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
Firstly, I describe clearly the classroom context in terms of the class activities during teaching and learning process from the beginning until the end of
activity using the patterns of scaffolding talks suggested buy Turney et al. 1983, such as reinforcing, questioning, explaining, introductory procedure and closure.
Then the collected data are interpreted based on the review of literatures mentioned previously in chapter two. They are used to make the description of:
a types of scaffolding talks carried out by the teachers during the teaching and learning process., b linguistic feature characterizing the scaffolding talks, and c
the possible causes that trigger the use of certain speech functions in the
scaffolding talks during teaching and learning process.
3.6 UNIT of ANALYSIS
The unit of analysis is the clauses as the objective of this research is to describe type of scaffolding talks, to describe linguistic features characterizing
the scaffolding talks. The last step is to classify those clauses into speech
functions to explain the possible causes triggering the use of certain speech functions. Those clauses realized in the scaffolding talks found belong to spoken
discourse which takes place in the classroom. The interaction is realized in four speech functions namely: statement, question, offer and command Halliday 1994
and Eggins 1997: 181. While according to Courltand 1995: a there are three major acts which happen in all forms of spoken discourse, that is: elicitation,
directive and informative. Those acts have different functions realized in the speech functions in teachers’ scaffolding talks Gibbon, 2003; 22. The linguistics
feature characterizing teacher scaffolding talks carry interpersonal meaning which relies on mood. Mood realizes on the subject and finite. Additionally the linguistic
features characterizing teachers’ scaffolding talks follow the process in transitivity. The process are central to transitivity. They are realized by verbs.
Both transitivity and mood types are instruments that are used to find out linguistic features characterizing the scaffolding talks Gerot and Wignel 1995.
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CHAPTER IV ANALYSIS AND INTERPRETATION
This chapter provides the data analysis and data interpretation. The data were taken from teacher-students’ interaction during English class at the school. I
only focus on the solution to the problem statements mentioned in chapter 1, that is : 1 the types of scaffolding talks the teachers carry out during the teaching and
learning process, 2 linguistic features characterizing the scaffolding talks during the teaching and learning process , and 3 the speech functions realized in the
scaffolding talks during the teaching and learning process. I just analyze the teachers’ scaffolding talks during the teaching and
learning process while the students’ talks are beyond the discussion. In this part, I divide it into three parts. Part one is to reply first question, that is to describe types
of scaffolding talks. The second one is to answer the second question, namely to describe linguistic features characterizing the scaffolding talks and the last one is
to reply the possible causes triggering the use of certain speech functions in the scaffolding talks.
4.1 THE DATA ANALYSIS
The data are analyzed in four stages. 1.
To analyze types of scaffolding talks the teachers carry out. I use the theory suggested by Wood 1998 in Cameron 2001. To transcribe their speech I
use Du Bois’ theory 1991 and Jefferson’s 1979. Firstly, I transcribe their 113
