47 “Feedback-nya jelas, bagian mana yang salah, nggak cuma komentar
bagus gitu doing.” R2 The feedback given is clear. We understand which parts are incorrect. It is
not merely in a form of “good comment”.
c. Removing Scaffolding Phase
The following four statements – statement number nine to twelve – examined students’ opinion of removing scaffolding phase. Various responses
were present in this phase. For statement number nine about consultation and statement number ten about class interaction, most of the students positively
answered that the lecturer gave them chances to have consultation when they had difficulty statement nine, and that the class activities facilitated them to interact
cooperatively with other students statement ten. The data distributions are: for statement number nine, 15 students 13.05 strongly agreed and 44 students
63.8 agreed; for statement number ten, four students strongly agreed and 41 students agreed. Ten students 14.5 disagreed to the statement number ten. As
well, twenty four students disagreed that the class activities facilitate them to interact cooperatively to other students; twenty two of them 31.9 disagreed
and two students 2.9 strongly disagreed. Referring to statement number nine, according to the students being interviewed, Extensive Reading II lecturer gave
wide chance to the students to consult their task and reading materials using SMS and e-mail as well direct consultation.
48 “Bebas waktunya bisa lewat sms, lewat e-mail bisa atau ketemu langsung
juga bisa.” R1 There is no time limitation to consult. We can consult through SMS, e-
mail, or seeing the lecturer in his office. “Biasanya setelah selesai kelas, kalau mau konsultasi bisa. Atau kapan
aja mau konsultasi bisa asal dosennya ada.” R2
We can consult to the lecturer after class. Or whenever we want, we may consult to the lecturer as long as the lecturer is in his office.
Discussing cooperative interaction among the students in both inside and outside the class – statement number ten, 45 students were in agreement that class
activities facilitated them to interact cooperatively to other students. Four students strongly agreed 5.8 and 41 students 59.45 agreed that in both class
presentation and making weekly report, students had chances to ask question and to discuss their difficulties in the report that led them to interact one and another.
“Dalam membuat report, biasanya kita sharing kalau kayak gini bener nggak sih, kalau kayak gini bener nggak sih menurut kamu? Paling
sharing-sharing tentang report.” R1 We usually share what we know when we are working in a report. We
share whether my report or my friend’s is as the instruction or not. “Sewaktu presentasi. Misalnya kalau kita mau tanya ke presenternya, kita
tanya dulu ke teman lain biar pertanyaan kita nggak salah dan memperjelas pertanyaan kita tu tentang apa.” R2
In class presentation, when I want to asked a question to the presenter, I usually ask my friends first, so I will not make a mistake in asking.
Different from the two previous statements in removing scaffolding phase, the following two statements number 11 and 12 were mostly responded
negatively. Statement number 11 was about group working. Forty one students 59.45 disagreed that they have wide chance to work in group; nine students
49 13.05 strongly disagreed. A student gave reason that the tasks were in a form
of individual assignments that make the students have to concentrate in their own assignment, and would have no time to work in group.
“Karena basic-nya itu kan ngerjain report-nya sendiri-sendiri. Jadi tiap orang punya konsentrasi sendiri-sendiri ke report-nya.” R2
Basically, the report is an individual task, so everybody focuses on herhis report.
Two students 2.9 strongly agreed having wide chance to work in group, and other 17 students 24.65 agreed to the statement. A student clarified her
agreement by stated that in both preparing presentation and working on weekly assignment, the students commonly work together to solve the problem they were
facing.
“Iya sih biasanya dari tugas-tugas itu kalau ngerjain report kita sering ngerjain bareng, trus kalau mau presentasi gitu juga kerja bareng.” R1
My friends and I usually work in report and prepare the presentation together.
Statement number 12 asked whether the assignments that were given were parts of remedial or not. Fifty two students opposed the statement; 47 among them
68.15 disagreed and 5 students 7.25 strongly disagreed. On the other hand, other 17 students agreed to statement number 12; three students 4.35 strongly
agreed and 14 students 20.3 agreed. The assignment for remedial purpose was not given directly. However, the students still had chances to do the assignment
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
