110
4.2.4.4 Teacher’s Question Demanding Opinion
However, teacher used question demanding opinion for the following purposes:
1. to gain students participation on the discussion on the topic lesson, in this lesson the teacher wants to construct story about classroom rules based on
the idea from the students, like in the following clauses: - “What are they doing in the beginning?”
- “Where are they?” -
“Are they in a classroom? In the bath room? In the play yard? -
“why did they begin fighting? -
“Are their desks in front of the other or beside the other? -
“Then what happen? Then what happen”? Ronan? -
“Do you think that the teacher say “please Mr. Ronan and please “Miss. Adlin, could you please tell little Kerry and little Agustin about
the rules?”
- “Do you think what will happen in the next story?
- “How do you think the story end?
4.2.4.5 Teacher’s Question Demanding Goods and Services
Teacher’s question demanding goods-and- services is also found in this classroom discourse. The purpose was to ask the students to do
something like in the following: “Can you hand in the pointer to somebody else?”
4.2.4.6 Teacher’s Command Demanding Facts
The teacher use command in demanding fact to ask the student to state hisher answer to the teacher’s
“Show me what’s the give me five”
111
4.2.4.7 Teacher’s Command Demanding Goods and Services
The teacher gave command in demanding goods and services to ask the students to do something like in the following excerpt below.
“Show me the beginning” “Take the pointer and show me the beginning of the story”
112
CHAPTER V CONCLUSIONS AND PEDAGOGICAL IMPLICATIONS
This chapter presents the conclusions and pedagogical implications of the study based on the data analysis and data interpretations in chapter IV.
5.1 Conclusions
From the findings and interpretations presented in the previous chapter, I can make the following conclusions.
1 The types of Scaffolding Talks Performed by the teachers
All of the teachers in this study used scaffolding starting from the beginning to the end of the class. The types of the scaffolding talks the
teachers performed are offering explanation, inviting students’ participation, verifying and clarifying students’ understanding, modelling
desired behaviour, and inviting students to contribute clues. The teachers gave explanation to various purposes. The purposes included to state the
topic of the lesson, present the material being discussed, state the step-by- step procedures of the task or activity the students are going to perform.
The teachers invited students’ participation by asking the students a series of questions or using incomplete statement to elicit responses from the
students. The teachers also used questions to check students’ understanding. To provide equal opportunities for the students, the
teachers used re-directing technique by asking the same questions to some
Kategori