1. Teachers who are trying to improve their competent and the level of literacy
of the students. 2.
The institution for developing the curriculum and the course content related to the teaching of English at senior high school.
3. The students in facing final exam; for the future study or job.
Besides that, I am very much curious to know whether the teachers of English at the school use English during teaching and learning process. The
English used should be focused on discourse competence such as linguistic competence, actional competence, sociocultural competence and strategic
competence or not. By doing so I intend to make a group of discussion at the school to
discuss what difficulties faced by the English teachers in the field in order that the teachers are able to improve their competence; especially in applying teachers’
scaffolding talks in each class they have. They should enhance the quality of teaching learning as well as the quality of students’ learning so the students will
be successful in facing the future.
1.4 THE OBJECTIVE OF THE STUDY
Based on the problem given above, the objectives of the study are as follows: 1.
To describe the types of scaffolding talks the teachers carry out during the teaching and learning process.
2. To describe linguistic features characterizing the scaffolding talks during the
teaching and learning process.
3. To explain the speech functions realized in the scaffolding talks during the
teaching and learning process.
1.5 RESEARCH SIGNIFICANCE
The topic above is necessary to be investigated because it is certainly useful for the teacher education institution in preparing English teachers. To
unfold the advantages of the research above for the theories and practice, the following are the advantages either for theory or practice.
1. The advantage for theory is to give more information in the study of discourse,
especially classroom discourse. 2.
The advantage for practice is a.
it will be useful for teachers of English in general, especially for teachers of English at the school;
b. to understand the types of scaffolding talks in teaching English at senior high
school; c.
to understand how to carry out scaffolding talks in English during the teaching and learning process;
d. to understand linguistic features characterizing the scaffolding talks during the
teaching and learning process; e.
to understand speech functions realizing the scaffolding talks during the teaching and learning process;
f. to enrich references of teaching and to enhance the teaching of English at the
school.
3. For the students is to learn more about linguistic features in spoken discourse.
4. For the institution is to be useful for developing the curriculum and the course
content related to the teaching of English at the school.
1.6 LIMITATION OF THE STUDY
To limit the wide range of topic, the writer only discusses several points, particularly:
1. the subject to be observed are focused on teachers’ scaffolding talks in
teaching and learning process from opening until closing activities in English class conducted at the school in academic year 20062007.
2. I analyze teachers’ scaffolding talks in teaching and learning process from
opening until closing activities in English class with regard to discourse analysis, from the tenth grade up to twelfth grade using 2006 English
Curriculum. The location of the research is at the school in the academic year 20062007.
3. I analyze the different types of teachers’ scaffolding talks, linguistics features
characterizing the scaffolding talks and the speech functions realized in the scaffolding talks. They are based on teaching and learning process from
opening until closing activities in English class with regard to discourse analysis, from the tenth grade up to twelfth grade at the school in the
academic year 20062007.
1.7 OUTLINES OF THE STUDY
