Students` perception on the teaching learning activities in book report course of English Language Education Study Program Sanata Dharma University - USD Repository

  

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

  

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

  “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; it is not going to turn to everlasting regret

  

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

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 Bertha Lestari Senduk

  

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.

  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. Keywords: perception, Book Report Course

  

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.

  

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. Keywords : persepsi, mata kuliah Book Report

  

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

  

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.

  Bertha Lestari Senduk

  

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 3. Assessment…………………………………………….

  7

  CHAPTER 2 REVIEW OF RELATED LITERATURE………………… .

  2. Interview……………………………………………....... 18 D. Data Gathering Technique…………………………………...

  42

  

1. For Students/learners………..……………………………

  B. Suggestions………………………………………………....... 42

  41 A. Conclusions………………………………………………….. 41

  26 CHAPTER 5 CONCLUSIONS AND SUGGESTIONS……………………

  23 C. The Students’ Perception on Book Report Course................ …

  22 B. The Assessment in Book Report Course…………………… …

  22 A. The Teaching and Learning Processes in Book Report Course

  21 CHAPTER 4 RESEARCH FINDINGS AND DISCUSSION………………

  19 F. Research Procedure…………………………………………..

  18 E. Data Analysis Technique…………………………………….

  1. Questionnaire………………………………………….... 17

  8 A. Theoretical Description…………………………………….. .

  16

  16 C. Research Instruments………………………………………...

  15 B. Research Participants…………………………………………

  15 A. Research Method……………………………………….........

  13 CHAPTER 3 METHODOLOGY……………………………………………

  12 B. Theoretical Framework……………………………………..

  

4. Book Report……………………………………………

  10

  9

3. Assessing Extensive Reading………………………….

  8

2. Learning Factors……………………………………….

  8

1. Factors Influencing Perception…...………………...... .

  2. For lecturer of Book Report Course especially in

  English Language Education Sanata Dharma University.. 43 3. For the other researcher…………………………………..

  43 REFERENCES…………………………………………………………….. …..

  44

  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

on Book Report Course……………………………………..

  38

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

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.

  th

  In October 17 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 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

  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 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.

  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 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 view and interpret the teaching and learning activities in Book Report Course. This perception is derived from students’ opinions.

  Book Report Course 2.

  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.

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.

  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 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.

  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 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.

  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

  

Book Report Course . In addition to the factors that influence perception, which