IN PAST CONTINUOUS TENSE
(A Classroom Action Research in the Second Year Students Class VIII-9 of SMPN 1 Pasar Kemis)
By:
SANTI SETIYANINGSIH
206014000167
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
(A Classroom Action Research in the Second Year Students Class VIII-9 of SMPN 1 Pasar Kemis, Tangerang)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirements for the Degree of S.Pd in English Language
Education
By:
SANTI SETIYANINGSIH
206014000167
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
The examination committe of the Faculty of Tarbiyah and Teachers’ Training certifies that the “skripsi” (scientific paper) entitled “THE IMPACT OF PORTFOLIO ASSESSMENT TECHNIQUE TO IMPROVE STUDENTS’ ACHIEVEMENT IN PAST CONTINUOUS TENSE” written by Santi Setiyaningsih student’s registration number 206014000167was examined by the committe on February 28, 2011 and was declared to have passed and therefore fulfilled one of the requirements for the degree of S.Pd (Bachelor of Arts) in Department of English Education.
Jakarta, February 28, 2011
Acknowledged by
), ”
Portfolio Assessment Technique to Improve Students’ Achievement in Past Continuous Tense”. Skripsi of English Education Department, Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University, February 2011.
SANTI SETIYANINGSIH (206014000167), ”Efektifitas Penilaian Portofolio untuk Meningkatkan Hasil Belajar Siswa pada Past Continous Tense”. Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, Februari 2011.
In the name of Allah, the Most Beneficent, the Most Merciful
All praise be to Allah SWT, Lord of the worlds who gives affection the ones who love Allah and Allah choose to be loved. Peace and blessing be upon the lovely prophet Muhammad SAW, his family, his companion, and his entire follower.
First of all, the writer would like to express her greatest love and honor to her beloved family: her parents (Sunaryoto and Khasanah), her brothers (Nurhadi Susanto, S.Kom, Satrio Nugroho, and Ponco Teguh Santoso), and her sister Peni Herlinawati for their warmest love, attention, and kindness, and all families who always give their love, support, motivation, and moral encouragement to finish her study.
The writer would like to express her greatest thanks and gratitude to her advisor Drs. Nasrun Mahmud, M.Pd for his valuable help, guidance, comments, corrections, and suggestions for the completion this “skripsi”.
The writer would like also to address her gratitude and appreciation to: 1. Prof. Dr. Dede Rosyada, MA, the Dean of the Faculty of Tarbiyah and
Teachers Training, Syarif Hidayatullah State Islamic University Jakarta. 2. Drs. Syauki, M.Pd, the head of English Education Department.
3. All lecturers in the English Education Department for their valuable knowledge during her study at Syarif Hidayatullah State Islamic University Jakarta.
4. All of the teachers and the students at SMPN 1 Pasar Kemis for giving a permission and helping the writer to do the research.
Eva Aulia for the most valuable friendship and support, thanks for my sisters. 7. All her friends, Sari Irianti, Kirsty Umphenour, Cameron Hahne, Khoiril
Anwar, Nurul Iman, S.SI and Nurdin Hasan, S.Pd.I for their sharing and support during hanging around with them.
8. UKM Pramuka family, Irmafa and BEMF Non-regular friends for all their warmest love and greatest experience of organization for the writer during her study.
9. All her friends in the English Education Department class A, B, C non regular and regular classes.
To any other persons who cannot be mentioned one by one for their any contribution to the writer during finishing her “skripsi”.
May Allah, the Almighty bless them all, amen.
Finally, the writer realizes that this “skripsi” is still far from being perfect. Any positive and contributive comments are welcome.
Jakarta, February 2011 The Writer
ENDORSEMENT SHEET ... ii
ABSTRACT ... iii
ABSTRAKSI ... iv
ACKNOWLEDGEMENTS ... v
TABLE OF CONTENT ... vii
CHAPTER I INTRODUCTION A. Background of Study ... 1
B. Formulation of the Problem ... 4
C. Aim of the Research ... 4
D. Significance of the Research ... 4
CHAPTER II THEORETICAL AND CONCEPTUAL FRAMEWORK A. Assessment ... 5
1. Theory of Assessment ... 5
2. Types of Assessment ... 6
a. Standardized Tests ... 7
b. Teacher-Made Tests ... 8
c. Alternative Assessment ... 9
B. Portfolio Assessment Technique ... 11
1. The Definition of Portfolio ... 11
2. The Content of Portfolio ... 13
3. The Characteristics of Portfolio ... 14
4. Principles of Portfolio Assessment ... 15
5. Purposes and Functions ... 16
6. Procedures and Method of Scoring ... 18
a. Procedures of Assessment ... 18
b. Process Portfolio ... 22
8. Strengths and Weaknesses ... 23
C. The Past Continuous Tense ... 23
1. Tense ... 23
2. What is Past Continuous Tense ... 25
3. The Form of Past Continuous Tense ... 26
4. The Use of Past Continuous Tense ... 28
5. Verbs not normally use in Progress Forms ... 29
6. Teaching Past Continuous Tense ... 29
a. Using Chart ... 30
b. Pictures ... 31
D. Using Portfolio Assessment in Past Continuous Tense ... 32
E. Coceptual Framework ... 33
CHAPTER III RESEARCH METHODOLOGY A. The Method of Research ... 34
B. The Subject and the Object of Study... 36
1. The Subject of Study ... 36
2. The Object of Study ... 36
C. The Time and Place of the Study ... 36
D. The Writer’s Role on the Study ... 36
E. The Research Design... 37
F. The Classroom Action Research (CAR) Procedure ... 38
1. Planning Phase ... 38
2. Acting Phase ... 39
3. Observing Phase ... 40
4. Reflecting Phase ... 40
G. The Technique of Collecting Data ... 41
I. The Validity of Data ... 48
J. The Criteria of the Action Success ... 49
CHAPTER IV RESULT AND DISCUSSION A. The Previous Implementation of CAR ... 50
1. The Result of Pre Observation ... 50
2. The Result of Pre Test ... 51
B. The Implementation of CAR ... 52
1. Cycle 1 ... 52
1.1Planning ... 52
1.2Acting ... 53
1.3Observing ... 53
a. Portfolio Assessement Result ... 53
b. Observation Result ... 54
c. Test Result ... 55
1.4Reflecting ... 57
2. Cycle 2 ... 57
2.1 Planning ... 57
2.2 Acting ... 58
2.3 Observing ... 58
a. Portfolio Assessement Result ... 58
b. Observation Result ... 60
c. Test Result ... 60
2.4 Reflecting ... 62
C. The Result of Post test ... 63
D. The Result of Questionnaire ... 69
CHAPTER I INTRODUCTION
This chapter covers the introduction of this study as follow background of study, formulation of the problem, objective of study, limitation of the study, and significance of the research.
A. Background of Study
English is an international language spoken in most countries in the world as a tool of communication in daily life and functioned as the first, second or foreign language. In Indonesia, English is considered as a foreign language and it is taught formally in schools. Then, the curriculum is designed by Badan Standar Nasional Pendidikan (Committee of the Education National Standard). Most students learn English from elementary up to university. Students are supposed to master all English language skills that are listening, speaking, reading, and writing and to master sub skills such as pronunciation, vocabulary, grammar, etc. Meanwhile, many students face difficulties in understanding English grammar. Consequently, it is important to learn grammar intensively.
so that it has to be mastered by students.1 From that statement, it can be seen that studying grammar is one of necessary aspects in understanding English. Furthermore, the second year students of Junior High School are expected to learn and to understand past continuous tense.
Based on the result of students’ achievement in SMPN 1 Pasar Kemis, there are some students who get the score below the criterion minimum completeness (KKM) gains score sixty five. Meanwhile, the teacher teaches the material based on the competence based curriculum (KKM) which is stated on the sylabus.
The change of curriculum from the content-based curriculum to competence-based curriculum gives the effect in learning process paradigm. According to Sumarna Supranata and Muhammad Hatta in Penilaian Portofolio: Implementasi dan Kurikulum, curriculum, learning process and assessment are integrated dimensions in education. Those three dimensions cannot be separated each other. Curriculum describes in detail what the objective of education is. Learning process is an effort from the teacher and the students to obtain the objective that is formulated in curriculum. Assessment is one of activities to measure the level of curriculum achievement. It also used to know strengths and weaknesses that can be found in learning process.2
According to Zaenal Arifin, assessment in the classroom occurs for three major domains. The cognitive domain encompasses intellectual activities such as memorizing, interpreting, applying knowledge, solving problem, and critical thinking. The affective domain involves feelings, attitudes, values, interests and emotions. The psychomotor domain includes physical activities and action in which students must manipulate.3 To support students’ learning process, teacher not only emphasize in completing her/his subject discussion but also in the students product. To know students’ achievement, teacher uses an assessment.
1
David Nunan, Language Teaching methodology: A Textbook for Teachers, (New York: Prentice Hall, 1991), p.153.
2
Drs. Sumarna Supranata dan Dr. Muhammad Hatta, Penilaian portofolio:Implementasi kurikulum 2004, (Bandung: PT.Remaja Rosdakarya, 2007), p.2.
3
Furthermore, Daniel Muijs and David Reynolds stated types of assessment, that are standardized tests, teacher-made tests and alternative forms of assessment such as performance assessment and portfolio assessment.4 Portfolio assessment technique is concerned to the students’ systematically document related to the topic of learning activity during the certain time. It has strategic function and role to improve students’ achievement accurately and objectively.5
In conclusion, by using portfolio document, the students can get more knowledge to correct the next assessment.
In the classroom, the teacher does not understand the function of class-based assessment and choose the easier way to assess the students. They only teach the material with some methods and ignore the way to get students’ achievement. Teachers give the score without any notes that can be remark to their students to develop their achievement eventually. They do not have enough information about students’ learning development. Consequently, students only do the assignment based on their knowledge about the material and lack of motivation to raise their achievement in the some material especially English subject. Therefore, in learning process, assessment is absolutely needed as a measurement to raise students’ comprehension.
Furthermore English has become an obligatory subject and as one of the subjects examined in the Ujian Nasional (National Examination). The using of portfolio assessment helps the students to evaluate the assessment that is completed by them.
Based on the observation about the students’ achievement in past continuous tense, the writer is interested to make an action research using portfolio assessment technique to improve students’ achievement in Past Continuous Tense. The writer chooses this material because past continuous tense familiar with the students and often appear in National Examination but they get
4
Daniel Muijs and David Reynolds, Effective Teaching: Evidence and Practice, (London: Sage Publications, 2006), second edition, p. 231.
5
low achievement. Therefore, in this research the writer would like to use process portfolio assessment that is discussed in the next chapter.
B. Formulation of the Problem
To make this study easier to understand, the problem formulated as follows: “What are the significant effects on students' achievement in Past Continuous Tense by using portfolio assessment technique?” and “How well portfolio assessment technique improve students' achievement in Past Continuous Tense?”
C. Objective of the Study
The objective of this study is to know the effectiveness of portfolio assessment technique in improving students' achievement in Past Continuous Tense for the second year of SMPN 1 Pasar Kemis, Tangerang.
D. Limitation of the Study
To make more effective and efficient of this study, the writer limit the problem on the Past Continuous Tense learning activity and assessment by using process portfolio assessment in class VIII.9 at the second year students of SMPN 1 Pasar Kemis through the action research.
E. Significance of the Research
CHAPTER II
THEORITICAL AND CONCEPTUAL FRAMEWORK
This chapter covers some theories related to the study and conceptual framework. The discussion of the related study focuses on assessment, portfolio assessment technique and past continuous tense.
A. Assessment
1. Theory of Assessment
Acording to Daniel Muijs and David Reynolds, assessment is probably one of the most important but also most important contentious activities teachers engage in.1 Assessment is a major contributor to raise standards in school in term of teaching, learning and students’ achievement.2 Assessment is being used on the one hand for educational improvement, increased school effectiveness and curriculum reform. The traditional assessment that has been used in many schools has changed.
In recent years, there has been a growing interest in the application of assessment procedures that are radically different from traditional forms of assessment.3 Interest in the use of non traditional forms of assessment in the
1
Daniel Muijs and David Reynolds, Effective Teaching: Evidence and Practice, (London: Sage Publications Ltd, 2006), second edition, p.230.
2
Louise Cohen and Friends, A Guide to Teaching Practice, (New York: Routledge Falmer, 2006), fifth edition, p. 323.
3
classroom reflects the changing paradigm in education. Assessment for learning is a term that has been developed to describe forms of assessment that have been found to impact directly on students’ achievement and learning outcomes. The assessment of achievement is important in making appropriate educational decision.
There are some purposes of assessment. It is being used for:4
1. Certification, qualifying students for their lives beyond school by awarding passes, fails grades and marks.
2. Diagnosis, identifying a student’s particular strengths, weaknesses, difficulties and needs in order that an appropriate curriculum can be planned.
3. Improvement of learning and teaching, providing feedback to the students and teachers respectively so that the action can be planned.
4. Evaluation of the quality of teaching, learning and providers for education.
5. Improvement of students’ achievement. 6. Motivating students and teachers.
2. Types of Assessment
There are many types of assessment technique that is used in the classroom. According to Louis Cohen and friends in A Guide to Teaching Practice, assessment consists of several types based on the purpose of assessment such as norm-referenced assessment, criterion-referenced assessment, domain-referenced assessment, diagnostic assessment, formative assessment, summative assessment, authentic assessment, etc.
In addition, Daniel Muijs and David Reynolds classified the three main types of assessment in use today are standardized tests, teacher-made tests and alternative forms of assessment such as performance assessment and portfolio assessment.5 The explanation is discussed below:
4
Louise Cohen and firends, A Guide to Teaching Practice, ..., fifth edition, p. 327. 5
a. Standardized Tests
Standardized tests provide uniform procedure for administering and scoring the students. Standardized tests are widely used at the school, local education authority and school board. These tests cover a wide range of subjects and can be commercially purchased or developed specially for state or national testing purposes.
According James H. McMillan and Sally Schumaher, there are some different types of standardized test based on the use of the tests.6
1. Norm-Reference and Criterion-Referenced Test
The main types of standardized tests are norm-referenced and criterion referenced tests. Norm-referenced tests are essentially comparative, in that they rank students and are designed to allow comparison of students’ performance relative to that of other students.7 The purpose of a norm-referenced and criterion-referenced interpretation is to show how individual scores compare with scores of a well-defined reference or norm group individuals.
2. Achievement and Aptitude Tests
Achievement tests measure students’ performance in a particular school subject or topic at a given time. Aptitude tests cover a broader area and are less closely ties to the school curriculum.8 The purpose of an aptitude test is to predict future performance. The result is used to make a prediction about performance on some criterion, prior to instruction, placement, or training. Meanwhile, achievement test have a more restricted coverage, are more closely tied to school subjects and measure more recent learning than aptitude test. Also, the purpose of achievement test is to measure what has been learned, rather than to predict future performance.
6
James H. McMillan and Sally Schumaher, Research in Education: Evidence Based Inquiry, (Boston: Pearson Education, Inc, 2006), p. 189.
7
Daniel Muijs and David Reynolds, Effective Teaching: Evidence and Practice, ..., p.231. 8
From the explanation above, it can be seen that standardized tests are often used for large-scale assessment and for measuring students’ achievement across the region in a standardized way. It is designed in the high quality of the items. Also, most standardized test is prepared commercially by measurement experts. Consequently, whatever is tested is typically defined in broad and general items. 9
In the other hand, standardized tests are often mismatched between what students have learnt in class and what measured by the test in the lack of flexibility of these tests. They also offer less insight into students’ thought process than do a number of alternative assessment methods.
b. Teacher-Made Tests
Another type of assessment is teacher-made test. Rather than use standardized, teacher-made test often design their own test, which may be better matched to their curriculum and students’ level progress.
Grolund (1991) gives the following principles for effective teacher-made tests:10
1. Test should be constructed to measure all the learning goals that students are meant to reach, and not just a subset of these.
2. A good test should encompass different types of knowledge, such as factual knowledge, procedural knowledge and thinking skills.
3. Different types of test item are suitable for different purposes. Therefore teacher needs to consider whether she/he wants to use open questions, multiple choice questions or some other format based on their objectives.
4. Teacher should try to maximalist reliability and validity in their tests. 5. Tests should be used diagnostically. Students should be provided with
feedback, and the teacher should go over problems in the test with students.
In conclusion, teacher-made tests are clearly suited to everyday classroom assessment. They can be made to fit exactly with the topics covered in class and the levels of students in a particular class. In contrast to
9
James H. McMillan and Sally Schumaher, Research in Education: Evidence Based Inquiry, ..., p. 189.
10
standardized test, teacher-made test is harder to achieve good psychometric properties than with standardized tests designed over long periods of time.
c. Alternative Assessment
Alternative assessment is a new assessment in education. This new form of assessment focuses more on measuring students’ ability to use language holistically in real-life situations and is typically carried out continuously over a period time.11 It finally can improve students’ achievement.
Recently a number of other assessment methods which aim to provide a more authentic measure of students’ learning have gained in popularity. Furthermore, alternative assessment has been described as an alternative to standardized testing and all problems found with such testing.12 These types of assessment are intended to occur in a natural classroom context.
Thus, Daniel Muijs and David Reynolds mentioned types of alternative assessment that are performance assessment, and portfolio assessment.13 Performance assessment is used to measure learning or performance directly instead of using paper-and-pencil test. Therefore, portfolio assessment is emphasized students’ performance at one particular time and more in a specific material.14
In addition, Jack C. Ricards and Willy A. Renandya give more detail explanation about the alternative assessment that consists of many types such as performance assessment, authentic assessment, portfolio assessment, portfolio assessment, informal assessment and situated assessment.15 The explanation of those types assessment is presented as follow:
11
Jack C. Ricards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice, ..., 10th edition, p. 336.
12
Jack C. Ricards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice, ..., 10th edition, p. 339.
13
Daniel Muijs and David Reynolds, Effective Teaching: Evidence and Practice, ..., p.237. 14
Daniel Muijs and David Reynolds, Effective Teaching: Evidence and Practice, ..., p.238. 15
1. Performance assessment
Performance assessment is the assessment which is undertaken of activities or tasks in which students can demonstrate their learning through performance in real situations.16 To assess performance in this way the teacher needs to establish a particular situation and then observe students solving problems, co-operating with other students and carrying out the tasks that the teacher wants to assess.
In the book Effective Teaching: Evidence and Practice, there are two different types of performance assessment that are informal assessment, situated assessment and assessment by exhibition.17
2. Authentic assessment
Louise Cohen and friends stated that authentic assessment relates assessment to the real world of what people actually do rather than using some easy-to-score responses to questions.18 What they have in authentic assessment is a major move towards increasing the validity of assessment, though the reliability is difficult to address. Authentic assessment uses the evidence as the indicators of students’ achievement.
Moreover, authentic assessment is different from traditional testing in that it actually asks students to show what they can do. Students are evaluated on what they integrate and produce rather than on what they are able to recall and reproduce. The main goal is to “gather evidence about how students are approaching, processing and completing „real life tasks’ in particular domain.”19
Therefore, the main type in authentic assessment that is used in recent year is portfolio assessment. In education, portfolios are being used with increasing frequency. The next explanation discusses portfolio assessment technique in detail.
16
Louise Cohen and Friends, A Guide to Teaching Practice, ...., fifth edition, p. 330. 17
Daniel Muijs and David Reynolds, Effective Teaching: Evidence and Practice, ..., p.239. 18
Louise Cohen and Friends, A Guide to Teaching Practice, ...., fifth edition, p. 330. 19
B. Portfolio Assessment Technique
1. The Definition of Portfolio Assessment
Many approaches are found in teaching technique in order to improve the educational quality. As mentioned in the previous title, assessment is an important component in learning process. Good learning quality can be seen from the result of students’ achievement. In competence based curriculum (KBK) is introduced a new assessment which based on classroom assessment. Thus, good assessment technique will motivate teachers to consider the suitable strategies for their students and to motivate the students learning in a better way. According to Harun Rasyid and Mansyur, in order to improve students’ achievement, it is needed a good assessment technique.20
An important addition to the growing use of authentic assessment is portfolio. In education, portfolio can be used by teacher to know the development of students in a particular time and based on evidence. There are some definitions about portfolio assessment as follows:
Wolf (1991): portfolios are essentially different from other forms of assessment in that they make it possible to document the unfolding process of teaching and learning over time.
Mitchell (1992): portfolios are the most well known form of performance assessment being used from kindergarten through graduate school.
Marx (2001): portfolio-based assessment as a viable means of individualized, student-centered evaluation. Portfolio assessment has the potential to improve the complex task of student
Harun Rasyid dan Mansur, Penilaian Hasil Belajar, (Bandung: CV.Wacana Prima. 2008), cet. ke-2, p. 6-7.
21
performance assessment that includes multiple samples of students’ products or performances.22 It is one of assessment technique that systematic, longitudinal collection of student work created in response to specific, as a student-centered evaluation, known instructional objectives and evaluated in relation to the same criteria. Assessment is done by measuring individual
Furthermore, portfolio assessment is different from the traditional assessment in which portfolio shows not just how students think and the process they use to get to certain result, but how they, and their work, have evolved over the material. Based on NCLRC forum, below are some strengths of portfolio assessment, seen in contrast to traditional forms of assessment; traditional assessment versus portfolio assessment.24
Table 2.1.
Traditional Assessment Vs Portfolio Assessment
Traditional Portfolio
Measures student's ability at one time Measures student's ability over time Done by teacher alone; student often
unaware of criteria
Done by teacher and student; student aware of criteria
Conducted outside instruction Embedded in instruction
Assigns student a grade Involves student in own assessment Does not capture the range of student's
language ability
Captures many facets of language learning performance
Does not include the teacher's knowledge of student as a learner
Allows for expression of teacher's knowledge of student as learner
Does not give student responsibility Student learns how to take responsibility
22
Peter W. Airasian and Michael K. Russel, Classroom Assessment: Concept and Aplications (New York: Mc.Graw Hill, 2008), sixth edition, p. 233.
23
NCLRC, Teaching Learning Strategies: A Checklist for Teachers, Vol. X, Number 08 2008, Washington: George Washington Univ, 2008, http://www.nclrc.org/portfolio journal/forms.html/, p. 3.
24
Furthermore, a portfolio can be made up of many different student performances or it can be made up of a single performance.25 Portfolio assessment is closely linked to instruction, which has two educational benefits. First, linking assessment to instruction means that teachers are sure that they are measuring what they have taught. Second, portfolios reveal any weaknesses in instructional practices.
Acording to Peter W. Airasian, portfolio assessment is by nature incorporated fully into instruction: there is no time lost on assessment. Assessment is a true learning experience, and not external to the learning process. Student assessment portfolios promote positive student involvement. As students create their portfolios, they are actively involved in and reflecting on their own learning.
Moreover, using portfolios introduces students to an evaluation format with which they may need to become familiar as more schools and districts adopt portfolio assessment. Besides that, portfolios give the teacher opportunities to involve parents in their children's language learning. Parental involvement is an important factor in educational success.
2. The Content of Portfolio
Sumarna Supranata and Muhammad Hatta mentioned that the content of portfolio is based on the objective of the learning activity. It has to show student’s ability toward the competence standard, base competence, and indicators which mentioned in curriculum. To reach all of that, the activities in the classroom should be matched, observed, and evaluated.26 Below are some activities is include as a portfolio material:
student’s assignment such as work book, homework, or clipping
student’s notes such as summary and note taking
the result of group work
25
Peter W. Airasian, Classroom Assessment: Concept and Aplications, (New York: Mc.Graw Hill, 2005), fifth edition, p. 264.
26
parent’s note about the students’ achievement
the result of formative test and final test
students’ affective and psychomotor domain
recapitulation of students’ attending
presentation of students activities that have been done
etc.
3. The Characteristics of Portfolio
Portfolio assessment provides students with a direct view of how students organize knowledge into overarching concepts.27 Therefore, the scoring of portfolio is done subjectively according to scoring guideline or rubrics, and it is difficult to obtain high inter-rater reliability.28
In the other hand, there are many differences portfolio formats depending on function, content or application. Yet despite this great diversity, portfolio assignments used in education share three general characteristics.29 a. Competency-orientation
Competency-orientated education methods with integrated clusters of knowledge elements, skills and attitudes require specially adapted assessment methods. Portfolio assessment is one such method and permits the integral evaluation of competencies.
b. Cycle of action and reflection
In order to learn from teaching performance, the student has to carry out teaching activities and then reflect on his or her performance.
c. Use of a wide variety of media and materials
In order to illustrate their competencies in a creative and personalized manner, students must make a well-considered selection of media and
27
Timothy F. Slater, authentic assessment in support of student-centered instruction, Montana State University, Vol. 30(9): 1103-1120, 2008, p. 2.
28
James H. McMillan and Sally Schumaher, Research in Education: Evidence Based Inquiry, ..., p. 193.
29
materials, such as text extracts and illustrations. A portfolio assignment is an instrument which is very well suited to the assessment of independent learning and enables the student to illustrate his or her teaching competencies.
In addition, Barton and Collins in Supranata book mentioned some essentials characteristics of portfolio assessment. Those are authentic, dynamic, explicit, integrated, ownership, and goals.30
4. Principles of Portfolio Assessment
In education, portfolio can be used for the teacher to know the development of the student in the certain time. In portfolio file, the teacher collect physic evidence and student’s achievement notes such as test result, assignment, group task and practice. Portfolio can be used as formative assessment or summative assessment.31 In this case, portfolio involves students in assessment process.
Related to the statement above, as a formative assessment, portfolio used to monitor students’ development and to increase their motivation in learning reflection. PLP Ditjen Depdiknas states that there are some aspects should be concerned in portfolio assessment. They are mutual trust, confidentiality, joint ownership, satisfaction, and relevance.32
Figure 2.1.
The Principles of Portfolio Assessment
30
Dr. Sumarna Supranata and Dr. Muhammad Hatta, Penilaian Portfolio: Implementasi Kurikulum 2004, ..., p. 121.
31
Jack C. Ricards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice, ..., 10th edition, p. 339.
32
Drs. Zaenal Arifin, M.Pd, Evaluasi Pembelajaran: Prinsip, Teknik dan Prosedur, (Bandung: PT. Remaja Rosdakarya, 2009), p. 202.
The Principles of Portfolio Assessment
a. Mutual Trust
Portfolio is two ways assessment among the teacher and the students and also among fellow students. In this case, the teacher and the students must have a trust. The teacher has to create conducive learning activities and good assessment so that the students easily show their ability as the teacher wants.
b. Confidentiality
Students „evidence have to be kept in an order archive. It has not to be shown to the other students before their performance. This point is purposed who get low score instead of the weaknesses to the other. c. Joint Ownership
It means all students work and document is belong to students and teacher. So that it have to be saved in one place properly.
d. Satisfaction
All documents in order to reach competence standard, basic competence, and indicator should satisfy all components, teacher, parents, and students.
e. Relevance
The document in portfolio file is relevance with the competence standard, basic competence and indicators.
In addition, Supranata stated three principles in portfolio assessment, creating conducive teaching, reflecting, and optimality process and result. And the students are given an opportunity to reflect their work together in order to comprehend their selves and to overcome their learning problems.33
5. Purposes and Functions
The first step in planning portfolio assessment for classroom is determining the purpose of the assessment. The items that go into a portfolio, the criteria used to judge the items, and the frequency with which items are
33
added to or deleted from the portfolio all depend on the portfolio’s purpose.34 The purpose should be specific, but not too narrow.
In this case, because the students have difficulties on understanding Past Continuous Tense, the main purpose of portfolio assessment is to formative assessment. Students will be given some assignments to overcome their problems in Past Continuous Tense. This assessment technique can help students develop their learning achievement.
Meanwhile, the purpose of portfolio assessment technique in the class is described as follow:
1. to develop their achievement in Past Continuous Tense 2. improve their comprehension about Past Continuous Tense 3. to motivate the students by using new assessment model
Students’ assessment portfolio promotes positive student involvement. Portfolio can be a continuous assessment so that teacher and parents have a chance to know students’ development. Portfolios offer the teacher and student an in-depth knowledge of the student as a learner. This means that the teacher can individualize instruction for the student. Weak areas can be strengthened and areas of mastery built upon. Learners are involved in this process of tracking their learning and can take control of their learning. Portfolios included students' skills and competencies in formal and non formal settings as well as their informal learning. Students can evaluate their own learning and therefore, are better prepared to pursue their future career goals. There are some functions of portfolio assessment seen in many sides, such as:
1. Using portfolio introduces students to a new evaluation format with which they may need.
2. Using assessment portfolio gives the teacher opportunities to involve parents in their learning. Parental involvement is an important factor in education success.
34
3. Using portfolio assessment gives information to student to do self-assessment. It means student has a chance to know his/her development.
4. Portfolio as an authentic assessment.35
6. Procedure and Method of Scoring a. Procedure of Assessment
According to A.A Istri N. Marhaeni, portfolio assessment technique has three important procedures such as planning, implementing and analyzing and reporting.36
1. Planning
There are some activities related to plan the portfolio assessment technique, as follows:
1. The teacher has to decide the purpose and focus of portfolio assessment.
2. The teacher should plan the contents that are suitable to students’ portfolio.
3. Design portfolio by deciding the criteria of portfolio content, time allocation, scoring rubrics and the final score.
4. Portfolio is used to get the feedback from the students to improve their achievement.
2. Implementing
In implementing portfolio assessment, the portfolio contents have to be integrated with the material and learning process. Here is the point in implementing portfolio:
1. Announce the purpose and the focus of portfolio assessment to the students.
35
Drs. Zaenal Arifin, M.Pd, Evaluasi Pembelajaran: Prinsip, Teknik dan Prosedur, ..., p. 200.
36
2. The students and the teacher together deal with the procedure of portfolio scoring.
3. Discuss the ways how students can reach the goal. 4. Students’ feedback.
5. Implementing portfolio assessment in the classroom 3. Analyzing and reporting
1. Collect the portfolio folder in order to know the score.
2. Analyze all of the variations of the resources and information related to the result of students’ portfolio score.
3. Report the result of assessment.
In addition, Masnur Muslich in his book “Pembelajaran Berbasis Kompetensi dan Kontekstual” stated four procedures in portfolio assessment technique such as collecting, organizing, reflecting, and presenting.37
b. Method of Scoring
Acording to Harvey Daniels and Marilyn Bizar in Teaching the Best Practice Way: Methods That Matter, K-12, portfolio assessment uses the scoring rubrics as a methods of scoring.38 Scoring rubrics or descriptive summarizations provide another way to summarize performance on checklists and rating scales. A rubric is a set of criteria that provide a description of various levels of students’ performance and assignment as well as a value to each of the levels.39 Furthermore, a rubric describes what is to be learned rather than on how to teach. As with all performance assessment, rubrics are based on clear and coherent criteria.
37
Masnur Muclish, KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual, (Jakarta: Bumi Aksara, 2009), cet. ke-6, p. 121.
38
Harvey Daniels and Marilyn Bizar, Teaching the Best Practice Way: Methods That Matter, K-12, (Kendall: Stenhouse Publisher, 2005), p. 203.
39
Peter W. Airasian stated two basic methods of scoring rubrics that are holistic and analytic.40 Holistic scoring is used to assess the overall performance of a student across all performance criteria. Analytic scoring is used to assess individually each performance criterion stated in the rubric. Each criterion is rated separately using different level of performance. Table 2.3 illustrates analytic scoring for English assessment.41
Table 2.2.
The General Scoring Rubric Score Level of ability/
Mastery
Description
5 Great Evidence of very good understanding on their assignment, able to finish their assessment on time, good performance in portfolio, creative and commits a few mistakes in those rules.
4 Good Evidence of good understanding on their assignment, able to finish their assessment on time, good performance in portfolio, creative and commits some mistakes in those rules.
3 Moderate Evidence of medium understanding on their assignment, able to finish their assessment on time, good performance in portfolio, creative and commits many mistakes in those rules.
2 Limited Evidence of limited understanding on their assignment, 1-2 requirements is not done.
1 More improve Evidence of lack understanding on their assignment, 1-3 requirements are not done.
40
Peter W. Airasian, Classroom Assessment: Concept and Aplications, ..., fifth edition, p. 253.
41
7. Types of Portfolio Assessment
According to Zaenal Arifin in Evaluasi Pembelajaran there are two types of portfolio assessment; product portfolio and process portfolio.42
a. Product portfolio
In this type, portfolio assessment emphasizes on student’s comprehension which is stated in competence standard, basic competence and indicator. Product portfolio only shows the best performance on student’s work without knowing how and when it was made. The purpose of product portfolio is to make documentation and reflection the quality of student’s achievement. The examples of product portfolio are show portfolio and documentary portfolio.43
According to Zaenal Arifin, here is the form of product portfolio assessment that can be seen in the following table:44
Table 2.3.
Product Portfolio Assessment Form
Number Assessment aspects Indicators Score
1 Preparing 1. ... 2. ... 3. ...
2 Process
3 Assessment component Design Creativity Originality 4 Score account
Teachers’ signature,
...
42
Drs. Zaenal Arifin, M.Pd, Evaluasi Pembelajaran: Prinsip, Teknik dan Prosedur, .., p. 207. 43
Drs. Zaenal Arifin, M.Pd, Evaluasi Pembelajaran: Prinsip, Teknik dan Prosedur, .., p. 209. 44
b. Process portfolio
Process portfolio show student’s learning phase and note student’s development from time to time. The purpose of using portfolio content is to help student identify learning goals and develop their achievement. This type more emphasizes on how student study and create from the draft they made.45
From the explanation, it is obvious that portfolio process increases student involvement in learning process by teaching student how to plan, monitor, and evaluate their learning.46 In this case, the teacher gives the scoring rubric that is used to know the requirements should be reached by the students. Furthermore, according to Zaenal Arifin, here is the form of process portfolio assessment that can be seen in the following table:47
Table 2.4.
Process Portfolio Assessment Form Basic Competence:
... ...
Students’ Name : _____________ Date : _____________
Dr. Sumarna Supranata and Dr. Muhammad Hatta, Penilaian Portfolio: Implementasi Kurikulum 2004, ..., p. 47.
46
Yuliani Nurani Sujiono, Mengajar dengan portofolio, (Jakarta: PT. Indeks, 2010), p. 9. 47
8. Strengths and Weaknesses
It is not surprising that portfolio assessment is one of the effective assessments in experimental education. There are some strengths using portfolio as an assessment, it includes:48
1. Portfolio creates self assessment in order to know the improvement of students’ ability level based on the feedback.
2. Help the teacher assesses the students fairly, objectively, and clearly. 3. Develop students participating in learning activities.
4. Give an opportunity to students for improving their achievement.
In line with that, portfolio assessment increases students involvement in the learning process by teaching student how to plans, monitors, and evaluate their learning.
In the other side, using portfolio also has weaknesses, such as: 1. Portfolio needs extra time and works
2. Portfolio assessment tends to unreliable comparing with other assessment techniques.
3. Portfolio is included in new assessment technique, so most students do not know how to use it.
4. Teachers tend only to pay attention in the end goals, not in the process.
f. The Past Continuous Tense 1. The Tense
It is important to keep the two concept of time and tense strictly apart. Time is universally conceived as something having one dimension only, thus capable of being represented in one straight line and it is divided into two parts, the past and the future. George O. Curme draws the division of time as follow:49
48
Drs. Zaenal Arifin, M.Pd, Evaluasi Pembelajaran: Prinsip, Teknik dan Prosedur, ..., p. 205.
49
Figure. 2.2. The Line of Time
X
Aa Ab Ac B Ca Cb Cc
Before Past After Present Before Future After
past past future future
From the figure above, it can be seen that tense is the part of dimension of time itself. Furthermore, O. Curme also states that tenses are the different forms which a verb assumes to indicate the time of the action or state mention that tenses are the different forms which a verb assumes to indicate the time of the action or state in which there are six tenses which are present, past, present perfect, past perfect, future and future perfect.50
In addition Sidney and Randolph define tense as a grammatical category that is realized by verb inflection. Since English has no future inflected form of the verb, the threefold semantic opposition is reduced to two tenses: the present tense and the past tense which typically refer to present and past time respectively.51 The statement is in line with the verb function in indicating the tense. In the Oxford dictionary, tense means a verb form that shows the time of the action or state which are the past, the present, and the future.52 Additionally, Geoffrey stated that verb forms make a distinction between tensed and tense-less form. A tensed verb is a verb showing tense (past or present).53
From the description above the writer concludes that tense is a verb to indicate the time at which the action or state of being as present, past and
50
George O. Curme, College Outline Series English Grammar, ..., p.60. 51
Sidney Greenbaum, Randolph Quirk, A Student’s Grammar of the English Language, (London: Pearson Education Ltd., 2003) p. 47.
52
Oxford University, Oxford Dictionary: Third Edition, (Oxford: Oxford University Press, 2009), p. 455.
53
future. Present is the situation that has been described as simultaneous with the moment of speaking (Susan cook rice). Second is the past, which describes the situation has been done in the past (Susan cooked rice yesterday). Then, the third is the future, which describes the situation that will happen or related subsequent to the moment of speaking (Susan will cook rice tomorrow).
2. What is Past Continuous Tense?
In English, form of the verbs will be changed depend on when the situation is taken. The patterns that change the situations are taken, it called tense. Tenses can be classified to three situations; present, past and future. Past tense indicates an activity in the past. Based on the time activity is taken, past tense consists of simple past tense, past continuous tense, past perfect tense, and past perfect continuous tense.54 Therefore, to indicate that an activity or state was continuing at the time when another activity occurred, the past continuous tense may be used.55 The people use the Past Continuous Tense to say that somebody was in the middle of doing something at past time. The action or situation had already started before this time but had not finished.
Matt burned his hand while he was cooking dinner.
I saw you in the park yesterday. You were sitting on the grass and reading a book.
Betty Schramper Azar and Stacy A. Hagen explain that past continuous focuses on the situation as being in progress at a particular time in the past. In consequence, it may imply that the situation has limited duration, and it is not necessarily complete.56 Here is the chart of past continuous tense:57
54
Otong Setiawan Djuharie, Functional English Grammar, (Bandung: Yrama Widya, 2008), p. 79.
55
A.S. Hornby, Guide to Patterns and Usage in English, (Oxford: Oxford University Press, 1975), second edition, p. 86.
56
Sidney Greenbaum and Randoph Quirk, A Students’ Grammar of the English Language, ..., p.53.
57
Figure 2.3.
The Chart of Past Continuous Tense x x
Milada Broukal in her book “Grammar Form and Function 3” said that the past continuous is formed with the past of „be + the –ing form’, as follows:58
Table 2.5.
The Forms of Past Continuous Tense
Subjects to be -ing form
I Was
working
You Were
She Was
He Was
It Was
working
We Were
They Were
From the statement above the writer concludes that Past Continuous Tense is a tense that is formed with the past of ’to be’ + the –ing form and it is used to describe an action or activity which occurring in the past situation. The action or the situation is not necessarily complete.
3. The Form of Past Continuous Tense
Continuous verbs (also called „progressive’) are formed by adding „-ing’ to the base form and using it with the verb „to be’. The forms of the past continuous tense are:
a) Affirmative Sentence
The forms of past continuous tense with were or was followed by the main verb in an -ing form: subject + was/were + -ing form + C.
Example:
58
They were collecting the assignment.
She was buying that book.
The form of past continuous tense with was or were followed by the adjective: subject + was/were + being + adjective + C.
Example:
They were being hungry.
He was being comfort with that chair. b) Negative Sentence
The forms of past continuous tense with were or was followed by the main verb in an -ing form: subject + was/were + not + -ing form + C.
Example:
They were not collecting the assignment.
She was not buying that book.
The form of past continuous tense with was or were followed by the adjective: subject + being + not + adjective + C.
Example:
They were not being hungry.
He was not being comfort with that chair. c) Yes No Question
The form of past continuous tense with were or was followed by the main verb in an -ing form: was/were + subject + -ing form + C.
Example:
Were they collecting the assignment?
Was she buying that book?
The form of past continuous tense with was or were followed by the adjective: was/were + subject + being + adjective + C.
Example:
Were they being hungry?
Was he being comfort with that chair? 59
59
d) Wh- Question
The form of past continuous tense use the wh- words what, where, when, how, which, why, who, and whom followed by was or were: wh- words + was/were + -ing form + C.
Example:
Who was playing that loud music when I called you?
Why was the audience laughing at the end of the movie? 60 The pattern of past continuous tense can summarize as follows:
Table 2.6.
The Pattern of Past Continuous Tense Affirmative sentence I/He/She/It was
-ing form We/You/They were
Negative sentence I/He/She/It was not We/You/They were not
Yes/No Question Was I/He/She/It Were We/You/They
Wh- Question Wh- words was I/He/She/It -ing form were We/You/They
4. The Use of Past Continuous Tense
The use of the past continuous tense is described below:61 a. Sequence of events
The past continuous tense is used to describe something, which began before a particular point in the past and the action is still progress at that point, the action may continue after that point.
I was still working at 6 o’clock. (and I continued working after that point).
He was using the vacuum cleaner and so he just didn’t hear the doorbell ring. (and I continued using the vacuum cleaner after the doorbell rang).
60
Milada Broukal and Ingrid Wisniewska, Grammar Form and Function 3, ..., p. 29. 61
The past continuous tense is also used when the action stopped at the key point in the past.
He was working at his computer when the power cut occurred.
This use is sometimes called “the interrupted past continuous”. It uses simple past to describe the action, which “interrupted” the past action. b. Complete period of time
Sometimes the past continuous tense is used to describe events that extend across „complete’ period of time (e.g. all day; the whole lesson; every minute of the journey).
We were slaving away from morning to night.
This choice of the past continuous rather than the past simple emphasizes that the activity was happening at every moment during the specified period.
5. Verbs Not Normally Used in Progressive Forms
There are some verbs that are not normally used in progressive form. The verbs indicate stative or dynamic sense generally do not occur in the progressive form as follows:
a) Verbs referring to activities of the mind, the emotion or the senses, e.g. think, believe, understand, remember, forget, wish, want, like, love, hate, notice, recognize, hear, see, feel, smell, etc.
b) Verbs referring to a state or conditions, where an essential element in the meaning of the verbs is that of permanence, e.g. contain, equal, resemble, belong, own, have (=possess), include, comprise, etc.
6. Teaching Past Continuous Tense
According to Rob Batstone, grammar is an integral part of the language people use in everyday communication. Although people are probably not conscious of grammar in own language use, language teacher can hardly fail to be aware of its influence. Language without grammar cannot be understood.62
62
There are three most reasons that make most students have difficulties in learning grammar; the clash between function and form, the similarities between the students’ own language and the language that is being learnt, and various exceptions and complications that all language seem to suffer from.63 Especially in Indonesia, a lot of students make mistake when they use the pattern of tenses. The situation is further complicated by the fact that the same meaning (or at least similar meaning) can be expressed by using many different forms. Furthermore, to cover those situations, the linguists make some techniques in teaching grammar especially Past Continuous Tense.
a. Using Chart
According to Sandra L. Mc Kay, charts are excellent technique to use in teaching grammar since they provide a visual display for introducing and contrasting specific grammar points. Grids, one of the simplest types of charts, provide an effective form for contrasting basic grammatical structures.64 In this technique, the teacher gives the pattern of Past Continuous Tense in a chart as follows:
Table 2.7.
The Example of Past Continuous Tense
Past Tense Past Continuous Tense
Luvan opened the window. Luvan was opening the window.
In dealing with any grammatical point in English, two basic approaches are possible. One is an inductive approach in which the teacher strives to help students form generalizations themselves by providing many examples of a particular grammar point. Thus, a second alternative is a deductive approach in which the teacher gives explicit attention to the differences in form.
63
Jeremy Harmer, Teaching and Learning Grammar, (New York: Longman, 1987), p. 11. 64
b. Picture
According to Penny Ur, there are many types of grammar practice, they are: 65
a. Type 1 (Awareness)
After the learner has been introduced to the structure, they are given opportunities to encounter it within some kind of discourses and do a task that focuses their attention on its form and/or meaning.
Example, Learners are given extract from newspaper article and ask to find and underline all the examples of the past continuous tense that they can find.
b. Type 2 (Controlled Drill)
Learners produce example of the structure. The technique begin by mentioning some sentences which are predetermined by the teacher or text book, and have to conform to very clear, closed ended cues.
Example, students are requested to make some sentences based on the statement that the teacher mentioned before.
c. Type 3 (Meaningful Drills)
A meaningful drill is more emphasized on the meaningful situation. The responses are very controlled but students can make limited choice of vocabulary.
Example:
(Teacher said): Choose someone you know very well and write down his/her name then compose true statements about them according to the following models:
He was writing on the book when the teacher came.
They were sitting on the chair yesterday.
65
d. Type 4 (Structural-Based)
Free sentence composition learners are provided with a visual or situational cue, and invited to compose their own responses; they are directed to use the structure.
Example: A picture showing a number of people doing different things is shown to the class; they describe it using the appropriate tense.
g. Using Portfolio Assessment in Past Continuous Tense
There are several steps in using portfolio assessment technique. To use portfolio assessment, the teacher should plan the main steps, planning, implementing, analyzing and reporting.66 The writer applies the steps based on the procedures. The instructions should present to the students clearly step by step. The steps are presented as follows:
Step 1: Introduce the concept of portfolio assessment technique together with the benefits for the students of using this assessment in learning past continuous tense. Inform the students that portfolio would be effective to improve their achievement in past continuous tense. Explain them the purposes of using portfolio assessment in that class.
Step 2: Explain the aid instruments and the scoring rubrics in portfolio assessment. The content of portfolio that is used in the class is students’ assignment, clipping, pictures, article, and mind map form. The students are given a folder in order to arrange their portfolio content.
Step 3: Evaluate students’ work and give them some notes to motivate the students. Give them feed back of their work. Feed back is the means by which teacher enable students to close the gap in order to take learning forward and improve students’ performance.
Step 4: Give the students enough time to evaluate their portfolio. After the teacher gives some notes of their errors and the student evaluate his/herself, let them repair their portfolio content to make it better. In the end of portfolio
66
assessment, the parents should give some notes about the achievement of their child.
h. Conceptual Framework
Learning is the real effort by someone through the process of practices or experiences. Internal and external factor is also affected the successful of learning. To know the effectiveness of students’ improvement, it is needed the assessment. Assessment is a unit of learning process, not the end of learning. Portfolio assessment technique is one way to do the integrated learning process.
Portfolio assessment technique is different from the traditional assessment that almost school still have use it. Portfolio assessment technique is made to measure the competences of students in building and reflecting the learning process. In this case, students, teacher, and parents are an important component in giving motivation to students in the certain time.
The effort of giving feedback have to implemented continuously, so that the students interest and enthusiastic to learn. Through portfolio assessment technique, students are expected improve their achievement in past continuous tense. Here is the brief explanation:
Figure 2.4.
The Conceptual Framework Learning Process
Portfolio Folders
Portfolio Assessment
Feed back
Students active and motivated to do their assignment
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the method of the research, subject and object of the study, time and place, the writer’s role on the study, research design, the classroom action research procedures, technique of collecting data, technique of data analysis, the validity of the data and criteria of the action success.
A. The Method of Research
The method used in this study is Classroom Action Research (CAR). This study emphasizes on action process which is derived from the root an action research. According to David Nunan in his book “Understanding Language Classrooms: A Guide for English Teacher” defined action research as a form of self-reflective inquiry undertaken by participants in a social (including educational) situation in order to improve the rationality and justice of (a). Their on social or educational practices, (b). Their understanding of these practices, and (c). The situations in which practices are carried out.1 Because the action research is taken in classroom it is called classroom action research.
Michael J. Wallace mentioned that CAR is a type of classroom research carried out by the teacher in order to solve problems or to find answer toward
1
content-specific issues.2 There has been increasing interests in the use of classroom action research, both as a way of increasing knowledge of classroom and as a tool in the teacher education.
In the book “Research in education” by James H. McMillan and Sally Schumacher further defined the important feature of action research as following:
Action research is not limited to a specific methodology (although in the most cases, there is at least some use of qualitative methods), and typically quantitative data are used descriptively (with little or no emphasis on inferential statistics). The goal is to introduce a more systematic process than what is typically employed, be it qualitative, quantitative, or mixed method. One important difference is that the intent of action research is only to address specific action in single context, while applied research seeks to have implications for the field more generally. However, that does not mean that action research does not have implications for the overall field. Because practitioners are involved throughout the study, action research promotes change in classrooms and schools, greater collaboration among those with a vested interest in the results, an integration of research with practice, and willingness to test new ideas.3
Furthermore David Nunan stated that action research is carried to improve and to change what goes in the classroom. The main concern is to come up with solutions to a given problem in specific situations.4 Based on the explanation before it is clear that action research should be done by finding the problems occur in the classroom and the research must come up with the solution to solve those problems. It would be necessary for learning innovation that bringing about change and improve the quality of school in education. In line with that, Rochman Natawidjaya mentioned one of the objectives of CAR is to overcome problems or difficulties in education and teaching that is faced by teachers and education personnel, particularly with regard to problems of learning and teaching material development.5
2
Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge University Press, 2006), p. 5.
3
James H. McMillan and Sally Schumaher, Research in Education: Evidence-Based Inquiry, (Boston: Pearson Education, Inc, 2006), sixth edition, p. 414.
4
David Nunan, Understanding Language Classrooms: A Guide for Teacher-Initiated Action, ..., p. 13
5
