Based on the result of the data analysis and conclusion, the researcher proposes some suggestions as follows:
1. The English teachers are suggested that they apply portfolio assessment in teaching and learning process especially in teaching writing.
2. The English teachers are suggested that they be creative and enrich their materials. They can use portfolio to stimulate the students’ attention and motivate them in learning English.
3. This research puts emphasis on the students’ writing skills in terms of vocabulary and grammar. Considering the positive outcome of the research, it is recommended that similar research concerning the use of learning portfolio assessment in developing the students’ writing comprehensibility or other English language skills be carried out as well to complement the findings of the research.
4. It is suggested to the next researcher conduct related research with different sample in order to widen its scope so that it can give input to the previous as well as upcoming researches.
BIBLIOGRAPHY
Birgin, Osman, and A. Baki. 2007. “The Use of Portfolio to Assess Students’
Performance”.Journal of Turkish Science Education, 4(2).
Brown, H. D. 2001. Teaching by Principles. New York: Person Education.
Burns, A. 1999. Collaborative Action Research for English Language Teachers.
London: Cambridge University Press.
Damiani, V. B. 2004. “Portfolio in the Classroom”,http://www.nasponline.
org/communications/spawareness/portfolioassess.pdf. Retrieved on May 12, 2015.
Dikli, S. 2003. “Assessment at a distance: Traditional vs. Alternative Assessments”.The Turkish Online Journal of Educational Technology, 2(3), 13-19.
Evers, W. M., and H. J. Walberg. 2004. Testing Students’ Learning, Evaluating Teaching Effectiveness. Stanford: Hoover Inst Press Publication.
Grenville, K. 2001. Writing from Start to Finish: A Six-Step Guide. Sydney:
Griffin Press.
Harmer, J. 2001. The Practice of English Language Teaching. Essex: Pearson Education Limited.
Hyland, Ken. 2004. Genre And Second Language Writing, (The United State of America: The University of Michigan Press), p.29
Khodadady, E & H. Khodabakhshzade. 2012. “The Effect of Portfolio and Self Assessment on Writing Ability and Autonomy”. Journal of Language Teaching and Research, 3(3), 518-524.
Koshy, V. 2005. Action Research for Improving Practice: A Practical Guide.
London: Paul Chapman Publishing
Lounis, M. 2009. Students’ Response to Teachers’ Feedback on Writing: The Case of Third – Year L.M.D Students of English. Master Thesis.
Constantine: Department of Foreign Languages, Faculty of Letters and Languages. Mentouri University.
Moya, S. S, and J. M. O’Malley 1994. “A portfolio assessment model for ESL”.
The Journal of Educational Issues for Language Minority Students, 13, 13-36.
Nunan, D. 2004. Task-Based Language Teaching. New York: Cambridge University Press.
Oshima, A, and A. Hogue. 1997. Introduction to Academic Writing (2nd Ed.).
New York: Pearson Education.
Öztürk, H., and S. Çeçen 2007. “The Effect of Portfolio Keeping on Writing Anxiety of EFL Students”. Journal of Language and Linguistic Study, 3(3).
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An Anthology of Current Practice. Cambridge: Cambridge University Press.
Weigle, S. C. 2002. Assessing writing. New York: Cambridge University Press.
x
Table 1: The students’ mean score in the term of grammar Table 2: The students’ mean score in the term of vocabulary Table 3: The students’ improvement inwriting vocabulary Table 4: The students’ improvement inwriting skill of grammar Table 5: The students’ improvement in writingskills
Table 6: T-test of the students’ speaking skills
xi
Figure 1: The improvements of the students’ mean score in writing skill in vocabulary achievement
Figure 2: The rate percentage of the improvement of the students’ writing skill in vocabulary achievement
Figure 3: The improvement of the students’ mean score in writing skill of grammar achievement
Figure 4: The rate percentage of the improvement of the students’ Grammar Achievement
Figure 5 : The improvement of the students’ mean score in writing skills Figure 6 : The rate percentage of the improvement of the students’ writing
skills
xii Appendix A: Lesson Plan
Appendix B: Instrument of the Research
Appendix C: Students’ score in writing Vocabulary and Grammar Appendix D: Students’ Improvement in Vocabulary
Appendix E: Students’ Improvement inGrammar Appendix F: Students’ score classification of Grammar Appendix G: Students’ Final Score
Appendix H: Students’Final Score Improvement
Appendix I: The Mean Score of Students’ Writing Skill Appendix J: The Significant Score of Student’s Writing Skill Appendix K: Attendance List
Appendix L: Documentation
The Name of the School : SMP N 3 Balusu
Subject : Bahasa Inggris
Grade/Semester : VIII/2
Time Allocation : 8 x 40 minutes (8 meetings)
Skill : Writing
Text Type : Recount
I. Standard of Competence :
1.2. Expressing meaning in functional written texts and simple essays in the genres of recount and narrative in order to interact with the surroundings.
II. Basic Competence :
12.2. Expressing meaning and rhetorical steps in simple short essays using various written language accurately, fluently, and appropriately in order to interact with the surroundings in the genres of recount and narrative.
III. Indicators :
The students are able to:
identify the social function, language features, and generic structures of recount text.
Use past tense correctly.
Arrange jumbled sentences according to generic structure of recount text.
Write drafts of recount text.
Revise the draft based on the teacher’s feedback.
Write the final draft based on the teacher’s feedback.
1. Learning Objective :
At the end of the lesson the students are able to write recount text accurately, fluently, and appropriately.
2. Materials : a. Recount text
My holiday
Last week, I went to Mount Bromo. I stayed at my friend’s house in Probolinggo, East Java. The house has a big garden with colourful flowers and a small pool.
In the morning, my friend and I went to see Mount Batok. The scenery was very beautiful. We rode on hourse back. It was scary but it was fun. Then, we went to get a closer look at the mountain. We took pictures of the beautiful scenery of there. After that, we took a rest and had a lunch under a big tree. Before we got home, we went to the zoo at Wonokromo. We went home in the afternoon. We were very tired. However, I think it was really fun to have a holiday like this. I hope my next holiday will be more interesting.
1. Function of recount text
Recount text is a text that retells past events. The purpose is to provide the audience with a description of what occurred and when it occurred.
Examples of recount text:
Letters
Conversations
Newspaper reports
Speeches
2. Generic structures and language features of recount text
Orientation: tells who, what, where, and when
Sequence of events: usually recounted in chronological order reorientation (optional): personal comment
3. Language features:
Use of noun and pronoun to identify people, animals, places, etc
Use of past tense to retell the events
Use of chronological order (first, second, then, next, finally)
Orientation Last week, I went to Mount Bromo. I stayed at my friend’s house in Probolinggo, East Java. The house has a big garden with colourful flowers and a small pool.
Event 1 In the morning, my friend and I went to see Mount Batok. The scenery was very beautiful. We rode on hourseback. It was scary but it was fun
Event 2 Then, we went to get a closer look at the mountain.
We took pictures of the beautiful scenery of there.
Event 3 After that, we took a rest and had a lunch under a big tree.
Event 4 Before we got home, we went to the zoo at Wonokromo. We went home in the afternoon
Conclusion We were very tired. However, I think it was really fun to have a holiday like this. I hope my next holiday will be more interesting.
4. Vocabulary berkaitan dengan teks recount dengan tema pengalaman pribadi : Holiday, visited, played, fishing, bought, souvenir, swam, stayed, 2 days ago, last month, yesterday etc
Sentences dan latihannya Misal :
I was embarrassed to come out of my house
She visited Bali two days ago
He bought a lot of souvenirs at Jogyakarta I was very happy
3. Pola kalimat Past Tense Tanpa kata kerja
Subject Kata kerja bantu
/ To be
Adjective
Singular I
was sad
She He It Plural You
were happy
We They
Dengan Kata kerja Subject Verb
2
Object Adv. Of time I
visited Borobudur
Last year
She A year ago
He Last two days
It Two days ago
You Yesterday
We Last Monday
They Last sunday
Thomas Alva Edison
Thomas Alva Edison was one of the greatest inventors of all time. He lived from 1847 until 1931.
He was born in Milan, Ohio, in 1847. In 1854 his family moved to Port Huron, Michigan. When he was 12, he got very sick. As a result, he became partially deaf. He attended school from only three months there. So, his mother taught him reading, writing and arithmetic.
In 1862, Edison saved a boy from being run over by a train. The boy’s father operated a telegraph machine. As thanks, the father taught Edison how to operate the telegraph. Later, Edison made improvement to the telegraph.
In 1876, Edison started the first industrial research laboratory at Menlo Park, New Jersey. One of his inventions was the long lasting light bulb.
Thomas Alva Edison died in 1931. When he died all electric current in the country was turned off.
Although he did not have enough formal education and was deaf, he became a famous inventor. Once he said, “Genius is one percent inspiration and ninety-nine percentperspiration.”
Penilaian Indikator Pencapaian
Teknik
Penilaian Bentuk Instrument Instrument/ Soal
2 Menulis teks esai dalam bentuk biographical
recount. Tulis
Paragraph
Essay
Write a paragraph and choose the correct
information of each group.
Make a biographical recount text about Muhammad Hatta.
Lampiran teks, soal beserta kunci jawaban Read the text below (bacalah text dibawah ini)
Nina was sick two days ago. She got a fever. She stayed in bed all morning. She didn’t go to school. Her mothers, Mrs. Dewi, telephoned the school
to ask for her leave. Then, she brought her to meet the doctor. The doctor examined her. He said, “ you get aflu, Nina. You should take a rest for three days.
I’ll prescribe for two kinds of medicine. I hope you’ll get well soon.” Nina and her mother thanked the doctor.
After getting home, Mrs. Dewi went to the dispensary to buy the medicines. It took some times to prepare the medicine. The pharmacist then called Nina’s name. Mrs. Dewi drew near to pay the medicine. “Your daughter should take the medicine three times a day, Ma’am”, said the pharmacist. “All right,” said Mrs.
Dewi. Then she paid for the medicine and went home.
Read the text carefully and answer the question by choosing the correct answer (a,b, c or ,d)
Choose the correct answer by crossing a, b, c, or d.
1. Who is sick?
a. Nina b. Mrs. Dewi c. Mr. Dewi d. Doctor
2. Who is Mrs. Dewi?
a. A Doctor b. A Nurse c. A Teacher d. A Mother
3. Why was Nina absent from school?
a. she went out of town b. she got ill
c. she had to take care her sick mother d. she worked in a dispensary
4. How did she feel?
a. she felt feverish b. she felt happy
c. she felt blissgul d. she felt intense 5. Whom did she meet?
a. Pediatrician b. Doctor
c. Ophthalmologist d. Oculist
6. Who examine Nina?
a. Nurse b. Doctor c. Hospital d. Mother
7. What kind of disease did she have?
a. Cough b. eye strain c. influenza d. broken bone
8. How often should she take the medicine?
a. once in two days b. three times a day c. three times in two days d. twice a day
9. How long should she take a rest?
a. a week b. two days c. five days d. three days
10. Why does Mrs. Dewi bring Nina to a doctor?
a. because Nina wants to see a doctor b. because Nina has a fever
c. because Mrs. Dewi cannot make the medicine herself
d. because Mrs. Dewi wants to better soon 11. Teaching Method : genre-based approach Procedures :
Pre-teaching : The teacher:
1) Greets the students.
2) Leads the prayer.
3) Checks the attendance list.
4) Asks about the materials from the previous meeting.
5) Tells the students about the objective of the research.
6) Explains the purpose of portfolio assessment to the students.
7) Explains the content of the portfolio to the students.
8) Explains the assessment criteria to the students.
9) Explains the schedule for reviewing sessions to the students.
10)Explains where the students’ portfolio should be kept.
Whilst-teaching:
The teacher:
11) Shows a diary.
12) Asks some leading question related to the diary.
13) Outlines the kind of text to learn.
14) The teacher and the students discuss about the social functions, generic structures, and language features of a recount text.
15) The teacher gives an example of recount text to the students and asks them to read it. Then, she asks them to find difficult words.
16) The teacher and the students discuss about the text together. The teacher asks the students to:
17) Change the words in the brackets into past forms in pairs.
18) Rearrange and identify jumbled sentences into a good recount text in pairs. The teacher asks the students to:
19) Write a draft of a recount text based on a given topic individually. Then they have to reflect their learning based on the reflection sheet provided for them. After that they have to put all of them into their portfolio folder.
20) Revise the draft based on teacher’s feedback individually. Then reflect their learning based on the reflection sheet provided for them. After that they have to put all of them into their portfolio folder.
21) Write the final product of the text individually. Then they have to reflect their learning based on the reflection sheet provided for them. After that they have to put all of them into the portfolio folder.
Post-teaching:
22) The teacher and the students summarize the teaching and learning process.
23) The teacher gives clues related to the next meeting.
24) The teacher and the students make reflection on the teaching and learning process.
25) The teacher ends the class.
6. Assessment:
a. Technique: writing test, portfolio b. Instrument: texts
c. Rubric.