10 the students know the progress of their learning. By knowing their learning
achievements, the students will try to increase the achievements.
c. Individual factors
Individual factors mean the factors that come from the students themselves. It includes the maturity or the readiness, learning experience, and
motivation from the students. According to Garry 1965: 18 maturation or readiness is inseparable from previous experience in learning. Readiness demands
the learner to be matured and be able to undertake some certain tasks, and the physiologically readiness related to the learning experience. Robbins 2001: 155
defines motivation as “the processes that account for an individual’s intensity, direction, and persistence of effort toward attaining a goal.” George and Jones
2005: 177 divide motivation into two, intrinsic and extrinsic motivations. Intrinsic motivation is behaviour which is done for the sake of the learner’s and it
comes from inside the person by performing the behaviour himherself. Extrinsic motivation means behaviour which is done not for the learner’s own sake but
rather for the effects.
3. Assessing Extensive Reading
Davies 1995 as cited in Nunan 1999: 262 argues some features of good reading tasks. He characterized good reading task uses authentic or challenging
texts that can be analyzed by students. It involves the students to interact with text and other students. It is good if it involves the transfer of information from text to
a diagram.
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11 Brown 2004: 212 defines extensive reading deals with longer text which
is read outside the classroom hour, and it involves as much written or sometimes oral performance as reading in assessing it. Reading assessment does not only
assess the comprehension. There are some tasks to assess extensive reading: skimming, summarizing and responding, and note taking. In skimming, the
reader reads to obtain the main idea. Then the reader summarizes and gives some respond toward the booktext, and takes note to make a report. Usually, the reader
is given some questions as guidelines to make the report. Day 1993: 28 says that by reporting the reactions to a book, learner can demonstrate comprehension
and encourage their peers to find and read interesting book. Book Report Course is one example of extensive reading. Learners read
books outside the classroom hour and make a report about the book they have read. Bell 1998 suggests short presentations on the books which have been read
have important role in extensive reading class. It leads the promotion of students’ independence and autonomy. Bell also says that effective monitoring is required
to conduct a successful extensive reading program. It aims to trace the development of students’ reading habit and interest.
There are some principles in language assessment. Brown 2004: 22 states “the most complex criterion of an effective test and—arguably the most
important principle—is validity.” Validity according to Grolund 1998: 226 as cited in Brown 2004: 22 refers to the assessments when they are appropriate,
meaningful, and useful related to purpose of the assessment. It means when students think they can take advantages from the assessment, it is meaningful for
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12 them, and then the assessment in Book Report Course is valid. Reliability is also
