36 references that lecturer gave to the students. By seeing the lecturer as the role
model of a reader that has much information and references to share, students were expected to be motivated to be active readers and to develop their
knowledge for all time as the lecturer did.
4 Techniques of analysing reading text
The lecturer modelled some techniques of analysing reading texts, such as mind mapping: a technique to subtract the reading content, the main idea, sub
topic and detailed information of a reading text, summarizing text, synthesizing some articles or one article with other articles, and Dyned project: a computer
program which is for developing chunking skill.
5 Example to perform difficult task
New or difficult tasks were like choosing topic, determining theory to explore the topic and hypothesizing reading passage through the use of mind
mapping, and conducting class presentation. More than that, the lecturer modelled how to perform a new or difficult task through: 1 explaining the format of the
assignment and the steps of how to write the report, 2 showing how to make an outline report and how to quote a work, 3 giving example of asking question to
the presenter, 4 giving example how to quote others’ works correctly and how to write references correctly, 5 giving a correct report format.
b. Imitating Phase
According to Byrnes 2001 in Lange 2002: 37, in this phase, students imitate the skill they have seen modelled by their instructor or lecturer, including
37 the commentary. Byrnes explains further that during this phase, the lecturer must
constantly assess students’ understanding and must offer frequent assistance and feedback.
Extensive Reading II lecturer checked students’ understanding of what was taught. Through checking the students’ weekly reports the lecturer could
know whether the students have already understood the materials taught or not; for example the use of MLA and APA style. Besides knowing the level of
students’ understanding, the lecturer could know whether the materials could be continued to the next level or not.
Since imitating phase focuses on the involvement of the students, the class activities should indeed facilitate students to involve. The activities conducted in
Extensive Reading II of 20092010 academic year Class A and Class C were presentation, summarizing the reading passage, and Dyned project. All those
activities invited and challenged students to involve actively, otherwise the students cannot accomplish the course well. The active involvement of the
students was obviously observed on class presentation. There was asking and answering session in every presentation; and at the end of class, the students were
invited to give feedback to the presenters’ and meeting manager’s performance. Those activities also facilitate lecturer-students interaction and lecturer-
students assistance. The lecturer-students interaction is in a form of consultation. The consultation was for consulting the topic chosen, the theory used, and
formulation of final project. Out of those things to consult, the lecturer provided a time for the students to consult. The lecturer’s assistance was in form of
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
