44 “Kita kan jadi punya waktu yang jelas kapan harus ngumpulin. Nanti
kalau nggak ada deadline malah nggak dikerjain.” R2 We have clear deadline of the submission. If there is no deadline, we tend
to postpone working on the task.
b. Imitating Phase
Statement number five to eight are about imitating phase. Statement number five asked whether the alternative ways of learning were provided or not.
Thirty nine students agreed that Extensive Reading II lecturer provided alternative ways of learning. Nine students 13.05 among them stated strongly agree and
30 students 43.5 agreed. The other 30 43.5 students disagreed that there was alternative way of learning being introduced. According to the students who
had the most positive perceptions, alternative ways of learning were in a form of Dyned project, mind mapping, and making hypothesis in weekly report.
“Ada cara belajar alternatif. Dyned, trus mindmapping, trus bikin hipothesis kayak gitu.”R1
There are some alternative ways of learning, such as Dyned project, mindmapping, and hypothesizing.
Opposing to the previous statement, another student claimed that mind mapping
and summary technique were common ways in learning.
“Caranya biasa aja. Paling cuma ngenalin mindmapping yang kita udah tahu, summary, cara ngambil poin-poin.” R2
There is no alternative way of learning. The lecturer introduced mindmapping that we used to have, summarizing, and outlining.
45 Referring to statement number six about class activities, 36 students
agreed that class activities that were provided minimize the learning boredom; five students 7.25 strongly agreed and 31 students 44.95 agreed. One of
the students that agreed to statement stated that there were various activities conducted in Extensive Reading II such as presentation, weekly assignment, and
Dyned Project, so students enjoyed joining the course. She added though the course was difficult, it is enjoyable.
“Jadi nggak monoton kita harus gitu-gitu aja tapi bervariasi trus yang tadinya kita nggak tahu jadi tahu. Walaupun sulit tapi menyenangkan.”
R1 We were not merely doing the same activities. We can know what we did
not know before. Although it is difficult, it is agreeable.
Twenty nine students 42.05 disagreed and four students 5.8 strongly disagreed to the statement. The disagreement to the statement was confirmed by a
student. She did not experience that the class activities were various. In every week, the activities were limited on presentation and weekly assignment.
“Aktivitas kelasnya gitu-gitu aja. Cuma presentasi tiga orang trus dikasih instruction. Jadi cuma presentasi instruction, presentasi instruction.” R2
The class activities are monotonous. Three students present their reading materials, then the lecturer gives new instruction for next-week report. So
the activities are merely on instructions, presentations, on and on.
Statement number seven that was about material review was responded positively by most of the students. Forty four students agreed that the material
46 review from the lecturer helped them to conclude what they had learnt. Four
students 5.8 among them said strongly agree and 42 students 60.9 agreed to the statement. Students being interviewed stated that materials review about
APA and MLA style clarify the materials from handout that could help them to understand more about the materials.
“Review materi-materi yang sudah disampaikan dosen bikin lebih ngerti. Karena pertama ‘kan ada handout-nya trus abis itu dijelasin sama
dosennya jadi jelas.” R2 The materials review from the lecturer helps me to understand more the
materials taught. Because the lecturer gives handouts then he explains more, so it is clearer.
The rest of the students, 22 students 31.9 and one student 1.45, stated disagree and strongly disagree that the material review from the lecturer helped
them to conclude what they had learnt. The last statement in imitating phase – statement number eight – was about
feedback given from the lecturer. Sixteen students 23.3 did not be of the opinion that the feedback from the lecturer helps them to do the task better;
despite the fact that 53 students responded positively to the feedback given to the lecturer. Ten students 14.5 strongly agreed and the other 43 students 62.35
agreed to the statement. The feedbacks given were not in a matter of comment good or bad, but comment on the parts that were not correct. It helps students to
improve their works better.
47 “Feedback-nya jelas, bagian mana yang salah, nggak cuma komentar
bagus gitu doing.” R2 The feedback given is clear. We understand which parts are incorrect. It is
not merely in a form of “good comment”.
c. Removing Scaffolding Phase
