50 better by referring to lecturer’s feedback and comments and by learning from
other students that had better even perfect score in the assignment.
“Buat ningkatin nilai caranya liat report teman yang nilainya lebih bagus biar bisa tahu salah kita dimana, kalau nggak konsultasi ke dosennya.”
R2
In order to have a better score, I usually learn from my friends’ previous report whose score is better then me, or I consult what difficulty I have to
the lecturer.
d. Independent Phase
The last four statements were about independent phase. Statement number 13 asked if the students had freedom to select what they wanted to read based on
their own interest. The responses were 29 students 42.05 strongly agreed, 32 students 46.4 agreed, 6 students 8.7 disagreed, and 2 2.9 students
strongly disagreed. Students that were interviewed claimed that they were happy to be able to choose the reading materials as their interest. They explained further
that they could enjoy reading because they could choose what and which article they wanted to read, and that were motivated to work on weekly report.
“Iya kita bebas milih sendiri. Mau dari artikel mana aja tu bebas, topiknya juga bebas milih sendiri. Rasanya lebih bebas aja si, bisa nyari
dari artikel yang gampang dimengerti, yang bahasanya juga gampang, jadi motivasi juga untuk ngerjain tugasnya.” R2
Yes, we are free to choose from which article we want to read. I can choose an article that is easy to understand and that has simple language.
That motivates me to do the task.
51 Statement number 14 examined about enrichment knowledge through
individual assignments. Six students 8.7 disagreed to the statement, and twenty four students 34.8 strongly agreed that individual assignment helped
them to enrich their knowledge, as well as 39 students 56.55 agreed to the statement. Students being interviewed were in agreement that through take home
assignment both reading assignment and weekly report they could develop their knowledge especially to the related topic which they chose to discuss during the
semester. “Kita bisa cari apa yang ada di topik itu, jadi kita lebih tahu. Pokoknya
banyak yang nggak kita tahu sebelumnya jadi tahu.” R1 We can dig up everything about the topic. The point is we can know
anything we did not know before. Most of the students felt that take home assignments encouraged them to
learn more about reading materials – statement number 15. Forty three students 62.35 agreed and 16 students 23.2 strongly agreed to that. On the other
hand, nine students 13.05 and a student 1.45 disagreed and strongly disagreed that take home assignments given encouraged them to learn more about
reading materials. However, a student that disagreed stated that take home assignment motivated her to finish the task only.
“Karena sebatas buat nyelesein report aja.” R2 It is merely for accomplishing the report.
52 The last statement in the process of Scaffolding Strategy used in Extensive
Reading II, specifically in independent phase is about class activities conducted outside the class room. Thirty nine students 56.55 agreed and 8 students
11.6 strongly agreed that class activities conducted outside the class like reading assignments, Dyned project, and weekly report assignment helped them to
develop their knowledge. However, other 22 students were not in the same opinion with them; two students 2.9 strongly disagreed and 20 29 students
disagreed that class activities done outside the class helped them to develop their knowledge.
From the data discussed above, it can be generally concluded that Extensive Reading II students had positive opinion on the process of scaffolding
strategy used in Extensive Reading II. Most of the students agreed and strongly agreed to the statements that examined their opinion about the process of
Scaffolding Strategy used in Extensive Reading II. In the first phase, modelling with verbal commentary phase, 72.13 of the respondents positively agreed to
the statements. Second phase was about imitating phase. In that phase, 80.92 of the students responded positively to the phase. In removing scaffolding phase, the
third phase, though the general opinion showed to the positive opinion, the numbers of positive response and negative response were in close margin; 50.7
of 69 students of the respondents agreed to the statements, and other 49.3 of the students disagreed to the statement or gave negative response to the statements on
third phase. The last phase was independent phase. In this phase, 83.38 of the
53 students positively responded of the phase. The other 16.62 stated disagree to
the statements in the last phase.
2. Students’ Perceptions on the Implications of Scaffolding Strategy Used in
