76
No Question
Items Number
C. Removing Scaffoldings Phase… continued from previous page
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?
5 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? 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?
4
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?
77
78
Aspects to be Observed
N o
Statements Items
Number A.
Pre-activity 1. The lecturer asks student about what
Extensive Reading II is. 4
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 just what students must do.
B. Whilst activity
1. Modeling
with Verbal Commentary
Phase 1. The lecturer shows scoring rubrics and
scoring standards that define excellence.
6 2. A variety of materials on a wide range of
topics is available 3. Showing 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.
2. Imitating Phase
1. The lecturer encourages students to try alternatives way of learning. in what
activities
6 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 provides feedback of students’ previous project.
3. Removing Scaffoldings
Phase 1. The students select what they want to read.
6 2. The reading materials are based on
students’ interest. 3. The learning activities facilitate student-
student interaction. 4. A group work is present. what are they?
5. The student-student assistance is present 6. The students provide feedback for others’
work
79
Aspects to be Observed
N o
Statements Items
Number 4. Independent
Phase
1. The students read as much as possible, inside the class room individually.
5 2. The students read as much as possible
outside the class room individually. 3. The reading activity is individual and silent.
4. Individual works are present. in what activity
5. Students submit outline of the works including the notes and ideas for what they
intend to use.
C. Post Activity
1. The students are asked to reflect what they have learned.
4 2. The lecturer reviews the materials that have
been taught. 3. The lecturer gives students home
assignmentstake home project as the part of remedial.
4. Lecturer gives students home assignmentstake home project as the part
of material enrichment.
80
81
Aspects No
Questions Items
Number A.
Students’ Perceptions on the process of Scaffolding Strategy Used in ER II 1. Modelling with
Verbal Commentary
Phase a.
The course goals help me to know what should be achieved.
4 b.
The instruction in every task helps me to complete the tasks.
c. The scoring criteria given motivate me
to achieve excellence. d.
The deadline of the assignment submission encourages me to be
responsible on my task.
2. Imitating Phase
a. Alternative ways of learning are
provided
4 b.
Class activities that are provided minimize the learning boredom
c. The material review from the lecturer
helps me to conclude what I have learnt. d.
The feedback from the lecturer helps me to do the task better.
3. Removing Scaffolding
Phase a.
The lecturer gives me chances to have consultation when I have difficulty.
4 b.
The class activities facilitate me to interact cooperatively to other students
c. I have a wide chance to work in group
d. The assignments given are parts of
remedial.
4. Independent Phase
a. I have freedom to select what I want to
read and based on my own interest.
4 b.
The individual assignments help me to enrich my knowledge.
c. The take home assignments encourage
me to learn more about reading materials.
d. Class activities that are conducted
outside the class help me to develop my knowledge.
B. Students’ Perceptions on the Implication of Scaffolding Strategy Used in ER
II 1. Being
Independent Learners
a. The teaching strategy used in class helps
me to complete the tasks independently 4
b. The teaching strategy used in class helps
me to develop my reading ability independently.
82
Aspects No
Questions Items
Number B. Students’ Perceptions on the Implication ... continued from previous page
1. Being Independent
Learners c.
The teaching strategy used in class helps me to develop my own learning strategy
d. The teaching strategy used in class helps
me to develop my knowledge independently.
2. Being Cooperative
Learners a.
The teaching strategy used in class encourages me to discuss a difficult
reading material with my friends.
4 b.
The teaching strategy used in class enable me to help other students in
doing the difficult task. c.
The teaching strategy used in class encourages me to give suggestion for
improvement on my friends’ performance.
d. The teaching strategy used in class
enables me and my friends to work together in completing a difficult task.
3. Developing Reading
Interest a.
The teaching strategy used in class develops my interest to read much more.
4 b.
The teaching strategy used in class develops my interest in reading English
reading. c.
The teaching strategy used in class develops my interest in reading literature
reading. d.
The teaching strategy used in class develops my interest in reading
scientific reading.
4. Developing Self – Confidence
a. The teaching strategy used in class
encourages me to be confident in sharing my knowledge to my friends.
4 b.
The teaching strategy used in class encourages me to be confident in
sharing my knowledge in class discussion.
c. The teaching strategy used in class
encourages me to be confident in sharing my opinion in class discussion.
d. The teaching strategy used in class
encourages me to be confident in involving actively in class activities.
83
Aspects No
Questions Items
Number B. Students’ Perceptions on the Implication ... continued from previous page
5. Achieving Excellence
a. There are a lot of tasks in ER II course,
but they are achievable.
4 b.
Previously, I felt that the tasks were difficult, but I am surprised when I can
complete all the tasks. c.
The teaching strategy used in class leads me to find that reading is interesting
activity to do. d.
I can find pleasant learning from the teaching strategy used in class.
84
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
II 1. Being
Independent Learners
a. Did the teaching strategy used in class help you to complete the tasks independently?
Why yes? Why not?
4 b. Did the teaching strategy used in class help
you to develop your reading ability? Why yes? Why not?
c. Did the teaching strategy used in class help you to develop your own learning strategy?
Why yes? Why not? d. Did the teaching strategy used in class help
you to develop your knowledge independently? Why yes? Why not?
2. Being Cooperative
Learners a. Did the teaching strategy used in class
encourage you to discuss a difficult reading material with your friends? Why yes?
Why not?
4 b. Did the teaching strategy used in class
enable you to help other students in doing the difficult task? Why yes? Why not?
c. Did the teaching strategy used in class enable you to give suggestion for
improvement on your friends’ performance? Why yes? Why not?
d. Did the teaching strategy used in class enable you and your friends to work
together in completing a difficult task? Why yes? Why not?
3. Developing Reading
Interest a. Did the teaching strategy used in class
develop your interest to read much more? Why yes? Why not?
4 b. Did the teaching strategy used in class
develop your interest to read English reading? Why yes? Why not?
c. Did the teaching strategy used in class develop your interest of literature reading?
Why yes? Why not? d. Did the teaching strategy used in class
develop your interest in scientific reading? Why yes? Why not?
87
Aspects N
o Questions
Items Number
B. Students’ Perceptions on the Implication
continue from previous page 4. Developing
Self – Confidence
a. Did the teaching strategy used in class encourage you to share knowledge you have
to your friends? Why yes? Why not?
4 b. Did the teaching strategy used in class
encourage you to share knowledge you have in class discussion? Why yes? Why not?
c. Did the teaching strategy used in class encourage you to share your opinion in class
discussion? Why yes? Why not? d. Did the teaching strategy used in class
encourage you to involve the class activities actively?Why yes? Why not?
5. Achieving Excellence
a. Do you think that the tasks were a lot, but they were achievable?
Why yes? Why not?
4 b. Did you feel that previously the tasks were
difficult, but you were surprised when you could complete all the tasks? Why yes?
Why not? c. Did the teaching strategy used in class lead
you to find that reading is interesting activity to do? Why yes? Why not?
d. Can you find pleasant learning from the teaching strategy used in class? Why yes?
Why not?
88
89
N o
Question Answer
+ -
Pre-activity 1. Did you ask what Extensive Reading II
is to the student?
Why yes? What is ER II according students’
opinion? Why not?
What did you do to
introduce the course?
2. Did you present clear goals to the students?
What are the goals? Why not?
3. Did you present clear schedule or deadline of the assignments submission?
When is the deadline? What is the purpose?
Why not? 4. Did you present clear steps what students
should do along the semester? What are they?
Why not?
Whilst activity A. Modeling with Verbal Commentary Phase Providing Scaffoldings
1. Did you show scoring rubrics and scoring standards that define excellence?
What is the purpose you did so? How do they
look like? Why not?
2. Did you provide a variety of materials on a wide range of topics?
What is the purpose you did so?
Why not? 3. Did you show the worthy sources to the
students e.g.: ELT Journal, Oxford University Press, etc?
Why yes? Why not?
4. Are you a role model of an active reader for the students?
What is the purpose you did so?
Why not? 5. Did you model some techniques of
analysing reading texts? What are the examples?
Why not? 6. Did you model how to perform a new or
difficult task? How did you do?
Why not?
B. Imitating Phase 1. Did you encourage students to try
alternative way of learning? What kind of
encouragement? What kind of alternative way
you give? Why not?
2. Did you check students understanding of what was taught?
How often? What is the purpose you did so?
Why not? 3. Did the class activities challenge the
students to involve? What kinds of activities?
Why yes? Why not?
4. Did the learning activities facilitate lecturer – students’ interaction?
What activities did? Why yes?
Why not? 6. Did you give feedback of students’
previous project? Why you did so?
What kind of feedback you give?
Why not?
90
N o
Question Answer
+ -
C. Removing Scaffoldings Phase 1. Did the students select what they want to
