in teaching learning process is realized from the interactional devices which are similar to motherese such as repetition, prompting, prodding and expansions.
To sump up teachers’ talk, Ellis 1985 says that many of the interactional adjustments are in other simplified registers. They will also take place in teachers’
talk. It is also supported by the study of Gale. The study of Gale in Ellis 1986:45 found out that formal adjustment occurs at all language levels. The adjustments
happen more frequently with beginners than with advanced students. In this case, teachers’ utterances were simpler when they addressed the learners than when
they are talking among themselves. Besides that, the teachers must gauge the general level of proficiency of class; determine the nature and the extent of
modifications to make. In line with those statements, I can say that teachers’ talks are unlikely to be as finely tuned to the level of learners as foreigners’ talks.
2. Teachers’ Role in Teaching Learning Process
As we know that in an old paradigm, teachers teach the students in the classroom standing in front of the class, giving instructions, sitting on a chair in
front of the class, and dominating the talks. However, in the new paradigm there is an exchange of role. They are expected not to dominate talks in the classroom but
to interact, to guide, to facilitate, to mediate, and to select suitable choice of teaching method, approach and strategy in order that the students get more
learning experiences. Because of a lot of learning experiences the students get, they can understand the target language they learn easily. In other words, I can say
that the students are able to gain the knowledge in the teaching learning process as much as possible.
Regarding the statements above, teachers have important roles in the teaching learning process. Without the existency of teachers in the teaching
learning process the lesson will never be done. It does not mean that the teachers dominate the talks but they only open the way for the students to talk in order to
be able to achieve the desired expressions easily. It means that they can acquire the knowledge as much as possible in the teaching learning process if the teachers
are just being the facilitators. Concerning teaching learning process, there must be some pedagogical
values in teaching learning process. This applies either in spoken or written text. Teaching learning process is done in a certain text. The certain text in teaching
learning process is called a spoken discourse. In line with those statements Well in Corden 2000: 6 argued that spoken discourse in teaching and learning process is
considered interesting. Barnes in Corden 2000: 6 divided pedagogical styles two, namely,
transmission and interpretation. The transmission styles emphasize on learners’ ability to reproduce information. While for the interpretation, style is more
concerned with interactive discourse and cognitive process. Those two styles can be shown in the table below:
Table 2.7 Transmission and Interpretation Teaching Corden, 000:6 Transmission Interpretation
Children are seen as empty vessels
Teachers determine what is
taught Teacher transmits information
Asymmetric discourse patter established
Children passively receive information
Children’s existing knowledge is recognized
Children’s learning needs determine what is taught
Teacher and student engage with information
Interactive discourse pattern established
Children interpret and actively evaluate information
Referring to the teaching style above, I can say that those styles influence the teachers in the way they talk in the classroom. The way they talk means the
role in giving a lesson. The teachers’ role which encourages the teacher to scaffold the lesson is based on the character for each teacher because the character
is very influential part in building up the teacher’s role though there are also some roles designed by other linguists.
The teachers’ styles are varied and it makes a great impact on approach that they use. There are many factors that influence how teacher approaches their
work and which particular strategies they employ to achieve their goals. The context in which teachers work have an important influence on teaching, since
different teaching setting involves teachers in different kind of roles Richards,
1995 : 97. The approach in teaching relates much with the teacher’s roles. This is determined by the context in which the approach is applied
The role can be defined as the part taken by a participant in any act of communication Ellis and Mc Clintock, as quoted by Richards, 1995; 97. In some
interactions’ roles are relatively fixed e.g. doctor-patient or teacher-student whereas in others, roles are temporary and open to negotiation. The roles in
interaction between teacher-student is fixed convention as follows certain rules and it is not open to negotiation while temporary roles can be found in some ways,
for instance within an office in which a group of colleagues may have hierarchical roles.
Referring to the statement above I can say that in the new paradigm the role of the teachers in the classroom is different. The different is in the new
paradigm teachers become a facilitator, mediator, and a good model and consultant. In this case the teachers don’t mean to dominate in the talks but they
just open the way to mediate the students to achieve the desired expressions easily.
Each role has different characteristics and if the roles are compared, they are seen to have the following characteristic Richard, 1995; 98 as follows.
1. The roles involve different kinds of work and different levels of responsibility
2. The roles involve different kinds of relationship and different patterns of
interaction and communication; 3.
The roles involve different power relationship
In accordance with the characteristics of the roles above if the characteristics are elaborated further, they will determine what kinds of teachers
they are. It means that the teachers may have their own style in teaching. It differentiates from one teacher to another teacher because of his or her style in
teaching. Wright Richard, 1995:98 says that some roles are the work people do,
other definition of the roles is the kind of interpersonal relationship the people imply. The role of teacher’s judgment in terms of character but it has more
reasons that can be argued in determining the role. It means that the role of teacher is occupational which is predetermined by nature of school and of
teaching. The teachers interpret their roles in different ways depending on kinds of school they work, teaching method, the teaching strategy and approach they use,
individual personalities, and cultural background Richards, 1995 : 89. Different teachers may have different roles according to the items
mentioned above. In this study, teachers’ role in employing scaffolding in teaching learning is important. We cannot judge that one role is not able to be
formed from one reason but more than one reason mentioned previously can build one role.
2.10 GENRE