An Analysis of Three Teachers' Scaffolding Talks And Students' Responses to Them in EFL Classroom

andrew spencer; arnold m. zwicky; hamzah puadi ilyas, ph.d; herri mulyono, ph.d;

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.