1. Home
  2. Lainnya

Modelling with Verbal Imitating Phase Removing Scaffolding Independent Phase

85 Aspects N o Questions Items Number

A. Students’ Perceptions on the process of Scaffolding Strategy Used in ER II

1. Modelling with Verbal

Commentary Phase a. Did the course goals help you to know what should be achieved? Why yes? Why not? 4 b. Did the instruction in every task help you to complete the tasks? Why yes? Why not? c. Did the scoring criteria given motivate you to achieve excellence? Why yes? Why not? d. Did the deadline of the assignment submission encourage you to be responsible on your task? Why yes? Why not?

2. Imitating Phase

a. Were there any alternative ways of learning? What were they? What kinds of learning method were introduced? 4 b. Did class activities that were provided minimize the learning boredom? Why yes? Why not? c. Did the material review from the lecturer help you to conclude what you have learnt? Why yes? Why not? d. Did the feedback from the lecturer help you to do the task better? Why yes? Why not?

3. Removing Scaffolding

Phase a. Did the lecturer give you chances to have consultation when I have difficulty in finishing the assignment? When? How often? How do you get over the difficulty? 4 b. Did the class activities facilitate you to interact cooperatively with other students? What activities? Why yes? Why not? c. Did you have a wide chance to work in group? In what activities?Why not? d. Were there any assignments that were for remedial? What are they? How do you improve your work?

4. Independent Phase

a. Did you have freedom to select what you want to read? What do you feel? How far lecturer interfere you in deciding the reading material? 4 b. Did the individual assignments help you to enrich your knowledge? Why yes? Why not? c. Did take home assignments encourage you to learn more about reading materials? Why yes? Why not? 86 Aspects N o Questions Items Number A. Students’ Perceptions on the process... continued from previous page d. Did class activities that were conducted outside the class help you to develop your knowledge? Why yes? Why not?

B. Students’ Perceptions on the Implication of Scaffolding Strategy Used in ER

Dokumen yang terkait

Students` perception on pre-reading activities in basic reading II class of the English Language Education Study Program of Sanata Dharma University.

0 0 2

Character education in speaking II class in English Language Education Study Program of Sanata Dharma University.

0 0 145

Students` perception on play performance class in development soft skills of students of English Language Education Study Program of Sanata Dharma University.

1 3 77

English language education study program students` perceptions on play performance course in Sanata Dharma University of Yogyakarta.

0 0 117

Students` perception on cooperative learning used in extensive reading II class of English Language Education Study Program of Sanata Dharma University.

0 2 127

Students` perceptions on the use of role play technique in speaking class in the english education study program of Sanata Dharma university.

2 12 81

Students` perception on pre reading activities in basic reading II class of the English Language Education Study Program of Sanata Dharma University

0 0 114

Students perceptions on scaffolding strategy used in extensive reading II class of English Language Education Study Program of Sanata Dharma University

0 2 150

Students` perception on cooperative learning used in extensive reading II class of English Language Education Study Program of Sanata Dharma University - USD Repository

0 1 125

English language education study program students` perceptions on play performance course in Sanata Dharma University of Yogyakarta - USD Repository

0 0 114