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Items Number
Pre-activity
4 1.
Did you ask what Extensive Reading is to the student? Why yes? What is ER II according to students’ opinion?
Why not? What did you do to introduce the course?
2. Did you present clear goals to the students? What are the goals? Why
not? 3.
Did you present clear schedule or deadline of the assignments submission? When is the deadline? What is the purpose?
Why not? 4.
Did you present clear steps what students should do along the semester? What are they? Why not?
Whilst activity
6
A. Modeling with Verbal Commentary Phase 1.
Did you show scoring rubrics and scoring standards that define excellence? What is the purpose you did so? How do they look like?
Why not? 2.
Did you provide a variety of materials on a wide range of topics? What is the purpose you did so? Why not?
3. Did you show the worthy sources to the students e.g.: ELT Journal,
Oxford University Press, etc? Why yes? Why not? 4.
Are you a role model of an active reader for the students? What is the purpose you did so? Why not?
5. Did you model some techniques of analysing reading texts? What are
the examples? Why not? 6.
Did you model how to perform a new or difficult task? How did you do? Why not?
B. Imitating Phase
6 1.
Did you encourage students to try alternative way of learning? What kind of encouragement? What kind of alternative way you give? Why
not? 2.
Did you check students understanding of what was taught? How often? What is the purpose you did so? Why not?
3. Did the class activities challenge the students to involve? What kinds
of activities? Why yes? Why not? 4.
Did the learning activities facilitate lecturer – students’ interaction? What activities did? Why yes? Why not?
5. Was there any lecturer-students assistance? Why yes?
Why not? 6.
Did you give feedback of students’ previous project? Why you did so? What kind of feedback you give? Why not?
C. Removing Scaffoldings Phase
6 1.
Did the students select what they want to read? Why is it so? Why not?
2. Were the reading materials based on students’ interest? Why is it so?
Why not? 3.
Did the learning activities facilitate student-student interaction? What activities did? Why not?
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No Question
Items Number
C. Removing Scaffoldings Phase… continued from previous page
4. Were there any group works? What are they? Why not?
5. Were there any student-student assistances? In what activities?
Why not? 6.
Did the students provide feedback for other students’ work? What kind of feedback? What is the purpose? Why not?
D. Independent Phase
