Modelling with Verbal Commentary Phase

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a. Modelling with Verbal Commentary Phase

In this phase, the lecturer focused more on giving what should be achieved and the examples of how to perform difficult tasks. The following explanation defines the scaffolding that existed in modelling with commentary phase in Extensive Reading II Class. 1 Scoring Standard In course syllabus, the lecturer presented scoring standard or grading that defines excellence. Scoring standard was presented so the students know what should be achieved. Knowing the clear grading formula and scoring standard is expected to motivate the students to do their best in order to achieve the excellence. 2 Worthy Sources The lecturer also helped students to accomplish the tasks and assignments. The lecturer showed worthy sources to the students, such as MLA style, APA style as the guide to quote and refer others’ works with authorization. Another source that was given was www.eastofweb.comshort-stories website in which the students can browse short stories or literary works that might be in accordance with the topic of reading materials they chose. 3 A role model of a reader The lecturer was a role model of a reader for the students though the lecturer did not obviously show it up. It could be surely stated that the lecturer was a model of a reader from much information that the lecturer shared and many 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