2.6 THE CHARACTERISTIC OF SCAFFOLDING TALK IN
LANGUAGE TEACHING
Concerning the definition of scaffolding talk above I want to unfold the characteristic of teachers’ scaffolding talk in order that I can analyze the
scaffolding easily. Teaching of foreign language, in this case teaching English, a teacher should involve an intention between the teachers as speakers and the
students as listeners, like an expert trains an apprentice. If the teachers provide suitable learning experiences and the level of intervention well, they will support
the students to reach the desired expressions without any difficulties. They are considered as one main role of scaffolding.
The definition of scaffolding talks mentioned before implies the characteristic of scaffolding talk. To clarify the characteristics of scaffolding talks,
here is the definition of some linguists. According to Bruner in Cameron 2001 : 8 there are six characteristics of
scaffolding, namely: 1 recruiting the interested tasks, 2 simplifying task, 3 keeping on the track toward the goal, 4 pointing out what was important to
do or showing other way to solve, 5 controlling the students frustrating during the task, and 6 demonstrating an idealized version of the task given.
Concerning the theory above Vygotsky and Bruner in Corder 2000: 10 state that they highlight the importance of effective teacher intervention and
scaffolding strategies, such as: 1 modeling, showing children examples of work produced by experts, 2 demonstrating: illustrating the procedures experts go
through work product, and 3 supporting the learners as they learn and practise procedures.
Referring to the statement above, Bransford et al. 2000 in Stuyf 2002 claim that there are six characteristics of teachers scaffolding talk, namely:
1. enlisting the learner’s interest related to the task given;
2. simplifying the task in order that that the learners reach the target language
easily; 3.
supporting the learner to achieve the goal easily; 4.
pointing out the difference between solution; 5.
reducing the learner’s frustration and risk; 6.
modeling and clearly defining the performance of the activity expected. Based on the characteristics of scaffolding talk given by the experts above
I can say that scaffolding talk in English teaching as a support, an assistance, a bridge or a guide provided by the teacher in order that the learners are able to
accomplish the target expression in the ZPD area without any difficulties. In building new concepts with the help and support of their teacher, the
communication events run well. It means that the goal of the desired expression can be mastered well. If the target language is able to be accomplished so the goal
of teaching learning is accomplished well too.
2.7 TYPE OF SCAFFOLDING TALK
Kategori