Students’ responses during speaking class using scaffolding talk

Abstract

The problems confronted by the students are being afraid of making mistake, limited practice, and lack of motivation. In this case, innovation in speaking skill should be innovative. The purpose of this study is to investigate the implementation of scaffolding talk’s types in teaching speaking atan upper secondary school. In addition, this study analyses students’ responses of scaffolding talk strategy in speaking class. The research subject comprised 35 EFL learners. This paper presents the outcome of qualitative research by collecting the data through interview and questionnaire in analysing students’ responses toward scaffolding technique used by the teacher. The results reveal that several kinds of scaffolding types were used in teaching speaking, including instructing, inviting student participation questioning, explaining, and giving conclusion. Furthermore, thestudents were motivated and active in participating speaking class activities.

Keywords: Speaking skill; ELT; EFL; Scaffolding talk; Scaffolding strategy