39 feedbacks given were about slide lay out of power point used by the presenters,
the content of the presentation, and the technique of the presentation “aaa” syndrome.
d. Independent Phase
Independent phase is the last phase of the implementation of Scaffolding Strategy. Byrnes 2001 in Lange 2002: 37 explains that in this phase “the
students have achieved an expert level of mastery” of what they have learned so they can perform the new task without any help from their lecturer. Individual
works were explored more in this phase. The students were asked to read the reading materials they chose independently and then to work in individual report
every week. The Dyned Project that helped the students develop their chunking skill and the class presentation were done individually.
3. Post Activity
Post activity covered the materials review, reflection, and assignments to enrich students’ knowledge. The independent phase was done; the control from
the lecturer was still needed, though, to make sure that students really achieved the course goals successfully. The lecturer did not give speech to review what had
been taught. The students reviewed what they had learnt independently through making reports. Every three weeks, students were asked to synthesize what they
had reported previously. In the final paper, the students were asked to reformulate what they had reported during the whole semester. The lecturer did not give
special assignment or take home project as a part of remedial, for the lecturer had
40 given weekly assignment and feedback. Through coming assignment and
feedback in their reports, the students could autonomously improve their work. All assignments and tasks were the part of enrichment, for the assignments and
tasks led the students to explore the materials that they discussed during the semester deeply. At the end of the semester, the students were asked to reflect
what they have learned and have experienced. The reflection that refers to reflective pedagogy was aimed at involving students’ experience in dealing with
the assignments and the struggle of honesty – for students worked with other people’s works.
By examining the process of Scaffolding Strategy used in Extensive Reading II, specifically Class A and Class C, and matching to the theory proposed
by Lombard 2004 concerning types of scaffolding, scaffolding in Extensive Reading II class of ELESP of Sanata Dharma University was included in
metacognitive scaffolding. In metacognitive scaffolding, students are helped to be aware of their own learning through reflection and monitoring. For example:
assessment of understanding Do I know moreunderstand better now?, progress reflection through the learning process, explanation, clarification, feedback, and
guides such as MLA and APA guide, and weekly report format.
B. Students’ Perceptions on Scaffolding Strategy Used in Extensive Reading
II Class of ELESP of Sanata Dharma University
To examine the students’ perceptions on Scaffolding Strategy Used in Extensive Reading II class of ELESP of Sanata Dharma University, especially
