90
N o
Question Answer
+ -
C. Removing Scaffoldings Phase 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? 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 1. Did the students read as much as
possible reading materials inside the classroom individually?
What is the purpose? Why not?
2. Did the students read as much as possible reading materials outside the
classroom individually? How could you know?
Why not? 3. Was the reading activity individual and
silent? Why is it so?
Why not? 4. Were there any individual works?
What are they? Why not?
5. Did the students submit outline of the works including the notes and ideas for
what they intend to use? When? What is the
purpose they did so? Why not?
Post-activity 1. Did you ask students to reflect what they
have learned? What is the purpose of
the reflection? What kind of reflection they made?
Why not?
2. Did you review the materials that have been taught?
Why did you do so? Why not?
3. Did you give students home assignmentstake home project as the
part of remedial? What assignments are
they? Why not?
4. Did you give students home assignmentstake home project as the
part of material enrichment? What assignments are
they? Why not?
91
92
OBSERVATION CHECKLIST
Daydate : _________________________________
Classmeeting : _________________________________
Put a tick to observed or unobserved to represent your evaluation on the items observed
No Things to be Observed
Observed Unobserved
Comments Pre-activity
1. The lecturer asks student
about what Extensive Reading II is.
2. The lecturer presents clear
goals to the students 3.
The lecturer presents clear schedule or deadline of the
assignments submission.
4. The lecturer presents clear
steps what students should do along the semester.
Whilst activity A. Modeling with Verbal Commentary Phase
1. The lecturer shows scoring
rubrics and scoring standards that define excellence.
2. A variety of materials on a
wide range of topics is available
3. The lecturer shows the worthy
source to the students e.g.: ELT Journal, Oxford
University Press, etc
4. The lecturer is a role model of
a reader for the students. 5.
The lecturer models some techniques of analysing
reading texts.
6. The lecturer models how to
perform a new or difficult task.
93
No Things to be Observed
Observed Unobserved
Comments B. Imitating Phase
1. The lecturer encourages
students to try alternatives way of learning.
In what activities?
2. The lecturer checks for
students understanding of what is taught
3. The class activities challenge
the students to involve. 4.
The learning activities facilitate lecturer – students’
interaction.
5. The lecturer-students
assistance is present. 6.
The lecturer gives feedback of students’ previous project.
C. Removing Scaffoldings Phase 1.
Kategori