every level since the school has sixteen classes. Tenth grade has six classes, eleventh grade has five classes and twelfth grade has five classes: one natural
science and others are social sciences.
3.4.2 Method of Data Analysis
The writer analyze the data through some stages. Those stages are as follows:
Firstly the writer transcribe the recorded data of the interaction in spoken discourse between the teachers and the students using Du Bois theory to
make the written data easy to analyze it. Because the study focuses on the teachers scaffolding talks, the student’s talks would not be analyzed. Then I divide the
recorded talks into three, that is: 1 spoken language, 2 scaffolding talks in English, in Indonesian, Javanese and other local dialects typed italic, and 3
main talks using theory suggested by Agustien 2000. With that division, I am able to
find the teachers’ scaffolding talks. The next is labeling them into types of scaffolding suggested by wood in Cameron 2001 : 81, Turny et al. 1983 and
Afda Walqui 1995, such as : 1.
offering explanation 2.
inviting students participants 3.
bridging 4.
providing learning experiences 5.
providing feedback 6.
reinforcing 7.
modeling etc
The scaffolding talks performed by the teachers in the classroom discourse based on the basic skills of teaching and learning process from opening until
closing activity. Teaching learning process has three phases namely: pre-active, interactive
and post active phase. The writer analyzes the teachers’ scaffolding talks in interactive phase from the beginning until the end of teaching learning activity.
According to Turney et al. 1983 interactive phase comprises several patterns of scaffolding talks, such as reinforcing, questioning, explaining, the skill
components of introductory procedure and closure. The writer can describe type of scaffolding talks in interactive phase from the beginning to the end of the
lesson which consists of those items. I count the percentages of occurrence of each type of scaffolding talks. Finally I describe the teachers in employing the
scaffolding talks in their lesson. a.
Secondly I describe linguistic features such as mood characterizing the scaffolding talks; I use the theory of Eggin and Slades 1997, Gerot and
Wignell 1994, for gambit I use the theory of Keller 1988 and discourse markers I use the theory of Fraser 1990. Then I classify teachers’ scaffolding
talks found above into mood and modality, and transitivity. After that I count the percentage of occurrences of linguistic features characterizing the
scaffolding talks. At last, I describe the linguistic features characterizing the scaffolding talks.
b. To analyze certain speech functions performed by the teachers in their
scaffolding talks, I use the theory stated by Eggins and Slades 1997 and
Wardaugh 1998 for code switching. Firstly I observe the consistency of teachers in employing certain speech functions based on the scaffolding talks
found above. Then I break them into clauses to analyze them easily. After I find the certain speech functions realized in the scaffolding talks I count the
percentage of occurrence of certain speech functions in English and other languages in italic
3.5 DATA INTERPRETATION
