Asfia Unisa, 2201416016 (2021) INSTRUCTIONAL SCAFFOLDING AND ITS RELATION TO THE CLASSROOM INTERACTION AT JUNIOR HIGH SCHOOL ISTIQOMAH SAMBAS PURBALINGGA. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

This research is a descriptive qualitative research aimed to know the ratio of teacher talk and students talk, instructional scaffolding used by the teacher, and the relation of instructional scaffolding towards the students talk. There was class observations and interview to the teacher to get the data. The additional data was recording of the learning process which was conducted in the microsoft teams because the situation did not support face to face meeting. There were three classes and a teacher who involved in the study. The results of analysis showed that the ratio of teacher talk and students talk in each class was different. The ratio of teacher talk and students talk in VIII A was 67,56% : 27,92%. The ratio of teacher talk and students talk in VIII C was 66,66% : 20,45%. The ratio of teacher talk and students talk in VIII D was 64,11% : 27,41%. The results answered the assumption in the first chapter that the students talk less than the teacher talk. The next analysis showed that the teacher used instructional scaffoldings in delivering the lesson, they were modelling, bridging, and schema building. The dominant use of the instructional scaffolding was bridging because it could be delivered by asking questions to make students think and learn about new concept. The third result was the relation of instructional scaffolding towards the students talk. The scaffolding made the students responded to the teacher, but sometimes there was the period of silence even though the teacher applied the instructional scaffolding. Naturally, although the teacher applied the instructional scaffolding, the students were lack of initiative in the interaction, it might cause by the students‟ confusion, the dependent of students to the teacher, or the students felt worried in expressing their idea. From the impact, the teacher needs to improve her ability in promoting the interaction and aware of applying instructional scaffolding in more creative way.

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