1.2 STATEMENT OF THE PROBLEM
Based on the background above, the problem in this study can be stated as follows:
1. What types of scaffolding talks do the English teachers carry out during
the teaching and learning process? 2.
What linguistic features characterize the scaffolding talks during the teaching and learning process?
3. What speech functions are realized in the scaffolding talks during the
teaching and learning process?
1.3 THE REASON FOR CHOOSING THE TOPIC
Up to now, most of the students at the school are still passive English learners. They do not understand what their English teachers are talking about.
They cannot speak and write in English well. It means that the level of the students’ literacy in English is still very low.
In line with the statements above, most of teachers of English are conventional teachers. They rarely speak English so the students can not speak
English. 1They rarely speak English because they worry about making mistakes; and are lack of skill to speak. 2 They tend to speak Javanese, Indonesian, instead
of English. 3 They are not patient in guiding them to speak. 4 They tend to answer their own questions. 5 The failure of Unnas caused by English in the
academic year of 20022003 up to 20062007.
Besides that, the teachers of English there are reluctant to prepare teaching and learning process before teaching. Some of them almost never learn more to
enhance their own competence after they graduated from their university. The ability to transform their speaking ability they got from the university to their
students is still low too. Therefore, their students’ ability in speaking is also low. To solve that problem the teachers of English have to learn to speak and
practice more and more until they can speak. They have to prepare well and willing to learn more. When it happens, it will open the way to be successful.
In order to be successful in making their students talk, the teachers should talk to their students. They have to use scaffolding talk as a bridge and help to achieve
the main talk easily in their English class. As scaffolding talk is a good guide for teacher in constructing a text Anderson, 2003:52. A text here is a medium of
expression either spoken or written. In brief a text is essentially a semantic unit Halliday, 1985:10. Teachers’ scaffolding talk will make students fully involved
so at a certain time they will be automatically active without any pressure from their English teachers. The students feel relax but improve their ability in
speaking because of their teachers guide in constructing oral discourse. As long as I am concerned, conducting research on the topic scaffolding
talk is still rare in Brebes so to conduct it on teachers’ scaffolding talks at the school will be very useful for students, teachers of English either at the school or
teachers of English in Brebes. I conduct research on the topic of teachers’ scaffolding talks, for the following reasons:
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
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