This research was intended to explain the students' writing in vocabulary grammar using Portfolio Assessment in class VIII-I of SMPN 3 Balusu Academic Year 2015/2016. The research findings indicated that the use of portfolio assessment improved the students' writing skills covering students' vocabulary and grammar in class VIII-I of SMPN 3 Balusu in Academic Year 2015/2016. In the result of data analysis shows that the students' score of writing skills in post-test improved after using the Portfolio assessment.
After treatment, however, the students' post-test score improves to 6.06 for vocabulary and 5.90 for grammar. This means that the use of portfolio assessment improves the students' writing skills.
Background
The students' low writing skills can be caused by many factors such as the teacher, students, writing assessment and other aspects. Considering the importance of writing skills for language learners, the researcher opined that some efforts should be made to improve the students' writing skills. By conducting the research, his intentions were to improve the students' writing skills through portfolio assessment.
It means there will be regular feedback on student writing until students write the final draft. As a collection of student work, portfolio assessment can also capture student progress in learning.
Problem Statement
Assessment is an ongoing process that is part of the teaching and learning process (Brown, 2004). Portfolio assessment can be used as a tool to improve students' writing because, according to Brown (2004), it is one of the alternative assessments that is both process- and product-oriented and facilitates revision processes. If they learn from the feedback given in each draft, they are expected to avoid making the same mistakes in their next writing.
In addition, the students can review their own writing over time so that they can reflect on their own learning. Since the work can be studied extensively, they can improve the writing skills.
Objective of the Research
Significance of the Research 1. Practically
Scope of the Research
Portfolio Assessment
The function is to record student achievement in learning (Damiani, 2004; Genesee and Upshur in Brown, 2004). After deciding on the objectives, the teacher should tell the students which items will be included in the portfolio. The teacher must provide time for personal discussion with the students about the students' learning progress.
After that, the teacher must think carefully about where the students' portfolios will be kept. After this step is done, the students must write the final draft of their writing together.
Conceptual Framework
Dad was preparing the car in the garage, and mom was preparing food for us for breakfast and some snacks. In order to achieve the maximum result, the teacher must be able to design a learning model based on the subject matter and practice the students' thinking. Many factors can improve students' speaking ability; one of them uses portfolio assessment.
The process of learning and writing through continuous portfolio assessment can improve students' writing skills and students' motivation to write.
RESEARCH METHOD
- Research Design
- Research Variables and Indicators
- Research Hypotheses
- Research Instrument
- Population and Sample 1. Population
- Sample
- Procedure of Collecting Data
- Technique of Data Analysis
- Findings
- The improvement of the students’ writing in Vocabulary Achievement
The teacher asked the students to read the title and asked them to make logical predictions about what they think happened in the text. The teacher then asked students to form and justify new predictions before reading to the next stop. Null hypothesis (H0): second year students of SMPN 3 Balusu are unable to improve students' writing ability using portfolio assessment.
Alternative hypothesis (H1): Second-year students at SMPN 3 Balusu are able to improve students' speaking ability using portfolio assessment. The pre-test was intended to find out the previous level of students' writing skills, while the post-test was intended to find out the improvement of the processing. There are two classes and the researcher will choose one from the class as a sample.
In this part, the researcher tried to find out the marks of each student and the average score of the students. This chapter consists of two sections, the research findings and the discussion of the findings. The findings of this research relate to the use of Portfolio Assessment in the development of students' writing skills, which consists of students.
The results of this research present the results description of the research through the distribution of pretest and posttest on the term of vocabulary, consists of three indicators such as form, meaning and use using portfolio assessment. It also describes students' writing in vocabulary performance in general through the distribution of pretest and posttest. However, after providing treatment, students' posttest scores improved to be 6.16 for form, 6.11 for meaning, and 6.32 for use.
Vocabulary Improvement (%)
Writing Skills' Improvement
The improvement of the students’ writing skill in grammar achievement The findings of this research present the result description of the
It also describes students' writing in grammar achievement in general through the distribution of pretest and posttest scores. Before giving the treatment, students' pretest score for past tense was 3.11, nouns was 3.47, and adverbs was 3.37. However, after treatment, the students' posttest score improved to 5.53 for past tense, 5.68 for nouns, and 5.68 for adverb.
This means that portfolio assessment improves the students' writing skill in grammar performance. In another type, the following graphic is designed to show the percentage of students' improvement in grammar performance.
Writing Skills' in Grammar Improvement
The final score improvement of students’ writing skills
After completing the pre-test and post-test, the students' improvement on all terms of writing skills includes form, meaning and usage associated with vocabulary achievement and past tense, nouns and adverbs associated with grammatical performance.
Grammar Improvement
However, after treatment, the student's post-test score improves to 6.17 for vocabulary and 5.58 for grammar. This is evidenced by the students' final average score on the student's pre-test in the final score of 4.02, and improved in the post-test where the post-test was 6.17.
Writing Skills
Test of Significance (t-test)
The researcher used t-test (significance test) for independent sample test, that is, a test to know the significant difference between the result of students' mean scores in pre-test and post-test. Based on the final result of two variables of speaking skills shows that Ho is rejected and H1 is accepted. In other words, it can be concluded that the use of portfolio assessment can develop the students' writing skills.
Discussion
The result can be concluded that students' written vocabulary in the post-test is categorized as quite good. From the data collected in the post-test, the researcher can conclude the students' interest in applying the written portfolio assessment because they are easy to understand the learning goals and can enjoy the activities during the process of teaching and learning. The final score of improved students' writing skills from poor became very good category showing that the mean pre-test score was 4.65 and the mean post-test score was 7.19.
They are not only assessment tools that enable students to get involved in the assessment process, but they are also tools that promote motivation, collaboration and language learning. Another important benefit of using portfolios in language classes is that it enables students to see their weaknesses, strengths and development over time in different skill areas such as reading, writing and speaking. The t-test is used to evaluate the research hypotheses and shows that there is a significance difference between the results of the students' writing skills, which were marked by vocabulary (11,298) and grammar (11,695) in the pre- and post-test.
It is also supported by the t-value of the final assessment of students' writing skills (15.682). It means that students' writing skills improved (from very poor to good) after being taught through portfolio assessment. Based on all the data collected above, the researcher can conclude that most of the students needed to be motivated and that the use of portfolio assessment can help create joyful learning in learning English, especially in writing skills. From this above discussion, he could conclude that the eighth grade students of SMPN 3 Balusu Kabupaten Barru have good skills in English in the academic year after they were taught through portfolio assessment, especially writing skills.
This chapter presents a conclusion and proposal based on the results and discussion in the previous chapter.
Conclusion
It was concluded that the use of portfolio assessment could make a greater contribution to the teaching and learning of writing skills.
Suggestion
Students' Response to Teachers' Writing Comments: The Case of Third-Year L.M.D. English Students. Expressing meaning in functional written texts and simple essays in narrative and narrative genres to interact with the environment. Expressing meaning and rhetorical steps in short simple essays using a variety of written language that is accurate, fluent and suitable for interacting with the environment in narrative and narrative genres.
At the end of the lesson, the students are able to write narrative text accurately, fluently and appropriately. After that, they should put them all in their portfolio folder. 21) Write the final product of the text individually. After that, put them all in the portfolio folder. 22) The teacher and the students summarize the teaching and learning process.
PRE TEST
Saturday morning my brother and I helped my sister make a birthday cake in the ….(3) It was a big and beautiful ….(4) I wrote “Happy Birthday” on it. Sunday evening my uncle and my aunt came to my ….(6) They had brought some bottles of soft drinks, and ….(7) for grandpa. Then we sat together in the ….(8) Finally, Grandpa blew out the candle and cut the cake, while we sang him a “Happy Birthday” song.
