113
CHAPTER IV ANALYSIS AND INTERPRETATION
This chapter provides the data analysis and data interpretation. The data were taken from teacher-students’ interaction during English class at the school. I
only focus on the solution to the problem statements mentioned in chapter 1, that is : 1 the types of scaffolding talks the teachers carry out during the teaching and
learning process, 2 linguistic features characterizing the scaffolding talks during the teaching and learning process , and 3 the speech functions realized in the
scaffolding talks during the teaching and learning process. I just analyze the teachers’ scaffolding talks during the teaching and
learning process while the students’ talks are beyond the discussion. In this part, I divide it into three parts. Part one is to reply first question, that is to describe types
of scaffolding talks. The second one is to answer the second question, namely to describe linguistic features characterizing the scaffolding talks and the last one is
to reply the possible causes triggering the use of certain speech functions in the scaffolding talks.
4.1 THE DATA ANALYSIS
The data are analyzed in four stages. 1.
To analyze types of scaffolding talks the teachers carry out. I use the theory suggested by Wood 1998 in Cameron 2001. To transcribe their speech I
use Du Bois’ theory 1991 and Jefferson’s 1979. Firstly, I transcribe their 113
speech from the recorded data. Then I divide the recorded talks into three, that is: 1 speaker, 2 scaffolding talks, and 3 main talks using theory from
Agustien 2000. With that division, I am able to find the scaffolding talks. After I find the teachers’ scaffolding talks, the next is labeling them into types
of scaffolding talks. After finding them, I count the percentage of occurrence of each type of scaffolding talks. Finally, I find out the teachers’ tendency in
employing the scaffolding talks in their lesson. 2.
To analyze linguistic features characterizing the scaffolding talks I use the theory of Keller 1988 for gambits, mood and modality using the theory from
Eggins and Slades 1997, Gerot and Wignell’s 1994 theory for transitivity. Discourse markers use the theory of Fraser 1990. The scaffolding talks
found in number one above, then I classify them into gambits, mood, modality, transitivity and discourse markers to find out linguistic features
realized in the scaffolding talks. After that, I count the percentage of occurrence of linguistic features characterized in their scaffolding talks.
3. To analyze speech functions realized in teachers’ scaffolding talks I use the
theory of Eggins and Slades 1997 with the title “Analyzing Casual Conversation”. Firstly, I observe the consistency of the teachers in employing
speech functions based on the scaffolding talks found above. After that, I identify them, then I describe and draw conclusion of speech functions
employed in the scaffolding talks. After I find speech functions realized in the scaffolding talks, I count the percentage of occurrence of teachers in
employing speech functions in the scaffolding talks. Finally I explain the
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
Kategori