1
CHAPTER I INTRODUCTION
1.1 BACKGROUND OF THE STUDY
English is an international language that has been used almost all over the world as a means of communication. It is used either in formal meeting or in
informal one. Indonesia is one of the countries in the world that has used English as first foreign language. It has been taught as first foreign language and has
become compulsory either in junior or senior high school. Because of that, there is only a little experience for the students in using language throughout several
periods of English class in school week. Related to the statements above, English teachers should work hard how to
make the students able to accomplish the goal stated by the teachers. In this case, the teachers can give more learning experience in teaching and learning process
and expose the students a lot in using English so that it will make the students easy to pass through the bridge without any difficulties.
Talking about giving more learning experience and exposure to English, we can find them a lot in teaching learning process based on the English
curriculum 2006 whose embryo is from English curriculum 2004. In this curriculum the teachers are given more freedom to design the syllabus according
to the condition of the school and the class. Applying this curriculum the teachers should give more learning experience and exposure to English as English in
Indonesia considered as the first foreign language where the students cannot speak
language in naturally. By doing so, it will help a lot to the student to accomplish the target language well. Besides, this curriculum is based on the communicative
competence model from Celce Murcia et al. 1995. It also suggests level of literacy after the students graduate from their school, and the difference between
oral language and written language. As we know that, English Curriculum 2006 whose embryo is from
curriculum 2004 states that the goal of English teaching leaarning process in senior high school is: by the end of the study the students are expected to be able
to communicate in English with the level of literacy not only performative and functional level but also informational level.
In the performative level the students are expected to be able to read and write. In the functional level they are expected to have ability to use the language
for communication or for survival. While in the informational level they are expected to be able to access knowledge with their language as they are prepared
to continue to the university. Talking about communicative above, Celce Murcia, et al. 1995
developed competency models see figure 2.1. They say that competency to communicate is the ability to create and understand the discourse. A discourse is a
text, either spoken or written having context of situation or context of culture. This competence is supported by linguistic competence, actional competence,
sociocultural competence, and strategic competence. Besides the statements above, literacy also involves the creation of
discourse. To make clear the meaning of literacy, here is the basic concept of
literacy. Literacy is the ability to read and write Holme, 2004. In a broad sense the definition of literacy is the ability to communicate orally, to write, and to be
actively involved in the discussion. Not just that, literate people mean that they are not only able to read and write but to listen and speak as well and to do what they
read, write, listen, and speak. Related to the statement above, Wilkinson 1965, in Corden 2000
suggests that speaking and listening to be much more prominence and to be included in the conception of literacy. Based on the definition of literacy above, I
can say that literacy is not only the ability to read and write but also the ability to listen and speak and how to apply them. To achieve the level of literacy like what
the curriculum expects, the role of teachers here are very important. Their roles are to mediate the students to be able to achieve the target language well with
various ways, such as applying suitable approach and methods; giving a good model; selecting a suitable strategy; giving more learning experience; etc.
Dealing with scaffolding talks, Vygotsky in Gibbon 2002:10 claims that the only good learning is learning that ahead of actual development. It has the
meaning that the tasks given to the students should be at their potential level. The area in which the students need scaffolding talks from teachers to complete their
talks is called ZPD. ZPD stands for Zone of Proximal Development. Further, he also suggests that the ZPD is the difference between the child’s capacity to solve
problems by itself, and his capacity to overcome them with the help of other persons. Other persons here could be adults, such as: parents, teachers, caretakers,
language instructors or other peers who have already mastered that particular function.
In line with the ZPD in teaching learning process, Vygosky and Bruner in Corden 2000 propose that ZPD is the zone in which the learning acquisition is
accomplished through teachers’ guidance and collaboration with more capable peers. To realize this, good teachers should make a good preparation and
intervene appropriately and effectively. Guidance, a support and an aid from teachers are very useful to achieve the desired expression. If the main talks are
achieved, the goal expected by the teacher can be achieved well too. Those statements can be accomplished if the teachers are able to give an
appropriate guidance, help, support and facilities and willingly to make a good preparation before teaching. The good preparation will make the teachers easy to
present their teaching learning process. If the teaching learning process is successfully done, the main talks will be achieved easily too. It means that the
students reach desired expressions without any difficulties. As we know that the desired expressions are in the area of ZPD. So the
role of the assistants is very important to scaffold the students to reach the target language expected. The assistants here are teachers because scaffolding talks take
place in teaching learning process. The teachers should be able to mediate independent learning zone or student’s knowledge by using scaffolding talks. If
the teachers are able to use the scaffolding talks properly the desired expression will be able to be accomplished well without any difficulties.
Scaffolding talks are an aid to the learners by providing the words or by probing to open the way to the learners in order easily to achieve the desired
expressions. In this case, the teachers should be able to be good assistants, facilitators and guides in order to be able to mediate their students across the
bridge safely to accomplish the main talks or desired expression more easily. Related to the statements above Anderson, 2003 proposes that scaffolding talks
are good guidance for teachers in construction of a semantic unit. In accordance to the statements above, an attempt to reform and to
improve English teaching, teachers of English have paid much attention to teaching and learning process. To be successful in achieving it, teachers of
English should be able to scaffold well. To scaffold means teachers of English can be good mediators, good assistants, good guides and good models for their
students. It is not an easy way to become good models, good mediators, good
assistants, and good guides. They should prepare them well by learning, attending training, attending an up grading and practicing more as a proverb says that
practice makes perfect. In this case, teachers of English should not only master teaching materials but the language used in transforming their language skill and
knowledge as well. Those who are lack of skills and knowledge may face difficulties in doing it but for those who are competent enough will be successful
to achieve it. In line with scaffolding talk, Bruner in Roy Corden, 2000 states that
scaffolding talk is also highly interactive, with constant interplay between teacher
and students in the joint completion of dialogue. The dialogue is crucial to the process for this is how support is provided and adjusted. In short, it can be said
that with scaffolding talks the participation and the interaction of the students are high, so the goal that the teachers expected can be achieved.
Based on the explanation above, it can be said that before the teachers’ of English enter the main talk, it is better to have scaffolding talks as a guide to
construct of a piece of a discourse. With this guidance, it will be easy for students to follow the lesson.
Additionally, scaffolding talks can make the students interested in the tasks given; can help the students overcome their frustration in doing the exercises
during the tasks; and can make them more competent. Scaffolding talks mediate the students to achieve the desired expression. If the desired expression can be
accomplished, teachers of English will be easy to enter the main talk. If the main talk is successfully done, the goal the teacher established can be accomplished
well too. It means that students learners’ acquisition can be accomplished too. In other words, they can acquire the target language they learn. In a broad sense, the
goal of teaching and learning process will be achieved well too. Related to the statements above, competent English teachers are needed
badly in order that they can help the students to be successful either in doing final exam, in the society or in continuing to the next education. Competent English
teachers are able to employ scaffolding talks easily in their lesson whereas those who are lack of vocabulary, lack of skill and knowledge may find it difficult in
employing it. The key success of the students depends on the teachers. To support
this opinion, Mercer and Fisher 1992: 342 in Corden 2000 claim that the key factor in determining children’s learning potential will be nature of discourse and
the quality of the teachers’ intervention. In accordance with to key success of the students above, Vygosky and
Bruner in Corden 2000 say that through teacher’s intervention and scaffolding strategies by modeling, demonstrating, and supporting the students as they learn
and practice procedures to achieve desired expressions. Therefore, the teachers should work hard to be able to become competent teachers by learning more and
more by following: training; an up grading; seminar; and symposium etc, and practicing more and more in order to be good models.
As we know that teachers talks during the lesson at the school are delivered in English , in Javanese, or in Indonesian. It happens because some
teachers of English are lack of confidence to speak English or because their students are not able to catch what their English teachers are talking about.
Besides that in our daily habits, we are always tempted to communicate by using English. Because of the situation is not conducive, it is hard for the teachers of
English to speak English well. In general, scaffolding talks in English are rarely used in Brebes as the
writer observed several months ago, especially at the school. The teachers tend to order them direct to the point, e.g open the worksheettextbook, do
the exercise on page 10. The teachers only sit. After that they ask each student to read the answer
and the teacher correct any mistake. They almost never give brain storming as
warming up to their students in pre-teaching, so the students have not been ready to follow the lessons well.
Because of that, the students tend to be a passive students and do not understand what the teachers explain and say. It can be seen that if anybody who
can speak English asks the students in English they only smile. They cannot follow the lesson well because the teachers cannot convey the desired expressions.
Related to the role of English teachers, in 2006 Curriculum of English it is stated that in teaching and learning English, teachers are as assistants and the
facilitators. The subjects are the students. Let them do by themselves in teaching learning process. The teachers help the students when they need help. They
only open the way to reach the main talk or desired expression by employing
scaffolding talks. In order that they feel more freedom to do, so they will gain their acquisition much better.
Accordingly teachers are as assistants and facilitators. Ellis 1990 in his book says that in teaching learning process teachers must be able to ensure their
learners not to feel anxious and they have to be able to make the learners relax and confident in order that comprehensible inputs can get easily into their mind.
Because of that, the students can do the activities actively and focus on self- experience.
Learning experiences are important for each student in learning English. As teachers, we should help expose them a lot in using English especially how the
English teachers scaffold the lesson before they reach to the main talk. In this case, the English teachers should be able to help them build their English
knowledge and understanding of how English fits together. To make the student relax, confident, free and more initiatives, the teachers provide a richer learning
environment than would occur if we are just being facilitators, and we help each of them reach beyond their present level Paul, 2003
Based on the statements above, it can be said that teachers’ talks are very
important in any English classes. It does not mean that teachers will dominate the talk so that the students have very few opportunities to speak but the teachers can
talk just to open the way toward the main talk. Related to teachers’ talk Harmer, 1998 says that good teachers maximize students talking time and minimize
teacher-talking time. In this case, teachers do not dominate the class but only to open the way
for the students to talk in order that they can reach the desired expression the main talk easily. The more learning experience the students get the easier for the
students to achieve the main talk. If the teachers become the students’ partners, assistants, consultants and facilitators, the students will be ready to achieve the
main talks easily. In short, I can say that they only speak and help the students when it is needed.
Teachers are not the only the decision markers in teaching and learning process since students become their partners, coaches, facilitators, and guides so
the students will be more independent, have more initiation and are not worried to their teachers, Celce Murcia et al. 2000:17. It does not mean that almost in any
lesson teachers tend to dominate the talk so the opportunity to speak for the students is very little. If the domination of teachers’ talks happen in teaching and
learning process it will restrict the students attributive turn, not only that but also delimit the range of discourse function that they perform. In this situation
teacher’s talk occurs in one to many interaction, where the level of proficiency is various and where there are only a few students to give feedback Ellis, 1985
If the situation above happens in teaching and learning process to have students active will never occur. The new paradigm of teaching and learning
process, teachers are as facilitators, just opening the way to reach the desired. Therefore, the goal to make students active not be realized. It means that the level
of literacy of the students as stated in the English curriculum 2006 is not able to be accomplished too.
Because of that, scaffolding talk is needed badly in English class especially at the school. From now on, it is better for the teachers to start
employing scaffolding talk before reaching the main talk. Here, the role of teachers is as the bridge to mediate the students to reach desired expression. In
order to reach it they should practice more and try as hard as possible without giving up until they are successful.
Based on the facts above, it encourages me to conduct research on teachers’ scaffolding talks, as teachers are main key success of the students in
teaching learning process. The writer takes the data of teachers’ scaffolding talks in teaching learning process of English classes from opening until closing
activities at the school.
1.2 STATEMENT OF THE PROBLEM
Kategori