99
No Questions
+ -
A. Students’ Perceptions on the process of Scaffolding Strategy Used in ER II
1. Did the course goals help you to know what
should be achieved? Why yes?
Why not? 2.
Did the instruction in every task help you to accomplish the tasks?
Why yes? Why not?
3. Did the scoring criteria given motivate you
to achieve excellence? Why yes?
Why not? 4.
Did the deadline of the assignment submission encourage you to be responsible
on your task? Why yes?
Why not? 5.
Were there any alternative ways of learning?
What were they?
What kinds of learning
method were
introduced?
6. Did class activities that were provided
minimize the learning boredom? Why yes?
Why not? 7.
Did the material review from the lecturer help you to conclude what I have learnt?
Why yes? Why not?
8. Did the feedback from the lecturer help you
to do the task better? Why yes?
Why not? 9.
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?
10. Did the class activities facilitate you to interact cooperatively with other students?
What activities? Why
yes? Why not?
11. Did you have a wide chance to work in group?
In what activities?
Why not? 12. Were there any assignments that were for
remedial? What are they?
How do you improve your
work? 13. 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?
14. Did the individual assignments help you to enrich your knowledge?
Why yes? Why not?
15. Did take home assignments encourage you to learn more about reading materials?
Why yes? Why not?
16. 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. Did the teaching strategy used in class help
you to accomplish the tasks independently? Why yes?
Why not? 2.
Did the teaching strategy used in class help you to develop your reading ability?
Why yes? Why not?
100
No Questions
+ -
B. Students’ Perceptions on the Implication...
continue from previous page 3.
Did the teaching strategy used in class help you to develop your own learning strategy?
Why yes? Why not?
4. Did the teaching strategy used in class help
you to develop your knowledge independently?
Why yes? Why not?
5. Did the teaching strategy used in class
encourage you to discuss a difficult reading material with your friends?
Why yes? Why not?
6. Did the teaching strategy used in class
enable you to help other students in doing the difficult task?
Why yes? Why not?
7. Did the teaching strategy used in class
enable you to give suggestion for improvement on your friends’ performance?
Why yes? Why not?
8. Did the teaching strategy used in class
enable you and your friends to work together in accomplishing a difficult task?
Why yes? Why not?
9. Did the teaching strategy used in class
develop your interest to read much more? Why yes?
Why not? 10. Did the teaching strategy used in class
develop your interest to read English reading?
Why yes? Why not?
11. Did the teaching strategy used in class develop your interest of literature reading?
Why yes? Why not?
12. Did the teaching strategy used in class develop your interest in scientific reading?
Why yes? Why not?
13. Did the teaching strategy used in class encourage you to share knowledge you have
to your friends? Why yes?
Why not? 14. Did the teaching strategy used in class
encourage you to share knowledge you have in class discussion?
Why yes? Why not?
15. Did the teaching strategy used in class encourage you to share your opinion in class
discussion? Why yes?
Why not? 16. Did the teaching strategy used in class
encourage you to involve the class activities actively?
Why yes? Why not?
17. Do you think that the tasks were a lot, but they were achievable?
Why yes? Why not?
18. Did you feel that previously the tasks were difficult, but you were surprised when you
could accomplish all the tasks? Why yes?
Why not? 19. Did the teaching strategy used in class lead
you to find that reading is interesting activity to do?
Why yes? Why not?
20. Can you find pleasant learning from the teaching strategy used in class?
Why yes? Why not?
101
102
103
104
105
106
N o
Activities Phases
Implementation
1. Pre-
activity 1.
The lecturer introduced the course description in syllabus.
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.
2. Whilst
Activity A. Modeling
with Verbal Commentary
Phase 1.
The lecturer shows scoring rubrics and scoring standards that define excellence.
2. The lecturer does not provide variety of
materials on a wide range of topics because students find a reading topic and reading
materials independently. The lecturer only helped students to define a topic.
3. The lecturer shows the worthy source to the
students e.g.: MLA guide, APA guide and www.eastofweb.comshort-stories
4. The lecturer is a role model of a reader for the
students, though the lecturer does not obviously show it. It is can be surely stated
that the lecturer is a model of a reader from much information that the lecturer shared to
the students and many references that lecturer gave to the students.
5. The lecturer models some techniques of
analysing reading texts, such as mind mapping, summary making, and synthesizing.
6. The lecturer models how to perform a new or
difficult task through: Explaining the format of the assignment and the
steps of how to write the report. Showing how to make an outline report and
how to quote a work. Giving example of asking question to the
presenter Giving example how to quote others’ works
correctly and how to write references correctly
Giving a correct report format.
B. Imitating Phase
1. The lecturer doesn’t encourage students to try
alternative way of learning obviously. 2.
The lecturer checks for students understanding of what is taught the use of
MLA and APA style through checking students’ report.
107
N o
Activities Phases
Implementation 2.
Whilst Activity
B. Imitating Phase
Kategori