http://repository.uhamka.ac.id/id/eprint/16459/
An Analysis of Three Teachers’ Scafollding Talks and
Students’s Responses to them in EFL Classrooms
Mardiana, Yana
In language learning, teachers surely have essential roles in facilitating and providing students with meaningful experiences and interactions through communication during teaching and learning process in EFL classrooms. To help students achieve their very best capability in language learning, teachers can use scaffolding talks with Zone of Proximal Development during all the classroom activities. This study is a mix-method study on teachers’ scaffolding talks in classroom interaction to find out the types of teachers’ scaffolding talks, the reason why they applied those types, and the students’ response toward their teachers’ scaffolding talks in EFL classrooms. This study has some subjects which are three English teachers at SMK Negeri 06 Konawe Selatan who teach the tenth grade up to the twelfth grade and 70 students who divided into three classes. The data of this research were collected from three ways: (1) observation of spoken interaction in classroom context between teachers and students that were recorded twice for each teacher, so there are six recordings of teachers’ talks, (2) the interview with these three teachers, and (3) the questionnaire from the students. The data were analyzed qualitatively and also quantitatively to find the types of scaffolding talks employed and the reason why they applied those types, and the students’ response toward their teachers’ scaffolding talks in EFL classrooms. The observation and interview data about the types of scaffolding talks were analyzed based on Afda Walqui, Wood, etc., for instance, modeling, giving clear direction, explaining, inviting students’ participation, questioning, clarifying students’ understanding, developing students’ understanding, reinforcing, and reviewing. The interview data about the reasons of the use of these scaffolding talk types were analyzed by theme analysis, and the data of questionnaire to know the students’ response toward their teachers’ scaffolding talks was analyzed by usingSPSS. The first result shows that the teachers employ scaffolding talks in the teaching-learning such as modeling, giving direction, explaining, inviting students’ participation, questioning, clarifying and developing students’ understanding, reinforcing, and reviewing. The second result states that they are some reasons of the using of those types of teachers’ scaffolding talks; they are helping students to study faster, motivating students to be more active, stimulating students’ thinking, and getting comprehension about lesson easier. The third result shows that students have positive response and perception toward their teachers’ scaffolding talks in EFL classrooms. Based on the result above, there are some suggestions in this study. First, teachers should maximize the quality of their talks during teaching and learning process in EFL classrooms which means they should improve and develop their ability in choosing the types of scaffolding talk appropriately according to situation and condition that can help students in reaching their maximal potency in language learning. Second, it is recommended for other researchers to elaborate on the issue of this study which is talking about teachers’ scaffolding talks. Hopefully, the next researches do not only discuss the types of teachers’ scaffolding talks and students’ responses toward them but also discuss a more in-depth and broader issue related this scaffolding talks which can provide us more critical and many various information of scaffolding talks in EFL classrooms.
http://repository.uhamka.ac.id/id/eprint/16459/1/SPS_INGGRIS_1609067022_YANA%20MARDIANA.pdf