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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.
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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:
E valuate 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 hisherself, let them repair their portfolio content to make it better. In the end of portfolio
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A.A. Istri N. Marhaeni, Assessmen Portofolio dalam Pembelajaran Berbasis Kompetensi: Bahan pelatihan Guru Kabupaten Bandung dan Kota Denpasar, ....., p. 2.
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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
Students’ achievement is improved
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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.
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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
David Nunan, Understanding Language Classrooms: A Guide for Teacher-Initiated Action, Englewood Cliffs: Prentice Hall, Inc, 1989, p.12.
