AN ANALYSIS OF PORTFOLIO ASSESSEMENT IN TEACHING ENGLISH AT THE ELEVENTH GRADE OF MUHAMMADIYAH
SENIOR HIGH SCHOOL 3 BATU
THESIS
By:
REZZA AYATILLAH VELAYATI 201110100311119
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
AN ANALYSIS OF PORTFOLIO ASSESSEMENT IN TEACHING ENGLISH AT THE ELEVENTH GRADE OF MUHAMMADIYAH
SENIOR HIGH SCHOOL 3 BATU
THESIS
By:
REZZA AYATILLAH VELAYATI 201110100311119
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
AN ANALYSIS OF PORTFOLIO ASSESSEMENT IN TEACHING ENGLISH AT THE ELEVENTH GRADE OF MUHAMMADIYAH
SENIOR HIGH SCHOOL 3 BATU
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education
By:
REZZA AYATILLAH VELAYATI 201110100311119
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
ACKNOWLEDGEMENTS
Alhamdulillahirrabbil‘alamin. First, the writer would like to convey her grateful praise and worship to the Almighty God, Allah SWT because of his guidance, blessing, and affection that the writer can pass all obstacles in life.
Second, the writer would like to convey her sincere appreciation to her beloved first advisor Rinjani Bonavidi, S.Pd.,M.Ed.,Ph.D who has given her time, and energy thorugh numerous inputs, correction, consistent care, and continous support. Then, to Laela Hikmah Nurbatra, M.EdLead.,MA who has kind understanding given her belief, suggestions, and feedback in writing her thesis. Best gratitude is also to her beloved mother, Sundari; honorable father, Syaiful and her special one, Solihin Bahari who give their huge support for her success.
To Astika Nur’aeny, Indy Putra D.H, S.Pd, Sri Puji Astuti, Khoyyimah,S.Pd, who have been very kind to be proofreaders of her drafts, the writer is also thankful to Gandis Octya P, Devin Yusfa, Lindah Merita, S.Pd, Primadina,S.Pd, Enda Kusumahati,S.Pd, who always share happiness, support, and love. To big family of “Kosan Pili”, Siti Holilah, Nina Azizah, S.Pd, Depia Astuti, Sintia, Venny who always share happiness and love.
Third, her special gratitude to Zainal Abidin,SS, all students at the Eleventh Grade of SMA Muhammadiyah 3 Batu who has been very kind to the writer during research process for this thesis and also as the memorable place during PPL.
Finally, the writer also expresses her gratefulness to those who have directly or indirectly given some contribution to her in finishing this thesis and all friends who have been her second family in Malang.
Malang, February 4th , 2016 The Researcher,
Rezza Ayatillah Velayati
APPROVAL... i
LEGALIZATION ... ii
MOTTO AND DEDICATION ... iii
STATEMENT OF WORK’S ORIGINALITY ... iv
ABSTRACT ... v
ACKNOWLEDGEMENTS ... vi
TABLE OF CONTENTS ...vii
LIST OF APPENDIXES...ix
LIST OF TABLE...x
LIST OF FIGURE...xi
CHAPTER I: INTRODUCTION 1.1 Background of Study ... . 1
1.2 Statement of Problems ... . 3
1.3 Purpose of Study ... . 4
1.4 Significance of Study ... . 4
1.5 Scope and Limitation ... . 5
1.6 Definition of Key Term ... . 5
CHAPTER II: REVIEW OF RELATED LITERATURE 2.1 Teaching English in Senior High School...6
2.1.1 Teaching Listening...6
2.1.2 Teaching Speaking...7
2.1.3 Teaching Reading...7
2.1.4 Teaching Writing...7
2.2 Assesment...8
2.2.1 Definition of Assessment ...8
2.2.2 Types of Assessment...8
2.3 Portfolio Assessment Technique ... 11
2.3.2 The Principle of Portfolio...12
2.3.3 The Characteristics of Portfolio... 14
2.3.4 The Purpose and Function ... 15
2.3.5 The content of Portfolio...15
2.3.6 Method of Scoring...16
2.3.7 Types of Portfolio...17
2.3.8 Advantages of Portfolio...17
2.3.9 Teacher’s Problem in using Portfolio...18
2.3.10The Ways to Cope with the Problem...18
CHAPTER III: RESEARCH METHODOLOGY 3.1 Research Design... 20
3.2 Research Subject...21
3.3 Research Instrument ...21
3.3.1 Observation... 21
3.3.2 Interview...23
3.4 Data Collection...24
3.5 Data Analysis... 24
CHAPTER IV: FINDINGS AND DISCUSSIONS 4.1 Research Findings... 26
4.1.1 The Characteristics of Portfolio used in Eleventh Grade... 26
4.1.2 The Problems Faced by the Teacher... 28
4.1.3 The Ways to cope with the Problem...29
4.2 Discussions...32
CHAPTER V: CONCLUSSION AND SUGGESTION 5.1 Conclusion...34
5.2 Suggestion...35
5.2.1 For the School...35
5.2.2 For the English Teacher...35
5.2.4 For the next researcher...36 REFERENCES...37 APPENDICES...40
Appendix I : Lesson Plan...40
Appendix II : Observation Field Notes...60
Appendix III : Interview Guideline...63
Appendix IV : Interview Transcript...67
Appendix V : Scoring Rubrics...73
Appendix VI : Documentation...81
Appendix VII : Letter...87
Table I : The Brief Summary of the Problem in Using Portfolio Assessment and the Ways to Cope with the Problem...31
Figure I : The Principle of Portfolio Assessment...12
Adler,E.S.a.C.R. 2003. How It’s Done an Invitation to Social Research. Thomson Wadsworth Corporation. USA
Ary, Donald et.al .2006. Intorduction to Research in Education Seventh Edition. Thomson Wadsworth Corporation. Canada
Ary, Donald et.al. 2010. Intorduction to Research in Education Eight Edition. Thomson Wadsworth Corporation. Canada
Cohen, Louis. Manion, Lawrence. Marrison, Keith. Wyse, Dominic. 2010. A Guide to
Teaching Practice. ………..
Davis,H.Margery;Ponnamperuma,G.Gominda. 2005. Portfolio Assessment. JVME Vol 32 No 3 pp 282
Dikli,Semire. 2003. Assessment at a distance:Traditional vs Alternative Assessment. The Turkish Online Journal of Educational Technology. Volume 2, July
2003. ISSN: 1303-6521
Gitomer,D.H;Duschl,R.A. 1994. Moving Toward a Portfolio Culture in Science Education. University of Pittburgh. Pittburgh
Hamm,M;Adams.D. 1992. “Portfolio:It’s not just for artistic anymore”. The science Teacher Journal Vol. 5 No.58.pp 18-21
Harmer,Jeremy. 2007. English Language Teaching Fourth Edition. Pearson Education Limited. England
Kresnanto,W. 2011. Practical Techniques for English Language Teaching. State University of Malang. Malang. Press 29
Metler,Craig.A. 2001. Designing Scoring Rubrics for your classroom. Practical Assessment Research&Evaluation,7(25). Available online: http://www.pareonline.net/getvn.asp?v=7&n=25
Miles, Matthew B.; A. Michael Huberman; Johnny Sdana. 2014. “Qualitative data analysis: A Methods Sourcebook - Third Edition.” United State of America: SAGE Publications, Inc.
Moskal,B.M. 2000. Scoring rubrics: what,when, and how?. Practical Assessment Research&Evaluation,7(3). Available online: http://ericae.net/pare/getvn.asp?v-7&n=3
Muijs, Daniel; Reynold,David. 2005. Effective Teaching Evidence and Practice. London: SAGE Publication Ltd.
Nitko,A.J. 2001. Educational Assessment of students Third Edition. Upper Saddle River. NJ:Merril
Pettis, Joanne C. 2014. Portfolio-Based Language Assessment (PBLA): Guide for teachers and Program. Canada : Centre for Canadian Language Benchmark
Rohmah, Zuliati. 2012. Teaching English Joyfully. Malang: Bintang Sejahtera Press Surapranata, Sumarna: Hatta, M. 2004. Penilaian Portofolio. Bandung: PT Remaja
Rosdakarya.
Timmins,A.A;Bryant,L.S. 2002. Portfolio Assessment: Instructional Guide:Second Edition. Hongkong. The Hongkong Institute of Education Library
Teachers and Administrators.” National Forum of Educational Administration and Supervision Journal. Vol. 23, No. 24, April 2005. Pp :
1 CHAPTER I
INTRODUCTION
1.1 Background of Study
Language is important for human social life in the world. One of them is English which has become an international language. People of different countries use English to communicate. In Indonesia, English is a foreign language and taught formally in a school. Therefore, students need to understand and use English to improve their ability to face the global competition.
As a developing country, Indonesia really needs English because Indonesian government is trying to improve all aspects which are usually faced by all countries. One of these aspects is education. The quality of education in Indonesia can be developing effectively if the activity of learning process in the school or class is improved systematically. It means that the improvement is done with good plan continually. One of the ways to improve learning process in the class is by making assessment as a part of learning itself.
Assessment is one of important parts of teaching and learning provided by the teacher. The teachers assess the students based on the material that has been taught by remembering the concept. The teachers also evaluate their students’ progress in learning by giving them many kinds of tests. The teachers believe that they will get enough information about their students’ progress from the result of
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in the test, it means the students make a good progress. One of the examples used to get useful information about students’ growth in learning is portfolio.
Haladyna (in Cohen,et.al., 2010) states that portfolio is a collection of pieces of students’ work. Varvus (in Thomas,et.al., 2005) declares that a portfolio
must be more than just a collection of test results, journal entries, homework, graphs of student performance, or the product of student activities. It must be systematic, organized evidence, which is used by the teacher and students to measure the growth of knowledge, skill, and attitudes.
English teacher can use portfolio assessment to make their evaluation easier than traditional assessment. Mohtar (2010) claims that traditional assessment does not make the students understand well about the materials. In conclusion, although traditional assessment is still popular, some schools have turned their attention to alternative type assessment to provide more reliable information on students’ progress and achievement. These new methods of assessment are known as “portfolio assessment’ measures.
Based on previous study which was done by Soewandi (2004), the objectives of Portfolio Assessment at SMP YPKK KMS Sorong were to engage the students to make self reflection for their own achievement, to assess their educational tasks based on their work, and to collect the information and the data from students time by time during the semester.
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Grade Students of Muhammadiyah Senior High School 3 Batu.”. The researcher chooses Muhammadiyah Senior High School 3 Batu because there has not been other research who observes that school about Portfolio Assessment. Besides, the researcher got the approval from the class teacher to conduct the research. Here the researcher is concerned with the characteristics of Portfolio Assessment in teaching English, the problems faced by the English teacher in teaching English, and the ways to cope with the problems in teaching English by using Portfolio Assessment.
1.2Statement of Problems
Based on the background of study above, the research problems are formulated as follows:
1. What are the characteristics of Portfolio Assessment used in English classes of the Eleventh Grade Students of Muhammadiyah Senior High School 3 Batu?
2. What are the problems faced by the teacher in applying Portfolio Assessment at the Eleventh Grade of Muhammadiyah Senior High School 3 Batu?
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1.3Purpose of Study
In accordance with the formulation of the problems stated above, this study has the following purposes:
1. To know the characteristics of Portfolio Assessment at the Eleventh Grade of Muhammadiyah Senior High School 3 Batu.
2. To know the problems faced by the teacher in applying Portfolio Assessment at the Eleventh Grade of Muhammadiyah Senior High School 3 Batu.
3. To know the ways to cope with the problems faced by the teacher in applying Portfolio Assessment at the Eleventh Grade of Muhammadiyah Senior High School 3 Batu.
1.4Significance of Study
Generally, the result of study is expected with the expectation that the result will give significant contributions to the following people:
1. For English teacher and English lecturers, the study can be used to improve their teaching and learning process.
2. For students, it can be one effective way for keeping the learner’s result, be responsible for their studying result and will improve the students’
achievement in learning English in order to be active learners, so the learners can understand the material well.
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4. For English Education Department, this research can be good reference to improve English education quality related to this new technique of assessment.
1.5Scope and Limitation of the Study Scope
The scope of this study is related to the characteristic, the problems, and ways to cope with the problems faced by the teacher in applying Portfolio Assessment in Teaching English at Eleventh grade of Muhammadiyah Senior High School 3 Batu.
Limitation
Because the researcher has limited time, so the research focuses Eleventh Grade of Muhammadiyah Senior High School 3 Batu.
1.6Definition of Key Terms
Assessment is the process of gathering and discussing information in order to develop a deep understanding of what students know as the result of their educational program (Pettis, 2014).
“Portfolio Assessment is a collection of samples of students’ work over time,
usually containing the best pieces of work in the area/field, which may have been produced from previous drafts, and it will comprise different kinds of work: projects, reports, essays, assignments, reflective writing, self-assessment, tests material, homework, class work” (Cohen and Manion 2010).
Muhammadiyah Senior High School 3 Batu is an Islamic Senior High School
