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3. Observing In this phase, the observer monitor the classroom action process based on
guideline that had been prepared. 4. Reflecting
In this phase the observer collects the data that had been taken while the observation happened then analyze it. After make conclusion, the teacher and
the observer evaluate the cycle in order to develop the next cycle.
F. The Classroom Action Research Procedures
In this research, the writer begins the research by discussing to the teacher to introduce and convey the aim of this study. This phase is taken in October
2010. The activities include interview the English teacher and observe learning activities and
students’ difficulty in classroom. After pre observation happened, the observer prepares the needs in action
in classroom. In this case, the observer plans two cycles of CAR. According to Suharsimi Arikunto, the acting phase should be implemented at least two cycles
continuously and the time period for each cycle depends on the material needs that existed in the semester annual program designed by the teacher. Related to
the condition of limited teaching learning period, the writer take the action phase three weeks within two cycles.
The description about each phase in the research will be explained, as follows:
1. Planning phase
Before doing the planning phase, the writer gives information to the teacher related to portfolio assessment technique and the steps in applying the
technique. After that, the writer identifies the problems which occurred in the classroom concerning in teaching the past continuous tense by doing interview
and observation. Cycle one is planned to carry on three times meeting. In the first and
second meeting, portfolio is applied. In the last meeting of cycle one, the observer gives post test of cycle one. Cycle two is planned to carry on two
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times meeting include the final test of cycle two. In this phase, the writer and the teacher consider to make the minimum criteria of portfolio assessment.
The activities in planning phase described as follows: 1. The observer organizes the planning cycle-to-cycle then the organized
planning is formed into the lesson plan. 2. The observer makes the instrument of data collection such as objective
test and lesson plan for the students. 3. The observer makes the scoring rubrics for applying portfolio
assessment technique in the classroom. 4. The observer also makes the observation sheets for observing the
students’ activity and response during the teaching and learning activity.
2. Acting phase
In this phase the observer and the teacher collaborate to carry out the action. In this phase, it is going further in recognizing the case and the
problems being studied. To implement the action in the research is by doing the teaching and learning activity which is divided into some cycle depends
on the problem that will be solved.
1. Cycle One
In this phase, the teacher introduces portfolio assessment to the students as their new assessment technique and explains the system of
portfolio assessment technique. The teacher teaches past continuous tense by using active learning strategy. The teacher tries to use active learning
strategy in order to make the students more attractive in learning activity. Next, the teacher makes some group which consists of four students. To
know their achievement, the students are given some assignment of past continuous tense. After doing their assignment, the students collect all of the
assignment in portfolio folder. The teacher gives feedback for students work then asks them to repair their work if needed. In the end they finish their
portfolio, the teacher ask the m to get their parents’ comment about their
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work. The last process, they reflect their selves by filling self-reflection form that is given by the teacher.
Therefore, the observer observes the activities of the students. Then, the observer makes some notes related to the classroom activities. In the end
of this phase, the result of this observation will be recommended for cycle two.
2. Cycle two
