ASIAN PENDIDIKAN VOL. 2 NO.

1 (2022) 42-49

© Association of Researcher of Skills and Vocational Training, Malaysia

ASIAN PENDIDIKAN
ISSN: 2735-2331, e-ISSN: 2805-4350
DOI: https://doi.org/10.53797/aspen.v2i1.6.2022

Scaffolding Talks in Teaching Speaking Skill to the Higher

Education Students, Why Not?
Farida, Lulu April1 & Rozi, Fahrur2*
1
Physical Education Department, Universitas Negeri Semarang, Sekaran Gunungpati, Semarang City, Central Java 50237,
INDONESIA
2*
Economic Education Department, Universitas Negeri Semarang, Sekaran Gunungpati, Semarang City, Central Java
50237, INDONESIA

*Corresponding author email: [email protected]

Available online 30 April 2022

Abstract: The purpose of teaching and learning English in Indonesia is to provide the students with knowledge in
order to make them be ablet to communicate using English.This means that the students are expected to understand
and gain the informational literacyespecially for the university’s students. To attain such literacy level, it becomes
such a giant task for the teachers and lecturers as they have task to enable the students to use English
communicatively. This research tried to reveal the functions of scaffolding talks of English classroom in higher
education. This research used qualitative methodologies and social constructivism theory approach. The data
collection was conducted by interviewing two English lecturers from different faculties, observing the classroom
activity, recording the classroom activity in the form of audio and video record, and transcribe the record into the
written form. The result showed that there were some functios of scaffolding talk in general, they are to engage,
explore, explain, elaborate, and evaluate. Both of the teachers have coonducted those functions in teaching English.
Keywords: Teaching English, scaffolding talks, higher education students

1. Introduction
The purpose of teaching and learning English in Indonesia is to provide the students with knowledge in order to make
them be able to communicate using English (Sakhiyya, 2006). This means that the students are expected to understand
and gain the informational literacy especially for the university’s students. To attain such literacy level, it becomes such
a giant task for the teachers and lecturers as they have task to enable the students to use English communicatively (Susanto
& Nanda, 2018).
As English is not used in the daily activities of the students, it becomes another challenge for the teachers and
lecturers, and in this study focuses on the impact to the leturers (Gunantar, 2015). English is taught as a foreing language
in Indonesia and it is only used in certain area such as schools and courses (Angelino & Matronillo, 2020). It means that
the chance for the students to be habituated or practice English itself is low. There is no other ways for the lecturers to
train the students’ speaking skill and also to make sure that the students understand and implement the knowledge given
well at the same time with a very limited time except by conducting a collaborative teaching (Kapong, 2022). By this
teaching, the students’ speaking skill will be trained while they are mastering the concept.
Learners require systematic supervision and assistance to organize language usage, expand vocabulary, and build
appropriate speaking abilities in order to learn to communicate effectively orally. Lecturers, on their part, require
materials and pedagogical skills to scaffold their students' learning processes, rather than letting them to finish a speaking
exercise on their own before going on to another. Scaffolding in speaking is the process through which teachers offer
assistance to students in order for them to complete a speaking activity that they would otherwise be unable to complete
successfully on their own (Goh, 2017). Scaffolding actions get students closer to the point when they can do the activity
successfully without the assistance of teachers (Maybin, Mercer, & Steirer, 1992). Scaffolding processes can also occur
when learners seek clarification from other communicators about the meaning of what they are attempting to say (Foster
& Ohta, 2005). Appropriate scaffolding may improve learners' speaking ability, whether it is via the use of language
knowledge such as grammar, pronunciation, and vocabulary, or through the use of skills and techniques applicable to
task demands.

*Corresponding author: [email protected]

https://www.arsvot.org/ All right reserved.
 Farida et al., Asian Pendidikan Vol. 2 No. 1 (2022) p. 42-49

The development of teaching and learning English has been brought to be under the humanistic and communicative
theories. This means that the learning-centred teaching has become the highlight in the teaching process (Kurdi, 2018).
It gives the students more chances to learn and and experience the learning and formulate what they get during the
lessons—especially about understanding. As stated by Harmes & Barron (2001), instead of teachers' performance, it is
the activities of students throughout the teaching-learning process that indicates whether or not the learning lesson is
considered as good. In light of this, the lecturers are expected to be capable of creating an interactive learning environment
so the learning process will not only be one-direction learning or teacher-centered learning (Tan & Liu, 2004). This will
give the students more opportunity to involve in the learning and increase their understanding related to the lesson itself.
The interactive class will involve both students and lecture to be actively participate during the lesson and have a dynamic
learning process (Ayu, 2019). Current speaking pedagogies continue to emphasize encouraging students to talk while
ignoring the cognitive and social processes that enable successful monologic and dialogic oral communication.
Having an interactive class demands the lecturers for not being dominant. In this case, the lecturers should not keep
explaining about the lesson as this action will not encourage the students to be active but it will make them to be passive
in the class. As keeping explaining to students impact the students for having less opportunity to actively participate, this
condition is assumed becoming one of the student’s failure factor in learning English as communication tools (Mohamed
et al., 2020). Hence, the lecturers can check students' understanding of the lesson by asking questions or giving
instructions to them or adding more variations in the learning process which also can help in creating the understanding
and training the speaking skills of the students. Furthermore, as may be noted that the lecturers should provide such
scaffolding supports for the learners to fullfil the goal of teaching and learning process (Maloch, 2002). It also can be
assumed tht in order to train the learners’ speaking skills, lecturers should create more opportunities and bolster their
students’ growth. The scaffolds enable the learners’ ability to rebuild theirmajor knowledge and internalize the new ones.
Also, the temporariness of the scaffolds should be understood and noticed (McNeil, 2012).
The use of the scaffolding itself refers to the traditional defintion of scaffolding as temporary support system, which
means that it is used as the support system until the goal is reached and the students are able to learn by themselves or
taking the stands without support (Ahmad et al., 2019). The supports are provided by the lecturers for the learners and it
is gradually erased in order for the learners to be self-regulated and independent (Lipscomb, Swanson, & West, 2004).
Referring to those statements, it is so obvious that in the classroom, the students will get certain numbers of temporary
supports from their lecturers with the purpose of creating their own understanding and training their speaking skill.
Therefore, the students will build and shape the concept by themselves in order to master it. In order to learn the lesson,
the students will interact with anything that has relation with the lesson in their surroundings. The lecturers will provide
a modern assistance for the students to make them engage throughout the learning process. Once the students get engaged
in learning, they will naturally get involved in the learning activities and construct the lesson they get under the guidance
of the lecturers. Gradually, as they are able to build their understanding, the lecturers will decrease the amount of support
they give out in the learning process (Syakur, Fanani & Ahmadi, 2020).
The function of the learning supports can be seen through the learners’ talks in th speaking class. This can be seen
clearly and easily as it is tangible and appears through the learners’ talks. The lecturers provide the support for the
students in many ways such as interacting with them through scaffolding talks in order to increase the students’ speaking
ability (Suhartatik & Panggabean, 2017). Therefore, the lecturers create the talks in order to give more opportunity for
the students to create and master the concept by themselves.
The scaffolding talks used by the lecturers in the process of speaking class would be the issue to examine in this
study as it rises a question of “what are the functions of scaffolding talks for higher education students?”.

2. Literature Review

2.1 Speaking Skills

In learning language, there are four skills to learn so that the learners will comprehensively master the target language.
Chaney (1998) points outspeaking as the process of constructing-sharing the words’ meanings. It can be expressed
through the verbal symbols within various contexts—as well as the non-verbal ones. The purpose of teaching English in
higher education is to encourage students to gradually understand grammar and make use of English to communicate—
as English, as we know, is an international language. There are many learners who feel that speaking in a new language
is the hardest part of the lesson comparing to other aspects such as reading, writing, or listening (Maniam & Vaithinathan,
2018).
Many learners feel that speaking in a new languge is the hardest part of the lesson comparing to the other aspects
such as reading, writing, or listening because of two reasons. First, speaking is used for real or direct moments, someone
will be waiting for your answers or responses when he is talking to you. Accrording to Balley in Nunan (2003), another
reason is because when you speak, you cannot revise or edit what you wish to say unlike when you are writing.
By this quotation, it becomes so clear that the tasks of the teachers and lecturers in Indonesia are quite hard since
they have to enable the students to speak English. In this study the English teaching learning process will be scrutinized
to find out some supports given by the lecturers to train the students’ speaking ability and to lead them understand the
concept given independently.

43
Farida et al., Asian Pendidikan Vol. 2 No. 1 (2022) p. 42-49

2.2 Language Teaching

Cameron (2001) gives the description generally in her work. She underlines the point that teaching is somehow a process
to establish or createmiscellaneous chances for learning things and to help learners take advantages of them—as many as
they can get.
Cameron’s thesis can be concludedas guidance that in the classroom, when the learning-teaching process happens,
the lecturers are counted onto help the students in creating and building their understanding towards the lesson (Hughes,
Moate, & Raatikainen, 2007). A teaching is considered progressive when the lecturers or teachers in this case, knowledge
making and model strategies in the context of task completion, and then students attempt to do the task the way they did.
Thus, the demanded language teaching is the one which provides progressive interaction among the lecturers and the
students. The lecturers can create an interactive classroom by providing some supports to the students in understanding
the concept through scaffolding talks (Razaghi, Bagheri, & Yamini, 2019).

2.3 Learning-Centred Teaching

There are several types of teaching, namely teacher-centred, learner-centred, and learning-centred teachings. The most
effective one is the learning-centred teaching because it gives chance for the lecturers to create an interactive class—at
the same time, it also facilitates learners to be active. In the learning-centred teaching, the center of an effective learning
is coming from the knowledge about the learners’ learning. Successful lesson and activities are weighted on what
students’ needs. It is not measured by the demands to complete or finish certain textbook units; it cannot even depend on
the teachers’ interests (Cameron, 2001). In learning-centred teaching, the lecturers must be creative and interactive in the
classrooms. They must provide many ways in giving or explaining the lesson because their jobs are not only to create the
understanding of the students but they also have to provide several ways or variations, which can lead learners to gain
the understanding toward the lesson independently. Generally, they will provide the terms, conditions, and instructions
for the students. Sometimes they arrange centers to make the students beable to cooperate in small groups. These groups
can help students to develop their problem-solving capabilities as they will be familiar with cooperation, respect for
others, and socialize. Within each group, decisions must be made cooperatively—at least how each member will work
for the common good (Arends, 2004).
Seeing the conditions and atmosphere exist in learning-centred teaching, this type of teaching is very much proper
to apply because there are reciprocal roles in teaching and learning process among the lecturers and the students. The
lecturers must provide some supports for the students and the students themselves must be active. The supports, which
are given by the lecturers, can be addressed to the students through scaffolding talks.

2.4 Scaffolding
Scaffolding means providing the contextual assistance for meaning through several things, namely the teacher modeling,
and hands-on learning, visuals and graphics, simplified language, and cooperative learning (Ovando, 2003 in Bradley &
Jack, 2004). Scaffolding is a metaphor for the type of assistance offered by a lecturer or peers to improve in learning.
When a student is unable to grasp a concept or complete a task, the instructor provides scaffolding to assist the learner in
mastering the task or idea that is beyond the learner's capacity. Furthermore, allowing the learner to do as many of the
unsupported activities as feasible is a crucial feature. It is normal for students to make mistakes, but they are minimized
through instructor feedback and prompting, allowing students to complete the task or objective. When the students handle
or comprehend the task, the teacher begins the fading process, which progressively removes the scaffolding and allows
the students to execute independently. Scaffolding was developed basicallyto explain the assistance proposed by a peer,
teacher, or lecturer to bolster learning (Jafari, Talebinejad, & Ketabi, 2021). This idea of scaffolding appeared as the
needs of interactive teaching increased. In every teaching and learning process, the job of creating students’ understanding
goes to the teachers or lecturers but it does not mean that they are the only one who must take it as a burden in their
shoulders. There is no space anymore for the them to be the main source of a teaching and learning process. They can
utilize the students’ prior knowledge to create or shape their concepts toward the lesson they are talking about through
scaffolding (Effendi & Munir, 2020).
The scaffolding process is basically a support system used temporarily till learners’ targeted task is finished and
they can build their stands with no support. It is stated by Larkin that until the students are given more assistances or
supports from th lecturers until they can exemplify new or difficult tasks mastery. As the learners slowly achieve the
mastery, the support is reduced by degrees so that the learning process can begin to change axis from the More
Knowledgeable Other (MKO) to the learners (Larkin, 2002 in Lipscomb et al., 2004).
The main point of scaffolding is the combination of two necessary teaching skills, modeling, and molding them
with continuously decreasing lecturer’s assistance so that a student may complete a task at last by him/ herself. The
illustration of scaffolding given by the lecturer is shown in Fig. 1.

44
 Farida et al., Asian Pendidikan Vol. 2 No. 1 (2022) p. 42-49

Fig. 1: Scaffolding blocks set by the lecturers (Lewis in Lipscomb et al., 2004)

Fig. 1 clearly shows the scaffolding process. Each boxreflects scaffolding set by lecturers. In this logic, the more
activities or agendas that are assigned, the higher the level of learning. The four boxes above represent different things;
verbalizing though process (1st box), guided practice (2nd box), mnemonic device-chant (3rd box), and tutoring other
students (4th box). The colors of the levelsshould have pointed out or indicated the Zone of Proximal Development (Lewis,
et al. in Lipscomb et al., 2004) but here it has quite the same color in order to show the level of scaffolding only. In light
of this, lecturers play a prominent role in collaborating, assisting, and supporting students so that they can establish their
own knowledge in the Zone of Proximal Development (ZPD). Here, students need guidance from people who know a lot
more than they do—at least in specific topics. Because, their knowledge doesn't come from empty space or find out on
their own—they can't do that. Lipscomb adds that a fine learning takes place in the child’s ZPD. However, there are
important things that must be considered in teaching in ZPD, namely the determination of how far students can manage
on their own, as well as doing so many things without assistance (Lipscomb et al., 2004).

2.5 Scaffolding Talks

The purpose of teaching and learning English is to enable students to use it communicatively both written and spoken.
Thus, in every teaching and learning process of English the lecturers have to make sure that the learnerslearn both
structurally and verbally. The most common teaching and learning process of English in Indonesia right now is a
structural learning, the students are trained to learn the structure and the rule of English (Fallah, 2014). This kind of
structural teaching and learning process does not give any adequate spaces and chances for the students to practice their
English verbally. Even if those students can master the English structure very well at the end of their study, but they will
fail to use it communicatively since they lack of practice.
According to Rizal (2011) scaffolding talks are expressions used by the teachers in the classroom to interact or
deliver some instruction s to his or her students in the classroom. This means that the teacher or lecturer in this case tries
to help the students to master the speaking skill so that the students can learn independently. The lecture will provide the
students with such instinctive structures to learn a language. Rosalina and Sholihah (2018) also agree that scaffolding
talk is an assistance given by the lecturer to enable the students to learn independently and reach the learning target. The
lecturer also plays an important role to be an educator, a facilitator, and assistant for the students.
The lecturers in social constructivism theory act as facilitators who encourage learners to discover the concepts and
principlesfor them to build the knowledge and construct their understanding by working to solve problems (Bada &
Olusegun, 2015). This is also called as knowledge construction as a social process. The lecturers work by clarifying,
organizing, or correcting their ideas so they can speak up and deliver their ideas to others. That gives the learnerschances
to extend what they have learned. Constructivism supports the student's free exploration within a given framework or
structure (Jia, 2010). There are five steps teachers should do in upholding the teaching learning process based on
scaffolding talks for constructivism theory as showed in Table 1.

Table 1: Scaffolding talks for constructivism theory

In this step, the lecturers get the students’ attention, stimulate their thinking and help them
Engage
to access their foregoing knowledge.
Possible activities may include the following:
(1) Demonstration (lecturers and/or students).
(2) Showing a captivating motion picture clip or live webcam
(3) Reading from the latest media release or piece of literature

45
Farida et al., Asian Pendidikan Vol. 2 No. 1 (2022) p. 42-49

Provide the students time to think, arrange, explor and organize collected data or
Explore
information.
Possible activities may include the following:
(1) Reading authentic resources to collect data or information to answer an open-
ended question or to make a decision
(2) Solving a problem
(3) Creating a graphic organizer
(4) Investigation.
Implicate the students in an analysis of their explorations. Use reflective activities to clarify
Explain
and modify their understanding.
Possible activities may include the following:
(1) Student analysis and explanation
(2) Supporting ideas with evidence
(3) Structured questioning
(4) Reading and discussion
(5) Thinking skills (classifying, error analysis, comparing, abstraction)
Provide students the chances to broaden and internalize their understanding of the concept
Elaborate
and/or apply it to a real world situation.
Possible activities may include the following:
(1) Decision making
(2) Problem solving
(3) Thinking skills activities (comparing, classifying, abstraction, error analysis)
(4) Experimental inquiry
Assess throughout the lesson. Show the students a scoring guide at the beginning. Scoring
Evaluate
is developed by lecturer (sometimes with student involvement). The lecturer also puts the
goal or target of what students must know and do.
Possible activities may include the following:
(1) Development and implementation of scoring to measure student performance
during activities.
(2) Students’ involvement in scoring development. This might help them understand
lecturers’ expectations and allow them to stipulate high standards performance.

3. Methodology
This research used qualitative methodologies and employed social constructivism theory approach (Golafshani, 2003). It
is used because of its position as the fundamental ground of the existence of scaffolding talks. Research design employed
in this study was by carrying out unstructured interview to the 8 lecturers appointed, and 8 class observation as well as
recording it to accumulate data needed. The objects of this study were two English lecturers from different faculties in
Universitas Negeri Semarang along with the teaching-learning process in the classrooms. They were one lecturer from
Sport Science Faculty and Economics Faculty, lecture from Sport Science Faculty will be named as Lecturer A and
lecturer from Economics Faculty will be named as Lecturer B. The data collection was conducted by interviewing the
English lecturers, observing the classroom activities, recording the classroom activity in the form audio and video record,
and transcribing the record into the written form.

4. Result and Discussion

The result showed that the functions of the scaffolding talks in general are as follow:

4.1 Engage
Lecturer A and B in this study used their talks to engage the learners in a teaching-learning process by getting their
attention. Both teachers already implemented the scaffolding elements which are Reinforcement. Both of them already
did the verbal reinforcement to complement the students’s response, for example Lecturer A said, “OK, now you make
it”.and Lecturer B said, “OK. Yes. Good. Evidence”. Another scaffolding talks that they did are Gestural Reinforcement
by smiling, laughing, clapping hands, shaking hands, nad nodding. Therefore, the teaching learning process ran well.
This process led the students to engage with the lecturer.

4.2 Explore
In this study, Lecturer A and B provided time for the students to think, arrange, find out and organize information to
explore the students’ knowledge. The activities were given to explore the students’ knowledge were: reading some texts,
discussion, and students’ performance. For example, Teacher A gave activity reinforcement such as asking the students

46
 Farida et al., Asian Pendidikan Vol. 2 No. 1 (2022) p. 42-49

some questions, let the students share knowledge, and giving the students adequate time and space to analyze the lesson.
Meanwhile Teacher B gave the activities such as asking the students to guess some difficult words, asking the students
to find the meaning of words in Indonesia, and giving the students some clues the meaning of the words.

4.3 Explain
Lecturer A and B used their talks to explain the lesson to the students. They did not only explain, but also involve their
students in analyzing the texts. Both of them raised the key question, for example Lecturer A asked the students, “And
what do you do next? What else?” and Lecturer B in his class asked, “Desperate, what is desperate? Many students failed
in their exam in their test to enter university but they are not desperate”. Hence, both of teachers also used their ability
to speak English, used explicit language and paced the explanation. This attempt is used to prompt clarity to students and
it is very helpfl to make the students understand the teacher’s intention. They also provided some examples for the
students in order to make students more understand about the material. For example here is Lecturer B said, “You are to
leave at one so that you may see their warriors come home for the buffalo hunt. Once means... What about the meaning
of at one here? You have, you are to leave at once.”

4.4 Elaborate
Lecturer A and B used scaffolding talks to extend their explanation. In fact, elaboration was needed to give a
comprehensive and holistic understanding to the students. They also created a link between the explanation and the main
idea. For example here, Lecturer A said “When the parents heard that their son got accident and he was brought to the
hospital, they went to the hospital at one. So, at once meant?”. She tried to elaborate the explanationand give the link
between the material and the main idea by reminding the students.

4.5 Evaluate
In this study, Lecturer A and B used their talks to evaluate the students understanding or mastery to the lesson. This
evaluation was conducted by giving the students some questions related to the lesson. In the end of the lesson both of
teachers tried to evaluate the students. feedbacks were also given for the students in order to chec the students
understanding. For example, Lecturer A said, “The last sentence in this paragraph. In desperation he finally hid under
the edge of a great pile of fire wood. He finally? Yes another word? Eventually. Eventually, finally, at last.”. The
evaluation was done also in order to obtain information as a basis for judging whether lesson goals have been achieved,
and for deciding what will happen in subsequent lessons.
The functions of scaffolding talks in this research were to put an understanding in students’ mind and lead them to
be independent learners by constructing their own understanding with the lecturers as facilitators. This research
corresponded to the social constructivism which enabled the lecturers as failitators who encourage students to learn by
themselves and find the problem solving according to the existing problems. Moreover, this research also corresponded
to the previous study that the scaffolding talks could enable the students to express themselves better and help the students
to master the speaking independently.

References
Ahmad, N., Jumaat, N. F., Samah, N. A., Ashari, Z. M., Abdullah, A. H., & Ali, D. F. (2019). The effect of metacognitive
scaffolding framework towards students’ performance. International Journal of Recent Technology and
Engineering, 7(6S5), 1584-1593.
Angelino, M. L., & Matronillo, M. M. (2020). The Utilization of Indigenous Communication Arts Instructional Materials
in Teaching Language. Journal of Technology and Humanities, 1(1), 18-25.
Arends, R. I. (2012). Learning to teach. McGraw-Hill Companies.
Ayu, M. (2019). Interactive activities for effective learning in overcrowded classrooms. Linguists: Journal of Linguistics
and Language Teaching, 4(2), 1-6.
Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of
Research & Method in Education, 5(6), 66-70.
Bradley, K. S., & Bradley, J. A. (2004). Scaffolding academic learning for second language learners. The Internet TESL
Journal, 10(5), 16-18.
Cameron, L. (2001). Teaching languages to young learners. Ernst Klett Sprachen.
Chaney, C. (1998). Preschool language and metalinguistic skills are links to reading success. Applied
psycholinguistics, 19(3), 433-446.

47
Farida et al., Asian Pendidikan Vol. 2 No. 1 (2022) p. 42-49

Effendi, A., & Munir, A. (2020). Facilitating student behavioral engagement in ESP classroom through teachers’
scaffolding talk. EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English, 5(1), 41-
53.
Fallah, N. (2014). Willingness to communicate in English, communication self-confidence, motivation, shyness and
teacher immediacy among Iranian English-major undergraduates: A structural equation modeling
approach. Learning and Individual Differences, 30, 140-147.
Foster, P., & Ohta, A. S. (2005). Negotiation for meaning and peer assistance in classroom language tasks. Applied
Linguistics 26.3, 402–430.
Goh, C. C. M. (2017). Research into practice: Scaffolding learning processes to improve speaking performance. Language
Teaching, 50(02), 247–260.
Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The qualitative report, 8(4), 597-
607.
Gunantar, D. A. (2015). The impact of English as an international language on English language teaching in Indonesia.
In UNNES International Conference on ELTLT (English Language Teaching, Literature, and Translation) (pp. 210-
223).
Harmes, J. C., & Barron, A. E. (2001). Assessing distance learning tools and techniques: A case study. In Society for
Information Technology & Teacher Education International Conference (pp. 2853-2854). Association for the
Advancement of Computing in Education (AACE).
Hughes, G., Moate, J., & Raatikainen, T. (2007). Practical Classroom English. Oxford University Press.
Jafari, S., Talebinejad, M. R., & Ketabi, R. (2021). Comparative Effects of Technology-, Motivational-, and
Metacognitive-based Scaffolding on Male and Female Iranian Adult Advanced EFL Learners’ Speaking. Research
in English Language Pedagogy. Volume 9, p259-282.
Jia, Q. (2010). A brief study on the implication of constructivism teaching theory on classroom teaching reform in basic
education. International Education Studies, 3(2), 197-199.
Kapong, J. M. (2022). Othering: When Malaysians are Mocked for ‘Speaking London’. ANP Journal of Social Science
and Humanities, 3, 45-51. https://doi.org/10.53797/anp.jssh.v3sp.6.2021
Kurdi, M. S. (2018). Evaluasi Implementasi Desain Pendidikan Karakter Berbasis Pendekatan Humanistik. Elementary:
Jurnal Ilmiah Pendidikan Dasar, 4(2), 125-138.
Larkin, M. (2002). Using Scaffolded Instruction To Optimize Learning. ERIC Digest.
Lewis, M. D. (2013). Divided Rule. In Divided Rule. University of California Press.
Lipscomb, L., Swanson, J., & West, A. (2004). Scaffolding. Emerging perspectives on learning, teaching, and
technology. Retrieved from http://projects. coe. uga. edu/epltt.
Maloch, B. (2002). Scaffolding student talk: One teacher's role in literature discussion groups. Reading Research
Quarterly, 37(1), 94-112.
Maniam, M., & Vaithinathan, K. (2018). Motivating ESL learners of low proficiency in reading through an extensive
reading programme. Muallim Journal of Social Sciences and Humanities, 177-184.
Maybin, J., Mercer, N., & Steirer, B. (1992). ‘Scaffolding’ learning in the classroom. In K. Norman (ed.), Thinking
voices: The work of the National Curriculum Project. London: Hodder and Stoughton for the National Curriculum
Council, London, 186–195.
McNeil, L. (2012). Using talk to scaffold referential questions for English language learners. Teaching and Teacher
Education, 28(3), 396-404.
Mohamed, M. N. A., Othman, Z., Jamari, S., Powzi, N. F. A., Samad, N. A., & Othman, N. A. (2020). Scaffolding the
Development of English Language and Communication Skills of Engineering Students. Universal Journal of
Educational Research, 8(5A), 100-107.
McNeil, L. (2012). Using talk to scaffold referential questions for English language learners. Teaching and Teacher
Education, 28(3), 396-404.
Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia‐Pacific
Region. TESOL quarterly, 37(4), 589-613.

48
 Farida et al., Asian Pendidikan Vol. 2 No. 1 (2022) p. 42-49

Ovando, C. J. (2003). Bilingual education in the United States: Historical development and current issues. Bilingual
research journal, 27(1), 1-24.
Razaghi, M., Bagheri, M. S., & Yamini, M. (2019). The Impact of Cognitive Scaffolding on Iranian EFL Learners'
Speaking Skill. International Journal of Instruction, 12(4), 95-112.
Rizal, D. (2011). Scaffolding Talks in English Language Teaching. Encounter, 2(3), 95-106.
Rosalina, I., & Sholihah, I. (2018). The Scaffolding Talk Used by English Teacher in English Language Center. In THE
4th ENGLISH TEACHING CONFERENCE (p. 78).
Sakhiyya. Z. (2006). English Teaching-Learning Stage in the Framework of Curriculum 2004 (An Analysis Teaching in
SMAN 3 Semarang Academic Year 2005/2006 by Using Grounded Theory Approach). A Final Project. State
University of Semarang.
Suhartatik, S., & Panggabean, C. I. (2017). Scaffolding Talks of an EFL Teacher In Teaching Speaking at A Vocational
High School In Tuban. Jurnal Teladan: Jurnal Ilmu Pendidikan Dan Pembelajaran, 2(1), 27-36.
Susanto, S., & Nanda, D. S. (2018). Teaching and learning English for visually impaired students: an ethnographic case
study. English Review: Journal of English Education, 7(1), 83-92.
Syakur, A., Fanani, Z., & Ahmadi, R. (2020). The Effectiveness of Reading English Learning Process Based on Blended
Learning through" Absyak" Website Media in Higher Education. Budapest International Research and Critics in
Linguistics and Education (BirLE) Journal, 3(2), 763-772.
Tan, T. H., & Liu, T. Y. (2004, August). The mobile-based interactive learning environment (MOBILE) and a case study
for assisting elementary school English learning. In IEEE International Conference on Advanced Learning
Technologies, 2004. Proceedings. (pp. 530-534). IEEE.

49