38 explanation, feedback and coaching of what students should improve. The
lecturer-students assistance was presented through: 1 explaining the format of weekly report, 2 explaining how to cite correctly using MLA and APA style, 3
explaining the format of final report, 4 coaching of how to obtain positive point in Dyned program. As well as giving assistance, the lecturer also gave feedback to
students’ works and performances in both oral – on the performance of presentation, and written – on student’ weekly reports.
c. Removing Scaffolding Phase
This phase is “the period when the lecturer begins to remove herhis scaffolding” and let the students to involve more independently to the assignments
and tasks Lange, 2002: 37. Assistance and feedback from the lecturer are still present, yet the assistance and the feedback should be offered “progressively less
to the students as they begin to master new content andor process” so the students are led to be more independent Lange, 2002: 37.
In this phase, the nature of Extensive Reading II – the students select what they want to read based on their interests – such as jeans, Rock ‘n’ Roll music,
skateboarding, morinda, and so forth – was explored. The interaction among the students and student-student assistance were facilitated more. The interaction
among the students were in asking and answering session in class presentation and group discussion that they made independently outside the class to discuss the
difficult reading materials or weekly report. Through the interaction the students had, student-student assistance existed. The students gave feedback for the
presenters’ and meeting manager’s performance in class presentation. The
39 feedbacks given were about slide lay out of power point used by the presenters,
the content of the presentation, and the technique of the presentation “aaa” syndrome.
d. Independent Phase
Independent phase is the last phase of the implementation of Scaffolding Strategy. Byrnes 2001 in Lange 2002: 37 explains that in this phase “the
students have achieved an expert level of mastery” of what they have learned so they can perform the new task without any help from their lecturer. Individual
works were explored more in this phase. The students were asked to read the reading materials they chose independently and then to work in individual report
every week. The Dyned Project that helped the students develop their chunking skill and the class presentation were done individually.
3. Post Activity
