i
TEACHERS
TEACHERS
TEACHERS
TEACHERS’’’’ BELIEFS
BELIEFS
BELIEFS
BELIEFS TOWARD
TOWARD
TOWARD
TOWARD ASSESSMENT
ASSESSMENT
ASSESSMENT
ASSESSMENT IN
IN
IN
IN
EXTENSIVE
EXTENSIVE
EXTENSIVE
EXTENSIVE READING
READING
READING
READING COURSE
COURSE
COURSE
COURSE
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan.
Chandni Devi Septiana 112010034
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
iii COPYRIGHT COPYRIGHT COPYRIGHT
COPYRIGHT STATEMENTSTATEMENTSTATEMENTSTATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright@ 2014. Chandni Devi Septiana and Anita Kurniawati H., M. Hum
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners of the English Education Program, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga.
v TABLE TABLE TABLE
TABLE OFOFOFOF CONTENTCONTENTCONTENTCONTENT
Cover... i
Approval Page... ii
Copyright Statement... iii
Publication Agreement Declaration... iv
Table of Content... v
Abstract... 1
Introduction... 1
The Role of Assessment in Classroom for Reading... 3
Assessment in Extensive Reading... 4
The Role of Teachers' Belief in Classroom... 6
The Study... 7
Research Question... 7
Context of the Study... 7
Participants... 8
Instrument of Data Collection... 8
Data Collection Procedures... 9
Data Analysis Procedures... 10
Findings... 10
The Characteristics of Testing... 10
The Reason Why Assessment is Still Necessary... 15
Types of Assessment... 18
Discussion... 20
Conclusion... 24
Acknowledgement... 26
TEACHERS’ BELIEFS TOWARD ASSESSMENT IN EXTENSIVE READING COURSE
Chandni Devi Septiana
ABSTRACT
It is often assumed that Extensive Reading, which may be offered as a course in an education institution, can increase students’ awareness toward reading. In the context of Extensive Reading as a course, the need for assessment is inevitable since the students need the result of their study in the form of a grade. A problem may arise when the teachers develop some assessments for Extensive Reading due to the tension between the principles of Extensive Reading and the obligation to assess the students’ work for grading purposes. One crucial issue related to this is the teachers’ beliefs towards assessment for the course, which this study attempts to find out about since they affect these teacher decisions and actions in the classroom. The instrument used was a semi-structured interview with eight participants who have some background knowledge of Extensive Reading. Throughout the study the researcher obtained three findings and those were (i) how testing is different from assessment and why it is less appropriate for Extensive Reading, (ii) the reasons behind the necessity of assessment, and (iii) several kinds of assessments which more appropriate for Extensive Reading as a course.
Key words: Extensive Reading, assessment, teachers’ beliefs, reading, testing, types
