Developing Reading Task Evaluation Rubric to Identify Target Tasks for Particular Readers: An Analyzing Stage

Abstract

This study aims to develop a rubric of reading task evaluation. Task cannot be separated from reading comprehension activities. Usually, teachers or lecturers tend to give available tasks provided by the textbook or create their own. However, sometimes the tasks are not appropriate and not fulfill the readers' needs. Actually, a good task should consist of several components in order to achieve multiple outcome. Eventhough some experts have proposed the components of a good task and teachers can refer to the theories to check the task given, the appropriate and effective evaluation sheet is not available yet for them. Developing reading task evaluation rubric is a part of a research about developing reading tasks by using ADDIE model. Specifically, the rubric is developed based on several theories from some experts namely Nunan ( 2004), Cunningsworth (1995), Brown (2010), Elis (2003), etc. The product then is validated by two experts, revised and finally produced. The result of the research indicated that evaluating reading tasks in order to choose and create the good tasks is crucial to be done. Therefore, reading tasks evaluation rubric is needed to guide lecturers or teachers to do so. The rubric of reading task evaluation was developed with the following criteria, namely 1) goals and rationale, 2) input, 3) procedures, 4) task types, 5) teacher and learner roles, 6) setting, 7) implementation, 8) grading, 9) integration, and 10) assessment and evaluation. Furthermore, experts' judgments decided that the rubric and its components are valid and can be used to evaluate and choose the right reading tasks for the students. Finally, the result of reading tasks evaluation process by using the developed rubric will be an important information to develop a more appropriate reading comprehension tasks.

Analisis Kebutuhan Penilaian Membaca Artikel Jurnal di Perguruan Tinggi

“…Akibatnya, mahasiswa mengabaikan umpan balik dari dosen jika nilai tidak sesuai yang diinginkan (Gibbs, 2004). Hasil penelitian Suzanne et al (2020) menjelaskan beberapa dosen cenderung mengabaikan tahap evaluasi dalam membaca, selain itu bentuk penilaian terutama penugasan membaca yang diberikan oleh dosen masih belum memenuhi kebutuhan dari mahasiswanya. yang terus dikritisi (Boud & Molloy, 2013;Rawlusyk, 2018).…”

“…Rubrik penilaian yang dirancang untuk penugasan membaca tidak hanya berguna untuk pengajar namun juga untuk mahasiswa. Instruksi, rubrik penilaian, dan karakter mahasiswa memengaruhi penugasan membaca (Suzanne et al, 2020). Dijelaskan oleh Stevens & Levi (2005), rubrik penilaian mengurangi waktu penilaian; meningkatkan objektivitas dan mengurangi subjektivitas; menyampaikan umpan balik yang tepat waktu kepada peserta didik dan meningkatkan kemampuan peserta didik untuk memasukkan unsur-unsur yang diperlukan dari suatu tugas.…”