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Developing Self – Achieving Excellence

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

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