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Key features of narrative were organization of events in time, the intentional actions of participants, cause and effect, and the resolution of
problems, often through some surprising event Cameron, 2002: 54. In this classroom discourse, spoken interaction dominated the class
activity because what actually happened was much more interactional, and in the form of a teacher and students’ conversation, directed largely by
teacher questions because the teacher wanted the students to participate in creating the story.
From the data analysis, the types of scaffolding talks performed by the teacher are:
1. inviting students’ participation
2. inviting Students to Contribute Clues.
3. offering explanation.
4. verifying and clarifying students’ understanding
Here is the discussion of the teacher’s scaffolding talks performed by the teacher during the teaching learning process.
4.1.4.1 Inviting Students’ Participations
The first type of scaffolding that the teacher performed was inviting students’ participations because at the beginning of the teaching learning
process, the teacher did not directly explain the material. The teacher invited the students’ participations by asking them questions about the previous
lesson.
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Therefore, the first scaffolding made by the teacher was inviting students’ participations. In this type of scaffolding, the teacher used
particular strategy such as using open-ended questioning where the teacher asked questions to elicit a response from the child, to describe things or
events, to make predictions and to plan for the future, to make explanation, and to relate new knowledge to previous experience.
Teacher’s questions to ask about the previous lesson or experience related to the new knowledge with previous experience were shown in the
following excerpts below: “What did we talk about last week?”
“Were you talking about rules with Ms. Agustin as well?” “Yeah we’re talking about rules.”
Then the teacher linked to relate new knowledge to previous experience are shown in the following excerpt:
“Ok this week we’re going to learn more about rules, more weeks, Rules”
Sometimes, the teacher’s questions were not answered by one student who were in charge. If the students could not answer her question or
kept silent without giving any responses, she could get more responses for the same question from the other students. The way the teacher redirecting
the question was by rephrasing the question in order to make it clearer as
when the teacher asked a question such as “What is another good rule?” but
none of the students answered the questions. Then she rephrased and elaborated her question like this “What is another good rule that you’ve
been talked about with Ms. Agust?”. And also in this excerpt “What did we
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talk about in English last weak?”, then she changed her question into “What were we doing in English last week?” so that after that the students
hopefully answered it. The teacher tried to make her question to be simpler and shorter so that the students could answer like this excerpt “What
happened in the very beginning of our spooky ghost story?”, because no
body came up with the answer she changed the question into “What happen
in the beginning?” . But the students still kept silent so that she changed her
question again into “ Where did our characters go? Hansen, Raphael, and
Mario?” and “Where did the characters go in the first story, in the first, in
the beginning?” and after all they could answer her question.
4.1.4.2 Inviting Students to Contribute Clues
