24 aimed to know the development of students’ reading habit, to avoid students from
plagiarism, and to see whether the goal of the course could be achieved or not.
B. The Assessment in
Book Report Course
There were some assessments in Book Report Course. In completing Book Report Course, firstly, the students were asked to choose their favorite book from
the option listed. There were two options listed, the simplified version and the original version. The simplified version was the option for the first, second, and
the third reading, and the original version was for the final. Interviewee 2 said that
“For the first time, we were asked to look for the story we liked. We were given list of books which used simple language. Then for the final, we had
different list of books which used more difficult language. It was like, step by step process.”
After reading the book outside the class, the students were asked to write a
report about it. Then the students reported the story orally. Interviewee 3 stated that “in Book Report Course we did not need to come to class every week. It was
like a take home task. We read the story and did the written report at home. We met the lecturer only in the oral report.” Interviewee 3 also said that the oral
assessment took three weeks. There were around ten students did the oral test in each week. Furthermore shehe explained that in one meeting had 100 minutes 2
credits x 50 minutes, so one student had around ten minutes for the oral assessment. Interviewee 3 considered ten minutes was proper as it was not too
long and not too short. It did not take a lot of time and it was not expensive. It was easy to conduct as well. Based on the explanation, it showed that the
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25 assessment was practical. As Brown 2004: 20 and Lado 1961: 31 states that a
practical test should not be time consuming and expensive to be accomplished. Brown 2004: 212 states that the assessments in assessing Book Report
Course does not only assess the comprehension. From the research finding, it showed that the assessment in Book Report Course does not only assess the
comprehension. The assessments in Book Report Course in English Language Education Study Program Sanata Dharma University included obtaining the main
idea, summarizing the story and giving respond to the story, and making written report about the story. Book Report Course in English Language Education Study
Program Sanata Dharma University already had the features of good reading task to assess the students. Book Report Course used interesting and challenging
stories for the stories provided were classic English story. It also involved the students to interact with the text in the process of making the written report,
though Book Report Course had not involved the transfer of information in a diagram yet as characterized by Davies 1995 as cited in Nunan 1999: 262.
Related to principles of language assessment, it is important to provide feedback as washback in assessing students. Washback, according to Brown
2004: 28, is the effects of assessing on students. Feedback is one way to let the students know the learning progress. According to Ahmadi and Supriyono 1991:
133, teacher needs to let students know the progress of the learning. By knowing the achievement, the students will be motivated to increase it. Interviewee 2 said
that the lecturer gave general feedback, in every meeting they gathered in class, in addition to taking turn for the next oral report. The lecturer had already given the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26 personal feedback directly after the oral report done. In contrary, interviewee 4
told the researcher that heshe got no feedback from the lecturer both personal and general. Interviewee 2 and 4 had different lecturers.
C. The Students’ Perception on
