TEACHERS’ SCAFFOLDING TALKS DURING TEACHING

possible causes triggering the use of certain speech functions in the scaffolding talks during the teaching and learning process. 4. After the stages above have been found then I interpret the phenomenon found in teachers’ scaffolding talks during the lessons. In this study, I only analyze the scaffolding the teachers carried out during their teaching and learning process while the students’ talks are beyond the discussion.

4.2 TEACHERS’ SCAFFOLDING TALKS DURING TEACHING

LEARNING PROCESS To describe the types of scaffolding talks performed during teaching learning process in the English class I have to analyze the teachers’ talks whether they belong to scaffolding talks or not. The analysis of the scaffolding talks is based on the characteristics of scaffolding from the experts above. To make the explanation clear, I present the example of process how the types of scaffolding are found. Here are the processes: the recording data are in the form of classroom discourse, that is the talks between the teacher and the students. I just focus on the teacher’s talks because I consider teachers’ scaffolding talks as teachers’ monologues. In order that the presentation of chapter 4 clear I provide some excerpts to support the analysis as stages below. I transcribe the recording data in the form the conversation as the following example: Participant 1 First Turn T : The teacher reads the text entitled Money Delayed for Mudflow Victims taken from the Jakarta Post on Saturday March 3 rd 2007 page 2 I think it is enough sampai sini sajalah. Kita bahas sampai disini saja I will ask some of you to read. Coba mbak Nisrinum. Coba dibaca dari situ, ya dibaca : Apakah kamu mendengarkan cara membaca apa tidak? Ini dari mana kok baru masuk? SS : Dari perpus T : Perpus – perpus, saya tadi dari perpus tidak ada orang seperti kamu. Nggorohi. MasukPerpus-perpus saya tadi dari perpus tetapi tidak ada. Silakan Nisrinum baca. Coba dibaca. S1 : Student read from the title until paragraph 3 T : The teacher corrects the pronunciation while the students read Comprehension Instructed Ownership document At the end of To be made Oke. Thank you very much. The next coba mas Anda di baca S2 : Lanjutannya ya Pak T : Ya lanjutannya S2 : Read paragraph 4 until…. T : the teacher corrects their pronunciation has has mudflow madflou completed kemplitid accepted by eseptid a team e tim receive risif Ya sudah jadi kalau saya membaca. Anda mendengarkan. Bagimana guru membaca kamu memperhatikan itu penting yaSehingga membacanya tidak sesuai dengan versi kamu. Pembelajaran dalam belajar bahasa Inggris atau bahasa asing itu seperti itu. Dimana gurunya membaca kamu mendengarkan. Ok ini membacanya hes bukan has. Nah ini kan tidak betul. Ok Paragraph pertama ya Is there any difficult word? OK, are there any difficult words? Apakah ada kata-kata sulit di situ?Ada tidak? SS : Ada T : Paragraph pertama sampai document?Ada? Apa yang kamu tidak tahu artinya? SS : Mudflow mudflou T : Mud flow mad flou bukan mud flo tadi sudah. Rungona ngene lho Gurune masa dirungokna aja sekedar Cuma domblong saja. Cara membacanya Gurunya membaca didengarkan. mad flou. Makanya saya minta kamu untuk mendengarkan. Gurunya membaca kamu mendengarkan. Ok begitu setiap kata yang dibaca dilihat tulisannya gimana kata yang dibaca dilihat tulisanya gimana cara membacanya. madflo apa mudflow. SS : silent T : Lumpur panas gitu lho. Mud itu lumpur flow itu nyembur ya o ya? Then I divide teachers’ talks into scaffolding talks and main talks adopted from Agustien 2000. D. Teachers’ Main Talks and Teachers’ Scaffolding Talks Participant 3 2 nd turn SPEAKER TEACHER’S TALK DIVISION OF TEACHER’S TALK Scaffolding Talks Main Talks T 1. Oke Assallamualikum Wr.Wb. Oke Assallamualikum Wr.Wb. 2. Wa”alaikumsalam Wr. Wb. Wa”alaikumsalam Wr. Wb. 3. Good Afternoon students. Good Afternoon students. 4. Karena waktu sudah menunjukan dua belas lebih jadi sudah ke afternoon ya. Karena waktu sudah menunjukan dua belas lebih jadi sudah ke afternoon ya. 5. Kalau dua belas kurang masih ke morning. Oke. Kalau dua belas kurang masih ke morning. Oke. 6. Today we will talk about explanation text. Today we will talk about explanation text. 7. Memory text model ini sudah pernah membahasnya. Memory text model ini sudah pernah membahasnya. 8. Kita hanya mengulangi lagi apa itu text explanantion. Kita hanya mengulangi lagi apa itu text explanantion. 9. Ibu masih ingat pernah memberikan social function of explanation text. Ibu masih ingat pernah memberikan social function of explanation text. 10. Fungsi social dari text explanation itu Fungsi social dari text explanation itu 11. Coba kalian ingat lagi. Coba kalian ingat lagi. 12. To explain the processes involve in the information of working of nature or social culture phenomena. To explain the processes involve in the information of working of nature or social culture phenomena. 13. The statement above is the social function of explanation text. The statement above is the social function of explanation text. 14. Oke now I will write it on the blackboard. Oke now I will write it on the blackboard. 15. Which the social function above Which the social function above 16. Ya, kita cari tahu dulu apa sih maksudnya? Ya, kita cari tahu dulu apa sih maksudnya? 17. To explain. To explain. 18. What is to explin the Process menjelaskan the process. What is to explin the Process menjelaskan the process. 19. What is involve in the formation of working of natural or social culture phenomena? What is involve in the formation of working of natural or social culture phenomena? 20. Yang terkandung dalam formasi pekrjaan penemena alam atau social budaya Yang terkandung dalam formasi pekrjaan penemena alam atau social budaya 21. Isinya bisa berupa How tsunami happen. Isinya bisa berupa How tsunami happen. 22. Bagaimana Tsunami bisa terjadi. Bagaimana Tsunami bisa terjadi. 23. Dua tahun terjadi di daerah mana? Dua tahun terjadi di daerah mana? After I find teacher’s scaffolding talks I categorize them into types of scaffolding talks as the following example: Participant 3 second turn No Teachers’ Scaffolding talks non- English in italic Type of Scaffolding Talk Adopted from Afda Walqui 1995, Roehler1997, Sidney 1997, Micro skill 1983 and wood 1998 Modeling Directin g Reviewing Explaining Inviting Student Participant Questioning Clarifying student understanding Developing. Students’ understandin g Re-enforcing

1. There are

many examples of narrative texts. In our country there are many stories about that √ 2. Do you know about the story? √ 3. Tahu nggak cerita itu Yumi? √ 4. Tahu ya √ 5. And for example It is Keong Mas, tahu nggak Doni. √ 6. Terus our country there are many examples about a narrative text for example Snow White. √ After that I can count the amount of teacher’s scaffolding talks. The Total Amount of Teachers’ Scaffolding Talks No Types of Scaf f olding The Tot al Amount of Teachers Scaf f olding Talk Types A1 A2 B1 B2 C1 C2 1 St at ing t he goal - - 4 3 4 2 2 Gaining At t ent ion - - - 7 13 6 3 Prompt ing - - 7 12 4 9 4 Modeling 13 5 3 3 2 4 5 Direct ing 32 16 15 39 54 14 6 Explaining 150 137 52 12 11 53 7 Invit ing St udent s Part icipat ion 18 18 6 43 36 29 8 Quest ioning 36 66 14 36 46 53 9 Clarif ying St udent s Underst anding 34 83 35 66 39 75 10 Developing St udent s Underst anding 9 17 24 10 10 31 11 Reinf orcing 7 6 10 30 25 19 12 Making Emphasis - - - 12 5 4 13 Making Links - - - - 11 8 14 Reviewing - - - 6 3 4 15 Evaluat ing 0 0 0 6 0 0 16 Showing Desired Solut ion 1 1 0 11 8 2 300 349 170 296 271 313 The last I count the percentage of teacher’s scaffolding talks types and make the graphs as follows: The Percentage of Teachers’ Scaffolding Talk Types No Types of Scaffolding Percentage of Teachers Scaffolding Talk Types A1 A2 B1 B2 C1 C2 1 Starting the goal - - 2.35 1.01 1.48 0.64 2 Gaining Attention - - - 2.36 4.80 1.92 3 Prompting - - 4.12 4.05 1.48 2.88 4 Modelling 4.33 1.43 1.76 1.01 0.74 1.28 5 Directing 10.67 4.58 8.82 13.18 19.93 4.47 6 Explaining 50.00 39.26 30.59 4.05 4,06 16.93 7 Inviting Students participation 6.00 5.16 3.53 14.53 13.28 9.27 8 Questioning 12.00 18.91 8.24 12.16 16.97 16.93 9 Clarifying Students Understanding 11.33 23.78 20.59 22.30 14.39 23.96 10 Developing Students Understanding 3.00 4.87 14.12 3.38 3.69 9.90 11 Reinforcing 2.00 1.72 5.88 10.14 9.23 6.07 12 Making Emphasis - - - 4.05 1.85 1.28 13 Making Links - - - - 4.06 2.56 14 Reviewing - - - 2.03 1.11 1.28 15 Evaluating - - - 2.03 - - 16 Showing Desired Solution 0.33 0.23 - 3.72 2.95 0.64 0,00 10,00 20,00 30,00 40,00 50,00 T h e A m o u n t o f T y p e s o f T e a c h e r s S c a ff o ld in g T a lk s 1 3 5 7 9 11 13 15 Ty pe s of Te ac he rs Sc affolding Talk s A1 A2 B1 B2 C1 C2 The Graph of Scaffolding Talks Types 0,00 10,00 20,00 30,00 40,00 50,00 60,00 70,00 80,00 90,00 100,00 Language A1 A2 B1 B2 C1 C2 Total Amount Of Language Used By The Teachers TOTAL AMOUNT OF LANGUAGE USED BY THE TEACHER In English In Indonesia In Javenese Sundanese The following are the outlines of the data analysis and data interpretations.

1. Teacher A’s First Turn, Class X1

The teacher comes to the main material directly by reading the report text in front of the class. After he finishes reading, he asks the students whether they listen to him or not. He not only asks the students to read and corrected their pronunciation but also looks for difficult words. The teacher translates the difficult words. The teacher dominates spoken interactions. There is almost no response from the students. The students are passive. He applies monotonous or conventional patterns of classroom discourse, such as reading the text, finding out the difficult words and translating them, making the students scared, getting angry easily at their students. In the classroom discourse, he speaks not only English but also Indonesian and Javanese. English has the frequency 15 4.92, Indonesian has the frequency 277 90.82, and Javanese has 13 frequencies 4.26. In other words, I can say that the teacher speaks more Indonesian than English because his English communicative competence is low. Because of the talks are dominated by the teacher, IRE patterns do not emerge optimally. The teacher’s initiation is a lot but the students’ responses are a little. The evaluation does not emerge at all. His scaffolding talks are not various. It causes the student not to catch the lesson optimally. A lot of students gets frustrated in learning English and the teacher can not eliminate the students’ frustration. The types of scaffolding talks apply in their teaching learning process are, modeling, explaining, questioning and directing. Reinforcing, reviewing and evaluating are not found. In the explanation the teacher does not explain the generic structures of the report text. He does not give the other example of the text either. He only discusses the content of the text and asks the questions from the text so that by the end of the lesson the students do not understand what report text is, what the characteristics of the text is, and they are not able to produce the text. How the teacher states the goal of the lesson does not follow the right procedure in teaching learning process from opening until closing as suggested by Micro Skills or other experts. The scaffolding talks realized in his teaching learning are not variety. Besides, the teachers’ scaffolding talks are not only English but also Indonesian and Javanese. The number of scaffolding talks performs in the classroom discourse are 300. Providing explanation is most of them. It was 150 50. There is not stating the goal, gaining attention, prompting, making emphasis, making links, review, showing desired solutions, evaluation. Based on the data analysis above I can say that his class is passive and boring. The students are frustrated and he can not be a good facilitator. IRE does not run smoothly as the class is dominated by the teacher. In order to be clear whether his scaffolding talks are various or not it can be explained as follows. Modeling is to perform the activity. In order to make the students understand the lesson easily the teacher can perform the activity as the example or the model of the students. The following excerpts show teacher A applies modeling in the lesson. “I will read first.” “Sampai sini sajalah” “The teacher corrects their pronunciation”has - hes , mudflow - madflou , completed - kemplitid, accepted - esepted, a team - e tim, and recif - risif ” ”Cara membacanya mad flou” ”Gurunya membaca didengarkan. mad flou.” The frequency of modeling above is 13 4.33. It means that teacher A does not apply a lot as it is only found some modeling in the scaffolding talks. Even if teacher A adopts modeling, it is not used properly. He uses more Indonesian than English. Besides, the teacher dominates time by reading aloud, after he reads aloud he asks the students to read while correcting their pronunciation. Reading aloud takes time so the teacher should be careful to manage the time in order not to dominate the time for reading. It is also not effective as not every student gets the turn. It is time consuming as the teacher read all the reading. Directing is to help the students focus on achieving the goal. Through directing teachers assist the students to concentrate themselves on accomplishing the goal. It also belongs to one of the scaffolding talk characteristics. The following excerpts show teacher A provides clear direction”. “Coba dibaca dari situ, ya dibaca.” “Coba dibaca.” “The next coba mas anda baca” ” Membaca dengan versi kamu.” ” Dimana gurunya membaca kamu mendengarkan.” “Rungona ngene lho” “Gurune maca dirungokna” ” aja sekedar cuma domblong saja.” ” Kata kata kayak gitu di catat” ” jangan males ya ” “tetapiitu complete, lengkap.” “Tolong teks itu dikumpulkan lagi,ya.” ” Jangan di coret coret Ok.” Teacher A in the first turn provides clear direction not only using English but Indonesian and Javanese as well. It has the frequency 32 10.67 It proves that the capability of teacher A in using English is not too bad. The clear direction performed by the teacher is good enough as with clear direction the students follow the right path and concentrate well to the lesson. It is easy for the teacher to construe the new knowledge. However if this clear direction used improper will make the students scared as the situation of this class is silent. The students do not feel free to follow the lesson. Explaining is an explicit statement to make the students understand the lesson easily. Through explaining teachers help the students see connection between things, make links between the known and unknown, bridge gap between students’ previous knowledge and the new one. It belongs to one of the scaffolding talk characteristics. The following excerpts show that the teacher A applied explanation in his teaching. Itu adalah Lumpur panas gitu lho.” ” Mud itu adalahLumpur” “lawong terkenal berita itu kok.” ” Saya mengambil berita yang terkenal biar kamu nyambung.” “Kalimat lengkapnya adalah : Penundaan pembayaran korban Lumpur panas” ” Kalau dalam Ilmu jiwa kompensasi artinya adalah lain lagi.” ” Biasanya mengacu pada perilaku.” ” Nah itu namanya kompensasi.” ” Eben kebodohane ra diperhatikan” ” nanti kalaukamu kuliah” ” apalagi yang kuliah yang baru” ” nanti kamu kuliah dari S1 ke S2 saja” “banyak yang terpaksa harus belajar bahasa Inggris gitu.”“Iya tuh dulu juga begitu ya” ” Kepala Sekolah yang sebelum Bu Surti itu masuk S2” ” Lantasdia harus mentranslate sebuah materi” ” terus terang saja P sahuri tolong ini diterjemahkan gitu.” ” Aduh kok akeh temen pak” ” tapiyou sak selone bae.” ” Berita ini berita hangat.” ” Namanya juga report berita dari Surat Kabar.” ” yang tidak masalahadalah” Based on the excerpts above I comment that the teacher explains not only the main material but also out of the material, such as:” Kepala Sekolah yang sebelum Bu Surti itu masuk S2” , ” Lantas dia harus mentranslate sebuah materi”, ” terus terang saja P Sahuri tolong ini diterjemahkan gitu.”, ” Aduh kok akeh temen pak”, ” tapi yo sak selone bae”. He speaks not only English but also Indonesian and Javanese. It means that speaking ability of teacher A is low. In spite of that, giving explanation is the most dominant. It is about 150 clauses 50. It means that the teacher was dominant in the class. I can say because of teacher’s dominance, the situation of the class is silent and passive. The students are scared and do not free to follow the lesson. The learning experience and English exposures do not appear so the students will not be able to get the new knowledge optimally. According to the theory through explaining teachers help the students see connection between things, make links between the known and unknown, bridge gap between students’ previous knowledge and the new one but the teacher only speaks on his own by translating the sentence, telling the new knowledge most of the time and reading the whole story. The students only listen to the teacher and they almost never give responses to the teacher. Inviting the students participation is type of scaffolding talks that enable the students to join in the learning process well because of the teachers’ help by giving illustrations to make the students easy to complete the task and the opportunities given to the students such as: Who tells you? Where do you get? ,From whom do you know? Common, add more words please , etc. The following excerpts show that the teacher A invites the students’ participation: “Money delayed for mudflow victims hayo coba” “Sing durung ngerti arti kompensasi ngacung” ” tidak ada yang ngacung” ” Berarti bahwa ngerti semua ya” ” Ada kata – kata yang sulit pada paragraph empat dan lima.” ” Paragraph satu menurut kamu tadi sudah diartikan ya.” ” PT Minarak Lapindo Jaya sudah tahu ya isinya?” “paragraph tiga adalah…..” Relating to the excerpts above I can say that the teacher perform inviting students’ participation in order that the students can follow the lesson well. The teacher adopts inviting students’ participation in the form of giving clues. It has the frequency 18 6 applied his scaffolding talks as there are some inviting student’s participation by using his own clues to complete the tasks. Instead of English he speaks Indonesian and Javanese. Questioning is an important teacher’s talk in classroom discourse patterns and it is a basic skill for the teachers in classroom discourse. With it the teachers are able to get information about how well their students understand the materials given by the teachers and what kind of a help needed by the students in teaching learning process. It is also important that questioning can stimulate the students curiosity and their interest, make them concentrate on particular issue, provide a chance to respond , ensure widespread students’ participation, etc. The following excerpts show the teacher A applies questioning in his teaching and learning process. “Is there any difficult word?” “Apakah pertanyaannya?” “Apa yang kamu tidak tahu artinya?” ” Apa arane?” “Kompensasi itu apa?” ” Ada kata yang kamu tidak ketahui?” ” Kiyeh apa lagi kata yang belum tahu in Paragraph dua?” ” Necessary artinya apa?” “Kalau paragraph ke dua bagaimana?” This type of scaffolding talks has the frequency 36 over 300 types or 12. It means that the teacher provides the questions but not variety. The question needs short responses. When the students cannot answer, the teacher often answers his own questions as the teacher is not patient to wait for the answers. In spite of that, the questions are not only English but also Indonesian and Javanese. Clarifying students’ understanding is providing explicit and positive feedback of the students’ responses. Here the teacher assists the students on learning how to evaluate the creation of shared perspective or revise their perspective when misunderstanding takes place. It also belongs to type of scaffolding talks as the teacher bridges the students to reach the expected objective. The following excerpts show the teacher A applies “clarifying students’ understanding”. “Ya sudah” ” Necessary paragaraph dua baris terakhir ya?Ok ini membacanya hes” “ Tetapi itu bukan has.” ” Mud flow mad flow bukan mud flo” ”Orang Papua ora mudeng, iya kan” The teacher gives feedback in the form of clarifying and correcting their answers. He still spoke Indonesian and Javanese instead of English. It has the frequency 34 11.33 applied in teachers scaffolding talks as in the teacher’s scaffolding talks there are clarifying students’ understanding that belongs to the types of scaffolding talks. Another type of scaffolding talks is developing students’ understanding. Developing students’ understanding is to check the students’ understanding of what has been given. See the following excerpts: “Ada tidak?” “Is it?” Dealing with the excerpts above, the teacher checks the students’ understanding of what has been given throughout conformation. The teacher provides the conformation and repeats the question they have using Indonesian instead of English. It has the frequency 9 3 applied in the teacher’s scaffolding talks as there are some forms of developing students’ understanding found there. To motivate the students’ active participation during teaching learning process the teacher had better give positive reinforcement. The following excerpts show how to motivate the students by applying positive verbal reinforcement. “O. K Thank you very much.” ” ya boleh.” ” Good,” “Ya” “Ya bisa itu ya.” “ya betul” ” Ya betul” Providing positive verbal reinforcement is also important for the teacher as it can motivate the students. The excerpts above prove that teacher A uses it in his teaching and learning process. The teacher reinforces by using Indonesian and English. It has the frequency 72.33 applied in the teacher’s scaffolding talks because there are some forms of providing positive verbal reinforcements that belong to this type of scaffolding talks. Sometimes the students give the answer incorrectly toward the teacher questions. When the students are not able to answer the teacher’s questions correctly, the teacher may use negative verbal reinforcement. It indicates the standard or desired solution. It is also type of scaffolding talks. See the following excerpts: “Nah ini kan tidak betul.” To anticipate the students to go further to the main subject, the teacher can have negative verbal reinforcement by correcting their wrong answer as the excerpt above. It has the frequency 1 0.33 applied in the teacher’s scaffolding talks for there are some forms of providing negative reinforcements that belong to type of scaffolding talks.

2. Teacher A’s Second Turn in Class X4

The teacher is teaching narrative text but he does not introduce it. As conventional teacher he is teaching directly to the topic without apperception and introduction. It is spoken cycle but the teacher dominates the talks by explaining the material, reading the whole reading material, answering their own questions and translating them during teaching learning process. There is not response from the students. The students are passive. It is boring as I observe. A lot of students get sleepy and some talk by themselves. Only several students pay much attention to the lesson and their teacher. After the teacher finishes reading, he asks the students whether they listen to him or not. He not only asks the students to read and corrects their pronunciation but also looks for difficult words. He applies monotonous or conventional patterns of classroom discourse, such as reading the text, finding out the difficult words and translating them, making the students scared, getting angry easily with their students. In the classroom discourse he speaks not only English but also Indonesian and Javanese. English has the frequency 8.66, Indonesian has the frequency 324 90.50, and Javanese has 3 frequencies 0.84. Based on that, I can say that the teacher speaks English a little because his English communicative competence is poor. Therefore he can not give English exposure a lot to his studens. Because the talks are dominated by the teacher, IRE patterns does not emerge optimally. The teacher’s initiation is a lot but the students’ responses are littler. The evaluation does not emerge at all. His scaffolding talks are not various. It causes the student not to catch the lesson optimally. A lot of students get frustrated in learning English and the teacher can not eliminate the students’ frustration. The types of scaffolding talks applied in their teaching learning process are, modeling, explaining, questioning and directing. Reviewing and evaluating are not found. From reviewing until evaluating section the teacher does not explain the generic structures of the narrative text. He does not give the other example of the text either. He only discusses the content of the text and asks the questions from the text so that by the end of the lesson the students do not understand what narrative text is, what the characteristics of the text is, and they are not able to produce the text. How the teacher stated the goal of the lesson does not follow the right procedure in teaching and learning process from reviewing until evaluating as suggested by Micro Skills or other experts. The scaffolding talks realized in his teaching learning are not variety . Besides, the teacher‘s scaffolding talks are not only English but also Indonesian and Javanese. The number of scaffolding talks performed in the classroom discourse are 349. Providing explanation is the most. It was 137 39.26 . There are no stating the goal, gaining attention, prompting, making emphasis, making links, review, showing desired solutions, evaluation Turney et al. 1983. Based on the data analysis above I can say that his class is passive and boring. The students are frustrated and he can not eliminate it. IRE does not run smoothly as the class is dominated by the teacher. In order to be clear whether his scaffolding talks are various or not it can be explained as follows: In order to be clear whether he speaks in English or not, or his scaffolding talks are various and based on the characteristics of scaffolding talks, let’s have a look at the following excerpts below. In order to make the students understand easily, the teacher can perform the activity as the example or the model of the students. One of the types of scaffolding is modeling. The following excerpts show teacher A applies “modeling” in his teaching and learning process. “I will read first.” “The modern Olympic….sampai selesai. The teacher read the text till finish” “Pertandingan olimpiade modern di bentuk setelah olimpiade itu dinegara Yunani Kuno..” “Modern nation : bangsa – bangsa modern dan seterusnya…….have been killing to stop war,” “Receive honored equal to those given to the man who win.” The frequency of modeling above is 5 1.43. It means that teacher A does not apply a lot as it only found some modeling in the scaffolding talks. Even if teacher A adopts modeling, it is not used properly. He uses more Indonesian than English. Besides, the teacher dominates time by reading aloud, after he reads aloud he asks the students to read while correcting their pronunciation. Reading aloud takes time so the teacher should be careful to manage the time in order not to dominate the time for reading. It is also not effective as not every student gets the turn to read it takes time as the teacher reads all the reading text. Through directing teachers assist the students to concentrate themselves on accomplishing the goal. Directing is to help the students focus on achieving the goal. It also belongs to one of the scaffolding talk characteristics. The following excerpts show teacher A provides clear direction. “Silakan di buka halaman 103.” “You hear me.” “Coba di baca the first paragraph” “Dibaca paragrap pertama” “Bisa di beri tanda” “Jangan digaris bawahi nanti buku punya sekolah kotor” ” kalau bisa ditulis di buku catatan anda.” ” Jangan semua kata di tulis ya” ” Coba anda lihat secara cepat” “atau skimming gitu.” “Coba dilihat ya.” Based on the examples above teacher A in the second turn provides clear direction not only using English but Indonesian as well. It has the frequency 16 4.58. It proves that the capability of teacher A in using English is not too bad. The clear direction performed by the teacher is good enough as with clear direction the students follow the right track and concentrate well to the teacher. It is easy for the teacher to construe the new knowledge. However if this clear direction uses improperly will make the students scared as the situation of this class is silent. The students do not feel free to follow the lesson. Explaining is an explicit statements to make the learners understand easily. Through explaining teachers help the students see connection between things, make links between the known and unknown, bridge gap between students’ previous knowledge and the new one. It belongs to one of the scaffolding talk characteristics. The following excerpts show that teacher A applies explanation in his teaching and learning process. “Happened adalah dari kata dasar happen without ed .” “Those ituadalah kata ganti.” “Those ituadalah jamak dari kata that.” “That itu adalah tunggal’ “Jamaknya itu adalahthose.” “Itu tetapi jamak.” “Berlangsungadalah present ya.” ” Pola kalimat itu adalah untuk kejadian dulu sampai sekarang” ” Present itu adalah pola kalimat ” ” yang menggambarkan kejadian dari dulu sampai sekarang” ” atau kejadian yang berlanjut, terus menerus berlangsung ya.” ” Sama dengan kata kerja “go” “kalau kamu berangkat ke sekolah sampai lulus gitu ya.” ” Sekarang sampai nanti kamu kelas tiga kan berarti I go to school.” ” Nah itu go nya itu selamanya,” ” sampai kamu lulus gitu ya.” ” Present continouse tense itu untuk menggambarkan suatu perbuatan atau pekerjaan yang berlangsung terus-menerus.” ” atau simple present tenses itu untuk menggambarkan suatu perbuatan atau pekerjaan yang berlangsung terus-menerus.” “Kalau di paragraph pertama menggunakan Present Tense Pattern gitu ya,” “maka pada papragraph kedua naik menjadi Past Tense ya.” “held itu adalah bentuk past,” “but modern Olympic celebrated in different cities” “tetapi setiap olympiade modern di….” ” Celebritish ora di bayar ya ora gelem ko “Orang yang menjalankan monyet itu juga celebritist.” ” Cuma pada skala yang berbeda.” ” Ya itu lumrahlah salah cetak” “It received no promotion.” “Ya itu ada little attention.” ”Orang Indonesia itu memiliki katakanlah berbagai macam budaya yang sangat banyak gitu ya. ” ” Demikian juga racenya apa?” ” Sukunya juga banyak ya.” ” Race adalah suku ya,” ” budaya adalah culture” “mereka mengetahui kondisi Indonessai.” ”merekaakan mendapatkan penghargaan yang sama.” ”Nah penghargaan itu tidak harus uang ya tidak,” ” tetapi dengan sendirinya biasanya uang itu mengikuti ya.” ”Sekarang apapun yang menang baik sebagai ahli, professional itu bisa mendatangkan uang ya nggak?” ” Katakanlah kamu punya keahlian” ” dan itu bisa menjadi perhatian banyak orang” ” dimana orang lain tidak bisa melakukannya seperti kamu” ” Itu bisa menghasilkn uang.” ” Sekarang adalah serba professional.” “Oke itu untuk paragraph ketiga.” According to the excerpts above I comment that the teacher explains not only the main material but also beyond the material, such as: ” Sekarang apapun yang menang baik sebagai ahli, professional itu bisa mendatangkan uang ya nggak?”, ” Katakanlah kamu punya keahlian”, ” dan itu bisa menjadi perhatian banyak orang”, ” dimana orang lain tidak bisa melakukannya seperti kamu”, ” Itu bisa menghasilkn uang”. He does not only speak English but Indonesian and Javanese as well. It has the meaning that speaking ability of teacher A is low. In spite of that, giving explanation is the most dominant. It is about 137 clauses 39.26. It means that the teacher is dominant in the class. I can say because of teacher’s dominance, the situation of the class is silent and passive. The students are scared and do not feel free to follow the lesson. The learning experience and giving exposure to English do not appear so the students are not able to get the new knowledge and the target language optimally. Theoretically explanation helps the students see connection between things, make links between the known and unknown, bridge gap between students’ previous knowledge and the new one. The students only listen to the teachers’ talks and they almost never give responses to the teacher. Another type of scaffolding talks is inviting the students participation by asking the students to join in the learning process well and by giving illustrations. It makes the students easy to complete the task given to the students such as: Who tells you? Where do you get? From whom do you know?, etc. The following excerpts show the teacher A applies “inviting the students’ participation” in his teaching and learning process. ” Apa cukup?” ” Kata apa , kamu?” ” Oke the nextis.” “Unlike ada yang tahu?.” “The next paragraph is the original Olympic game…….different city.” “The last paragraph “A…” “anda sudah bisa menangkap isinya.” The teacher performs inviting students’ participation in order that the students can follow the lesson well. However, the teacher adopts inviting the students’ participation in the form of clues. It has the frequency 18 5.16 applied his scaffolding talks as there are some inviting students’ participation by using his own clues to complete the tasks. Instead of English he speaks Indonesian. One of the important teacher’s talk in classroom discourse patterns is questioning. Questioning is a basic skill for the teacher in the classroom discourse. Through questioning the teachers are able to get information about how well their students understand the materials given by the teachers and what kind of help needed by the students in teaching learning and process. It is also important that questioning can stimulate the students curiosity and their interest, make them concentrate on particular issue, provide a chance to respond , ensure widespread student’s participation and etc. The following excerpts show the teacher A applies “questioning” in his teaching learning process. “Menurut anda mana dari sekian paragraph dari bacaan ini yang termasuk katagori kata-kata sukar.” “The next berikutnya apa?” “Any other difficult words please” ” equal itu artinya apa?” “Ada kata equal” ” apa artinya?” ” Nah ini, apa artinya equal?” ” apa artinya men are created equal” “The next question adalah Thema paragraph satu itu apa?” “What is the theme of first paragraph? “ “Temanya mana ini?” “To be + Verb III bentuk apa?” “To be + Verb III itu kalimatnya apa?” “jadi disitu arti are patterned apa?” “Apa form?” ” What does they refer to?” “What does they refer to?’ “atau apalagi?” “What does it mean?’ “Apa olympic itu?” “apa sih celebrate?” “Celibritist itu apa sih?” “Diantarnaya apa saja yang menonjol?’ ” Kalau modern....bagaimana?” ” Apa lagi perbedaanya itu?” ” Ini ada pada paragraph berapa?” This type of scaffolding talks has the frequency 66 over 349 types or 18.91. It means that the teacher provides the questions. The question needs short responses. While the students cannot answer, the teacher is not patient to wait for it. The teacher often answers his own questions. Providing explicit and positive feedback of the students’ responses is called clarifying students’ understanding. Here the teacher assists the students on learning how to evaluate the creation of shared perspective or revise their perspective when misunderstanding happens. It is also one of the type of scaffolding talk as the teacher bridges the students to reach the goal. The following excerpts show teacher A applies “clarifying students’ participation” in his teaching and learning process. “Do you understand?” “Ada kata-kata sulit yang lain?” ” gitu ya.” ” Nggak ada ya.” “Men are created equal.” “Itu adalah kata equal.” “Ya itu adalahsama,” “Men apa man” ” Apa tema parargraph satu?” “Biasanya tema ditentukan ada dimana?” “Kunci untuk mengetahui tema bagaimana,” “biasanya ada pada baris pertama atau baris terakhir.” ” Oke olimpiade itu berlangsung.” ” Continue, itu kan present begitu iya kan sudah.” ” Siapa tahu” “Unlike berasal dari kata like diberi awalan un.” ” Cuma kan karena itu tidak begitu merakyat” ” it refers to Exhibition ya.” ” Itu artinya pameran.” “Pamaeran itu bisa diartikan untuk promosi” ” Kalau promosi itu biasanya kan cenderung ke hal-hal yang bersifat menguntungkan atau menghasilkan untung” ” Apa kamu sudah jelas?” ” the main idea ada pada baris pertama.” ” Karena itu menggambarkan atau memberikan gambaran secara umum untuk paragaraph satu.’ ” Ya, ada pada kalimat terakhirnya” ” Jadi paragraph kedua the main ideanya ada pada baris terkhir.” ” Ada pertanyaan?” ” Ya, situ ya” ” jadi kita bisa mengerti ya, maksudnya.” The teacher gives feedback in the form of clarifying and correcting their answer. He speaks Indonesian and Javanese instead of English. It has the frequency 83 23.78. It means that the teacher provides feedback to clarify the students’ understanding that belongs to the types of scaffolding talks. In order to check the students’ understanding of what has been given it is necessary for the teacher to employ one of the types of scaffolding talks such as developing students’ understanding which is used to know how far the students are able to develop their understanding of what their teacher gives during teaching learning process. It is clear to see the following excerpts: ” Coba saya Tanya” ” Beberapa awalan menunjukan bahwa kata yang diberi awalan itu berarti lawan kata begitu ya.” “Pameran itu, dalam bahasa Inggrisnya adalah it Received no promotion.” ” Promosi suatu produk mungkin” “tetapi ini tidak sekedar pameran memberitahu gitu lho.” ” Betul?” The teacher checks the students’ understanding of what has been given throughout strong clues and conformation. The teacher provides the conformation and repeating the question they had in Indonesian instead of English. It has the frequency 18 5.16 applied in the teacher’s scaffolding talks. In order to make the students active in following the lesson, it is necessary for the teacher to give positive reinforcement. The following excerpts show how to motivate the students by applying positive verbal reinforcement: “Ya” ” Ya begitu.” ” Ya Itu adalahbetul,” ” Ok itu adalah betul.” “Ok Itu adalah betul.” “Ya Oke” Providing positive verbal reinforcement is also important for the teacher as it can motivate the students. The excerpts above prove teacher A uses it in his teaching and learning process. The teacher reinforces by using Indonesian and English. It has the frequency 6 1.72 applied in the teacher’s scaffolding talks because there are some forms of providing positive verbal reinforcement belongs to this type of scaffolding talks. Comparing to the total amount of the teacher’s scaffolding talks is 349, 6 is too small. In this situation the students are not responsive. It means the class is silent. The teacher does not appreciate the students’ opinion a lot so the motivation of the students to follow the lesson is very low. The objective expected by the school and the curriculum cannot be accomplished well. It triggers the failure of the final exam. The students sometimes give the answer incorrectly toward the teacher’s questions. To indicate the standard or desired solution the teacher may use negative verbal reinforcement which also belongs to one of the type of scaffolding talks. See the following excerpts: “Masak those tidak dapat?” To overcome the students go further to the main subject, the teacher can have negative verbal reinforcement by correcting their wrong answer as the excerpt above. It has the frequency 1 0.29 applied in the teacher’s scaffolding talks for there are some forms of negative reinforcement.

3. Teacher B’s First Turn, Class XI IPS1

The teacher introduces hortatory text. It is spoken cycle at building knowledge of a field. The teacher reads the text about mobile phone. After the teacher finishes reading she asks some questions. Then the teacher explains about the generic structure of hortatory text. Even if it is spoken cycle the teacher dominates the talks. The students listen to the teacher’s explanation and do the tasks when the teacher asks. Classroom tasks are building up and extending vocabulary relevant to the text type. Grammatical practice is relevant to the text given IRE patterns do not emerge optimally. The teacher’s initiation is a lot but the students’ responses are less. The class is rather passive. The number of scaffolding talks performed in the classroom discourse is 170. Providing explanation is the most. It is 52 30.59 . There are not gaining attention, making emphasis, making links, review, showing desired solutions, evaluation. Based on the data analysis I can conclude that the teacher performs scaffolding talks during the lesson such as : stating the goal of the lesson, modeling, verbal reinforcement, prompting, providing clear direction, explaining, questioning, clarifying students’ understanding, developing students understanding and inviting students’ participants. Reviewing and evaluating do not appear in this class activity. Her scaffolding talks are not only in English but in Indonesian as well. English has the frequency 58 33.92. Indonesian has the frequency 113 66.08. In this situation, the teacher speaks Indonesian more than English. In other words I can say that her English communicative competence is poor so she is not able to give English exposures to her students well. Here is the discussion of the data analysis. One of the characteristics of scaffolding talks is mentioning the goal before the lesson begins as shown in the following excerpts “ O.K. students now you will study about the second text ya” “I will read one text with the title a mobile phone” “This text belonged to hortatory text” “After I read the text I will give you one question” Mentioning the goal as the excerpts above is good beginning. By stating the goal the students know the flow of the new material they get. It has frequency 4 2.35 applied in the teacher’s scaffolding talks for there are some forms of mentioning the goal found in the scaffolding talks above. To give an explicit example to the students, the teacher may provide a model as it belongs to one of the type of scaffolding talks. Here the teacher reads aloud the reading text to be a model and the students listen. After that the teacher asks the students to guess what the text is by giving some examples or specifying words, speaking and writing her words on the blackboard and translating the words into Indonesian to make the students clear before the teacher introduces the text. The following excerpts are the examples of providing a model: “When we buy a mobile phone……. The teacher read the text till finished the students just listened ” “What kind of this text is it? Jenis text apa ini?” The teacher wrote down the words on the blackboard and then she translated into Indonesian to make them easier “Once again, do you know what kind of the text I read? Besides oral the teacher also wrote down her utterances on the black board Kind artinya apa?” she translated the word into Indonesian The frequency of modeling above is 3 1.76. It means that teacher B does not apply a lot as it is only found some modeling in the scaffolding talks. Even if teacher B adopts modeling, it is not used properly. The language she uses more Indonesian than English. Besides, the teacher dominates time by reading aloud, after she reads aloud she asks the students to read while correcting their pronunciation. It is not effective as not every student gets the turn to read it takes time as the teacher reads all the reading. To help the students in giving the response, the teacher provides prompting technique by giving clues, or simplifying the sentence, or translating the word into Indonesian. The following excerpts are the examples of prompting technique performed by the teacher as shown in the following excerpts. “Once again, do you know what kind of the text I read? Kind of apa artinya Kind? What kind of this text is it? The teacher write down on the black board. Jenis text apa ini?” “And in argument you can mention some reason. Sebutkan beberapa alasan. Berikan beberapa argumentnya ya.” “ Look for sentences indicate present tense. Cari kalimat yang menunjukan bentuknya present tense.”, etc. The teacher uses prompting technique in the form of giving strong clues, simplifying the sentence, or translating the word into Indonesian or local dialects. By giving this, the students can give their response to their teacher. It has the frequency 7 4.12 applied in teacher’s scaffolding talks. The following excerpts are one of the types of scaffolding talks showing students what to do by providing clear direction. The teacher speaks either English or Indonesian. “After I read the text I will give one question.” “Coba ya.” “You can look in your book in page 114.” “Please you look for a sentence not word” “Coba dilihat teman kalian menulis.” “Coba ya in your book.” “Coba di cari dulu” Teacher B in the first turn provides clear direction not only using English but Indonesian as well. It has the frequency 15 8.82. It proves that the capability of teacher B in using English is not too bad. The clear direction performed by the teacher is good enough as with clear direction the students can do what the teacher says. The teacher is able to construe the new knowledge easily. Explaining is an explicit statement to make the learners understand easily. It develops the students’ comprehension. Through explanation teachers help the students see connection between things, make links between the known and unknown, bridge gap between students’ previous knowledge and the new one. It belongs to one of the scaffolding talk characteristics. The following excerpts show the teacher applies that she applies “explanation” in her teaching and learning process. “kemarin.” ” Cuma disini bedanya kalau hortatory is designed to persuade reader that something should be the case harus berupa per- masalah” “reader that something should not be the case atau tidak harus berupa per- masalahan.” “or listener that something should be the case, atau harus berupa permasalahan.” “ listener that something should not be the case, atau tidak harus berupa permasalahan” “Kalau yang kemarin analytical should be the case, harus berupa permasalahan,” “kalau yang ini tidak mesti berupa permasalahan.” ” If you will write hortatory text it begin with tenses followed by some argument and after that it gives recommendations” ”. Jadi yang tadi sama dengan langkah –langkahnya” ” atau dalam bahasa Inggris adalah generic structurenya.” “First is thesis , second is argument and the third is recommendation.” “karena dalam Hortatory ini yang membedakan dengan annalyltical adalah ada recomendasinya.” “Kalau kemarin annalytical hanya ada tesis dan argument,” “di hortatory disebutkan ada recommendationya.” “In recommendation you can give some advice, tips.” “Boleh menyebutkan tips” “In page 114 there is one example of hortatory text.” “We subject , decide Verb I.” “Do sebagai to be we subject.” “Itu merupakan contoh bentuk kalimat Tanya.” ” Mobile phone itu ya seperti yang lain dalam setiap text there is a language feature.” “The first is causal connective.” “The second is being verb.” “The third is action verb.” “The fourth is General Participant.” “The sixth is strong modality” “and The seventh is Present Tense.” “Karena memang bentuknya memakainya Present Tense” ”Disini misalnya, mereka atau misalnya siswa ini termasuk general participants yang sifatnya masih umum.” “Strong modality bentuk modalnya seperti should, must dst.” “The seven is present past.” Based on the excerpts above she provides explanation in the form of giving examples, telling the material, providing a description of the material, making links, and making emphasis. The teacher adopts those items not only English but Indonesian as well. It means that speaking ability of teacher B is rather low. In spite of that, giving explanation is the most dominant. It is 52 clauses 30.59. It means that the teacher is dominant in the class. The situation of the class is silent and passive. The students feel scared and do not free to follow the lesson. The learning experience and giving exposure to English do not appear so the students are not able to get the new knowledge and the target language optimally. The teacher only speaks on his own by translating the sentence, telling the new knowledge most of the time and reading the whole story. The students only listen to the teacher and they almost never give responses to the teacher. Another type of scaffolding talks is inviting the students’ participation. The students are asked to join in the learning process well because of the teachers’ help by giving illustrations. It makes the students easy to complete the task and the opportunities given to the students such as Who tells you? Where do you get? From whom do you know? The following excerpts show teacher A provides inviting the students’ participation in the teaching and learning process. “Do you still remember the formula of Present Tense?” “Teman kalian menulis dua jawaban” ” Atau interrogative” “Hanya ada satu?” The teacher performs inviting students’ participation in order that the students can follow the lesson well. The teacher adopts inviting the students’ participant in the form of clues. It has the frequency 6 3.53 applied his scaffolding talks as there are some inviting students’ participation by using his own clues to complete the tasks. Instead of English she speaks Indonesian. Questioning is a basic skill for the teacher in the classroom discourse patterns which are important form of teacher’s talks in classroom discourse patterns. Through questioning the teachers are able to get information about how well their students understand the materials given by the teachers and what kind of help needed by the students in teaching learning process. It is also important that questioning can stimulate the students curiosity and their interest, make them concentrate on particular issue, provide a chance to respond , ensure widespread students’ participation, etc. Key questions can further guide the discussion and promote understanding of examples as shown in the following excerpts. “Once again, do you know what kind of the text I read?” “And in argument you can mention some reason.” “Sebutkan beberapa alasan.” ” berikan beberapa argumentnya ya.” “and what is in the last paragraph” ” Cari kalimat mana yang menunjukan causal connective” This type of scaffolding talks has the frequency 14 over 170 types or 8.24 applied in the scaffolding talks. The type of question needs short responses. While the students cannot answer, the teacher is not patient to wait for it. The teacher often answers her own questions. The questions are not only in English but also in Indonesian. The teacher assists the students on learning how to evaluate the creation of shared perspective or revise their perspective when misunderstanding happens. She can provide explicit and positive feedback of the students’ responses. It is called clarifying students’ understanding which is also one of the scaffolding talk types as the teacher bridges the students to reach the goal she expects. The following excerpts show that teacher B applies clarifying students’ understanding in her teaching and learning process: “Kind of apa artinya” ” Argument can be more than one.” “sebelum kamu melakukan sesuatu” “jadi dalam setiap kalimatnya karena menggunakan present tense” ” Tetapi anda cari kalimat which indicate present tense. ” Jika kita beli hand phone Kita harus mempertimbang kan beberapa point.” “Jika kita menentukan untuk memiliki hand phone kita tanya pada diri kita sendiri.” ” Jadi ini salah satu bentuk contoh interrogative.” “Ini ada dua ya” “We should decide the one that meet our need.” “We must know what our need.” “Just one.” “In the recommendation hanya ada satu present tense.” “Connective adalah penghubung” “Setiap text adalah selalu tidak ada yang kembar,” The teacher gives feedback in the form of clarifying, correcting and repeating their answer. She speaks Indonesian instead of English. It has the frequency 35 20.59 applied in teachers scaffolding talks. It is important for the teacher to check the students’ understanding of what has been given to them in previous lessons. It is called developing the students’ understanding. It can be seen in the following excerpts: “Kind ?” “What kind of this text is it? The teacher writes down on the black board.” “Argument biasanya lebih dari satu.” ” Seandainya satu sudah cukup” ” Itu tidak apa-apa?” ” Tetapi jika argumennya butuh banyak argumennya disebutkan” ” and after that give a recommendation” “sehingga ada kalimat –kalimat memakai rumus-rumus present tense.” “atau banyak kalimat memakai rumus- rumus present tense.” “Oke, jadi dalam setiap kalimatnya menggunakan present tense” “Apakah kita membutuhkan nya untuk prestise kita” “Atau apakah kita membutuh kannya untuk kegunaannya?” “Coba ya setelah kita memutuskan untuk menggunakan sebuah hp.” “Kita harus membuat satu pilihan mengenai jenis hp dengan berbagai jenis pilihan yang ada.” ” Setiap text adalah selalu berganti – ganti terus.” The teacher checks the students’ understanding of what has been given throughout strong clues, conformation, and repeating the question. She speaks Indonesian instead of English. It has the frequency 2414.12 applied in the teacher’s scaffolding talks. To motivate the students’ active in taking part in the classroom discourse activity it is necessary for the teacher to give positive response or positive verbal reinforcement or supporting expression in her scaffolding talks. The following excerpts show how to motivate the students by applying positive verbal reinforcement: “Ya, hortatory text.” “tidak apa-apa?” ” Oke,” ” Ya sudah” “Good, the subject is we.” “Ini benar ya di paragraph pertama.” “Ya, it is just one, in the second paragraph.” “We decide sama dengan paragraph 2 Subject + Verb I juga sudah, menunjukan Present +Tenses ya.” “We = subject only use Verb I itu sudah betul semua” “Ya. kamu benar” Providing positive verbal reinforcement is also important for the teacher as it can motivate the students. The excerpts above prove that teacher B uses it in his teaching and learning process. The teacher reinforces the students’ responses by using Indonesian and English. It has the frequency 10 5.88 applied in the teacher’s scaffolding talks because there are some forms of providing positive verbal reinforcement which belongs to this type of scaffolding talks. The total amount of the teacher’s scaffolding talks is170, 10 is too small. In this situation the students are not responsive. It means the class is silent. The teacher does not appreciate the students’ opinion less so the motivation of the students to follow the lesson is very low. The objective expected by the school and the curriculum cannot be accomplished well. It triggers the failure of the final exam. Toward the end of the lesson, the teacher usually makes summary of the topic given to strengthen and elicit the topic discussed in order to make sure that the students are not doubtful in getting the lesson. Then she evaluates whether the expected objectives have been fulfilled or not. Until the end of the lesson I do not see that the teacher does it.

4. Teacher B’s 2

nd Turn, Class XI IPS2 The class is discussing narrative text. It is the spoken cycle at building knowledge of a field. Therefore spoken interaction dominates the class. Here the activities during the teaching and learning process are building up vocabulary relevant to the text given. Grammatical practice pattern is also relevant to the text discussed. It seems that the class is more responsive as the topic being discussed is familiar for them as the student once accepted this text before that is narrative text one. This time they get narrative text two. Although IRE pattern is adopted by the teacher with the teacher’s initiation, student’s response, and the teacher’s evaluation, the students responses are of various. In her scaffolding talks she still speaks either English or Indonesian as she is not sure whether her students can understand what she explains or not so a lot of words are translated to Indonesian to make them easier to catch. It is an English class but the teacher speaks more Indonesian than English. Actually she can simplify difficult words into simple words in order that the students can catch teacher’s explanation of the lesson easily . In this case the teacher should be able to find out the way how her students can follow the lesson well and understand it easily. From the data analysis, I can say that the frecuency of English used by the teacher is93 frequencies 32.63. Indonesian has the frecuency 192 67.37. In this case, teacher tends to speak Indonesian instead of English. It means that her English communicative competence is rather low. Therefore she can not give English exposure a lot to her studens. The number of scaffolding talks performed in the classroom discourse is 296. Clarifying the student’s understanding is the most dominant among them. It is 66 22.30 . There are not making links and evaluation. The scaffolding talks she performs not only in English but also Indonesian. The teacher employs scaffolding talks variously during teaching learning process though she speaks in English and Indonesian. Types of scaffolding talks she performs among others: stating the goal of the lesson, stimulating the students’ interest, giving motivation throughout positive verbal reinforcement, prompting, modeling, giving clear direction, explaining, inviting students’ participation, questioning, clarifying students’ understanding, developing students’ understanding and translating. At the beginning of the lesson, the teacher states the goal of the lesson. Stating the goal of the lesson is one of the characteristics of scaffolding talks. It is stated before the lesson begins as shown in the following excerpts: “Oke coba ya last semester you have studied about Narrative.” “Now you will study about Narrative two oke.” “Karena semester dulu sudah ya Narataive.” This is good beginning that the teacher B in the second turn states the goal to prepare the students for learning By stating the goal the students know the flow of new material they will get. It has frequency 3 1.01 applied in the teacher’s scaffolding talks for there are some forms of stating the goal as a type of scaffolding talks. As motivation exists with the interest so it is important for the teacher to stimulate students’ interest to the lesson in teaching learning process by maintaining the students’ attention. To show how the teacher gains the students’ attention before the main material, let’s see the following excerpts: ”Karena semester dulu sudah ya Narataive” Now I will ask questions before the main subject:” What is social function from Narrative text ? Atau the purposenya ya. What is the social function from Narrative text ? Who can answer ? Raise your hand. Hayo sudah pernah dibahas kan?” To get students ready to follow the lesson teacher B in the second turn applies it throughout establishing links, reviewing the lesson. It has the frequency 7 2.36 applied in the teacher’s scaffolding talks because there are some forms of gaining attention as types of scaffolding talks. Providing a model is to give an explicit example to the students. It belongs to one of the type of scaffolding talks. Here the teacher reads aloud the reading text to be a model and the students listen. After that the teacher asks the students to mention another narrative text. Then she asks about the generic structures of a text. It seems the students can answer well without difficulty not in English but in Indonesian. By translating the words into Indonesian it is easier for the students to follow the lesson before the teacher introduces the text. With this situation, a teacher should find the way to anticipate this by giving examples or providing models. The following excerpts are the examples of providing a model: ” Once upon a time there lived a girl named snow white….” the teacher read the text until finish as an example for the students. They listened to the teacher Teacher B only applies some modelings in the scaffolding talks. It has 3 frequencies 1.01. The teacher dominates the time by reading aloud, after she reads aloud she asks the students to read. It is not effective as not every student gets the turn to read and also it takes time as the teacher reads all the reading. To help the students giving the response, the teacher provides prompting technique by giving clues, or simplifying the sentence, or repeating the utterances, or translating the word into Indonesian. The following excerpts are the examples of prompting technique performed by the teacher: “What is social function from Narrative text ? Atau the purpose ya. What is the social function from Narrative text ? Who can answer ? Apakah fungsi atu tujuan dari karang Text Narrative? What is the purpose or social function from Narrative text” ” In orientation introduce the participant, memeperkenalkan pendukung nya atau awal mula kejadiannya bagaimana dan para penduduknya siapa saja ya.” “Jadi permasalahan yang timbul, a crisis arises. Permasalahannya itu apa di sebutkan dalam complication” “In Resolution a crisis is resolved. Permasalahannya itu dipecahkan for better or for worse.Permasalahannya nya itu biasa dipecahkan dengan baik atau buruk ya” It is important for the teacher to facilitate learning for the students’ comprehension by making emphasis as shown in the following excerpts: ” Oke ini urutannya di balik dulu ya yang no 2, complication baru evaluation.” ” Kemudian baru re-orientation, optimal pilihan dari permasalahan ini bagaimana atau jalan akhirnya bagaimana?” ” Kata kerja kembali ke bentuk pertamaya ya.” ” Is it a right or wrong?” “told kan bentuk kedua ya” ” Karena tadi kan step-step nya ada yang namanya orientation, complication, evaluation, resolution and Re-orientation.” ” You must remember the step from Narrative text ada lima ya.” “Language features dari Narrative not Hortatory text. Bukan Hortatory ya but Narrative text.” “Narrative text bukan Report text. “Bukan itu pada hortatory, yang di minta Narrative, bukan stepnya tetapi Language featurenya.” ” Baru delapan kurang dua ya” The teacher uses prompting technique in the form of giving strong clues, simplifying the sentence, or translating the word into Indonesian. By giving this, the students can give their response to their teacher. It has the frequency 12 4.05 applied in teacher’s scaffolding talks as there are some prompting techniques as scaffolding talks. One of the ways to improve the students’ understanding is to have recalling concepts which the students have already got. It helps the students to be easier to follow the lesson being taught. In this case the teacher asks several questions dealing with social function, the purpose and the generic structures of narrative text. See the excerpts below: ” What is social function from Narrative text?” “What is the purpose or social function from Narrative text.” “Ana in Narrative text begins with five steps. The first is…, the second is…., the third is …., the fourth……, the fifth….” “Do you still remember formula from Past tense? Rumusnya bagaimana?” “You must still remember the formula from Past Tense for positive sentence : S + Verb II and in negative sentence : S + did + not + Verb I and in interrogative sentence Did + S + Verb verb nya kembali ke bentuk asal.” To improve the students’ understanding and attention the teacher performs it throughout recalling concepts. By giving this, the students can follow the lesson well. It belongs to explanation item so I do not count the frequency and the percentage. To give an explicit example to the students, the teacher may provide a model as it belongs to one of the types of scaffolding talks. Here the teacher reads aloud the reading text to be a model and the students listen to it. After that the teacher asks the students to answer the questions by giving some examples or specifying words or clues, speaking and writing her words on the blackboard, repeating and translating the words into Indonesian. The following excerpts are the example of providing a model: “Once upon a time there lived a little girls name Snow White……The teacher read the text till finish. “This is one example about Narrative text.” ” Once upon a time there lived a little girl a little girl named Snow White. She lived with his aunt and uncle because her parents were dead. One day she heard her uncle and aunt were talking about leaving Snow white in a Castle because they both wanted to go America and they did not have enough money to take Snow White.” “Snow white didn’t want her uncle and aunt to do this so she decided would be best if she ran away. The next morning she ran away from home when her aunt and her uncle were having breakfast. She ran away in the wood then was very tired and hungry then she saw thin little cottage. She knocked but no one answered so she went inside and felt asleep.” “Mean while the seven dwarfs coming home from work. They went inside. They found snow white sleeping and snow white woke up. She saw the dwarfs. The dwarf said what is your name. Snow White said may name is Snow White. The dwarfs said if you wish you my live here with us. Oh Could I ? Thank you. Then Snow White told the dwarfs the whole story and Snow with and the dwarfs lived happily ever after.” The frequency of modeling above is 3 1.01. It means that teacher B does not apply modeling a lot as it is only found some modeling in the scaffolding talks. Even if teacher B adopts modeling, it is not used properly. The teacher dominates the time by reading aloud, after she reads aloud she asks the students to read. It is not effective as not every student gets the turn to read, it takes time as the teacher reads all the reading. It is important for the teacher to give clear direction to show what the students should do and what the students should not. The teacher speaks either English or Indonesian. The following excerpts are one of the types of scaffolding talks showing students what to do by providing clear direction. “Raise your hand.” “Hayo sudah pernah dibahas kan?” ” Toji please answer” “Coba perhatikan di text nya itu” ” kira-kira kalau kita memperhatikan kalimat-kalimatnya.” “Silahkan cari in the second paragraph.” ” Write on the blackboard.” “Write in the black board?” “Look at your copy text” “Nah sekarang coba dilihat Past tense” “Yang salah dibetulkan” ” Oke student the rest you continue at home to look for the language features based on the text you read.” Teacher B in the second turn provides clear direction not only using English but Indonesian as well. It has the frequency 39 13.18. It proves the capability of teacher B in using English is not so good. The clear direction performed by the teacher is good enough as with clear direction the students can do what the teacher says. The teacher is able to convey the new knowledge easily. To make the students understand easily, it is advisable for the teacher to provide an explicit statement step by step to accomplish the desired expression which is called explaining. Explaining develops the students’ comprehension. Through explaining teachers help the students see connection between things, make links between the known and unknown, bridge gap between students’ previous knowledge and the new one. It belongs to one of the scaffolding talks characteristics. The following excerpts show the teacher applying explanation in her teaching learning process. “the purpose of Narrative text is to amuse, to entertain to deal with actual various experience in different ways” “Generic structure atau langkah dalam mengarang Narrative ada lima tahap. The first is orientation. The second is complication. The third is evaluation. The fourth is resolution and the fifth is re-orientation.” “In orientation you participant, memeprkenalkan pendukungnya atau you, participant memperkenalkan awal mula kejadiannya bagaimana Dan you, participant memperkenalkan para pendudungnya” “Permasalahannya itu di sebutkan dalam complication.The third is evaluation. Steping back to evaluate the pligat. Mengevaluasi jalannya kedaan pligat kemudian baru resolution. In Resolution a crisis is resolved. “S + Verb II + O in Positive sentence. S + did not + Verb I + O. S + did not + Verb I.Kata kerja kembali ke bentuk pertamya ya. Kemudian Interrogative sentence ? You must still remember the formula from Past Tense for positive sentence : S + Verb II and in negative sentence : S + did + not + Verb I and in interrogative sentence Did + S + Verb verb nya kembali ke bentuk asal. Karena dalam Narrative text is used Past Tense” “Here isLanguage feature from Narrative text. Coba language features nya ada yang namanya : Specific Participant, Past tense, Action Verb, Circumstance of time, Circumstance of place, Coordinate, Conjunction, Saying verb, Temporal conjunction and Mental Verb” Based on the excerpts above she provides explanation in the form of giving examples, recalling the concept, providing a description of the material, making links, and making emphasis. The teacher adopts those items not only English but Indonesian as well. It has the meaning that speaking ability of teacher B is rather low. The frequency is about 12 clauses 4.05. It means that the teacher gives various explanations. The students only listen to the teacher and they almost never give responses to the teacher. Inviting the students’ participation is that the students are asked to join in the learning process well because of the teachers’ assistant to give illustrations. It makes the students easy to complete the task and follow the opportunities given to the students such as: Who tells you? Where do you get? From whom do you know? Inviting the students’ participation is also one of types of scaffolding talks. Here are the excerpts applied by the teacher to invite the students’ participation: “Who can answer ?” “In narrative text it begins with fifth steps. The first is… The second is…. The third is … The fourth is … The fifth is …” “In evaluation…?” “In complication…..?” “In resolution…?” ” and in complication….?” “Do you know what tenses is used ?” “Do you still remember formula from Past tense?” ” Hayo Wendi, the second paragraph cari kalimatnya mana?” “The first paragraph is Iman O.K” “She heard….?” “Now in the second paragraph” “In the second paragraph banyak sekali lho ya?” “find outFrom the first line.” “The next is…..?” “Sekarang it is in the third paragraph.” “Paragraph tiga masuk ...” ” They went inside, terus” “Sebelum itu ada?” “Hayokamu cari” “Itu betul atau salah?” “Betul kah?” “Ada sepuluh?” “Hayo yang belum pernah maju” “Sairun, Isna, hayo Endang, dan Jamaludin, Lukman, Asnun, Subkhan hayo maju.” “Yang belum maju , hayo” “sekarang Iswan, silahkan maju” ” sekarang Iswan, silahkan maju’” ” Fitri and Samsul silahkan majui” ” Hayo Hartono maju,” “kurang dua yaHayo ” ” Termasuk Circumstance of….?” The teacher provides “inviting students’ participation” in order that the students can follow the lesson well. Unfortunately, she speaks Indonesian instead of English. It means that the communicative competence is less so the teacher cannot give English exposures to her students. The goal to make the students to be able to speak English cannot be accomplished. Here the teacher adopts inviting the students’ participation in the form of clues, conformation and inviting to join. It has the second biggest after giving feedback. It is 43 14.53 applied in her scaffolding talks because there are some inviting students’ participations by using her own clues, conformation, inviting to join to complete the tasks. To check students’ understanding of the material being given and to invite students’ participant in the interaction can be through questioning. Questioning can stimulate the thinking process and their cognitive development according to the expected objective. In this case, the teacher may vary the questions from the easiest ones to the most difficult ones. Questioning is one of the important teacher’s talks in classroom discourse. The goal of questioning is not only for the students’ understanding, gathering information and feedback of the students as well. See the excerpts below: “What is social function from Narrative text?” “Apa arises?” ” atau jalan akhirnya bagaimana?” “What sentence which indicate the Past Tense ya” “What a sentence indicates past tense” “any other?” “Ada satu lagi apa?” ” Permasalahannya yang mana?” ” Kemudian Resolutionnya mana?” ” Kemudian ada complication lagi yang mana?” “Kemudian yang mana resolution?” “yang mana complication?” “And the last, masih ada resolutionnya yang mana?” “What is the main idea of paragraph one?” “And the second when did snow white run away from home?” “What is the main idea of paragraph one?” “When did Snow White run away from home?” “what is the main idea of paragraph one. ” Once upon a time itu termasuk yang mana?” Although the forms of the questions are various, the teacher tends to answer her own question, so that the students are still passive learners as the talks are dominated by the teacher. Besides, the teacher still uses Indonesian more than English. It is good as the model she should try to speak more English. The teacher guides the students on learning how to evaluate the creation of shared perspective or revise their perspective when misunderstanding happens. She can provide explicit and positive feedback of the students’ responses. It is called clarifying students’ understanding. Clarifying students’ understanding is also one of the scaffolding talk types as the teacher bridges the students to reach the expected objective. Here the teacher clarifies and revises the students’ understanding by repeating the words and translating the words into Indonesian instead of English. The following excerpts show that teacher B applies positive feedback in her teaching learning process. “Atau the purposenya ya.” “Apakah fungsi dari karangan Text Narrative?” ” atau tujuan dari karangan Text Narrative?” “a crisis arises,” “Jadi permasalahan yang timbul,” “a crisis arise.” “Permasalahannya itu dipecahkan for better or for worse.” “Permasalahannya nya itu bisa dipecahkan dengan baik atau dengan buruk ya” “Kira-kira tenses memakai apa?” “Pakainya Past Tense.” “kalimatnya in the first paragraphparagraph pertama” ” jadi tunjukan kalimat yang past tense yang mana?” “Is it a right or wrong?” “Betul atau salah?” “In the first paragraph masih ada” “Bentuk negative is: They didn’t have enough money.” “dia mendengar.” “Snow white didn’t want her uncle and aunt to do this” “She decided itu juga bentuk past tense. “ “She ran away,” “kalimat Past Tense hanya satu?” ” they found snow white” “Snow White woke up.” “She saw the dwarfs.” “Karena tadi kan step-step nya ada yang namanya orientation, complication, evaluation, resolution and Re-orientation.” “…….until itu ya, my name is snow white.” “Dibaris terakhirn itu ya.” “Cuma agak kebanyakan,” “Dengan siapa akhirnya Snow White hidup bahagia? With….?” “Dulu kamusudah lho” “Kemarin juga sudah dibahas.” “Kok simple present ?” “Itu adalah Language features dari Narrative” “Masih salah,” “Masih salah.” ” itu pada hortatory,” “Dulu yang cinderela itu Eko.” ” Dulu kan sudah” ” Baru delapan” ” Kok arise” “Bukan” “Tinggal…..Action Verb and…” “Itu semua sudah pernah ya, Itu semua sudah pernah ya,” The teacher gives feedback in the form of clarifying, correcting, giving other alternatives and repeating their answer. She speaks In Indonesian instead of English. It has the biggest frequency. It is 66 22.30 applied in teachers scaffolding talks as in the teacher’s scaffolding talks there are some clarifying students’ understanding that belongs to the types of scaffolding talks. The students can give the responses though the responses are in Indonesian. They are responsive as the material is familiar to them. Another type of scaffolding talk is developing the students’ understanding It is important for the teacher to check the students’ understanding of what has been given to them in previous lessons in order that the students can accomplish the target easily as the following excerpts: “Kemudian baru re-orientation,” ” tadi rumusnya kan sudah ya S + Verb II” ” Baru Snow White said.” “itu juga bentuknya Past Tense.” ” maksudnya baris pertama itu sampai Snow White di paragraph pertama itu teramsuknya apa?” “Bisa disingkat.” ” Bukan Hortatory ya but Narrative text”. “yang di minta Narrative, bukan stepnya tetapi Language featurenya.” The teacher checks the students’ understanding of what has been given throughout strong clues, conformation, making emphasis and repeating the question. She speaks Indonesian instead of English. It has the frequency 10 3.38 applied in the teacher’s scaffolding talks as there are some forms of developing students’ understanding. After the teacher gives the explanation to improve and to check the students’ understanding, it is advisable that the teacher reviews it as hown in the following excerpts: “You must remember the step from Narrative text ada lima ya. The first is orientation, complication, evaluation, resolution and re-orientation You must remember the step from Narrative text ada lima ya. The first is orientation, complication, evaluation, resolution and re-orinetation. The tenses used is Past Tense.” After explaining the lesson the teacher intends to check the students’ comprehension by reviewing and making emphasis. In this case the teacher does not give an opportunity to the students to rehearse the main point of the lesson. The teacher speaks on her own and writes down the summary and main point of the lesson on the black board. It has the frequency 6 2.03. Based on this situation I can say that the class is passive and silent, when there is only little response from the students. It is advisable for the teacher to react the students’ responses for examples agreeing their answers with paraphrasing them, ask them to elaborate their answers, and praising them if they can respond the questions correctly with positive verbal reinforcement. The positive verbal reinforcement can stimulate their motivation, strengthen their correct answer so that they are sure about the knowledge they get as shown in the following excerpts: “Yes, to entertain or to amuse deal with actual various experience in different ways.” “Ok good, the purpose of Narrative text is to amuse, to entertain deal with actual various experience in different ways.” “Oke.” “Oke,” “Oke ya” “Yap Cinderela adalah juga termasuk Snow White.” “Ya, itu adalah Past Tenses.” “Ya Itu adalah betul” “Yes, it is.” “Ya.” “Yaitu adalah betul,” ” Ya She heard” ” Yes, kamu terus” ” Good kamu terus” ” Ya dan seterusnya sudah betul.” ” Yes” ” Ya, they found snow white” ” Ya, Snow White woke up.” “Ya, itu betul.” ” Ya, you are good” To give motivation to the students is important throughout positive verbal reinforcement. The excerpts above prove that teacher B in the second turn uses it in her teaching and learning process. The teacher reinforces the students by using Indonesian and English. It has the frequency 30 10.14 applied in the teacher’s scaffolding talks because there are some forms of providing positive verbal reinforcement found in the scaffolding talks. Comparing the total amount of the teacher’s scaffolding talks are 296, 30 is not too bad. In this situation the teacher appreciates the students’ response to give the motivation of the students to follow the lesson. Sometimes the students go further to what the teacher asks. To overcome it the teacher shows standard or desired solution which is also important in order to strengthen their answer. So the students go on the right path as shown in the excerpts below: “Is it a right or wrong?” “Betul atau salah?” “Betul atau salah?” “Bukan.” “No, it is not.” “Betul atau salah” “Masih salah,” “Masih salah,” “betulkan yang salah. Bukan itu” ” Kok arise” “Bukan.” In order that the students go further to the main subject, the teacher can have negative verbal reinforcement by restating, conforming, giving other alternative and correcting their wrong answer shown in the excerpt above. It has the frequency 11 3.72 applied in the teacher’s scaffolding talks for there are some forms of providing negative reinforcement found in the scaffolding talks.

5. Teacher C’s1

st Turn, Class XII IPA The class is reviewing about explanation text. It is the spoken cycle at building knowledge of a field. Therefore spoken interaction dominates the class. Here the activities during the teaching learning process are building up vocabulary relevant to the text given. Grammatical practice pattern is also relevant to the text discussed. It seems that the class is more responsive as the topic being discussed is familiar for them as the student once got this text before. This time they get explanation text two. Although IRE pattern is adopted by the teacher with the teacher’s initiation, student’s response, and the teacher’s evaluation, the students’ responses are not various. In her scaffolding talks she still speaks either English or Indonesian as she is not sure whether her students can understand what she explains or not, so a lot of words are translated to Indonesia to make them easier to catch. It is an English class but the teacher speaks more Indonesian than English. Actually she can simplify difficult words into simple words in order that the students are accustomed to speaking English as it is English class so that the teacher should try hard how to make herself and the students speak. With simple words in English on and on it will be a good habit so the students can catch what the teacher talks about. In this case the teacher should be able to find out the way how her students can follow the lesson well and understand the lesson easily. From the data analysis, I can say that the frequency of English used by the teacher is 65 22.65 and that of Indonesian is 222 77.35. In this case, the teacher has tendency to speak Indonesian more than English because her English communicative competence is poor. Therefore she can not give English exposures to her students a lot while she is teaching. The number of scaffolding talks performed by the teacher in the classroom discourse is 271. Clear direction is the most. It is 54 19.93 . There are no making links and evaluation. The teacher employs scaffolding talks variously during teaching learning process though she speaks English and Indonesian. Types of scaffolding talks she performs among others stating the goal of the lesson, stimulating the students’ interest, giving motivation through out positive verbal reinforcement, prompting, modeling, giving clear direction, explaining, inviting students’ participation, questioning, clarifying students’ understanding, developing students’ understanding and translating and reviewing. Toward the end of the lesson I do not see that the teacher apply evaluation in her scaffolding talks. Her class is alive as teacher C applies scaffolding talks properly even if most of her scaffolding talks are in Indonesian instead of English. At the beginning of the lesson, the teacher states the goal of the lesson. Stating the goal of the lesson is one of the characteristics of scaffolding talks. It is stated before the lesson begins, as shown in the following excerpts: “Today we will talk about explanation text.” “ Memory text model ini sudah pernah membahasnya.” “Nah hari ini we just review it.” “ Kita hanya mengulangi lagi apa itu text explanantion.” This is good beginning that teacher C in the first turn states the goal to prepare the students for learning. By stating the goal the students know the flow of new material they will get. It has frequency 4 1.48 applied in the teacher’s scaffolding talks for there are some forms of stating the goal as type of scaffolding talks. It is important for the teacher to stimulate students’ interest to the lesson in teaching learning process through maintaining the students’ attention. Motivation without interest is impossible. To show how the teacher gains the students’ attention before the main material, let’s see the following excerpts: ”Ibu masih ingat pernah memberikan social function of explanation text.” ”Fungsi social dari text explanation itu” ”Coba kalian ingat lagi.” ” To explain the processes involve in the information of working of nature or social culture phenomena.The statement above is the social function of explanation text. “ “Ok now I will write it on the blackboard.” “Which the social function above” “Ya, kita cari tahu dulu apa sih maksudnya? To explain.” What is to explin the Process menjelaskan the process.” “What is involve in the formation of working of natural or social culture phenomena?” “Yang terkandung dalam formasi pekerjaan penomena alam atau social budaya” ”Isinya bisa berupa How tsunami happen.” ”Bagaimana Tsunami bisa terjadi.” “Dua tahun terjadi di daerah mana?” “Apakah kamu masih ingat?” To get students ready to follow the lesson well teacher C in the first turn applies it throughout reviewing, establishing links. It has the frequency 13 4.80 applied in the teacher’s scaffolding talks because there are some forms of gaining attention belonging to type of scaffolding talks. The teacher provides prompting technique by giving clues, or simplifying the sentences, or repeating the utterances, or translating the word into Indonesian if it is necessary. However the teacher is accustomed to speaking in Indonesian most of the time in the class. She should speak English more than Indonesian. So it will be a good habit. Later on, the students will be able to speak as the teacher teaches them how to speak English. Prompting is given as it helps the students in giving the response. It also belongs to the type of scaffolding talks. The following excerpts are the examples of prompting technique performed by the teacher: “Karena the title menggunakan How…Dari judul saja sudah kelihatan untuk explanation text .Langsung to the point,” “How artinya bagaimana sedangkan what artinya apa.From the title we can know the characteristic of explanation text.” The teacher uses prompting technique in the form of giving strong clues, simplifying the sentence, or translating the word into Indonesian. By giving this, the students can give their response to their teacher. It has the frequency 12 4.05 applied in teacher’s scaffolding talks as there are some prompting techniques found in the scaffolding talks. Making emphasis in the classroom discourse is important for the teacher. It is used to facilitate learning for the students’ comprehension. By making emphasis the teacher can check the students’ understanding whether the students can catch what she explains or not. If the students understand what the teacher explains they can continue the next stage but if they do not understand it the teacher will review it in order that the students comprehend the topic they get. See the following excerpts: “Hanya contoh report text” “Ini contoh report text.” ”Hanya melaporkan kejadian yang terjadi tentang bus.” ”disitu inti dari text explanation itu terdapat pada sequence explanation OK” Based on the excerpts above I can say that the teacher checks the students’ understanding after the teacher gives the explanation in the form of restating main point, repeating the students’ answer. Both are called making emphasis which belongs to types of scaffolding talk in the form of restating the main point and repeating the students’ answer. It has the frequency 5 1.85 Modeling is to give an explicit example to the students, the teacher may employ as it is also one of the types of scaffolding talks. Here the teacher reads aloud the reading text to be a model and the students listens. After that the teacher asks the question. Then she asks the students to make one question and answer for one group and other group answer the questions by giving some examples or specifying words or clues, speaking and writing her words on the blackboard, paraphrasing the students’ questions and answers, repeating and translating the words into Indonesian. It has the frequency 2 0.74. It means that there are only few of this type of scaffolding talks performed as shown in the following excerpts: “Oke now I will write it on the blackboard.” “I will read first. All plane need air….. she read till finish” “paragraph terakhir the last paragraph. Air under the wings more slowly It slightly squashes. So it is at a higher pressure that the air above the whey.” Providing clear direction is to show what the students should do and what the students should not. The following excerpts are one of the types of scaffolding talks indicating the students what to do by giving clear direction. The teacher speaks either English or Indonesian. ” Raise your hand please” “now open page 102.” “In the page 102 and 103 there are two texts.” “your job is to choose one text yang berupa explanation text?” “Sekarang anda pelajari, How plane fly?” ” Coba cari kata kerjanya di paragraph pertama saja?” “kata kerja need di garis bawahi,?” “Is digaris bawahi.” “Oke now kita lihat kata kerja need, give,lose, move” “Coba barisan ini bikin satu pertanyaan, atau dua pertanyaan dengan jawabannya. Barisan ini paragraph kedua, barisan ini paragraph ketiga, barisan ini paragraph ketiga, barisan ini paragraph empat dan lima.” One minute Ibu kasih waktu one minute.Just one question. “Okey time sit up.Waktunya habis. Finish Selesai” ” Repeat please” “Sekarang barisan ini balas dia, balas ya beri pertanyaan yang sulit barisan ini.” “ulangi coba” “Kamu lihatnya ke Handi.” “Ok, sit down.” “Sekarang penentuan nih dari group ini” “Cari yang tersulit biar mereka tidak bisa menjawab” ” satu lagi dari groups ini yang belummenjawab” ” Coba kamu ulangi.” “silent please” “Yok dihitung” The frequency of using clear direction is 54 clauses 19.93. It has the biggest amount of all. It means that the class is responsive even if teacher C in the first turn provides clear direction not only using English but Indonesian as well. It proves that capability of teacher C in using clear direction is good enough, as with clear direction the students can do what the teacher says and the teacher is able to convey the new knowledge to the students easily. It is advisable for teacher to provide explicit statements step by step to accomplish the desired expressions throughout explaining. Explaining is useful for making the students understand the lesson easily and also develops the students’ comprehension. Through explaining teachers help the students see connection between things, make links between the known and unknown, bridge gap between students’ previous knowledge and new one. It belongs to one of the scaffolding talk characteristics. To show how the teacher explains. See the following excerpts. “Mungkin karena bongkahan di alam laut yang dia lengser sedikit saja. Pulau Handi bergeser masih tidak bermasalah dunia tidak akan tergoncang. Tetapi di yang bergeseradalah lempengan yang terdapat di dalm lautan.Dia bergeser akhirnya menimbulkan sebuah gelombang – gelombang yang sangat hebat yang tidak hanya di pantai saja gelombangya tetapi sampai kepermukaan penduduk. Beribu – ribu yang telah meninggal dunia.” “Dari awal dia berkenalan dengan drug, mencoba-coba dan akhirnya menjadi pecandu. Na’udzubillah mindalik. Oke.” “Sequence explanation”“closing atau penutup” “Now Part of the story. Bagian 3 ceritranya sekarang. Ada title general statement,sequence explanation bagian closing.” “Nih Ibu jelasin.” “move slowly.” Based on the excerpts above she provides explanation in the form of giving examples, recalling the concept, providing a description of the material, making links, and making emphasis. The teacher adopts those items not only English but Indonesian as well. It means that speaking ability of teacher B is not so good. In order that the teacher can give more English exposures she should improve the ability to speak English. The frequency is about 11 clauses 4.06. It means that the amount of explanation is relatively small as the class is active, responsive, and alive even if they interact using more Indonesian than English. It is advisable for the teacher to invite the students to take part in the class room discourse during teaching learning process. It is called inviting the students’ participation. Additionally, inviting the students’ participation is that the students are asked to join in the learning process well because of the teachers’ assistance to give illustrations. It stimulates the students to complete the task easily and follow the opportunities given to the students such as: Who tells you? Where do you get? From whom do you know? Inviting the students’ participation is also one of types of scaffolding talks. Here are the excerpts applied by the teacher to invite the students’ participation. “Apakah kamu masih ingat?” ” Mengapa seperti itu” ” Bagaimana sih Tsunami terjadi?” ” Phenomena yang terjadi di social budaya umpamanya?” “Kita lihat sekarang Part of the story bagian-bagian dari ceriteranya.” “Yang pertama?” “Yang kedua?” “Yang ketiga?” “Dan bagian yang terakhir” “If you want to know the tense that is used in this text. Kalau ingin tahu tenses yang digunakan dalam text ini apa? Yang harus kamu cari apanya dulu?” “kemudian apa lagi” ” langsung to the point” “Apa itu ayo” The teacher provides “inviting students’ participation” in order that the students can follow the lesson well. Unfortunately, she speaks Indonesian instead of English. It means that the teacher’s communicative competence is low so the teacher cannot give English exposures to the students. The objective to make the students to be able to speak English cannot be reached. Here the teacher invites the students’ participation in the form of clues, conformation and inviting to join. It has the frequency 36 13.28 applied his scaffolding talks. Questioning is asking for the information or feedback from the students’ understanding. The questioning can stimulate the thinking process for the students’ language and their cognitive development according to the expected objective. In this case, the teacher may vary the questions from the easiest ones to the most difficult ones, as shown in the following excerpts. “Fungsi social dari text explanation itu apa?” ” Which is the social function above” “Is it to explain the Process?” “What is involved in the formation ?” “Dua tahun terjadi di daerah mana?” “Itu sebuah natural or social culture phenomena Mengapa seperti itu” “Contohnya apa?” “Kenapa Drug Merajalela dikalangan pemuda.“ “Mengapaitu disebut sosial budaya ya?” “Yang pertama. Yang pertama ? What is title?” “which one ?” “Why does that text belong to explanation text ?” “Sedangkan di text tersebut adalah untuk menjawab pertanyaan apa ?” “Apa artinya ?” ” Explanation text coba apa ?” “Itu kata kerja bentuk berapa ?” ” Jadi rumus Simple Present Tenses seperti apa?” “title nya?” “General statement nya dimana?” ” Penjelasannya dimana?” “What is a plane need to stay up in the air.” ” Okey, siapa yang mau mewakili?” ” siapa yang harus menjawab?” “Now from this group siapa yang mewakili.” ” siapa yang harus menjawab?” ” What is the synonym of shape?” Although the forms of the questions are various, the teacher still uses Indonesian more than English. It will be good as a model if she makes an effort to speak more English. By speaking English the teacher can give more exposures to English so the goal to make the students speak will be realized. Another type of scaffolding talks is clarifying students’ understanding which is important for the teacher to bridge the students to reach the objective she expects. The teacher guides the students on learning how to evaluate the creation of shared perspective or revise their perspective when misunderstanding occurs. She can provide explicit and positive feedback of the students’ responses. Here, the teacher clarifies and revises the students’ understanding by repeating the words and translating the words into Indonesian instead of English. The following excerpts show that teacher C clarifies the students’ understanding in her teaching and learning process. “To explain the processes involve in the information of working of nature or social culture phenomena.” “Ya, kita cari tahu dulu apa sih maksudnya?” “To explain.” “menjelaskan the process.” “Yang terkandung dalam formasi pekerjaan, penomena alam atau social budaya.” ” Itu adalah bencana alam.” ” Ini sebuah social budaya” ” memposisikan si pembaca” to answer how, why and what questions” “Ada dua teks disitu” “Ibu pernah memebrikan ciri-ciri” “di judulnya saja sudah kelihatan.” “Dari judul saja sudah kelihatan untuk explanation text .” ” How artinya bagaimana” ” sedangkan what artinya apa.” “From the title we can know the characteristic of explanation text.” “How the plane fly.” “Nah sekarang ibu ingin tanyakan tadi social functionnya sudah tahu generic structurenya juga sudah memahami. Sekarang tenses yang digunakan.” “Bukan.” “bentuk pertama” “bentuk asli.” “Lalu, to be nya adalah is.” “Itu adalah How plane fly.’ “Itu adalah memposisikan the reader.” “in Paragaraph 5” “Anda mau tanya apa?” “Waktunya habis. Waktunya habis.” “Finish selesai” “Pertanyaannya apa?” “Perlu di ulang” “Ini di ulang lagi oleh Ibu ya . What does a plane need to stay up in the air” “Because harusnya untuk jawaban why?” “The plane needs air pressure atau langsung air pressure saja or air under.” “Hayo, the air under….I need very slowly. “The Air under move slowly” “terserah man or women,” “The synonim of shape is...The teacher repeats it three times.” “Shape es ha a pe e dieja dalam bahasa Indonesia.” The teacher gives feedback in the form of clarifying, correcting the student’s response, giving other alternatives and repeating their answer. She speaks Indonesian instead of English. It has the frequency 39 14.39 applied in teachers scaffolding talks. Developing the students’ understanding is also important in classroom discourse as it is useful for the teacher to check the students’ understanding of what has been given to them in previous lessons in order that the students can reach the target easily. It belongs to one of types of scaffolding talk as shown in the following excerpts. “The statement above is the social function of explanation text.” “Is it to explain the Process?” “Isinya bisa berupa How tsunami happened Bagaimana Tsunami bisa terjadi” “yang disitu nanti akan dijelaskan” ” Sekarang Tenses sudah tahu apa yang digunakan.” ” Dari awalnya benar tidak?” “Is it right, Ani” “bener atau salah” “Benar nggak” The teacher checks the students’ understanding of what has been given throughout strong clues, conformation, making emphasis and repeating the question. She speaks Indonesian instead of English. It has the frequency 10 3.69 applied in the teacher’s scaffolding talks as there are some forms of developing students’ understanding found here. To praise and to motivate the students, the teacher provides positive verbal reinforcement towards the response of the students by agreeing their answer by paraphrasing, asking the students to elaborate their answers, and praising them while having correct answer. The enthusiasm of the teacher in giving reaction with positive verbal reinforcement is advisable. Positive verbal reinforcement can stimulate their motivation and strengthen their correct answer so that they are sure about the knowledge they get as shown in the following excerpts: “Ya, itu betul betul.” ” Good.” “Oke, good.” ” Ya,” “Ya it is good S + Verb I + O + Adverb.” “pinter.” “Good” “Very good.” “Good stand uplease,” “Nah gitu. Itu adalah jawaban yang lengkap sekali.” “Benar sekali.” “Good ya, pinter Cahaya.” “thank you.” “good.” ” Benar sekali jawabannya.” “Benar” ” sangat benar sekali.” ” pinter ya Rokhman” ” satu nilainya karena bisa jawab.” ” Okey.” “Good.” “Jadi anak IPA pinter semua.” ” Semua bisa menjawab tinggal nanti penentuanya” To give motivation to the students is important throughout positive verbal reinforcement. The excerpts above prove teacher C in the first turn uses it in her teaching and learning process. The teacher reinforces the students by using Indonesian and English. It has the frequency 25 9.23 applied in the teacher’s scaffolding talks because there are some forms of providing positive verbal reinforcement found in the scaffolding talks. The total amount of the teachers’ scaffolding talks are 271. If 25 from positive verbal reinforcement is compared to 271 of total amount of teacher’s scaffolding talks, 25 is not too bad. In this situation the teacher appreciates the students’ response to give the motivation of the students to follow the lesson. Making summary means to review what the teacher explains, as shown in the following excerpts: “pada intinya bagian cerita expalanation text itu hanya ada intinya yaitu general statement dan sequence explanation.” “Berarti kita bisa menarik kesimpulan to be bentuk pertama. Kata kerja bentuk pertama jadi tenses yang digunakan tenses simple present tense.” The teacher checks the students’ understanding of what has been given by making summary which is part of review, belongs to types of scaffolding talks. She speaks Indonesian instead of English. It has the frequency 3 1.11 applied in the teacher’s scaffolding talks. Sometimes the students go further to what the teacher asks. To overcome it the teacher shows standard or desired solution which is also important in order to strengthen their answer. So the students go on the right tract, as shown in the excerpts below: “it is not clear. it is not clear.” “not clear” “Ya jawabannya apa? not clear.” “Tidak kedengaran” “Oh tidak kedengaran.” “The first man………not clear.” “banyak bla…bla nya” “not clear” In order that the students not go further to the main subject, the teacher can have negative verbal reinforcement by restating, conforming, giving other alternative, restating the answer and correcting their wrong answer see the excerpts above. It has the frequency 8 2.95 applied in the teacher’s scaffolding talks.

6. Teacher C’s 2

nd Turn, Class XII IPS4 The class is discussing narrative text. It is reviewing the lesson towards the end of the study before they get the final exam. It is the spoken cycle at building knowledge of a field. Hence spoken interaction dominates the class. Here the activities during the teaching learning process are building up vocabulary relevant to the text given. Grammatical practice pattern is also relevant to the text discussed. It seems that the class is more responsive as the topic discussed is familiar for them. Besides the student once gets this text before. This time they get narrative text for review. Even though IRE pattern is adopted by the teacher with the teacher’s initiation, student’s response, and the teacher’s evaluation, the students’ responses are not various. In her scaffolding talks she still speaks either English or Indonesian or Sundanese as she is not accustomed to speaking English while she is teaching. The teacher is not sure whether her students understand what she explains or not, so a lot of words are translated to Indonesia sometimes in Sundanese to make them understand the lesson easily. It is an English class but the teacher speaks more Indonesian than English. Actually she can simplify the difficult words into simple words in order that the students are accustomed to, speaking English as it is in English class so that the teacher should try hard how to make herself and the students have a good habit of speaking English. After she has a good habit in spoken English the students gradually follow their teacher’s habit so that at a certain time the students can understand what teacher talks about. In this case the teacher should be able to find out the way how her students can speak, follow the lesson well and understand the lesson easily. From the data analysis, I can say that the frequency of English used by the teacher is 138 30. Indonesian is 320 69.57. While Sundanese is 2 0.43. She tends to speak Indonesian and local dialect instead of English when she is teaching. It means that her English communicative competence is poor so she can not give English exposures to her students well. The number of scaffolding talks she performs in the classroom discourse are 314. Clarifying the students’ understanding is the most. It is 75 23.89 . There is not evaluation only. It means that the teacher employs the scaffolding talks well as the class she teaches, looks alive. In this class the teacher employs scaffolding talks variously during teaching and learning process though she speaks English and Indonesian and even in Sundanese. Types of scaffolding talks she performs among others: stating the goal of the lesson, stimulating the students’ interest, giving motivation throughout positive verbal reinforcement, prompting, modeling, giving clear direction, explaining, inviting students’ participation, questioning, clarifying students’ understanding, developing students’ understanding and translating and reviewing. Toward the end of the lesson I do not see that the teacher applies evaluation in her scaffolding talks. At the beginning of the lesson, the teacher states the goal of the lesson which is one of the characteristics of scaffolding talks. It is stated before the lesson begins. See the following excerpts: “Today we will talk about a narrative text.” “We have talked about it but I want to review ok” This is a good beginning that teacher C in the second turn states the objective to prepare the students for learning. By stating the goal the students know the flow of new material they will get. It has frequency 2 0.64 applied in the teacher’s scaffolding talks for there are some forms of mentioning the objective as scaffolding talks. To stimulate students’ interest in the lesson in teaching learning process through maintaining the students’ attention is important for the teacher. Motivation without interest is impossible. To gain the students’ attention before the main material, teacher gives some examples of narrative texts and reviews the previous lesson by telling story. Let’s see the following excerpts. “There are many example of narrative texts.” “ In our country there are many stories about that for example : Bawang Merah Bawang Putih.Do you know about the story? Tahu nggak cerita itu Yumi? Tahu ya” “And for example : Keong Mas, tahu nggak Doni.” “Terus our country there are many examples about a narrative text for example Snow White. Snow White ya.” “Snow White is very interesting story. The story is about a beautiful girl that wanted to be killed by the queen. Because the queen is very angry and jealous to snow white.Snow white is the most beautiful girl in the land but the queen is very angry that she wanted to be the most beautiful women. Actually the Snow white is the most beautiful girl in the land so the queen want to kill snow white.” “Oke I will give you the example of Narrative text. You can open page 138. Page 138. this is a simple story, ceriteranya sangat simple but I think this the interesting story. Tapi cerita ini menurut Ibu menarik dan ada pelajran yang bisa kamu ambil dari ceritera ini. This story about Nimas and Raka” To get students ready to follow the lesson teacher C in the second turn applies it by reviewing the previous lesson, making links. It has the frequency 13 4.80 applied in the teacher’s scaffolding talks because there are some forms of gaining attention found in the scaffolding talks. Prompting technique is necessary for the teacher. She provides it by giving clues, or simplifying the sentences, or repeating the utterances, or translating the word into Indonesian or other local dialects if it is necessary. However the teacher is accustomed to speaking in Indonesian most of the time in her English class. She should speak English more than Indonesian. So it will be a good habit. Later on, the students will be able to speak as the teacher teaches them how to speak English. Prompting is given as it helps the students in giving the response. It also belongs to the type of scaffolding talks. The following excerpts are the examples of prompting technique performed by the teacher: “Dengan apel With apple. With apple. The apple contains what, berisi apa.” “Or what? Po….Poison p o i s e n ” “What is laugh? No…but ha….ha….ha…….ha.. You can tertawa.” “Laugh disini adalah membuat tertawa ya make a laugh or tertawa atau amuse atau dengan kata lain Menghibur ya?” “Saya seorang entertainer. Kalau orangnya dikasih akhiran “er” itu menunjukan ke orang tetapi er dihilangkan menunjukan kata kerja” ” Jadi kalau ada anak yang cengeng sini diceritain dongeng biar diam tidak menangis.” ” ” What is di perkenalkan in English? Introduce or set the background.” ” Jadi set the background and introduce the participants. Jadi set the background and introduce the participants.” “Jadi fungsinya to amuse just to tell the story. Just to tell story. Just to tell story. Hanya untuk menceritakan saja ya.” The teacher uses prompting technique in the form of giving strong clues, simplifying the sentence, or translating the word into Indonesian. By giving this, the students can give their response to their teacher. It has the frequency 9 2.88 applied in teacher’s scaffolding talks as there are some prompting techniques found in the scaffolding talks. It is important for the teacher to make link by recalling skills and concepts they are familiar by referring back what the students have given before with questions, statements, spelling, culture, translation and explanation as shown in the excerpts below: “If you see the letter of laugh with the last letter gh you can read laf laugh in Indonesian spelling. Tulisan dari laugh l a u g h is spelled in Indonesia harusnya dibaca laf . Laugh disini adalah membuat tertawa ya make a laugh or tertawa “amuse” atau dengan kata lain? Menghibur ya.” “Narrative text cerita text yang berupa cerita dongeng. Kata orang sunda itu kalau dongeng itu ngabebodo nucengeng” ” Perkenalan masalah. Introduce the problem. Masalah dalam ceritera Bawang Merah dan bawang Putih itu apa? Sebuah sirik Atau sebuah kecemburuan atau dalam Bahasa Inggris jealous ya . Bawang putih is more beautiful than Bawang Merah Bawang putih is a kind girl.” “Puncak masalah ibarat matahari. The sun rises and sets. Nah ini puncak masalah. Masalah apa? What is masalah in English? Problem. The sun rises. The problem is arises. Masalah semakin memuncak. Masalah tambah ke atas. Kalau sore turun lagi seperti the sun tenggelam or set.” “was and were To be bentuk ke dua. Kalau bentuk pertama Am, is, are. Lived, was, had, lost Simple past tense. Kita bisa menarik kesimpulan rumus Simple Past. Subjeck + Verb II + O + Ad Verb.” ” Memang disitu desanya tidak sebutkan desanya Losari Lor atau Mulyasari. Tetapi disebutkan tempatnya dimana?” Peaceful what? Peaceful apa Peaceful bukan tempat khok apa? Peaceful country” “Ada apa disana. Ada masalah apa? Nimas heard. What is heard. Mendengar. Apa masalahnya mendengar? Mendengar apa? Nimas parents heard a bad new about Raka.” Teacher C in the second turn uses making link to bridge the students to pass through the space of growth toward the target expression. It has the frequency 8 2.56 applied in teacher’s scaffolding talks as there are making links performed as scaffolding talks. She performs it in the form of relating unfamiliar ideas to familiar ideas of the students, recalling the familiar story they have got, recalling the sentence patterns they have got and highlighting the familiar ideas. Making emphasis is important for the teacher to use it in the classroom discourse. It is used to facilitate learning for the students’ comprehension. By “making emphasis” the students will comprehend themselves well as shown in the following excerpts: “Tokoh dengan h bukan toko tetapi tokoh atau participants.” “Berarti ada tiga bentuk kata kerja nggih. Ada yang berturan, ada yang tidak beraturan. To be nya pula harus berbentuk ke dua.” ” I can conclude formula of the simple past tense. Kita bisa menarik kesimpulan rumus Simple Past. Subjeck + Verb II + O + Ad Verb. And negative forms Subject + did + not + Verb I + O + Adverb untuk kalimat negative Verb kembali ke bentuk pertama asal.” Based on the excerpts above the teacher checks the students’ understanding after the teacher gives the explanation in the form of restating main point, highlighting the main point, correcting the students’ response, repeating the students’ answer, making summary. They are called making emphasis which belongs to types of scaffolding talk Turney et al. 1983. It has the frequency 5 1.85 applied in teacher’s scaffolding talks for there are making links used To give an explicit example to the students, the teacher may provide a model as it belongs to one of the types of scaffolding talks. Here the teacher reads aloud the reading text to be a model and the students listen. After that the teacher asks the students to answer the questions by giving some examples or specifying words or clues, speaking and writing her words on the blackboard, repeating and translating the words into Indonesian to make the students clear. The following excerpts are the example of “providing model”. “If you see the letter of laugh with the last letter gh you can read laf with spelling el-a-u-ge-ha in Indonesia Tulisan dari laf adalah laugh el-a-u-ge-ha spelled in Indonesia Itu harusnya dibaca laf .” ” Oke I will give you the example of Narrative text. “This story a bout Nimas and Raka Teacher read the story about Nimas and Raka in front of the class after reading the teacher said : Ya dari situ kamu sudah bisa meraba-raba ceriteranya” “Oke we continue reading……” “Lose bagaimana membacanya? l u ; s l o u ; s lose dibaca sesuai dengan tulisannya l o u ; s and the second lost l o:st and bentuk ketiga l a ;st lagi ya” The frequency of modeling above is 4 1.27. It means that teacher C does not apply a lot for it is only found some modelings in the scaffolding talks. Teacher C adopts modeling better than the former ones. The teacher performs modeling by reading aloud, giving the examples how to pronounce correctly, and by telling a familiar story. It is important for the teacher to give instruction what the students should do or not in order that the students are in the right tract. The teacher provides clear direction. As teacher’s communicative competence of English is poor so it triggers her to speak Indonesian instead of English. The following excerpts are one of the types of scaffolding indicating the students what to do by giving instruction to them. “you can read laf with spelling el-a-u-ge-ha in Indonesia” “You can answer it” “Repeat her answer resolution” “You can open page 138” “Sebelum Ibu lanjut coba lihat text and know part of the text disini ada kata kerja : lived, had, was, lost.” “repeat after their teacher” “Coba dioreintasikan kenapa sih?” “Raise you land please” “Coba you read in your heart and then decide termasuk ke dalam bagian apa papragraph dua tersebut.” “Raise hand” ” raise your hand?” “Nah sekarang you have to make one question and one answer for each paragraph.” It is advisable for teacher to provide an explicit statements step by step to accomplish the target established. The frequency of using clear direction is 14 clauses 4.47. It means that the students talk more than the teacher. Teacher C in the second turn provides clear direction not only using English but Indonesian as well. It proves that the capability of teacher C in using clear direction is good enough as with clear direction the students can do what the teacher said. The teacher is able to convey the new knowledge easily. It is advisable for teacher to provide explicit statements step by step to reach the desired expressions. To provide explicit statements step by step to reach the desired expressions are called explaining Turney et al. 1983. Explaining is useful for making the students understand the lesson easily and also develops the students’ comprehension. Through explaining teachers help the students see connection between things, make links between the known and unknown, bridge gap between students’ previous knowledge and new one. It belongs to one of the scaffolding talk characteristics. The following excerpts show how the teacher applies explanation in her teaching and learning process. “Terus our country there are many examples about a narrative text for example Snow White. What is Snow White in Indonesia. Snow White is very interesting story. The story is about a beautiful girl that wanted to be killed by the queen. Because the queen is very angry and jealous to snow white. Snow white is the most beautiful girl in the land but the queen is very angry that she wanted to be the most beautiful women. Actually the Snow white is the most beautiful girl in the land so the queen want to kill snow white.” “Jadi we conclude. Narrative text is a text that is to amuse. ” Just tell a story. That make you sad. Tetapi juga membuat kamu sedih. To amuse or to enterertain the story readers. Kalau dalam teks kita Ibu sering menjelaskan bahwa kalau ingin memudahkan manasih narrative text itu? Narrative text cerita text yang berupa cerita dongengJadi kalau ada anak yang . Kata orang sunda itu kalau dongeng itu ngabebodo nucengeng. Tertawa. Ngabebodo nu cengeng ” Masalah semakin memuncak. Masalah tambah ke atas. Kalau sore turun lagi seperti the sun tenggelam or set.” “dongeng itu ngabebodo nu cengeng ya . Kita bisa menarik kesimpulan rumus Simple Past.” “Kita bisa menarik kesimpulan bahwa Past Tenses : Subjeck + Verb II + O + Ad Verb. And negative forms Subject + did + not + Verb I + O + Adverb untuk kalimat negative Verb kembali ke bentuk pertama asal ” Raka and Nimas seoernag laki – laki dan perempuan. Siapa yang laki- laki dan perempuanya? Masih ada 4 lagi Evaluation complication, resolution and reorientation. Evaluation is to introduce the problem. Baru memperkenalkan masalahnya. Jadi belum kepuncak masalah. ”Biasanya sesuatu itu berubah if you fill in love in someone ya, seperti pengalaman pribadi. Dulu Ibu merasakan dia teman biasa tetapi ada sesuatu. Itu masalah atau tidak? But they had changed. They fell in love.” “Ini bener dongeng karena ngebebodo nu cengeng.” ” There are many example of narrative texts. In our country there are many stories about that.” Based on the excerpts above, she provides explanation in the form of giving examples, recalling the concept, providing a description of the material, making links, and making emphasis Turney et al. 1983. The teacher adopts those items not only English but Indonesian and Sundanese as well. It means that the speaking ability of teacher C is not so good. In order that the teacher can give more English exposures to her students, she should improve an ability to speak English. The frequency is about 53 clauses 16.93. The amount of explanation is the same as that of questions. In this case, the class is not so responsive as the teacher talks more. It is important for the teacher to invite students’ participation during teaching learning process as it makes the students easy to actively join the activity which takes place in classroom discourse and follows the opportunities given to the students such as Who tells you? Where do you get? From whom do you know? Inviting the students’ participation can be through teachers’ assistance in giving illustrations. It is also one of types of scaffolding talks. Here are the excerpts performed by the teacher: “Do you know about the story?” “Tahu nggak cerita itu Yumi?” “And for example Keong Mas, tahu nggak Doni.” “First part is ....” “The second part….” “Ok The third part….” “The fourth part Bagian yang ke empat apa Camelia?” “what is resolution, Nurhayati?” “Bagian terakhir sekarang Reorientation. What is reorirentation Bang?” “Ya Rajo” “Contohnya apa anak – anak?” “Kalau bentuk pertama” “how about drink?” “Yang sangat sensitive. Apa wan biasaya kamu pintar.” ” Then dimana orientasi, ya Dewi” “Jadi kan orientation is to … the background and introduce the participants.” “who knows?” “Who knows?” “The second paragraph…” “Paragraph yang ketiga” “Oke kita lanjut lagi….the fourth paragraph…” “apa yang terejadi coba Maryati?” “Lanjut the sixth paragaraph…” The teacher performs inviting students’ participation in order that the students can follow the lesson well. Unfortunately, she speaks Indonesian instead of English. It means that the communicative competence is poor so the teacher cannot give English exposures to her students well. The goal to make the students to be able to speak English cannot be reaized. Here the teacher adopts inviting the students’ participation in the form of clues, conformation and inviting to join. It has the frequency 29 9.27 applying her scaffolding talks in the form of inviting students’ participation by using clues, conformation, inviting to join to complete the tasks. Questioning is asking for and gathering information or feedback from the students’ understanding. Questioning can stimulate the thinking process for the students’ language and their cognitive development according to the expected objective. In this case, the teacher may vary the questions from the easiest ones to the most difficult ones, as shown in the following excerpts: “dengan apa membunuhnya?” ” The apple contains what” “What is racun in English?” “What is laugh?” “Orangnya di sebut apa?” “seperti cerita apa?” “Pengenalan masalah in English?” “Selain background yang dikenalkan di situ apalagi?” “Masalah dalam ceritera Bawang Merah dan bawang Putih itu apa?” ” Nah ini puncak masalah. Masalah apa. What is masalah in English?” “Kata kerja tersebut bentuk berapa?” ” Berapa bentuk kata kerja?” ” Kalau bentuk pertama dan yang terakhir dinamakan? ” Bagaimana rumusnya” “Bagaimana membacanya?” “Write apa bentuk kedua dan ketiganya?” “what is “fell in love” sedikit – sedikit?” “Coba kalu memang kamu tahu bahwa itu orientastion. backgroundnya dimana dan participant nya siapa?” ” Backgroundnya dimana?” ” Peaceful what?” “apa?” “Mengapa?” ” Ok kita sudah bisa menarik kesimpulan dari background, nah sekarang participantnya?” ” Siapa yang laki- laki dan perempuanya?” ” Dimana masalahnya?” ” What is heard?” “Apa bed news nya?” “Siapa yang bertingkah laku buruk?” “Nimas ini yang mana bibit, bebet dan bobot?” ” They want Raka to stop seeing Nimas masuknya kedalam apa….pragraph tersebut.” “Complication dimana?” “Apa major complicationnya?” “Siapa yang mau mewakili.” “Mengapa sad?” The amount of frequency is about 53 clauses 16.93 and the questions have the same amount as explanation. It means class is so silent in this part as the teacher talks a lot and has tendency to answer her own questions. Besides, the forms of the questions are less various for so many “what” questions appear and the questions need short responses. The teacher uses Indonesian more than English and local dialect. It will be good as a model if she makes an effort to speak more English. By speaking English the teacher can give more exposures to English so the objective to make the students speak will be realized. Another type of scaffolding talks is clarifying students’ understanding which is important for the teacher to bridge the students to reach the expected objective. The teacher guides the students on learning how to evaluate the creation of shared perspective or revise their perspective when misunderstanding occurs. She can provide explicit and positive feedback of the students’ responses. Here the teacher clarifies and revises the students’ understanding by restating their answers and translating the words into Indonesian instead of English. The following excerpts show that teacher C in the second turn applies “clarifying students’ understanding” in her teaching and learning process. “Tahu ya” ” With apple.” “berisi apa.” “poison p o i s e n ” “laugh.” “tertawa. tertawa.” “Tadi seperti yang di contohkan oleh Ibu” “Bawang Merah Bawang Putih” “Introduce or set the background.” ” Sebuah sirik Atau sebuah kecemburuan atau dalam Bahasa Inggris jealous ya.” ” Bawang Merah ya.” ” Bawang putih is a kind girl” “Bagian yang ketiga sekarang Complication” “In English, the crisis resolve” “Pilihan or optional.” ” Berarti ada tiga bentuk kata kerja. Coba nggih, ada yang berturan ada yang tidak beraturan. To be nya pula harus berbentuk ke dua.” ” Simple past tense.” “Bentuk positive S + Verb II bentuk negative S + did not + Verb I” “Dabel yu nya tidak terbaca ya” ” Ada bentuk yang kembali ke asal; seperti datang come – came – come” “Just to tell story hanya untuk menceriterakan saja ya.” “Background ada di paragraph satu” “orintationnya ada di paragraph pertama.” “Jadi kan set the background.” “Peaceful apa” ” In a peaceful country” “Di kota yang damai” “Kan disini tidak ada perang.” ” In a peaceful Country.” ” Many year past. Finally they meet again after few years a part but they had change” “Bukan” ” menurut Ibu juga,” ” sebuah cinta perlu pengorbanan atau rintangan” ” Berarti the problem arises.” ” Masalahnya memuncak Ada apa disana. Ada masalah apa?” ” Raka’s father is a bad person” ” Bibite.” ” Kamu mah tidak ketemuan lagi lanjut the fifth paragraph” ” Masih complication” “After that……….in paragraph six belongs to resolution” ” Pasti ada Major complication.” “That is a major resolution.” “Apa yang kamu rasakan.” “Ada pengalaman pribadi tentang cerita ini” The teacher gives feedback in the form of clarifying, providing clues, correcting the student’s response, giving other alternatives and restating their answer. She speaks In Indonesian instead of English and local dialect. It has the biggest frequency 75 23.96 applied in teachers scaffolding talks. With the amount of feedbacks are a lot, it means that the students can give more responses though the responses are in Indonesian. It will be better if the students’ responses are in English as it is in English class. In this case the teacher should work hard how to provide more English exposures to the students in order that they can give the response in English. Developing the students’ understanding is also important in classroom discourse as it is useful for the teacher to check the students’ understanding of what has been given to them in previous lessons in order that the students can reach the target easily. It belongs to one of types of scaffolding talk. See the following excerpts: “Artist atau penghibur” “Diterangkan or diperkenalkan.” ” Introduce the participant” “May be Bawang putih is more beautiful than Bawang Merah atau Bawang Putih?” “Untuk kebaikan or for worse atau semakin buruk tetapi kebanyakan ceritera” “Kalau lived bentuk beraturan atau yang tidak beraturan?” ” kehilangan mu nggak kehilangan dia?” ” See bentuk ke dua dan ketiganya?” “Ada nggak?” ” Mana yang pasti jawabnya? ” Peaceful bukan tempat kok” ” Disini kota yang damai tidak ?” ” Disini juga damai lho.” “just that?” “hanya itu?” “di balik itu iya kan ini sebuah masalah.” ” Itu masalah atau tidak?” ” jika kita tidak suka juga masalah” ” Kenapa complication.” “kenapa masalahnya disitu memuncak” “Rakakah?” ” Iya kan?” ”Katanya mencari jodoh itu harys bibit, bebet dan bobot yang di permasalahkan ibunya” ” Bibitnya bukan bibit unggul karena bapaknya bad person atau siap tahu Rakanya akhirnya mikir gitu kan?” ”Ok itu masalah nanti kita kan menentukan major complication major complication.” “Mengapa kok masuk dalam complication lagi?” “juga setelah ortu Nimas mendengar bahwa ayah Raka bad person lalu yang paragraph empat akhirnya bagaimana?” “Itu masalah kan?” “Kamu mah tidak ketemuan lagi lanjut the fifth paragraph” “What do you feel about this story?” The teacher checks the students’ understanding of what has been given through strong clues, conformation, restating their answers. She speaks Indonesian instead of English. It has the frequency 31 9.90 applied in the teacher’s scaffolding talks. Providing positive verbal reinforcement towards the response of the students, such as agreeing their answer by paraphrasing and asking elaboration, praising them while having correct answer is important for the teacher during teaching learning process as it is for their reward in the form of praising. It also motivates the students to do better. The enthusiasm of the teacher in giving reaction with positive verbal reinforcement is advisable. Positive verbal reinforcement can stimulate their motivation and strengthen their correct answer so that they are sure about the knowledge they get as shown in the following excerpts: “Good” “Very smart Raju. Thank you.” “Pinter, anda sudah melampaui simple Past Good.” “Ya Dewi” “Benar sekali” “Good. In a peaceful country” “Oke good. “ Oke pintar” “Ya betul” ” Ya jika kita suka” ” Ya mereka jatuh cinta now.” “Ya Maliki, Raka’s father is a bad person” “Good pinter.” The teacher provides motivation to the students through positive verbal reinforcement and praising the students. The excerpts above prove that teacher C in the second turn uses it in her teaching and learning process. She strengthens the students by using Indonesian and English. It has the frequency 19 6,07 applied in the teacher’s scaffolding talks. The total numbers of the teachers’ scaffolding talks are 314, 19 are not so many. In this situation the teacher is lack of appreciating the students’ response as it is important for the students to stimulate and to encourage the students’ motivation to follow the lesson. When the students go further to what the teacher asks, the teacher can solve it by showind standard or desired solution. To show the standard solution is also important in order to strengthen or to reinforce their answer. So the students go on the right tract and are sure about the knowledge they get, as shown in the excerpts below: “not love cinta but laugh.” “No but it is ha….ha….ha...” In order that the students not go further to the main subject, the teacher can have negative verbal reinforcement by restating the student’s answer, conforming, giving other alternative, and correcting their wrong answer as the excerpts above. It has the frequency 2 0.64 applied in the teacher’s scaffolding talks. Making a summary is also one of the types of scaffolding talks like the following excerpts: ” So jadi I can conclude formula of the simple past tense. Kita bisa menarik kesimpulan rumus Simple Past.”“Kita bisa menarik kesimpulan bahwa Past Tenses : Subjeck + Verb II + O + Ad Verb. And negative forms Subject + did + not + Verb I + O + Adverb untuk kalimat negative Verb kembali ke bentuk pertama asal ”. To check the students’ comprehension after explaining , the teacher reviews the explanation in the form of making summary. It is one of the items of reviewing. If reviewing belongs to types of scaffolding talks, so does making summary. See the above excerpts.

4.3 The Linguistic Features Characterize the Scaffolding Talks