THE CONTRIBUTION OF PORTOFOLIO ASSESSMENT TOWARD STUDENTS’ WRITING ABILITY OF THE SECOND YEAR AT SMA BABUSSALAM PEKANBARU

  

THE CONTRIBUTION OF PORTOFOLIO ASSESSMENT TOWARD STUDENTS’

WRITING ABILITY OF THE SECOND YEAR AT SMA BABUSSALAM

(1) (2)

  Diyah Ayu Rizqiani ,

  , Ari Budi Setiadi 1)

  Dosen FKIP Universitas Islam Riau

  2)

  Alumni FKIP Universitas Islam Riau

  ABSTRAK

  Portofolio adalah sekumpulan hasil kerja siswa, observasi guru, dan evaluasi diri siswa yang bertujuan untuk menunjukan kemajuan kemampuan siswa dengan kriteria tertentu. Tujuan menggunakan portofolio dalam proses pembelajaran adalah meningkatkan kemampuan menulis siswa. Dalam penelitian ini penulis tertarik untuk mengadakan penelitian tentang portofolio karena portofolio telah dikenal sebagai alat untuk mengetahui kemampuan menulis siswa. Penelitian ini dilakukan menggunakan metode penelitian time series pada bulan Juli hingga September 2012. Populasi penelitian adalah siswa kelas 2 SMA Babussalam Pekanbaru. Mereka adalah 33 siswa kelas IPA 2. Pre test and post test diberikan selama 4 kali berturut-turut. Peneliti mengambil 5 aspek dalam writing yaitu grammar (20%), vocabulary (20%), mechanic (20%), content (20%), dan organization (20%). Hasil penelitian menunjukan

  observed table

  bahwa t- adalah 10 dan t- on degree of freedom (df) 32 at α = .0,5 di level yang signifikan terhadap dua tes sebelumnya adalah 2.021. Maka dari itu Null hipotesis ditolak dan hipotesis alternatif diterima. Selanjutnya hasil kerja siswa menunjukan adanya peningkatan antara pre test and post test. Maka dari itu penelitian ini berkesimpulan bahwa portfolio memberikan pengaruh positif dalam meningkatkan kemampuan menulis siswa SMA Babussalam Pekanbaru.

  Kata Kunci: Portofolio, Kemampuan menulis siswa.

  

INTRODUCTION Portfolio can benefit students’

  Assessment is one of the major writing ability. It can be a useful tool for components in teaching and learning assessing students’ writing; it can be process. As a measurement of students’ helpful for improving student’s writing performance, an assessment method must ability. Moreover, it can increase students’ examine students’ collective abilities. In motivation and participation in the writing the last few years, the method of process. Hence, writing portfolio is assessment changes from traditional to beneficial for students who need writing, alternative assessment. Traditional attitudes, and motivation improvement. It assessment is considered not to be able to has been observed that students can write offer much feedback and authenticity. It long compositions. tends to show only one-shot performances Based on the pre-observation that timed. In other words, traditional results, there are many problems faced by assessment can not measure students’ students at SMA Babussslam Pekanbaru in ability and improve students’ ability writing. There are several factors why especially in writing. students at SMA Babussslam Pekanbaru often fail to present their writing with a

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  good product. For instance, they do not know how to construct a sentence grammatically; they do not know the they may lack vocabulary. Thus, they may first write a draft in their mother tongue and then translate it into English. Because of translation, the students’ writing contained many mistakes, both in terms of forms and meanings. Moreover, the teacher in assess the students’ exercise still uses conventional way. The teacher only focuses on students weaknesses. It can make the students loose their motivation to study. We need to find ways to help them develop their accuracy in their writing such as a composition with correct grammatical structures, spelling and punctuation, clear content and good paragraphing or organization; also, to motivate them to participate in the writing process.

  The concept of portfolio assessment is not new. Portfolios originated with artists’ collections of their works and have long been used to demonstrate competencies. In respond to the need for alternative and more authentic assessment practices, portfolios have become common alternative to the traditional assessment methods (Mayer and Tusin, 1999) based on the constructive theories, which advocate that learning has to be constructed by the learners themselves, rather than being impacted by the teachers, portfolio assessment requires students to provide selected evidence to show that learning relevant to the course objectives has taken place. They also have to justify selected portfolio items with reference to the course objectives (Steffe and Gale, 1995).

  They maintain that the value of portfolios is in the assessment of student achievement. They are particularly useful in this respect because they provide a continuous record of students' language development that can be shared with others. Genesee and Upshur clearly state that reviewing portfolio can increase the students' involvement in and ownership of their own learning. The positive effects of portfolios student learning arise from the become actively involved in assessment and learning.

  Portfolios are actually composed of two major components, the process and the product. To derive the greatest benefit from the use of portfolios, it is imperative to fully understand the relationship between the developmental process and the product (Sharifi and Hassaskhah, 2011).

  The portfolio is the actual collection of work that results from going through the development process. The development process is at the heart of successful portfolio use. Although this process may be a new experience for students and initially a time-consuming one for their teachers, most find it well worth the time and effort. The developmental process of portfolio transforms instruction and assessment (Danielson & Abrutyn, 1997 in Mayasari (2011).

  The portfolio development process consists of four basic steps: collection, selection, reflection and projection. The first step in the portfolio development process is the collection of various pieces of students’ works. Collection is the primary activity in creating a working portfolio. When using the assessment or evaluation portfolio, it is imperative that all writing assignments go into the working portfolio for evaluation at the end of the school term.

  The second step in the development process is selection. In selecting pieces for an assessment portfolio, students look for their best works that exemplify the criteria established for the work by the writing teacher or as imposed by the course curriculum. The criteria used for portfolio selection should reflect the learning objectives of the curriculum. The more precisely and explicitly the learning

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  1. Structure of words error in written text very clear and the text in difficult to understand.

  3. Using punctuations errors still often happen but undisturbed understanding the reader.

  4. Using Punctuations are relatively few errors

  Mechanics

  1. Limitation vocabulary and inaccurate used very clear and the text is difficult to understand.

  2. Limitation of vocabulary often happens and expression of ideas is obstacle.

  3. The term used sometimes is not accurately yet, but the expression of ideas have accurate.

  4. Vocabulary or idiom used accurately.

  Vocabulary

  2. Structure errors of words order still often happen caused difficulties for the reader in understanding the text.

  objectives are stated and the clearer the guidelines for evaluating student work, the more focused the criteria for portfolio

  3. Some structure errors of words undisturbed of understanding.

  4. Structure errors (if available), and relative few errors.

  Grammar

  To get the description of the total score of the aspects of writing by the students, the writer uses the following formula:

  The research instrument for this study is documentation about the implementation of portfolio assessment at SMA Babussalam Pekanbaru. In this case, the documentation was taken by students’ texts, they were: report text and analytical exposition. Those materials were taken based on syllabus in XI grade of the second semester.

  This research used time series design that focusing on quantitative approach, it is intended to answer this research question: Is there any significant positive effect of portfolio assessment toward students writing ability of the second year students at SMA Babussalam Pekanbaru?. The aim of this research conducted to find out the significant positive effect of portfolio assessment toward students writing ability of the second year students at SMA Babussalam Pekanbaru. This research consists of two variables, they are: the role of portfolio assessment as independent variable and students’ writing ability dependent variable. The population of this research was the second year students at SMA Babussalam Pekanbaru. There are three classes. They are XI Science1, XI Science 2, and XI Social. The number of the students is 99 students. In this study, the writer took a sample by using cluster sampling. The writer named cards based on every single class of first year students at SMA Babussalam Pekanbaru. The writer took a card. The card is XI Science1 as a sample of the research.

  The final stage of the portfolio development process is projection. Projection is defined as looking ahead and setting goals for the future. At this stage, the students have the opportunity to look at their work as a whole and make their own evaluation and judgment.

  The third phase of the portfolio development process is the reflection phrase. The reflection phase is a distinct stage in which students articulate (usually in writing) their thinking about each item in their portfolio. Through the process of reflection, students become aware of themselves as learners (Danielson & Abrutyn, 1997 in Mayasari (2011).

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  2. Using punctuations often

  2. Ideas unorganized well, but the happen and appear unclear. reader still get some related

  1. Using punctuations very clear each ideas. understand. reader is difficult to understand the text.

  Adopted from Hughes in

  Fluency (Coherence and Cohesion)

  Nessia (2010)

  4. Choosing structure and vocabulary very suitable to get To get the description of the total near or like what the native score of those aspects of writing, the writer author done. uses the following formula:

  3. Choosing structure and TS= G + V + M + F + O vocabulary often inconsistent in spite of undisturbed (Hatch and Farhady,1982) understanding of the text.

  2. Choosing and using of TS: Total Score structure with vocabulary G: Grammar inaccurate and the reader V: Vocabulary difficult to understand the text. M: Mechanics

  1. Choosing and using of

  F: Fluency structure with vocabulary very O: Organization inaccurate, and the text is very difficult to understand.

  If the value of t-calculated was less

  Form (Organization)

  than the value of t-table, the null

  4. Ideas are very organized; well hypothesis was accepted. On the other develop like the native hand, if the value of t-calculated was the educated author. same or more than the value of t-table, the 3. Ideas and material wrote null hypothesis was rejected. organized well, related each idea is clear but the readers often need reread the text.

  

Table 1. Interpretation of students’ score in term of the level of ability

No Test Score Level of Ability 1 80-100 Good to Excellent 2 60-79 Average to Good 3 50-59 Bad to Good 4 0-49 Poor

  (Harris, 1974

  )

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  174 DISCUSSION

  6 Sixth 112 99 100

  82

  68 61 1930 58,5

  5 Fifth 108

  97

  88

  76 71 2210

  67

  88 77 2380 72,1

  94

  7 Seventh 113 100 104

  84 82 2410

  73

  8 Eighth 117 104 109

  87 85 2505

  76 From Table 2, we can concluded that students’ score is increase over the period. The students’ growth over time is also shown through the following diagram.

  Graph 1. The Students’ Growth over time

  81

  4 Fourth

  The data analysis technique was is significant. As the result of computing, it was found that t-calculated was 10 while t-table with degree of freedom at .05 level of significant was 2.021. In other word that t-calculated bigger than t-table. Based on the data above, the effect of portfolio assessment is accepted.

  70 59 1865 56,5

  Since, t-calculated (10) are higher freedom and at the hypothesis there is significant positive effect of portfolio assessment in teaching writing. This mean that H1 (alternative hypothesis) is accepted while H0 (null hypothesis) is rejected. Table 2. Total Students’ Score During Research

  No Meeting G

  V M F O Total Score Mean

  1 First

  86

  78

  80

  2 Second

  69 58 1910 57,9

  89

  79

  82

  70 60 1900 57,6

  3 Third

  93

  78

  84

  193 As shown in the diagram above, 0.05 level. It means that t-test is greater mean score of 56,5 to 58,5 before they level @0.05. Consequently, the null received the treatment. The improvement hypothesis is rejected; in short, there is turned out to be significant by the time significant positive effect of using they received treatment, moving from the portfolio assessment Toward students’ mean score of 67 on the first posttest to 76 Writing ability at SMA Babussalam on the last one. Pekanbaru. As a result of the data analysis run above, There is positive effect of portfolio assessment on students writing ability.

  CONCLUSION

  The data interpretation of implementation portfolio assessment in Based on the analysis of data in the teaching writing for five indicators were previous chapter, the result of research can grammar, vocabulary, mechanic, fluency be concluded as follows: and organization become increase if we

  1. The value of t observed was greater than compare before using portfolio value t table . So the null hypothesis was assessment. Where is the result of post-test rejected. It can be presented where is higher than pre-test. It could be observed table t = 10 and t = 2.021. it means interpreted that implementation of that there is significant positive effect portfolio assessment in teaching learning of portfolio assessment toward process could be accepted by the students. students’ writing ability at SMA

  Babussalam Pekanbaru.

  2. The effect of portfolio assessment was able to make students increase their From the data analysis, the writer found out that total means of writing writing ability, most of students felt ability of students in pre-test was 56. Then happy when they got correction from the writer gave treatment to the students by the teacher. Portfolio assessment made applying portfolio assessment. To know the students interested learned English. the result of treatment, the writer gave

  3. The result of data shows that the post-test trough composition test in which students got improvement in their score, students might choose the topic given. The which post-test score is higher than Pre writer found out the mean score of post- –test. So this assessment gave positive test was 76. It could be seen that the mean effect in teaching Learning Process. increase made by the students from pre- test and post-test is 20%. This evidence indicates that teaching writing by using portfolio assessment is successful. It gives positive effect to the students’ writing ability. Students are better in writing.

  Moreover, based on the calculation of standard deviation of pre-test it was found that score was 6,5 and post-test was 7,3, then the writer use t-test to know the increase of students’ writing ability. It was found that the value of t-test was 10 and t- table is 2.021in degree freedom (df 31) at

  175 194 Years Students at SMP 3

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