Students` perception on the teaching learning activities in book report course of English Language Education Study Program Sanata Dharma University.
STUDENTS’ PERCEPTION ON THE TEACHING LEARNING ACTIVITIES
IN
BOOK REPORT COURSE
OF ENGLISH LANGUAGE EDUCATION
STUDY PROGRAM SANATA DHARMA UNIVERSITY
A
SARJANA PENDIDIKAN
THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the
Sarjana Pendidikan
Degree
in English Language Education
By
By
Bertha Lestari Senduk
Student Number: 071214059
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
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i
STUDENTS’ PERCEPTION ON THE TEACHING LEARNING ACTIVITIES
IN
BOOK REPORT COURSE
OF ENGLISH LANGUAGE EDUCATION
STUDY PROGRAM SANATA DHARMA UNIVERSITY
A
SARJANA PENDIDIKAN
THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the
Sarjana Pendidikan
Degree
in English Language Education
By
By
Bertha Lestari Senduk
Student Number: 071214059
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
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ii
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iii
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iv
“You are the only young man that I know of who ignores the fact that the future
becomes the present, the present the past, and the past turns into everlasting
regret if you don’t plan for it!”
Tennessee William in
The Glass Menagerie
this thesis is dedicated to my parents, Herman Gunadi and Lie Liem Jik Hwa.
thank you for the
past,
present,
and
future;
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v
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or
parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 21 November 2011
The Writer
Bertha Lestari Senduk
071214059
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vi
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma
Nama
: Bertha Lestari Senduk
Nomor Mahasiswa
: 071214059
Demi pemgembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENTS’ PERCEPTION ON THE TEACHING LEARNING ACTIVITIES
IN
BOOK REPORT COURSE
OF ENGLISH LANGUAGE EDUCATION
STUDY PROGRAM SANATA DHARMA UNIVERSITY
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain
untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan
royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.
dengan demikian pernyataan ini saya buat dengan sebenar-benarnya.
dibuat di Yogyakarta
Pada tanggal: 21 November 2011
Yang menyatakan
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vii
ABSTRACT
Senduk, Bertha Lestari. 2011.
Students’ Perception on the Teaching Learning
Activities in Book Report Course
. Yogyakarta: English Language Education Study
Program, Sanata Dharma University.
Though many people know reading is beneficial and important, reading
interest keeps decreasing nowadays. Reading hours at school is one way to develop
reading interest for students. English Language Education Study Program of Sanata
Dharma University helps its students to develop their reading interest and increase it,
and
Book Report Course
is one way to make it. Based on that, the researcher was
inspired to have a research on the teaching and learning in
Book Report Course
.
There were three problems formulated in this research: 1) How are the teaching and
learning processes in
Book Report Course?
2)
How are the assessments conducted in
Book Report Course
? And 3) What is the students’ perception on
Book Report
Course
?
According to Academic Guidelines of English Language Education Study
Program of Sanata Dharma University year 2007,
Book Report Course
was designed
to introduce students to English novels, increase their interest and improve their
ablity in reading literary works in particular novels. However, there are many reasons
why learners are successful or failed in achieving the aim of learning. The students’
learning achievement will affect their attitude on the course, and it shows whether the
teaching learning in
Book Report Course
has been able to help students to achieve the
aim of the course or not.
To answer the problems, the researcher conducted a survey research. There
were 87 respondents. They were the students of English Language Education Study
Program of Sanata Dharma University from the fourth semester (2009 academic year)
who have taken
Book Report Course
. The data were obtained by using a
questionnaire and an interview as the research instruments.
From the analysis, it showed that 1) the students experienced the same steps
and processes in
Book Report Course
. However the researcher found out that the
absence of the regular meetings in class made the reading process harder to be
monitored. The researcher also found out that 2) the assessments in
Book Report
Course
were good because it did not assess only the students’ comprehension but also
asked for personal responds to create interaction with the story. Besides, 3) most
students had positive perception on
Book Report Course
. They had positive
perception on the teaching learning process in
Book Report Course
, the assessments,
and the course itself.
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viii
Some suggestions were provided to make a better
Book Report Course
. The
suggestions were for the students, lecturers of
Book Report Course
, and other
researchers.
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ix
ABSTRAK
Senduk, Bertha Lestari. 2011.
Students’ Perception on the Teaching Learning
Activities in Book Report Course
. Yogyakarta: Program Studi Pendidikan Bahasa
Inggris, Universitas Sanata Dharma.
Walaupun banyak orang tahu bahwa membaca itu penting dan bermanfaat,
namun minat baca terus menurun dewasa ini. Jam membaca di sekolah adalah salah
satu cara untuk mengembangkan minat baca bagi siswa. Pendidikan Bahasa Inggris di
Universitas Sanata Dharma mendukung para muridnya untuk mengembangkan minat
baca mereka dan mengembangkannya, salah satunya melalui mata kuliah
Book
Report
. Karena itu, peneliti terinspirasi untuk melakukan penelitian tentang kegiatan
belajar-mengajar di mata kuliah
Book Report
. Ada tiga permasalahan yang
dirumuskan dalam penelitian ini: 1) Bagaimanakah proses belajar mengajar di mata
kuliah
Book Report
? 2) Bagaimana evaluasi dilakukan di mata kuliah
Book Report
?
3) Bagaimana persepsi siswa pada mata kuliah
Book Report
?
Menurut Panduan Akademik Program Studi Pendidikan Bahasa Inggris
Universitas Sanata Dharma tahun 2007, mata kuliah
Book Report
dirancang untuk
memperkenalkan siswa pada novel-novel Bahasa Inggris, meningkatkan minat baca
mereka dan menambah kemampuan mereka dalam membaca karya sastra pada
novel-novel tertentu. Bagaimanapun juga, ada beberapa alasan mengapa siswa sukses atau
gagal dalam mencapai tujuan pembelajaran yang telah dirancang. Pencapaian hasil
belajar siswa akan mempengaruhi sikap mereka terhadap mata kuliah tersebut, dan itu
menunjukkan apakah kegiatan belajar mengajar di kelas
Book Report
sudah mampu
membantu siswa mencapai tujuan dari mata kuliah ini.
Untuk menjawab rumusan masalah, peneliti melakukan penelitian survei.
Respondennya berjumlah 87 siswa. Mereka adalah siswa-siswa semester 4 (angkatan
2009) Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma yang
telah mengambil mata kuliah
Book Report
. Untuk mencari data yang diperlukan,
peneliti menggunakan kuesioner dan wawancara sebagai instrumen.
Hasil penelitian menunjukkan bahwa 1) semua siswa memiliki pengalaman
yang sama dalam menjalani mata kuliah
Book Report
. Tetapi peneliti menemukan
bahwa ketidakhadiran pertemuan di kelas yang teratur membuat proses membaca
sulit diawasi. Peneliti juga menemukan bahwa 2) evaluasi di mata kuliah
Book Report
sudah baik karena tidak hanya mengevaluasi pemahaman siswa namun juga
menanyakan pendapat pribadi siswa tentang cerita untuk menciptakan interaksi antara
siswa dan cerita. Selain itu, 3) hampir semua siswa memiliki persepsi yang positif
pada mata kuliah
Book Report
. Mereka memiliki persepsi positif terhadap kegiatan
belajar mengajar, evaluasi, dan mata kuliah
Book Report
itu sendiri.
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Ada beberapa saran untuk membuat mata kuliah
Book Report
menjadi lebih
baik. Saran-saran ditujukan kepada para siswa, dosen pengampu mata kuliah
Book
Report
, dan peneliti lainnya.
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xi
ACKNOWLEDGEMENTS
My first gratitude goes to the only God,
Jesus Christ
. He has wonderful plan
for my life, and He makes everything perfect just in time. I believe in His plan is the
best.
Sincere thanks are addressed to all my lecturers in English Language
Education Study Program especially my advisor
Carla Sih Prabandari, S.Pd.,
M.Hum.
for her patience and support
.
I also give so much thanks to
Ch. Lhaksmita
Anandari, S.Pd., Ed.M.,
and
V. Tangguh Atyanto Nugroho., S.Pd.
for the time
given to me in obtaining the data needed in this thesis. I am also thankful for the
staffs of
English Language Education Study Program Secretariat
,
Mbak
Dhanniek
and
Mbak
Tari
for the help. I am so thankful also for my proofreader
Mbak
Maria Heni Krisnasari, S.Pd.
who has spent her time to read this thesis and
give correction.
My deepest gratefulness goes to my parents,
Herman Gunadi
and
Lie Liem
Jik Hwa
, for the support, patience, trust, and love. Sincere thanks and lots of love go
to
Wiwit Hendra Asmara, S.Pd.
who helps and teaches me love and life. I am
extremely grateful to my beloved friends,
Elisa Christina, S.E.
and
Danang
Limantoro, S.T.
, for the friendship and story we have told and the dreams we fight
for and for the years to go.
Grateful thanks are due to
MM. Endah Widyaningrum
,
Agnes Riantika
Dewayanti
and
Anataria Dewi Lahagu
, for the friendship we have. My endless
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xii
thanks also go to
Klara Ade
,
Oda Yuni
,
Lidwina Widayati
,
RR. Rieta
,
Agatha P.
Paskalin
,
Gabriela Sandya
,
Maria Kanya
,
Antonita Yuni
,
Fendika Aji
,
Yosua
Beni
,
Aditya Hernawan
,
Dwi Yulianto, Yustinus Calvin, Bezaliel Aditya
and
Dian Teguh
. I am very happy and lucky for every moment we have shared and every
song we have sung as we grow up and learn together. Last but not least, special
thanks are due to
PBI 2009
,
EMC
,
all friends
and
parties
who have helped and
supported me in doing the thesis who have not been mentioned.
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xiii
TABLE OF CONTENTS
Page
TITLE PAGE………...
i
APPROVAL PAGES………..
ii
DEDICATION PAGE………
iv
STATEMENT OF WORK’S ORIGINALITY………..
v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIAKASI KARYA……….
vi
ABSTRACT………...
vii
ABSTRAK
………
ix
ACKNOWLEDGEMENTS……….
xi
TABLE OF CONTENTS……….
xiii
LIST OF TABLES………... xvi
LIST OF APPENDICES……….. xvii
CHAPTER 1 INTRODUCTION………
1
A.
Research Background………..
1
B.
Problem Formulation………...
4
C.
Problem Limitation……….………..
4
D.
Research Objectives…….………
5
E.
Research Benefits……….….………
5
1.
Lecturers of
Book Report Course
……….
5
2.
Students of English Language Education Study Program
in Sanata Dharma University………
5
3.
The Future Researcher………..
6
F.
Definition of Terms………..
6
1.
Perception……….
6
2.
Book Report Course
………...
7
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xiv
CHAPTER 2 REVIEW OF RELATED LITERATURE……… .
8
A.
Theoretical Description……….. .
8
1.
Factors Influencing Perception…...………... .
8
2.
Learning Factors……….
9
3.
Assessing Extensive Reading……….
10
4.
Book Report………
12
B.
Theoretical Framework………..
13
CHAPTER 3 METHODOLOGY………
15
A.
Research Method………...
15
B.
Research Participants………
16
C.
Research Instruments………...
16
1.
Questionnaire……….... 17
2.
Interview………... 18
D.
Data Gathering Technique………...
18
E.
Data Analysis Technique……….
19
F.
Research Procedure………..
21
CHAPTER 4 RESEARCH FINDINGS AND DISCUSSION………
22
A.
The Teaching and Learning Processes in
Book Report Course
22
B.
The Assessment in
Book Report Course
……… …
23
C.
The Students’ Perception on
Book Report Course
... …
26
CHAPTER 5 CONCLUSIONS AND SUGGESTIONS………
41
A.
Conclusions……….. 41
B.
Suggestions………... 42
1.
For Students/learners………..………
42
2.
For lecturer of
Book Report Course
especially in
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xv
English Language Education Sanata Dharma University.. 43
3.
For the other researcher………..
43
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xvi
LIST OF TABLES
Table
Page
Table 3.1.
Data to Obtain……….
17
Table 4.1.
The Classification of the Closed-ended Questions on the
Processes in
Book
Report Course………
………..
27
Table 4.2.
The Classification of the Closed-ended Questions on the
Assessments in
Book Report Course
………..…
30
Table 4.3.
The Open-ended Answers and the Distribution of
Respondents on the Assessments in
Book Report Course
to Build Good Reading Habit………
32
Table 4.4.
The Open-ended Answers and the Distribution of Respondents
on the Importance of Good Reading Habit………
33
Table 4.5.
The Open-ended Questions Answers and the Distribution
of Respondents on the Assessments in Measuring
Students’ Understanding in
Book Report Course…………
35
Table 4.6.
The Classification of the Closed-ended Questions
on
Book Report Course
………
37
Table 4.7.
The Open-ended Answers and the Distribution of Respondents
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xvii
LIST OF APPENDICES
Appendix
Page
Appendix 1
Questionnaire………..
47
Appendix 2
Interview Guideline………
51
Appendix 3
The Calculation of the Score from the Questionnaire…
52
Appendix 4
The Classification of the Closed-ended Answers
from the Questionnaire………...
55
Appendix 5
Interview Transcripts………..
59
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1 CHAPTER I INTRODUCTION
This chapter discusses the introduction of the research. This includes research background, problems formulation, the problems limitation, research objectives, research benefits, and the definition of terms related to the research.
A. Research Background
Since a long time ago, there is a statement saying that book is the window of the world. The aim of the statement is to make people love reading. By reading, people can go beyond where they are through their imagination that they can perceive from reading the book. Reading enriches mind and knowledge of the readers. Marjohan (2009: 90) says that reading habit creates critical and analytical thinking. However, not all people love reading. Marjohan (2009: 91) says that it is too bad that in fact reading habit is not a part of people’s life. Moreover, in this era of technology, there are people who tend to use their time to communicate to others in social network or play game online rather than to read a book.
In October 17th 2010 Kedaulatan Rakyat (KR), a local newspaper in Yogyakarta, reports that reading interest keeps decreasing in society nowadays. The decreasing of reading interest especially in Yogyakarta is now wider, not only for common people but also for students in university level. Though reading books is necessary as a movement and strategy to achieve a better and smart society (KR: 2010). Reading and reading interest are important to build a better
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and smart society. In fact, not many people are aware of the importance of reading and reading interest. Bunanta (2000: 108) says that even in this era of reformation, the movement to develop the reading interest is just a tag-line. Though many people say the importance of reading for the young generation, in fact this is just a lip-service. There is no realization to support this movement. Bunanta (2000: 107) also says that in developed countries, the society has accustomed to the reading hours, and it is supported by the curriculum that makes students visit the library and read some books. Then they are asked to retell the story. Here, the students improve their reading interest, reading skill, and skill in retelling the story later on.
English Language Education Study Program of Sanata Dharma University supports the idea to make the students of English Language Education Study Program have reading hours and visit the library. There are compulsory subjects to be taken for students of English Language Education Study Program of Sanata Dharma University which facilitate reading hours for the students. Book Report Course is one of the subjects which provide reading hours to students. In Book Report Course, students are required to read books and make written reports about the story and their understanding toward the story.
Book Report Course is a compulsory subject for students in English Language Education Study Program Sanata Dharma University. According to the academic guideline of English Language Education Study Program, this subject is offered in second semester without any prerequisite course. It is the first literature subject offered to students of English Language Education Study Program of
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Sanata Dharma University. In Book Report Course, the students are about to read four books. The students are required to fill a worksheet for every book they have read to help them in reading and understanding the story. Then the lecturer conducts an oral test. In the oral test, the students, one by one, are asked to retell the idea of the story. The books used in this class are classic popular books, three simplified/unabridged books, and one original/abridged. However the books are the same for years. Since this is the first literature class offered without any prerequisite course, the role of this class is crucial. It becomes a class that gives the students the first picture about literature world on their mind.
However, this course is the first literature course for the students; it is important to comprehend how this course conducted. It is important to know whether the course has been conducted appropriately for students or not, so that the goal of the course could be achieved. Based on that reason, the researcher conducts this research. The researcher has need of knowing whether the activities in Book Report Course are appropriate or not to reach the goal of the course, therefore the writer finds the students’ perception on the activities in teaching learning Book Report Course.
Because of the reasons that have been mentioned above, it is important to evaluate how the teaching learning activities in Book Report Course by doing a survey of perception. Perception (Robbins: 2001) is related to how people make judgment about certain things. Through the survey of perception on the Book Report Course, it can be seen how the students feel and think about the teaching learning activities of Book Report Course. The students’ perception is important
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because it can show the positive points and negative points of the course conducted from the students’ point of views. Based on those reasons, the researcher is interested in conducting this research in English Language Education Sanata Dharma University.
B. Problem Formulation
Based on the research background, the researcher formulates problems formulation in this research:
1. How are the teaching and learning processes in Book Report Course? 2. How are the assessments conducted in Book Report Course?
3. What is the students’ perception on Book Report Course?
C. Problem Limitation
The researcher is going to conduct the research on the teaching and learning in Book Report Course. The focus of the research is the perception on Book Report Course, as it becomes the last problem questions. The researcher limits the perception only from the students of 2009 from English Language Education Study Program of Sanata Dharma University who have taken the course. The researcher believes that students who have taken the course are more objective for they are free from the pressure in accomplishing the course. Therefore, their perception will not be bias.
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D. Research Objectives
The objectives of the research are:
1. To investigate the processes of Book Report Course conducted. 2. To investigate the assessments in Book Report Course.
3. To investigate the students’ perception on Book Report Course.
E. Research Benefits
The researcher hopes some parties, who concerns with reading, reading interest, and developing reading hours, can obtain some benefits from this research. Hopefully this research can be a useful help.
1. Lecturers of Book Report Course
This research is beneficial for lecturers who teach Book Report Course because this research investigates the students’ perception on the techniques used in the class. This research provides information about whether the techniques used can build a good reading habit for the students or not as the course goal. By knowing the perception of students, hopefully it can lead to a better Book Report Course so the students are able to reach the course goal successfully.
2. Students of English Language Education Study Program in Sanata Dharma University
Students obtain benefit from this research because by this research students can state their perception based on their point of views. Then it will be used to evaluate the teaching learning techniques on Book Report Course. However, the result of this research will be a benefit for students because it
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improves Book Report Course and makes students are able to comprehend and achieve the objective of the course.
3. The Future Researchers
The researcher hopes this research can help and inspire the next researchers on book report. There are more to be developed and to be renewed related to this research and Book Report Course for knowledge and science changes rapidly. Many aspects can be concerned and improvements are always needed so that Book Report Course in English Language Education Study Program of Sanata Dharma University can always be better.
F. Definition of Terms
In order to avoid misunderstanding and misinterpretation, the researcher provides some terms related to this research.
1. Perception
According to Robbins (2001: 121), perception is defined as a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. It means perception is very subjective. One’s perception can be totally different from another and even different from the reality. George and Jones (2005: 105) also define the similar definition as a process by which individuals select, organize, and interpret the input from their senses (vision, hearing, touch, smell, and taste) to give meaning and order to the world around them. In this research, perception is defined as how the students
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view and interpret the teaching and learning activities in Book Report Course. This perception is derived from students’ opinions.
2. Book Report Course
According to the academic guideline year 2007 of English Language Education Study Program of Sanata Dharma University, Book Report Course has two credits. It is designed to introduce students to English novels, increase their interest and improve their ability in reading literary works, in particular novels. The course’s competences standard are to make students to be able to develop basic understanding of reading English novels both the simplified and the original, and to write reports containing information about the book, setting of place and time, characters’ names and description, conflict, theme, summary, and personal opinion about the novel.
3. Assessment
Assessment, according to Brown (2004: 4), is not necessarily a test. Brown defines assessment as whilst process that has a broader scope than a test. Brown explains that student’s impromptu respond or comment on the teaching learning activities is assessment. The teacher assesses the students subconsciously. Davies (2000: 170) agrees that assessment has more general meaning and concept than a test. In this research, the assessment means all activities which assess students’ ability related to accomplishing Book Report Course. It includes choosing the book, reading, making the written report, reporting it orally, and answering the lecturers’ questions.
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8 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is going to discuss the relevant theories underlie in the research. This chapter will be divided into two parts. They are theoretical description and theoretical framework.
A. Theoretical Description
It presents the description of important points in this study. They are perception, learning factors, assessing Extensive Reading, and Book Report Course.
1. Factors Influencing Perception
George and Jones (2005: 106) state that through perception people try to make sense of their environment and the objects, events, and other people around it. There are some factors influencing perception. They are the perceiver, the target, and the situation.
a. The perceiver
Robbins (2001: 122) states that perception is influenced by personal characteristics of the individual perceiver. There are some relevant personal characteristics affecting perception; they are attitudes, motives, interests, past experience, and expectation.
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b. The Target
Characteristics of the target can also influence the perception; they are novelty, motion, sounds, size, background, and proximity.
c. The Situation
The situation where the object is seen is important. It affects how it is seemed. The things around the object can create different image of the object. Situation also includes the future expectations and past experiences of the perceiver.
2. Learning Factors
There are many reasons why learners are successful or failed in learning. According to Ahmadi and Supriyono (1991: 131) from so many factors, it can be said that there are three major factors which influence the learning achievement. a. Learning Stimuli Factors
Ahmadi and Supriyono (1991: 131) consider all things related to learning activity outside the learners as the learning stimuli factors. They are including the material, task, and learning atmosphere. The length of the material given, the difficulty of the task, how the material can give meaning to their life, and the learning atmosphere should be important consideration.
b. Learning method factors
Learning method factors, according to Ahmadi and Supriyono (1991: 133), are the learning methods used by the teacher. The learning method used by the teacher will influence the students’ learning style. The teacher also needs to let
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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 him/herself. 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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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 book/text, 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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them, and then the assessment in Book Report Course is valid. Reliability is also one principle in assessing language. According to Brown (2004: 20) “a reliable test is consistent and dependable.” It means the score of the test should similar if the test given twice. However there are some factors which affect reliability. They are student-related reliability, rater reliability, test administration reliability, and test reliability. Another principle in language assessment is practicality. Brown (2004: 20) states that if a test is time consuming and expensive to be accomplished then it is impractical. In addition, Lado (1961: 31) says that practice assessment should focus on what it wants to assess in a reasonable time. Therefore assessment should not take much time, and not expensive. The next principle is washback. Brown (2004: 28) explains that washback refers to the effects of assessing on students. Providing detail comments as feedback is included washback. It informs students about their strength and weakness therefore they can keep the good things, improve the performance, and be better in the next assessment.
4. Book Report
Lakewood Public Library defines book report as completely factual information including the information on the author, title, place and year of publication as well as a summary of the content of the book. Lakewood Public Library suggests four steps in accomplishing book report. First, choose the book. Second, read the book. Third, make an outline of the report. The last, make the draft and the final report.
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According to Academic Guidelines of English Language Education Study Program of Sanata Dharma University year 2007, on completing Book Report Course the students will be able to develop basic understanding of reading abridged and unabridged English novels and write book reports containing information about the novels, setting of place and time, characters’ names and descriptions, conflict, theme, summary and personal opinion about the novel. It is offered in semester two, with two credits and two class hours.
B. Theoretical Framework
Book Report Course in Sanata Dharma University is designed to introduce the students to English novels, and to increase their ability in reading English novels. Students should write a report for every book they have read. Book Report Course lets the learners to choose the story they want to read by themselves. The freedom in choosing the story initiates to autonomous learning, and encourages learners to gradually love reading literary works and to be able to grow their interest in reading literary works (Sinclair 1996: 142).
Sinclair (1996: 138) states that the very nature of reading representational materials implies a focus on the individual reader by demanding that reader’s respond and personal interaction with the text. It means that the reader’s opinion on the book is important because the reader’s respond shows their understanding.
Book Report Course gives a great opportunity for students to learn English, especially English in literary works, and suggests autonomous learning for students. However, it is possible that students have different perception on
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Book Report Course. In addition to the factors that influence perception, which have been mentioned above, according to Ahmadi and Supriyono (1991: 131) there are some other factors, such as motivation, maturity or readiness, and learning experience which can influence students’ learning process. Those factors influence students’ perception and learning outcomes as well. Therefore, it can be concluded that students’ positive perception mean that Book Report Course has been conducted well and has given chance to student to learn well for Marzano et al. (1993: 1) stated that “without positive attitudes and perception, students have little chance of learning proficiently.” Students’ negative perception, in contrary, mean that Book Report Course has not been conducted well enough in the students’ point of view and the course has not provided chance for students to learn proficiently.
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15 CHAPTER III METHODOLOGY
This chapter presents the methodology of the research. This includes the research method, the research participants, the research instruments, data gathering technique, data analysis technique, and the research procedure related to the research.
A. Research Method
This research is going to obtain the students’ perception on the teaching learning processes in the Book Report Course; therefore this research belongs to a descriptive research, and the method used is survey research. According to Best (1970), as cited in Morrison et al. (2000: 169), descriptive research concerns with: Conditions or relationships that exist; practices that prevail; beliefs, points of views, or attitudes that are held; processes that are going on; effects that are being felt; or trends that are developing. At times, descriptive research is concerned with how is or what exist is related to some preceding event that has influenced or affected a present condition or event.
While according to Morrison et al. (2000: 169), survey study gathers data at a particular point in time with the intention of describing the nature of existing conditions, or identifying standards against conditions which can be compared, or determining the relationships that exist between specifics events.
In this research, the researcher looked for the students’ perception on teaching learning activity in Book Report Course. It concerned on how the teaching-learning processes in Book Report Course, how the assessments
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conducted, and the students’ perception on Book Report Course. In this research, the researcher gathered the data needed by distributing questionnaire and conducting interview.
B. Research Participants
The participants of the research were the students of English Language Education Study Program of Sanata Dharma University who had taken Book Report Course. For Book Report Course was offered in the second semester, therefore the participants were the students from the third semester in 2010. The researcher chose the students who had taken Book Report Course rather than those who had not taken the course or those who were taking the course to avoid bias. The researcher considered the students who had not taken Book Report Course had no experience in Book Report Course, while students who were taking Book Report Course were being burden by the ongoing process.
C. Research Instruments
In conducting the research, questionnaires and interview were used as the research instruments. Questionnaires, according to Gall et al. (2007: 228) are “printed forms that ask the same questions of all individuals in the sample and for which respondents record their answers in verbal form”, while according to Ary et al. (2010: 379), “interview involves some form of direct contact between the people in the sample group and the interviewer who presents the questions to a person in the sample group and record the response.” There were eighty seven
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participants in filling the questionnaires. The participants were the students of English Language Education Study Program from the third semester students in 2010 who had taken Book Report Course in the second semester.
The questionnaire used in this research consisted of fifteen closed-ended questions and three open-ended questions. The following tables showed the data needs to be obtained in this research.
Table 3.1 Data to Obtain
Part Data to Obtain Number of Items
Questionnaire Interview I The teaching and learning processes in
Book Report Course. 7 1
II The assessments conducted in Book
Report Course. 11 1
III The students’ perception on Book Report
Course. 14 4
1. Questionnaire
Part I, II, and III were closed-ended questions in the questionnaire while part IV was the open-ended questions part. The first part was about the teaching and learning processes in Book Report Course. There were seven items in this part. In part two, there were eleven statements stated about the assessment conducted in Book Report Course. The third part consisted of fourteen statements about the students’ perception on Book Report Course. The last part, part four, consisted of six open-ended questions.
The research used Likert Scale in constructing the questionnaire for part one up to part three. Therefore the participants showed their perception by putting a tick in some columns for the first three parts. Column 1 represented very negative perception; it meant the respondents strongly disagree with the
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statements. Column two also represented negative perception; it meant the respondents disagree with the statement. Column three represented positive perception; it meant the respondent agree with the perception. Column four represented very positive perception; it meant the respondents strongly agree with the statements. In part IV, participants were asked to write down their opinion and some suggestions on the teaching learning processes in Book Report Course. The questionnaire form was attached in the appendix 1.
2. Interview
The researcher conducted the interview to verify the data and to dig more information and perception on Book Report Course. The researcher had made a guideline for the interview questions, and there were nine questions to be answered by the respondents. The questions demanded the respondents to explain and elaborate their answers in questionnaire clearly. The interview asked for the respondents’ explanation and the reason from their answer. The interview was done in Bahasa Indonesia in order to avoid misunderstanding and to make the respondents easier to express their words. The blueprint of the interview was attached in the appendix 2.
D. Data Gathering Technique
The researcher used questionnaires and interview to gather the data. Before distributing the questionnaires, the researcher made sure that the participants were the students from academic year 2009 who had taken Book Report Course in the second semester. The researcher distributed the
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questionnaires in the end of the speaking class in order not to disturb the teaching-learning activity. After examining all the questionnaires, the researcher had four participants to be interviewed. The four interviewees were taken randomly. The researcher considered that four interviewees were representative for they represented very negative, negative, positive and very positive perception. The interview was done in two days. In order not to lose some points in the interview, the research took some notes and recorded the interview.
E. Data Analysis Technique
As it had been explained before, the participants were going to show their perception in filling the questionnaires by putting ticks in some column. The researcher counted the value of the participants’ choice to obtain their perception. Strongly agree and agree show positive perception, disagree and strongly disagree show negative perception. Strongly agree values four points, agree values three points, disagree values three points, and strongly disagree values one point. There were 32 statements in the closed-ended part. Then the maximum score for each:
1= strongly disagree : 32 (32 x 1) 2= disagree : 64 (32 x 2) 3= agree : 96 (32 x 3) 4= strongly agree : 128 (32 x 4)
From the calculation, it showed that score 128 – 104 meant very good perception, 103 – 79 showed good perception, 78 – 55 showed bad perception, and 56 – 32
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meant very bad perception. Therefore, positive perception was between 79 to 128 and negative perception laid between 78 up to 32 for every number.
Next, the researcher obtained the final score for every item. The researcher multiplied the total of respondents in every classification to its point. Then the researcher added them up. After that, the final score was divided by total respondents to obtain the average. After counting the average for every number, the research classified it. The researcher classified average 4.00 – 3.25 into very good perception, average 3.24 – 2.50 into good perception, average 2.49 – 1.75 into bad perception and average 1.74 – 1.00 into very bad perception. It meant the positive perception lay between average 4.00 – 2.50 and negative perception lay between 2.49 – 1.00.
The researcher did coding in examining the open-ended questions. The researcher read all the answers and wrote down the various answers. Then the researcher classified the answers.
For the interview data, the researcher first analyzed the open-ended part of the questionnaire. The researcher chose four questionnaires based on the perception on the first three parts and the answers of the open-ended. After deciding the interviewees, the researcher made appointment to interview them. In interviewing, the researcher recorded the process. The recording was meant to help the researcher to get the insight of the interview. Then the researcher listened to the recording for several times and attempted to write the conversation. The researcher made the blueprint of the interview. Then the researcher analyzed the written interview. The blueprint of the interview was attached in appendix.
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F. Research Procedure
In completing the research, the researcher had some steps to be accomplished. First of all, the researcher formulated the problems formulation to be answered through the research. Then the researcher defined the population and selected the sampling of the research. The second step was gathering the supported literatures. The researcher compiled some review of related literatures to support the research.
The third step, the researcher designed a set of instruments to gather the data in the form of questionnaires and interview questions. Then the researcher distributed the questionnaires. After collecting all the data in the questionnaires, then the researcher chose five participants randomly to be interviewed. The interview was to obtain more information about the participants’ perception.
The last step was the data analysis. After gathering all the data needed, the researcher analyzed the data from both the questionnaire and also the interview. For the questionnaire, the researcher counted the final score for every item in the closed-ended parts and classified them based on the final score. The researcher read and examined all the answers then grouped and counted the distribution of the respondents for the open-ended part. The researcher also made the transcription of the interviews. From the research, the researcher made a conclusion on the students’ perception on Book Report Course.
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22 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents and discusses the research findings obtained by the researcher from the research. This chapter also answers the problems formulation in the first chapter. It showed how Book Report Course was conducted, and the students’ perception on Book Report Course they had experienced whether it was good or it was bad. It also provided the students’ suggestions to make a better Book Report Course in the future. The researcher distributed questionnaires and interviewed some respondents in obtaining the research findings.
A. The Teaching and Learning Processes in Book Report Course
The researcher obtained the data about how the teaching and learning processes were conducted from interview. From the interview, the researcher found out that basically all respondents experienced the same ways and steps in completing Book Report Course. The interviewees were chosen randomly according to the score in questionnaire. Each interviewee represented very bad, bad, good, and very good perception. The interviewees also came from different classes.
From the interview, the researcher found out that all of them had to read four books in a semester. It meant students had to report a book orally every four weeks. All respondents also had to make a written report for each book they had read before they reported it orally. Next they submitted the written report. Then
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they reported what they had read orally. The oral report was done individually. It took three weeks, and there were around ten students per week who did the oral report. A week before the three weeks was for class’ meeting. It meant there were four meetings in class. The first meeting they had the introduction and the nature of the course. The next class’ meetings were going to be used to discuss the next task and some lecturers used it to decide the turn for the next oral report and gave general feedback from the previous oral report.
“So, the first meeting we were gathered in a class and we were introduced about Book Report Course. Then there was no class for the next three weeks. After that, we gathered in a class again and decided the turn for the next oral report. The lecturer distributed a list with three columns with three dates as the dates for the next oral report to a student. Then the student was able to write their name in whichever column he/she wanted to have the test. Those who sat in front had the right to choose first…The lecturer also gave feedback in general from the previous oral report because the personal feedback was directly given after the oral report.” (Interviewee #3)
Related to the meeting, one interviewee stated that the absence of the regular meeting in class made the reading process was not able to be monitored.
“Most were able to do the oral report well. They read and remembered the story and they reported it. However, the lecturer did not know the reading process itself. In fact, not all students really read the story but they were able to report the story orally well…the essence of reading, sometimes, become lessen. The pupils wanted the practical way. They looked for the summary in the internet, or asked the senior.” (Interviewee #2)
It was true that the nature of Book Report Course as a part of Extensive Reading demanded the students to read outside the class. It was not able to monitor the reading process, while monitoring is required according to Bell (1998). Through monitoring, the process and the progress of the reading were able to be traced. It
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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 she/he 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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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
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personal feedback directly after the oral report done. In contrary, interviewee #4 told the researcher that he/she got no feedback from the lecturer both personal and general. Interviewee #2 and #4 had different lecturers.
C. The Students’ Perception on Book Report Course
The researcher used questionnaire and interview as the instruments to obtain the students’ perception on Book Report Course. The questionnaire consisted of four parts. The first three parts were closed-ended questions. The first part was about the students’ perception on the teaching-learning processes in Book Report Course. The second part was about the technique in Book Report Course. The third part asked about the perception on the course in general. The last part consisted of open-ended questions. The researcher counted the score for the closed-ended parts and classified them, and wrote the various answers and the distribution of respondents for the open-ended part. Table 4.1. presented the classification of the closed-ended questions on the processes in Book Report Course.
It can be seen that most of the students have good perception on how Book Report Course conducted. From the statements number 1 and 2, they agreed that the teaching-learning in Book Report Course demanded them to be active and independent. Besides, number 3 showed that they also felt Book Report Course helped them to manage their time well. The statements number 4, 5, and 6 indicates that they also had good perception on Book Report Course because Book Report Course helped them to learn English easily, build a good reading habit,
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and develop reading skill. The last item in this part asked whether Book Report Course was already appropriate and effective. The total score for this item was 252 with average 2.89 which meant good perception. From the data from the questionnaire, it could be concluded that most respondents had positive perception on Book Report Course.
Table 4.1. The Classification of the Closed-ended Questions on the Processes in BookReport Course
No. Statements Final
Score Average Classification 1.
The teaching-learning processes in Book Report Course demand the learners to be active.
268 3.08 Good
2.
The teaching-learning processes in Book Report Course initiate to autonomous learning.
277 3.18 Good
3.
The teaching-learning processes in Book Report Course initiate to manage the time well.
271 3.11 Good
4.
The teaching-learning processes in Book Report Course make me learn English easily.
259 2.97 Good
5.
The teaching-learning processes in Book Report Course help me to build reading habit.
296 3.40 Very good
6.
The teaching-learning processes in Book Report Course help me to develop my reading skill well.
296 3.40 Very good
7.
The teaching-learning processes in Book Report Course are already appropriate and effective.
252 2.89 Good
N= 87 (total respondents)
It had been explained that the researcher also used interview as the instrument. From interviewing the interviewees, the researcher found out that they had good experiences on Book Report Course though they focused on different side of the teaching-learning processes. The first interviewee focused on Book Report Course as a student-centered class. It made the students to be active and
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independent. The first interviewee also said that it was good that the lecturer’s role was as a facilitator. The interviewee said that “the activity is more student-centered than teacher-student-centered, because the student is more active while the teacher is more as a facilitator for the teacher only gave test, and score to student.” (Interviewee #1)
However the first interviewee stated that Book Report Course forced the students to read, and he/she thought it was because the limited choice of books. The second and the forth interviewee also had good experiences on Book Report Course. The good experiences were showed from their opinion that Book Report Course taught the students to be accustomed to read English novels. While the third interviewee thought that the activities were effective. By dividing the oral report into three weeks and having more or less ten students reported orally in a meeting was effective because every student has enough time, more or less ten minutes, to report orally.
“Three weeks for the first novel. So there were ten students in the first week, in the second week, and in the third week. One meeting consisted of two credits, fifty minutes per credit. It meant a hundred minute for ten students, ten minutes per student. That was good enough for me for the oral test.” (Interviewee #3)
There was an interviewee who considered that the processes in Book Report Course to achieve the goal were not good enough. He/she felt that Book Report Course was not able to make the students who did not love reading read the book wholeheartedly. They read just to pass the course.
“For not all people have reading as their hobby, so there were some students who did not like reading. Reading in Book Report Course was a matter of obligation for them to pass the class, so it cannot build a good
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reading habit. For me, reading is my hobby so it was okay for me.” (Interviewee #1)
Another interviewee agreed that Book Report Course was not able to build reading habit, but he/she considered it as a good beginning to build good reading habit.
“Book Report Course was a good beginning. It was not able to build good reading habit but there would be Extensive Reading, Introduction to Literature, and Prose in the next semesters which helped to build good reading habit; therefore it was a good beginning.” (Interviewee #3)
One interviewee focused on the fact that Book Report Course was not able to monitor the process of reading itself; because some students just read the summary from the internet or from the senior.
“In Book Report Course, we had no class for some weeks. We read the book at home. It was nice but not all students read the book themselves in fact. Some students were lazy to read the book. They wanted the instant or practical one, so they read the summary from the internet or they asked the story from the seniors. They probably were able to report the story well but they did not read the book.” (Interviewee #2)
From the interview, the researcher found out that the interviewees realized that Book Report Course was student-centered and demanded them to learn autonomously. Though there was an interviewee who stated that Book Report Course was not able to build reading habit, however it was able to stimulate them to read.
The researcher also obtained the respondents’ perception on the assessments in Book Report Course. Part two of the questionnaire asked about the perception on the assessments in Book Report Course. Table 4.2. presented the final score of each number and the classification.
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From the table, it can be seen that almost all students, with average 3.73, always submitted the report on time (no.1) and most of them, with average 3.60, always did the oral report (no.6). Average 3.73 and 3.60 classified as very good. Related to the written report (no. 2, 3, and 4) most of the respondents also agreed that the form was good enough. With average 3.24 they felt that the form was simple and sufficient (no.2).
Table 4.2. The Classification of the Closed-ended Questions on the Assessments in Book Report Course
No. Statements Final
Score Average Classification 1. The report was always submitted on time. 325 3.73 Very good 2. The form of the report was simple and
sufficient. 282 3.24 Good
3. Making the summary from the story helped
to understand the story well. 306 3.51 Very good 4.
The questions in Book Report Course form were able to measure the students’ understanding.
290 3.33 Very good
5. There was no difficulty in making the
summary. 226 2.59 Good
6. I always did the oral test. 314 3.60 Very good 7. Doing the oral test was nice. 267 3.06 Good 8.
The capability in answering all the lecturer’s questions showed the understanding of the story.
272 3.12 Good
9. Retelling the story led the students to speak
in English. 304 3.49 Very good
10. The understanding about the story was able
to be measured well by retelling the story. 280 3.21 Good 11. There was no difficulty in retelling the
story. 224 2.57 Good
N= 87 (total respondents)
With average 3.51 they felt that making the written report helped them to understand the story well (no.3); and with average 3.33 (no.4) they believed that the questions in the form about the story was able to measure their understanding. Average 3.24 was classified as good perception and 3.51, and 3.33 classified as
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very good perception. However, the respondents with average 2.59 found no difficulty in making the written report. 2.59 classified as good perception. Related to the oral report, with average 3.06 (no.7) the respondents liked the oral test. In retelling the story, they believed that the capability in answering the questions orally (no.8), with average 3.12, and retelling (no.10) the story, with average 3.21, showed their understanding. With average 3.49, the respondents also agreed that retelling the story orally led them to speak English (no.9). However it was only 2.57 found no difficulty in retelling the story (no.11).
There were two items in the open-ended question part related to the assessments in Book Report Course and the importance of reading habit as the goal of Book Report Course. The first item asked about the assessments in Book Report Course, whether the assessments in Book Report Course were able to achieve the goal of the course, to build good reading habit, or not and the reason. There were several answers from the respondents. Table 4.3. presented the answers and the distribution of the respondents.
From the table, it can be seen that most of the respondents answered that the assessment made them read and make the report regularly. 17 respondents said that the technique used was able to build good reading habit for it demanded not only reading and making summary but also understanding. 14 respondents answered that the assessments in Book Report Course demanded them to be active, therefore their reading habit were built. 7 respondents do not agree that the assessment was able to build good reading habit because they could look for the summary from the internet.
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Table 4.3. The Open-ended Answers and the Distribution of Respondents on the Assessments in Book Report Course to Build Good Reading Habit. Answers
N
Answers
N Yes, the assessment in Book
Report Course was able to build reading habit; because...
No, the assessment in Book Report Course was not able to build reading habit; because... It provides questions as the
guidelines to help me understand the story well.
6
It depends on the reader whether he/she likes reading or not. 3 It demands me to be active in
finding and reading new interesting story.
14
It doesn’t need to read the novels in order to pass the class. 2 The technique used makes me
read and make the report to be submitted regularly.
32
We can search the summary in
the internet. 7
It demands not only to summarize and retell the story but also to understand and to find the values of the story.
17
Because reading outside the class is not effective.
1
The books are interesting (English classic literature). It’s fun.
10
Because it’s just an obligation
for me. 2
The lecturer helps the students to motivate themselves in reading books/novels.
1 The techniques of fast reading given in Book Report Course helps me to read better.
1
Total 81 Total 21
N: total responses, not total respondents
The researcher also conducted interview to gain more research finding about the assessments in Book Report Course. From the interview, all the interviewees agreed that the assessments in Book Report Course were good, both the written and the oral. Interviewee #2 and #4 agreed that Book Report Course was great because it assessed both their writing and speaking skills. Interviewee #2 said that “it’s good. Moreover we are English Education students, so we have to be able not only to write but also to speak our mind to others. Here, Book Report Course seems ‘two in one’ package.” One considered the assessment was
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good because it asked the summary of the story. It meant they have to really read it to summarize. The other interviewee also agreed that the assessments were great because it made her read, though she found it difficult for her because she did not like reading.
“For me, the assessments in Book Report Course were good, because the assessments made the students to be accustomed to read…However it was hard for me because I do not like to read. With a limited time, I had to read that much while I had never read any book before. It was good but it was hard for me.” (Interviewee #4)
Related to the assessments to help to achieve the goal of Book Report Course, to build the reading habit, the researcher also asked the importance to have reading habit. This was meant to see the respondents’ awareness in building the reading habit. Table 4.4. presented the findings and the distribution of respondents.
Table 4.4. The Open-ended Answers and the Distribution of Respondents on the Importance of Good Reading Habit.
Answers
N It is important to have reading habit because...
Reading is important to gain new knowledge, information, and news. 60 It will help me in learning for I can gain knowledge through reading. 21
It enriches my vocabulary. 6
It improves my English skills. 8
Reading opens someone’s mind up. 6
As a teacher to be, read a lot of English writings is a must. 1
It improves my imagination. 4
It helps me to appreciate literary works. 2
Total 108
N: total responses, not total respondents
Sixty respondents stated that they gained new knowledge, information, and news from reading. 21 respondents said that the new knowledge from reading helped them in their learning. Eight respondents agreed that reading improves their skills in English. There were 6 respondents said that reading opened their
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mind up, and another 6 respondents said that they enriched their vocabulary through reading. 4 respondents said that reading improved their imagination, while two said that reading helped them to appreciate literary works, and one respondent said that a teacher to be had to read a lot.
The result showed that all respondents were aware of the importance to have good reading habit. The awareness of the importance of good reading habit reflected the awareness of the target they wanted to achieve, as the goal of Book Report Course is to build good reading habit. This awareness of the importance of good reading habit also showed the maturity of the respondents, while according to Ahmadi and Supriyono (1991: 131) maturity is one of individual factors which helped people to be successful or failed in learning. Besides, the awareness of the importance of good reading habit motivated the respondents to successful learning which gave positive learning experience. This positive learning experience affected to the positive perception on it.
The researcher also wanted to know the respondents’ perception on the assessments in Book Report Course related to capability in measuring respondents’ understanding. Table 4.5. presented their answers and the distribution of the respondents.
From the table, there were six reasons stated which agreed that the assessments were able to measure students’ understanding. Most respondents answered that the assessments were able to measure students’ understanding because the guiding questions in making the written report helped them to understand the story well. 19 respondents believed that the oral test was more
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reliable. 13 respondents said that the answers in both the written and oral report was able to be measured by the teacher to see students’ understanding, and another 13 respondents had almost the same idea that the assessments in Book Report Course demanded them to understand the book they read. 5 respondents did not give any explanation while two respondents said that the assessments were able to develop their reading and speaking skill. One respondent said that the lecturer’s feedback was a help.
Table 4.5. The Open-ended Questions Answers and the Distribution of Respondents
on the Assessments in Measuring Students’ Understanding in Book Report Course.
Answers
N
Answers
N Yes, it was appropriate to measure
students’ understanding because…
No, it was not appropriate to measure students’ understanding because …
The assessments demand me to understand the book I read. 13
It depends on the students
themselves. 3
The questions in making the written report help me to understand the story well.
21
Because the assessments are too
easy. 1
The students have to be able to retell the story to show the understanding.
19
We can search the summary in
the internet. 7
The lecturer can measure the students’ understanding by considering the students’ answers both in written and oral report.
13
Some students tend to copy from friends/senior.
2
The assessments do not only develop my reading skill but also the speaking skill.
2 No reason
3 Because the lecturer gives
feedback which is very helpful.
1 No answer
1
No reason 5
Total 73 Total 18
N: total responses, not total respondents
There were four reasons that the respondents stated as the reasons why the assessments were not able to measure the students’ understanding. 7 respondents said because they were able to look for the summary in the internet. Three
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respondents believed it depended on the students themselves. Two respondents said that some students tent to copy from senior or friend, one respondent said that the assessment were too easy. Three respondents gave no reason, and one respondent had no answer. Sinclair (1996: 142) states that the nature of reading representational materials implies a focus on the individual reader by demanding the reader’s respond and personal interaction with the text. It means that students’ understanding can be measured by considering the students’ respond and answers on the assessments.
From the data presented, it was shown that most students had positive perception on the assessment in Book Report Course. They realized the importance of goal, and they were able to obtain benefits from the course. It meant the assessments were valid as 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
Part three in the questionnaire asked for the students’ perception on Book Report Course in general. It consisted of fourteen items. Table 4.6. presented the final score of each number and the classification.
From the table, it was clear that most respondents had very good perception on Book Report Course. Items no 1 and 2 had same total score, 282, which classified as a very good perception. With average 3.21 (no.3) and 3.20 (no.4), the respondents agreed that Book Report Course helped them to manage their time well and to initiate them to read English novels. The respondents also had
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I4 : ee… ya paling nggak aku bisa itu, mau baca lah buku novel-novel kaya gitu dari kelas ini, soalnya aku kan nggak pernah, e, tau apa novel-novel yang ada, Indonesia pun. Tapi sekarang, jadi tau. Paling nggak, novel-novel yang pernah aku baca itu aku tau ceritanya. Semacam itu.
R : o… kalau anda sendiri, kira-kira ngerti nggak kenapa pilihan novelnya itu dikasih yang seperti itu?
I4 : maksudnya yang?
R : yang sudah ada di pilihan itu. Kenapa dosennya tu mberi pilihan novel-novel itu?
I4 : hee….
R : atau, nggak ngerti, nggak ada ide kenapa?
I4 : nggak tau juga kenapa. Kenapa ya… mungkin buat mempermudah aja sih mbak. Jadi nggak ada banyak, terlalu banyak novel, dari semua mahasiswanya. Jadi dibatesi novel-novelnya gitu.
R : jadi, bagi anda, dibatesi novel-novel tadi, yang dibatesi ma dosen itu, yang sudah dikasih pilihan tadi itu, menyulitkan atau memudahkan? I4 : kalau buat aku tu, e, memudahkan. Soalnya kan aku nggak tau
novel-novel yang ada itu. Kalau dikasih pilihan kan jadinya, oh, novel-novelnya ini, ini, ini, jadinya bisa ntar cari di perpus. Jadi memudahkan.
R : mempermudah? Bukan kaya membatasi gitu?
I4 : kalau buat aku mempermudah, soalnya aku kan nggak tau novel-novel yang ada itu apa aja.
R : jadi kalau, saran supaya kelas Book Report menjadi lebih baik lagi? I4 : ee… ya itu tadi mbak, yang pertanyaan lebih membantu untuk
memahami novel itu.
R : jadi, kalau menurut anda, sebagai salah seorang yang kurang suka membaca, itu akan banyak membantu atau?
I4 : diharapkan bisa membantu… hehehe…. R : kalau bagi anda, itu kemungkinan bisa?
I4 : kemungkinan bisa. Kalau mau ada usaha juga, kalau mau menyenangi membaca itu pasti bisa.
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R : dengan bantuan pertanyaan-pertanyaannya itu tadi? I4 : he’e.
R : oke. Terima kasih atas kerja samanya. I4 : iya, sama-sama mbak.
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ABSTRACT
Senduk, Bertha Lestari. 2011. Students’ Perception on the Teaching Learning
Activities in Book Report Course. Yogyakarta: English Language Education Study
Program, Sanata Dharma University.
Though many people know reading is beneficial and important, reading interest keeps decreasing nowadays. Reading hours at school is one way to develop reading interest for students. English Language Education Study Program of Sanata Dharma University helps its students to develop their reading interest and increase it,
and Book Report Course is one way to make it. Based on that, the researcher was
inspired to have a research on the teaching and learning in Book Report Course.
There were three problems formulated in this research: 1) How are the teaching and
learning processes in Book Report Course? 2)How are the assessments conducted in
Book Report Course? And 3) What is the students’ perception on Book Report
Course?
According to Academic Guidelines of English Language Education Study
Program of Sanata Dharma University year 2007, Book Report Course was designed
to introduce students to English novels, increase their interest and improve their ablity in reading literary works in particular novels. However, there are many reasons why learners are successful or failed in achieving the aim of learning. The students’ learning achievement will affect their attitude on the course, and it shows whether the
teaching learning in Book Report Course has been able to help students to achieve the
aim of the course or not.
To answer the problems, the researcher conducted a survey research. There were 87 respondents. They were the students of English Language Education Study Program of Sanata Dharma University from the fourth semester (2009 academic year)
who have taken Book Report Course. The data were obtained by using a
questionnaire and an interview as the research instruments.
From the analysis, it showed that 1) the students experienced the same steps
and processes in Book Report Course. However the researcher found out that the
absence of the regular meetings in class made the reading process harder to be
monitored. The researcher also found out that 2) the assessments in Book Report
Course were good because it did not assess only the students’ comprehension but also
asked for personal responds to create interaction with the story. Besides, 3) most
students had positive perception on Book Report Course. They had positive
perception on the teaching learning process in Book Report Course, the assessments,
and the course itself.
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Some suggestions were provided to make a better Book Report Course. The
suggestions were for the students, lecturers of Book Report Course, and other
researchers.
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ABSTRAK
Senduk, Bertha Lestari. 2011. Students’ Perception on the Teaching Learning
Activities in Book Report Course. Yogyakarta: Program Studi Pendidikan Bahasa
Inggris, Universitas Sanata Dharma.
Walaupun banyak orang tahu bahwa membaca itu penting dan bermanfaat, namun minat baca terus menurun dewasa ini. Jam membaca di sekolah adalah salah satu cara untuk mengembangkan minat baca bagi siswa. Pendidikan Bahasa Inggris di Universitas Sanata Dharma mendukung para muridnya untuk mengembangkan minat
baca mereka dan mengembangkannya, salah satunya melalui mata kuliah Book
Report. Karena itu, peneliti terinspirasi untuk melakukan penelitian tentang kegiatan
belajar-mengajar di mata kuliah Book Report. Ada tiga permasalahan yang
dirumuskan dalam penelitian ini: 1) Bagaimanakah proses belajar mengajar di mata
kuliah Book Report? 2) Bagaimana evaluasi dilakukan di mata kuliah Book Report?
3) Bagaimana persepsi siswa pada mata kuliah Book Report?
Menurut Panduan Akademik Program Studi Pendidikan Bahasa Inggris
Universitas Sanata Dharma tahun 2007, mata kuliah Book Report dirancang untuk
memperkenalkan siswa pada novel-novel Bahasa Inggris, meningkatkan minat baca mereka dan menambah kemampuan mereka dalam membaca karya sastra pada novel-novel tertentu. Bagaimanapun juga, ada beberapa alasan mengapa siswa sukses atau gagal dalam mencapai tujuan pembelajaran yang telah dirancang. Pencapaian hasil belajar siswa akan mempengaruhi sikap mereka terhadap mata kuliah tersebut, dan itu
menunjukkan apakah kegiatan belajar mengajar di kelas Book Report sudah mampu
membantu siswa mencapai tujuan dari mata kuliah ini.
Untuk menjawab rumusan masalah, peneliti melakukan penelitian survei. Respondennya berjumlah 87 siswa. Mereka adalah siswa-siswa semester 4 (angkatan 2009) Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma yang
telah mengambil mata kuliah Book Report. Untuk mencari data yang diperlukan,
peneliti menggunakan kuesioner dan wawancara sebagai instrumen.
Hasil penelitian menunjukkan bahwa 1) semua siswa memiliki pengalaman
yang sama dalam menjalani mata kuliah Book Report. Tetapi peneliti menemukan
bahwa ketidakhadiran pertemuan di kelas yang teratur membuat proses membaca
sulit diawasi. Peneliti juga menemukan bahwa 2) evaluasi di mata kuliah Book Report
sudah baik karena tidak hanya mengevaluasi pemahaman siswa namun juga menanyakan pendapat pribadi siswa tentang cerita untuk menciptakan interaksi antara siswa dan cerita. Selain itu, 3) hampir semua siswa memiliki persepsi yang positif
pada mata kuliah Book Report. Mereka memiliki persepsi positif terhadap kegiatan
belajar mengajar, evaluasi, dan mata kuliah Book Report itu sendiri.
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x
Ada beberapa saran untuk membuat mata kuliah Book Report menjadi lebih
baik. Saran-saran ditujukan kepada para siswa, dosen pengampu mata kuliah Book
Report, dan peneliti lainnya.