when they speak to foreigners. They tend to speak to the foreigners slowly and clearly in order that the foreigners follow the desired expressions well.
In accordance with teaching learning process, English teacher can adopt the theories above in order that the students reach the desired expressions without
any difficulties. Because of their English teachers are helpful and patient to help their students, the way to achieve the target language is easy. It means that the
teachers are able to scaffold the main talks well to their student so they are able to reach the goal expected without any difficulties.
2.5.3 Teachers’ Talk
Teacher’s talk takes place in a classroom setting between teachers and the students. Teachers tend to dominate the communication that happens in the
classroom during the teaching learning process. They tend to dominate speech interaction in the classroom through their talks. It does not mean that but because
they have different purposes in the talks, such as: give an example; to become a model; to give an instruction etc.
Most of English teachers, sometimes find it hard to help the students talking in English in the classroom during teaching and learning process because
they don’t have the English cultural background. Because of incondusive condition, teachers are expected to add their knowledge after they finish their
study by attending an up grading, workshop, seminar, in service program, and training and keep on reading in order that they can be a good model in teaching
learning process. They can use English throughout the teaching learning process.
In this case, teacher is highly required to know the speech functions used in their talks as the talks have different speech functions.
In line with the statements above teachers’ talks mean that they try to transform their ideas and knowledge from the topics discussed in the classroom.
In this situation teachers’ talks are more than the students. It does not mean that the teachers dominate the class during the process of teaching learning but they
have different purposes, such as managing, giving instructions; checking answers, controlling, etc. In short, the teachers just open the way for the students to achieve
desired expression.
2.5.4 Main Talks and Scaffolding Talk
Agustien 2002 states that there are two types of teachers’ talks, namely teachers’ main talks and teachers’ scaffolding talks. Teachers’ main talks are
teachers’ talks related to the topic they present in the lesson. Teachers’ talk is not the same as the speech function that the teacher used. Here the teachers are
expected to have a capability to use their talk in order to reach the target language or desired expressions easily. In this study, I choose teaching and learning
process activities that contain a lot of teachers’ talks which consist of main talks and teachers’ scaffolding talks. Teachers’ scaffolding talks will make the students
easy to follow and understand desired expressions or the lesson easily. In general teacher can support learning activity regardless of the level of
their students. They can give more learning experiences and more English exposures in order that the learning processes can run well. It runs well as the
students can follow the lesson and understand what the teacher said. Vygotsky
believes that not only a teacher but also an adult can support and mediate learners what next they can learn by talking to them step by step in a linear
fashion according to social acceptable structure by using simple vocabulary, grammar and utterance. Cameron ,2001:8
In lines with the theory of Vygotsky, in the application of teaching learning process there are some steps that the students have to follow by the help
and guidance from the teachers. With it, the students have their own learning experiences, which make them free, independent, and full of initiatives so it is
easy for them to follow the lesson well. The learning experiences they get are very useful and easy for them to adjust and follow the lesson. As study of Gales in Ellis
1985:145 which found that, formal adjustment happens at all language levels. What is meant by language level here is the language used to transform the
information and knowledge with different level of the student involved in teaching learning process. The existing adjustment is the interactional one which is realized
by interactional device similar to those observed in motherese, such as repetition, prompting, prodding and expansions.
In other words, many of the interactional adjustments found in other simplified register will also occur in teachers’ talk Ellis, 1985:145. The
interactional devices that the teacher used in the teaching learning process are employed in their talks through the register they choose. The teachers’ talks also
depend on the register or the style the teachers have.
2.5.5 Teachers’ Scaffolding Talks
