AN ANALYSIS OF SCAFFOLDING TALKS BY THE TEACHER IN EFL CLASS (A Descriptive Qualitative Study at SMA IT IQRA’ Bengkulu)

Aliya, Dina Nur (2019) AN ANALYSIS OF SCAFFOLDING TALKS BY THE TEACHER IN EFL CLASS (A Descriptive Qualitative Study at SMA IT IQRA’ Bengkulu). Diploma thesis, IAIN BENGKULU.

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Abstract

From perspective of foreign language learning in classroom context, the teacher should facilitate the students with more learning experiences involving meaningful communication through classroom interaction. Teachers as the most capable persons in the teaching learning process. Teachers should be able to provide the students’ learning by using scaffolding talks in Zone of Proximal Development or ZPD for short. The problem in this research is the English teacher does not comprehend that Scaffolding Talks can be used to source input comprehensible for students. This is a descriptive study on teachers’ scaffolding talks in classroom interaction The purpose of this research is to Investigate the types and implementation of scaffolding talks by the teacher during teaching learning activities at class SMA IT IQRA’ Bengkulu. The teaching process of teachers was recorded 3 times. Their talks were analyzed based on the characteristics of scaffolding. The data were analyzed qualitatively through several stages, that is (1) data transcription, (2) data classification, (3) data analysis to find types of scaffolding talks performed, and (4) data interpretations. The results showed that teacher implemented 5 types of scaffolding talks. They are offering explanation, inviting students’ participation, verifying and clarifying the students’ understanding, explicit modeling o desired behaviors and inviting student to contribute clues. The first result shows that inviting student participation is very dominant in all data analysis. Teachers generally use questions invited student participation. Meanwhile, the least type of scaffolding talks used by teachers is offering explanation.

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