Özet:

Abstract The objective of teaching English in Indonesia is to empower students with the concept of English as a tool of communication. However, English in the country itself is not spoken by society as a foreign language in daily conversation. In higher education, it is expected that the students from senior high school already have the basic knowledge of English and can use English as a communication tool but in reality, it is found that the majority of the students in university still       have difficulties speaking in English. This research aimed to depict kinds of scaffolding talks that English teachers used in two different faculties. This research used qualitative and quantitative methodologies, and the objects of the study were an English teacher from eight faculties in Universitas Negeri Semarang (UNNES). The data collections were conducted by 1) interviewing the English teachers, 2) witnessing the classroom activity by joining the classroom, 3) recording the classroom activity, and 4) copying video into the written form. The result showed that Teacher used all the scaffolding elements which were Reinforcement, Basic Questioning, Variability, Explaining, Introductory Procedures and Closure , and Advanced Questioning. Teacher 1 mostly used Introductory Procedures and Closure 40,58% and Explaining 24, 3%. Teacher 2 mostly used Reinforcement 28,55% and Variability 26, 44%. Teacher 3 mostly used Explaining 29,72% and Introductory Procedures and Closure 28,95%. Teacher 4 mostly used Reinforcement 33,64% and Advanced Questioning 22,43%. Teacher 5 mostly used Reinforcement 33,52% and Basic Questioning 21,28%. Teacher 6 mostly used Reinforcement 29,32% and Basic Questioning 27,78%. Teacher 7 mostly used Reinforcement 27,11 % and Variability 26,20%. Teacher 8 mostly used Variability 26,83% and Introductory Procedures and Closure 18,18%.

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