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
In this part, I would like to present mood analysis of the teachers’ scaffolding talks and their interpretations. After I have got the data of teacher’s
scaffolding talks then they are typed to find out the linguistic features characterizing teachers’ scaffolding talks on the basis of the clause complex. The
representative of clause in teachers’ scaffolding talks is realized in mood. The mood is realized in the subject and finite. The analysis of the mood is based on the
mood types mentioned by Eggin and Slade 1997 and Gerot and Wignell 1995. The residue is not analyzed further in my study for it is focused on teachers’
scaffolding talks which are realized in the mood in the clause complex. The explanation for the process types realizes in the mood performed in teacher’s
scaffolding are as follows: To find out the linguistic features characterizing the teachers’ scaffolding
talks use transitivity Gerot and Wignell, 1995. The transitivity is a tool which is
used to analyze mood. The linguistic features are realized also in teacher’s scaffolding talks. The linguistic features in teacher’s scaffolding talks are
analyzed based on the mood and process types performed in each clause from teacher’s scaffolding talks. The realization of the mood is on the subject and
finite. I would not analyze the residue further in this study for it focuses on teacher’s scaffolding talks that are realized in the mood in the clause complex, so
that I can elaborate the problem statements scientifically based on the analysis above. The result of the classification from the teacher’s scaffolding talks into
mood and process types for example:
Mood Analysis Participant A 1
st
turn
N o
Teacher’s scaffolding talks.
Mood in English: bold
Mood non English : Italic
Out side mood and residue :
underlined Error : normal
letter
Polarity +
- Mood
Process Note
Imperative
Deicticity
Modal Temp.
Modal
Mood Person
Indicative type
Interactan t
Non intera ctant
Declarattive Inter
roga tiv
e
Yes-No Q
Wh - Q
1.
Silahkan di buka halaman 103.
+ present
speaker
√
material
2.
Do you understand?
+ present
speaker
√
mental
3.
I will read first. +
present speaker
√
materia
l 4.
DoYou hear
me. +
present speaker
√
mental
5.
“The modern Olympic….sampai
selesai. The teacher read the
text till finish +
present speaker
√
material
After I have found linguistic features characterizing the teacher’s scaffolding talks above then I find the mood profile for each mood selection. The
mood profile is used to know the frequency of mood and process types. The last step is to illustrate the frequency of mood and process types in graph. The mood
profile and the graph are provided to make easier to read as the following examples complete ones see in the appendix
The Profile of Mood and Process Types
1. Teacher A 1st turn, Class X
Total Clause 358
Mood Type : Indicative
Declarative 230 64,2
Interrogative Wh 82
22,9 Yes No
46 12,8
Mood Person : Speaker
358 100,0
Interactant Speaker Plus
- -
Addressee -
- Mood Person : Non-Interactant
- -
Mood Type : Imperative
Dieticity Jussive
123 34.4
Temporal Present 338
94.4 Past 4
1.1 Modality
16 4.5
Polarity +
329 91.9
- 29
8.1
Process Material
129 36.0
Attributive -
- Mental
25 7.0
Behavioral 4
1.1 Verbal
11 3.1
Existential 18
5.0 Identifying
169 47.2
Error Tense
Vocabulary Finite
The Total Amount of Teachers’ Scaffolding Talks Types
No Process Types
The Tot al Amount of Teachers Scaf f olding Talk Types
A1 A2 B1 B2
C1 C2
1 Mat erial 80
135 44
93 99 114 2
Ment al 16 25 34 60 11 22
3 Ident if ying 163 172
65 151 125 264 4 Exist ent ial
20 17
11 15
8 24
5 Behavioral
2 4 1 7 3 2 6
Verbal 23
4 7 32 41 30
7 At t ribut ive
1 - 9 2 - 4 305
357 171
360 287
460
Percentage of Process Types
No Process Types Percentage of Teachers Scaffolding Talk Types
A1 A2 B1 B2 C1 C2 1
Material 26.23 37.82 25.73 25.83 34.49 24.78
2 Mental 5.25
7.00 19.88 16.67
3.83 4.78 3
Identifying 53.44 48.18 38.01 41.94 43.55 57.39
4 Existential
6.56 4.76 6.43 4.17 2.79 5.22 5
Behavioural 0.66 1.12 0.58 1.94 1.05 0.43 6
Verbal 7.54 1.12 4.09 8.89 14.29
6.52 7
Attributive 0.33 0.00 5.26 0.56 0.00 0.87
The Graph of The Process Types
0, 00 10, 00
20, 00 30, 00
40, 00 50, 00
60, 00
T h
e A
m ou
n t
of
P ro
c e
ss T
y p
e s
1 2
3 4
5 6
7
Teachers Process Types
A1 A2
B1 B2
C1 C2
The Percentage of Mood Types Polarity Deicticity: Temporal Modal
4. 57 6. 62
6. 67 18. 71
4. 47 3. 93
Modal 3. 26
5. 23 24. 91
7. 02 1. 12
5. 90 Past
92. 17 88. 15
68. 42 74. 27
94. 41 90. 10
Pr esent 3
3. 48 0. 35
3. 16 21. 05
0. 28 0. 00
Non Int er act ant
96. 52 99. 65
96. 84 78. 95
99. 72 100. 00
Int er act ant Mood Per son
2 3. 91
5. 92 5. 61
5. 26 8. 10
10. 16 -
96. 09 94. 08
94. 39 59. 65
91. 90 89. 84
+ Pol ar i t y
1 C2
C1 B2
B1 A2
A1 Per cent age of Tot al Am ount of Pr ocess
Types Pr ocess Types
No
Modal Temporal
Deicticity
The Percentage of All Process Types
No Process Types
Percent age of Tot al Amount of Process Types
A1 A2 B1 B2 C1 C2 1 Polarit y
+ 274 329 102 269 270 442 - 31
29 9
16 17
18 2
Mood Person
Int eract ant 305 357 135 276 286 444 Non
Int eract ant 0 1 36 9 1 16
3 Present 275 338 127 195 253 424
Past 18 4
12 71
15 15
Modal 12 16
32 19
19 21
305 358 171 285 287 460
The Graph of PolarityMood PersonsDeicticity
The Graphs of Process Types
Note: Polarity:
Mood persons: DeicticityTemporalModal: 1. Positive + 3. Interactant 5. Present
2. Negative - 4. Noninteractant 6. Past 7. Modal
0, 00 20, 00
40, 00 60, 00
80, 00 100, 00
P ro
c e
ss T
y p
e s
1 2
3 4
5 6
7
Teachers
A1 A2
B1 B2
C1 C2
Deicticity
Teachers
Teacher A’s 1
st
Turn, Class X
The number of the data analysis from teacher A first turn above are 305 clauses found in the teacher’s scaffolding talks. The most frequent types of
process performed by the teacher are identifying process. It is about 163 53.44 and there are no meteorological. The process covers actions such as doing
something, saying something, feeling something, having something, being existent, behaving and identifying something. The linguistic features
characterizing the teacher’s scaffolding talks are as follows: a.
Material means that the process in the teacher’s scaffolding talks has to do with material, such as : “Coba dibaca.”, “Necessary document berarti apa?”,
“Due to artinya karena”, ” Tolong teks itu dikumpulkan lagi,ya.”, and etc. This process has the frequency 80 26.2 applied in teacher’s scaffolding
talks, the majority of the scaffolding talks performed by teacher A in first turn is the process of doing something materially.
b. Verbal means that the teacher’s scaffolding talks concern with the process of
saying, for example: “Perusahaan di pusat bencana lumpur panas di Sidoarjo Jawa Timur mengatakan...
”, “Triana said that”, etc. The frequency of this process is 23 7.54 applied in teacher’s scaffolding talks as it appears in the
teacher’s scaffolding talks during teaching learning process. c.
Identifying means that the teacher’s scaffolding talks identify something in their talks among others: “kamu tidak pintar bahasa Inggris”, “tapi sak selone
bae.”, “ document is noun.” It has the biggest frequency among the process
found in the teacher’s scaffolding talks 163 53.44. I can say that in the
analysis above there are some processes to identify something from the teacher’s scaffolding talks applied.
d. Existential deals with the process of existence, for instance: “Ada kata – kata
yang sulit pada paragraph empat dan lima.”, “Is there any difficult word?”, and “Paragraph pertama sampai document ada pertanyaan?”. This
existential has the frequency 20 6.62 applied in the teacher scaffolding talks because it has something dealing with the existency of something in the
talks. e.
Behavioral is about behaving physiologically and psychologically on teacher’s scaffolding talks, for example : “Coba kita lihat pada halaman
pertama: Big oil firms win new exploration right.” and “Coba kalian lihat
kalimat pada paragraph ketiga sesuai Lapindo had made…”. It has the
frequency 2 0.65 applied in the teacher scaffolding talks for in this teacher’s scaffolding talks for there are some processes concerning behaving
physiologically and psychologically from the talks. f.
Attributive concerns with having some attributes on the scaffolding talks, for instance:”Maka ini generasi muda Indonesia mampu megolah sumber daya
alam yang ada.” It has the frequency 1 0.33 applied in the teacher scaffolding talks because some processes of having attribute are in the
scaffolding talks. The number of the data analysis from teacher A first turn above are 305
clauses found in the teacher’s scaffolding talks. The most frequent types of moods performed by the teacher are declaratives. It is about 232 76 . The mood types
cover actions such as negotiating proposition, giving information, demanding information, demanding and giving goods and services. Mood in English is
realized by the position in the clause of the subject and finite. The mood types found in this analysis are as follows:
a. Imperative deals with demanding and giving goods and services as the
following examples: “Coba di baca”, “Rungona ngene lho” and“ngacung” It has the frequency 22 7.21 applied in the teacher’s scaffolding talks as
there are some imperative moods about demanding and giving goods and services from the talks.
b. Indicative is something to do with exchanging information. It has the fre-
quency 283 92.79 which comprises declarative 232 76 . It has something to do with providing information, such as:” Kita bahas sampai
disini saja”,” Eben kebodohane ra diperhatikan”, “Berikut ini paragraph dua.”
and interrogative 51 16.72 . It concerns with asking for information and having two types that is Wh –questions 29 9.51 for
instance : “Apa arane?”, “paragraph pertama the main ideanya apa?” “Resource apa artinya?” and Yes-No questions having frequency 22
7.21. The examples of Yes-No questions are as follows: “Is there any difficult word?”, “ Kamu tahu human resources?”, “Ada kata – kata yang
sulit pada paragraph empat dan lima?”.
1. Teacher A’s 2
nd
Turn, Class X
The number of the data analysis from teacher A second turn above are 358 clauses found in the teacher’s scaffolding talks. The most frequent types of
process performed by the teacher are identifying process. It is about 172 48 and there are no meteorological and attribute implications. The process covers
actions such as doing something, saying something, feeling something, being existent, behaving and identifying something. The linguistic features
characterizing the teacher’s scaffolding talks are as follows: a.
Material means that the process in the teacher’s scaffolding talks having something to do with material, such as : “ Silahkan di buka halaman 103.”,
“I will read first.”, “man are created equal dalam kata-kata bijak”. This process has the frequency 135 37.7 applied in teacher’s scaffolding talks
for teacher A in the second turn most of the scaffolding talks are the process of doing something materially.
b. Verbal means that the teacher’s scaffolding talks is about the process of
saying, for example: “ya kamu bisa tanya.”, “pura-pura tidak mengerti.”, “Sehingga itu bisa dikatakan sebagai the main idea pada patagraph ketiga itu”.
The frequency of this process is 4 1.12 applied in teacher’s scaffolding talks as it appears in the teacher’s scaffolding talks during teaching learning
process. c.
Identifying means that the teacher’s scaffolding talks are to identify something in their talks as in : “itu bukan kata – kata yang sulit.”, “Itu
adalah kata equal.”, “The next question adalah thema paragraph satu itu apa?”.
It has the biggest frequency among the process found in the teacher’s scaffolding talks 172 48. I can say that in the analysis above there are
processes of identifying something having the most amount of the processes found in teacher’s scaffolding talks.
d. Existential deals with the process of existence, for instance: “Any other
difficult words please”, “Ada kata-kata sulit yang lain?”. This existential has the frequency 17 4.75 applied in the teacher scaffolding talks because of
having something to do with the existency of something in the talks. e.
Behavioral is something to do with behaving physiologically and psychologically on teacher’s scaffolding talks, for example : “Coba dilihat
ya.”, “Ya mungkin kita lihat kalimat yang ada di paragraph pertama”. The frequency of behavioral is 4 1.12 applied in the teacher scaffolding talks;
in this teacher’s scaffolding talks, there are some processes concerning with behaving physiologically and psychologically from the talks.
The number of the data analysis from teacher A second turn above are 358 clauses found in the teacher’s scaffolding talks. The most frequent types of
performed by the teacher is declarative. It is about 230 64.2 . The mood types cover actions such as negotiating proposition, giving information, demanding
information, demanding and giving goods and services. In English the position of mood in the clause is in subject and finite. The mood types found in this analysis
are as follows: a.
Imperative deals with demanding and giving goods and services as the following examples: “Silahkan di buka halaman 103.”, “Coba di baca the
first paragraph”, “Jangan digaris bawahi nanti buku punya sekolah kotor”. It has the frequency 10 2.8 applied in the teacher’s scaffolding talks as
there are some imperative moods about demanding and giving goods and services from the talks.
b. Indicative is something to do with exchanging information. It has the
frequency 348 97.2 which comprises declarative 230 64.2. It has something to do with providing information, such as:” I will read first.”,
“Happened adalahdari kata dasar happen without ed .”, “itu lumrahlah
salah cetak.” and interrogative 118 32.96 . It concerns with asking for
information and has two types that is Wh –questions 82 22.9 for instance : “Occur, ada yang tahu.”, “What is the theme of first paragraph?”, Ini ada
pada paragraph berapa?” and Yes - No questions having frequency 36
10.06 . The examples of Yes-No questions are as follows: “Do you understand?”, “Apa cukup?”, “Apakah anda masih ingat”.
2. Teacher B’s 1
st
Turn, Class XI IPS1
The number of the data analysis from teacher B first turn above are 171 clauses found in the teacher’s scaffolding talks. The most frequent types of
process performed by the teacher are identifying process. It is about 65 38.01 and there is not meteorological implication. The process covers actions such as
doing something, saying something, feeling something, having something, being existent, behaving and identifying something. The linguistic features
characterizing the teacher’s scaffolding talks are as follows: a.
Material means that the process in the teacher’s scaffolding talks has to do with material, such as : “After I read the text”, “I will give one question”,
Kamu harus menyebutkan issue permasalahan yang akan dibahas apa? This
process has the frequency 44 25.73 applied in teacher’s scaffolding talks for the majority of the scaffolding talks performed by teacher B in first turn is
the process of doing something materially. b.
Verbal means that the teacher’s scaffolding talks concern with the process of saying, for example: “We may ask “OK, “do you understand ?”, “We must
know what we need. The frequency of this process is 7 4,09 applied in teacher’s scaffolding talks as it appears in the teacher’s scaffolding talks
during teaching and learning process. c.
Identifying means that the teacher’s scaffolding talks identify something in their talks, among others: “Jadi yang tadi sama dengan langkah –
langkahnya”, “Argument can be more than one”. It has the biggest frequency
among the process found in the teacher’s scaffolding talks 65 38.01. I can say that in the analysis above there are some processes to identify something
from the teacher’s scaffolding talks applied. d.
Existential deals with the process of existence, for instance: “Ini ada dua ya” “jadi ada Present Tense nya.”.
This existential has the frequency 11 5.5 applied in the teacher scaffolding talks because it deals with the
existency of something in the talks. e.
Behavioral is about behaving physiologically and psychologically on teacher’s scaffolding talks, for example : “Coba di lihat dulu pada paragraph
pertama sampai paragraph ke lima”. It has the frequency 0.5 applied in
the teacher scaffolding talks for in this teacher’s scaffolding talks for there is one process of behaving physiologically and psychologically from the talks.
f. Attributive concerns with having some attributes on the scaffolding talks, for
instance, ”second is argument”, “Kalau yang present tense kan sudah,” It has the frequency 9 5.26 applied in the teacher scaffolding talks because of
some processes concerning attribute are in the scaffolding talks. The number of the data analysis from teacher B first turn above are 171
clauses found in the teacher’s scaffolding talks. The most frequent types of mood performed by the teacher are declarative. It is about 124 73.4 . The mood
types covers actions such as negotiating proposition, giving information, demanding information, demanding and giving goods and services. Mood in
English is realized by the position in the clause of the subject and finite. The mood types found in this analysis are as follows:
a. Imperative deals with demanding and giving goods and services as the
following examples: “Coba di lihat dulu pada paragraph pertama sampai paragraph ke lima”, “Cari kalimat mana yang menunjukan causal
connective” It has the frequency 21 10.55 applied in the teacher’s
scaffolding talks as there were some imperative moods about demanding and giving goods and services from the talks.
b. Indicative is something to do with exchanging information. It has the
frequency 178 89.4 which comprises declarative 146 73.4. It has something to do with providing information, such as:” We must know”,
“teman kalian menulis”. And the amount of interrogative is 32 16.08. It
concerns with asking for information and having two types that is Wh –
questions 16 8.04 for example: “Misalnya kamu membahas apa”, “Coba
text ini memakai rumus apa?” and Yes-No questions having frequency16
8.04 . The examples of Yes-No questions are as follows: “Do you still remember the formula of Present Tense?”, “Is that right or wrong?”
3. Teacher B’s 2
nd
Turn, Class XI IPS2
The number of the data analysis from teacher B second turn above are 360 clauses found in the teacher’s scaffolding talks. The most frequent types of
process performed by the teacher are identifying process. It is about 151 41.94 and there is not meteorological implication. The process covers actions such as
doing something, saying something, feeling something, being existent, behaving, having something and identifying something. The linguistic features
characterizing the teacher’s scaffolding talks are as follows: a.
Material means that the process in the teacher’s scaffolding talks has to do with material, such as : “Raise your hand.”, “In Orientation you must set the
scene”. This process has the frequency 93 25.83 applied in teacher’s scaffolding talks for the majority of the scaffolding talks performed by teacher
B in second turn is the process of doing something materially. b.
Verbal means that the teacher’s scaffolding talks concern with the process of saying, for example: “…but no one answered”, “The dwarfs said”, “who can
answer?”. The frequency of this process is 32 8.89 applied in teacher’s scaffolding talks as it appears in the teacher’s scaffolding talks during
teaching and learning process. c.
Identifying means that the teacher’s scaffolding talks identify something in their talks, among others: “optimal pilihan dari permasalahan ini
bagaimana”, a because her parents were dead”. It has the biggest frequency
among the process found in the teacher’s scaffolding talks 151 42.22. I can say that in the analysis above there are some processes to identify
something from the teacher’s scaffolding talks applied. d.
Existential deals with the process of existence, for instance: “Oke ya Generic structure atau langkah dalam mengarang Narrative ada lima tahap”,
“Terus any other?” It has the frequency 15 4.17 applied in the teacher scaffolding
talks because it has something dealing with the existency of something in the talks.
e. Behavioral is about behaving physiologically and psychologically on
teacher’s scaffolding talks, for example : “Coba perhatikan di text nya itu”, ” you look at your copy text”. It has the frequency 7 1.94 applied in the
teacher scaffolding talks for in this teacher’s scaffolding talks, there is one process concerning with behaving physiologically and psychologically from
the talks. f.
Attributive concerns with having some attributes on the scaffolding talks, for instance: ” … and they didn’t have enough money to take snow-white”, “They
didn’t have enough money”. ” It has the frequency 2 0.56 applied in the teacher scaffolding talks because of some processes concerning with having
attribute are in the scaffolding talks. The numbers of the data analysis from teacher B second turn above are
171 clauses found in teachers’ scaffolding talks. The most frequent types of mood performed by the teacher are declarative. It is about 124 73.40. The mood
types cover actions such as negotiating proposition, giving information, demanding information, demanding and giving goods and services. Mood in
English is realized by the position in the clause of the subject and finite. The mood types found in this analysis are as follows:
a. Imperative deals with demanding and giving goods and services as the
following examples: “Raise your hand”, “Coba perhatikan di text nya itu”. It has the frequency 20 10.55 applied in the teacher’s scaffolding talks as
there are some imperative moods about demanding and giving goods and services from the talks.
b. Indicative is something to do with exchanging information. It has the
frequency 151 89.48 which comprises declarative 124 73.40. It has something to do with providing information, such as:”… and the third is
evaluation”, “the next morning she ran away from home”, “Bentuk negative is: They didn’t have enough money”. And the amount of interrogative is 27
15.79. It concerns with asking for information and having two types that is Wh –questions 16 9.36. for instance : “Kalimat mana yang menunjukan
Past tense”, “Permasalahannya yang mana?” and Yes-No questions having frequency11 6.43 . The examples of Yes-No questions are as follows: “Is
that right or wrong?”, “Do you still remember formula from Past tense?”.
4. Teacher C’s 1
st
Turn, Class XI IPA
The number of the data analysis from teacher C first turn above are 287 clauses found in the teacher’s scaffolding talks. The most frequent types of
process performed by the teacher are identifying process. It is about 151 41.94
and there is not meteorological implication. The process covers actions such as doing something, saying something, feeling something, being existent, behaving,
and identifying something. The linguistic features characterizing the teacher’s scaffolding talks are as follows:
a. Material means that the process in the teacher’s scaffolding talks has to do
with material, such as : “Ibu pernah memebrikan ciri-cir.”, “In Orientation you must set the scene”. This process has the frequency 93 25.83 applied
in teacher’s scaffolding talks for the majority of the scaffolding talks performed by teacher C in first turn is the process of doing something
materially. b.
Verbal means that the teacher’s scaffolding talks concern with process of saying, for example:” yang disitu nanti akan dijelaskan”, “Raise your hand
please”, “Langsung to the point, untuk menjawab apa sih?”. The frequency of this process is 32 8.89 applied in teacher’s scaffolding talks as it
appears in the teacher’s scaffolding talks during teaching and learning process. c.
Identifying means that the teacher’s scaffolding talks identify something in their talks, among others: “your job is to choose one text yang berupa
explanation text?”, “Ini contoh report text.” “It has the biggest frequency among the process found in the teacher’s scaffolding talks 151 41.94. I can
say that in the analysis above there are some processes to identify something from the teacher’s scaffolding talks applied.
d. Existential deals with the process of existence, for instance: “In the page 102
and 103 there are two texts.”, “Ada dua teks disitu”. This existential has the
frequency 15 4.17 applied in the teacher scaffolding talks because it has something dealing with the existency of something in the talks.
e. Behavioral is about behaving physiologically and psychologically on
teacher’s scaffolding talks, for example : “Kita lihat sekarang part of the story bagian-bagian dari ceriteranya.”, ” Oke now kita lihat kata kerja need,
give, lose, move”. It has the frequency 7 1.94 applied in the teacher scaffolding talks for in this teacher’s scaffolding talks there is one process
concerning with behaving physiologically and psychologically from the talks. The number of the data analysis from teacher C first turn above are 287
clauses found in the teacher’s scaffolding talks. The most frequent types of mood performed by the teacher are declarative. It is about 125 43.55. The mood
types cover actions such as negotiating proposition, giving information, demanding information, demanding and giving goods and services. Mood in
English is realized by the position in the clause of the subject and finite. The mood types found in this analysis are as follows:
a. Imperative deals with demanding and giving goods and services as the
following examples: “Coba kalian ingat lagi.”, “Coba beri contoh tentang social culture?”, “Kita lihat sekarang
part of the story bagian-bagian dari ceriteranya”.
It has the frequency 76 26.48 applied in the teacher’s scaffolding talks as there are some imperative moods about demanding and
giving goods and services from the talks. b.
Indicative is something to do with exchanging information. It has the frequency 211 73.52 which comprises declarative 137 47.74. It has
something to do with providing information, such as”, “Kita lihat sekarang Part of the story bagian-bagian dari ceriteranya”,
“The statement above is the social function of explanation text”. And the amount of interrogative is 74
25.78. It concerns with asking about information and having two types that is Wh –questions 61 21.25 for instance : “Dua tahun terjadi di
daerah mana?”, “Bagaimana sih Tsunami terjadi?” and Yes-No questions
having frequency13 4.53. The examples of Yes-No questions are as follows: “Dari awalnya benar tidak?”, “Is it right, Ani?”
5. Teacher C’s 2
nd
Turn, Class XI IPS4
The number of the data analysis from teacher C second turn above are 460 clauses found in the teacher’s scaffolding talks. The most frequent types of
process performed by the teacher are identifying process. It is about 264 57.39 and there are no meteorological implications. The process covers actions such as
doing something, saying something, feeling something, being existent, having something, behaving, and identifying something. The linguistic features
characterizing the teacher’s scaffolding talks are as follows: a.
Material means that the process in the teacher’s scaffolding talks has to do with material, such as : “apel itu berisi apa”, “Jadi we can conclude”. This
process has the frequency 114 24.78 applied in teacher’s scaffolding talks for the majority of the scaffolding talks performed by teacher C in the second
turn is the process of doing something materially. b.
Verbal means that the teacher’s scaffolding talks concern with the process of saying, or more accurately, of symbolically signaling, for example:” karena
our actress sering sekali bilang”, “Sebuah cerita yang judulnya Kabayan itu tidak hanya menceritakan sebuah ceritera”.
The frequency of this process is 30 6.52 applied in teacher’s scaffolding talks as it appears in the teacher’s
scaffolding talks during teaching learning process. c.
Identifying means that the teacher’s scaffolding talks identify something in their talks, among others: “This is the social function of a narrative text”,
“Ataupun ketika Si Kabayan di Hotel ” It has the biggest frequency among the
process found in the teacher’s scaffolding talks 264 57.39. I can say that in the analysis above there are some processes to identify something from the
teacher’s scaffolding talks applied. d.
Existential deals with the process of existence, for instance: “Tetapi juga ada unsur amuse”, “Tidak ada unsur yang membuat pembacanya tertawa”,
“…dan ada pelajaran” This existential has the frequency 24 5.22 applied
in the teacher scaffolding talks because it has something dealing with the existency of something in the talks.
e. Behavioral is about behaving physiologically and psychologically on
teacher’s scaffolding talks, for example : “coba lihat”, ”Look at the second paragaraph”. It has the frequency 2 0.44 applied in the teacher
scaffolding talks for in this teacher’s scaffolding talks for there is one process concerning with behaving physiologically and psychologically from the talks.
f. Attributive concerns with having some attributes on the scaffolding talks, for
instance: ” jika raka bertingkah laku buruk”,” Siapa yang berperilaku buruk?”
It has the frequency 4 0.87 applied in the teacher scaffolding
talks because of some processes concerning with having attribute are in the scaffolding talks.
The number of the data analysis from teacher C second turn above are 460 clauses found in the teacher’s scaffolding talks. The most frequent types of mood
performed by the teacher are declarative. It is about 311 67.61. The mood types cover actions such as negotiating proposition, giving information,
demanding information, demanding and giving goods and services. Mood in English is realized by the position in the clause of the subject and finite. The
mood types found in this analysis are as follows: a.
Imperative deals with demanding and giving goods and services as the following examples: “Open page 138”, “coba lihat”, “Contohnya apa anak –
anak?” , “repeat after the teacher”. It has the frequency 25 5.43 applied in
the teacher’s scaffolding talks as there are some imperative moods about demanding and giving goods and services from the talks.
b. Indicative is something to do with exchanging information. It has the
frequency 435 97.16 which comprises declarative 311 67.61. It has something to do with providing information, such as: ”dongeng itu adalah
ngabebodo nu cengeng ya.”, “nah biasanya ceritera Narrative text itu
berakhir dengan bahagia.”, “Oke I will give you the example of Narrative
text”. The amount of interrogative is 124 26.96. It concerns with asking for information and having two types that is Wh –questions 90 19.57 for
instance : “What is reorientation Bang?”, “Berapa bentuk kata kerja”, “what happens in the fifth paragraph?” and Yes-No questions having frequency 34
7.391.The examples of Yes-No questions are as follows:“Do you know about the story ?” “Apakah betul Bawang Merah atau Bawang Putih?,
“Disini kota yang damai tidak ?”.
4.4 The Speech Functions Performed in The Teachers’ Scaffolding Talks
