E-S , what does it say?”
Then, the teacher clearly stated about the activity the students would like to perform so that the students understood the activity that they
would like to complete as the following excerpts: “Now I have some worksheets.” The teacher held the worksheet
and showed to the students, and explained to them
“There are five pictures, and when you see this words The teacher wrote down the word yes, what does it say? Y- E-S The teacher
spelled the word yes, what does it say?”
“And when Miss L writes No The teacher wrote on the board and spelled the word No, What does it say?”
In those excerpts above, the teacher thought out aloud the task in which the students were shown how to do the task in their work book.
4.1.2.4 Inviting Students to Contribute Clues
Then the teacher performed the fifth type of scaffolding “Inviting Students to Contribute Clues”. In this form of scaffolding, learners were
encouraged to offer clues about how to complete the task. Together, the teachers and students verbalized the process like in the following excerpts
below. Here are the excerpts:
75
T : “The students are listening to the teacher, yes or no?”
S : “Yes”
T :“ Ok, So you circle the word Yes”
T :“And number two: students are helping to keep the
playground clean and tidy.” “To keep the playground clean and tidy. Yes or No?”
S : “Yes”.
T :“So circle the words Yes”.
Based on the excerpt, the teacher offered clues by asking question, “The students are listening to the teacher, yes or no?” and by asking the
question such as “to keep the playground clean and tidy, yes or No?” hoping that student’s understand the instruction that they should answer
whether with “yes” if the statement is true or “No” if the answer is not true.
4.1.2.5 Verifying and clarifying understanding
