AN ANALYSIS OF PORTFOLIO ASSESSEMENT IN TEACHING ENGLISH AT THE ELEVENTH GRADE OF MUHAMMADIYAH SENIOR HIGH SCHOOL 3 BATU

AN ANALYSIS OF PORTFOLIO ASSESSEMENT IN TEACHING
ENGLISH AT THE ELEVENTH GRADE OF MUHAMMADIYAH
SENIOR HIGH SCHOOL 3 BATU

THESIS

By:
REZZA AYATILLAH VELAYATI
201110100311119

ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016

AN ANALYSIS OF PORTFOLIO ASSESSEMENT IN TEACHING
ENGLISH AT THE ELEVENTH GRADE OF MUHAMMADIYAH
SENIOR HIGH SCHOOL 3 BATU

THESIS


By:
REZZA AYATILLAH VELAYATI
201110100311119

ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016

AN ANALYSIS OF PORTFOLIO ASSESSEMENT IN TEACHING
ENGLISH AT THE ELEVENTH GRADE OF MUHAMMADIYAH
SENIOR HIGH SCHOOL 3 BATU

THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education

By:
REZZA AYATILLAH VELAYATI
201110100311119


ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016

ACKNOWLEDGEMENTS

Alhamdulillahirrabbil‘alamin. First, the writer would like to convey her
grateful praise and worship to the Almighty God, Allah SWT because of his
guidance, blessing, and affection that the writer can pass all obstacles in life.
Second, the writer would like to convey her sincere appreciation to her
beloved first advisor Rinjani Bonavidi, S.Pd.,M.Ed.,Ph.D who has given her time,
and energy thorugh numerous inputs, correction, consistent care, and continous
support. Then, to Laela Hikmah Nurbatra, M.EdLead.,MA who has kind
understanding given her belief, suggestions, and feedback in writing her thesis.
Best gratitude is also to her beloved mother, Sundari; honorable father, Syaiful and
her special one, Solihin Bahari who give their huge support for her success.
To Astika Nur’aeny, Indy Putra D.H, S.Pd, Sri Puji Astuti,
Khoyyimah,S.Pd, who have been very kind to be proofreaders of her drafts, the

writer is also thankful to Gandis Octya P, Devin Yusfa, Lindah Merita, S.Pd,
Primadina,S.Pd, Enda Kusumahati,S.Pd, who always share happiness, support, and
love. To big family of “Kosan Pili”, Siti Holilah, Nina Azizah, S.Pd, Depia Astuti,
Sintia, Venny who always share happiness and love.
Third, her special gratitude to Zainal Abidin,SS, all students at the Eleventh
Grade of SMA Muhammadiyah 3 Batu who has been very kind to the writer during
research process for this thesis and also as the memorable place during PPL.
Finally, the writer also expresses her gratefulness to those who have directly
or indirectly given some contribution to her in finishing this thesis and all friends
who have been her second family in Malang.

Malang, February 4th , 2016
The Researcher,

Rezza Ayatillah Velayati
TABLE OF CONTENTS

APPROVAL................................................................................................... i
LEGALIZATION ........................................................................................ ii
MOTTO AND DEDICATION .................................................................... iii

STATEMENT OF WORK’S ORIGINALITY .......................................... iv
ABSTRACT .................................................................................................. v
ACKNOWLEDGEMENTS ......................................................................... vi
TABLE OF CONTENTS ..............................................................................vii
LIST OF APPENDIXES................................................................................ix
LIST OF TABLE.............................................................................................x
LIST OF FIGURE..........................................................................................xi
CHAPTER I: INTRODUCTION
1.1 Background of Study ......................................................................... . 1
1.2 Statement of Problems ....................................................................... . 3
1.3 Purpose of Study ................................................................................ . 4
1.4 Significance of Study ......................................................................... . 4
1.5 Scope and Limitation ......................................................................... . 5
1.6 Definition of Key Term ...................................................................... . 5
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Teaching English in Senior High School..............................................6
2.1.1 Teaching Listening.....................................................................6
2.1.2 Teaching Speaking.....................................................................7
2.1.3 Teaching Reading......................................................................7
2.1.4 Teaching Writing.......................................................................7

2.2 Assesment.............................................................................................8
2.2.1 Definition of Assessment ..........................................................8
2.2.2 Types of Assessment..................................................................8
2.3 Portfolio Assessment Technique ........................................................ 11
2.3.1 The definition of Portfolio Assessment....................................11

2.3.2 The Principle of Portfolio.........................................................12
2.3.3 The Characteristics of Portfolio.............................................. 14
2.3.4 The Purpose and Function ..................................................... 15
2.3.5 The content of Portfolio...........................................................15
2.3.6 Method of Scoring...................................................................16
2.3.7 Types of Portfolio....................................................................17
2.3.8 Advantages of Portfolio...........................................................17
2.3.9 Teacher’s Problem in using Portfolio......................................18
2.3.10 The Ways to Cope with the Problem.......................................18
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design................................................................................ 20
3.2 Research Subject................................................................................21
3.3 Research Instrument ..........................................................................21
3.3.1 Observation............................................................................. 21

3.3.2 Interview..................................................................................23
3.4 Data Collection...................................................................................24
3.5 Data Analysis..................................................................................... 24
CHAPTER IV: FINDINGS AND DISCUSSIONS
4.1 Research Findings.............................................................................. 26
4.1.1 The Characteristics of Portfolio used in Eleventh Grade........ 26
4.1.2 The Problems Faced by the Teacher....................................... 28
4.1.3 The Ways to cope with the Problem........................................29
4.2 Discussions.................................................................................................32
CHAPTER V: CONCLUSSION AND SUGGESTION
5.1 Conclusion...........................................................................................34
5.2 Suggestion...........................................................................................35
5.2.1 For the School...........................................................................35
5.2.2 For the English Teacher............................................................35
5.2.3 For the Students........................................................................35

5.2.4 For the next researcher..............................................................36
REFERENCES...............................................................................................37
APPENDICES................................................................................................40


LIST OF APPENDICES

Appendix I

: Lesson Plan................................................................40

Appendix II

: Observation Field Notes............................................60

Appendix III

: Interview Guideline...................................................63

Appendix IV

: Interview Transcript..................................................67

Appendix V


: Scoring Rubrics.........................................................73

Appendix VI

: Documentation..........................................................81

Appendix VII

: Letter.........................................................................87

LIST OF TABLE

Table I

: The Brief Summary of the Problem in Using Portfolio

Assessment and the Ways to Cope with the Problem...........................................31

LIST OF FIGURE


Figure I

: The Principle of Portfolio Assessment........................................12

REFERENCES

Adler,E.S.a.C.R. 2003. How It’s Done an Invitation to Social Research. Thomson
Wadsworth Corporation. USA
Ary, Donald et.al .2006. Intorduction to Research in Education Seventh Edition.
Thomson Wadsworth Corporation. Canada
Ary, Donald et.al. 2010. Intorduction to Research in Education Eight Edition.
Thomson Wadsworth Corporation. Canada
Cohen, Louis. Manion, Lawrence. Marrison, Keith. Wyse, Dominic. 2010. A Guide to
Teaching Practice. ………………..
Davis,H.Margery;Ponnamperuma,G.Gominda. 2005. Portfolio Assessment. JVME Vol
32 No 3 pp 282
Dikli,Semire. 2003. Assessment at a distance:Traditional vs Alternative Assessment.
The Turkish Online Journal of Educational Technology. Volume 2, July
2003. ISSN: 1303-6521
Gitomer,D.H;Duschl,R.A. 1994. Moving Toward a Portfolio Culture in Science

Education. University of Pittburgh. Pittburgh
Hamm,M;Adams.D. 1992. “Portfolio:It’s not just for artistic anymore”. The science
Teacher Journal Vol. 5 No.58.pp 18-21
Harmer,Jeremy. 2007. English Language Teaching Fourth Edition. Pearson Education
Limited. England
Harmer,Jeremy. 2004. How Teach Writing. Pearson Education Limited. England

Kresnanto,W. 2011. Practical Techniques for English Language Teaching. State
University of Malang. Malang. Press 29
Metler,Craig.A. 2001. Designing Scoring Rubrics for your classroom. Practical
Assessment

Research&Evaluation,7(25).

Available

online:

http://www.pareonline.net/getvn.asp?v=7&n=25
Miles, Matthew B.; A. Michael Huberman; Johnny Sdana. 2014. “Qualitative data

analysis: A Methods Sourcebook - Third Edition.” United State of America:
SAGE Publications, Inc.
Moskal,B.M. 2000. Scoring rubrics: what,when, and how?. Practical Assessment
Research&Evaluation,7(3).

Available

online:

http://ericae.net/pare/getvn.asp?v-7&n=3
Muijs, Daniel; Reynold,David. 2005. Effective Teaching Evidence and Practice.
London: SAGE Publication Ltd.
Nitko,A.J. 2001. Educational Assessment of students Third Edition. Upper Saddle
River. NJ:Merril
Pettis, Joanne C. 2014. Portfolio-Based Language Assessment (PBLA): Guide for
teachers and Program. Canada : Centre for Canadian Language Benchmark
Rohmah, Zuliati. 2012. Teaching English Joyfully. Malang: Bintang Sejahtera Press
Surapranata, Sumarna: Hatta, M. 2004. Penilaian Portofolio. Bandung: PT Remaja
Rosdakarya.
Timmins,A.A;Bryant,L.S. 2002. Portfolio Assessment: Instructional Guide:Second
Edition. Hongkong. The Hongkong Institute of Education Library
Thomas, Conn. Britt, Pat. Blackborn, JM. Blackborn, Richard. Papason, Bobby. Tyler,
Larry. Williams, Frankie Keels. 2005.”Portfolio Assessment : A Guide for

Teachers

and

Administrators.”

National

Forum

of

Educational

Administration and Supervision Journal. Vol. 23, No. 24, April 2005. Pp :
2-3

CHAPTER I
INTRODUCTION
1.1

Background of Study
Language is important for human social life in the world. One of them is

English which has become an international language. People of different countries
use English to communicate. In Indonesia, English is a foreign language and
taught formally in a school. Therefore, students need to understand and use
English to improve their ability to face the global competition.
As a developing country, Indonesia really needs English because
Indonesian government is trying to improve all aspects which are usually faced
by all countries. One of these aspects is education. The quality of education in
Indonesia can be developing effectively if the activity of learning process in the
school or class is improved systematically. It means that the improvement is done
with good plan continually. One of the ways to improve learning process in the
class is by making assessment as a part of learning itself.
Assessment is one of important parts of teaching and learning provided by
the teacher. The teachers assess the students based on the material that has been
taught by remembering the concept. The teachers also evaluate their students’
progress in learning by giving them many kinds of tests. The teachers believe that
they will get enough information about their students’ progress from the result of
the test. Cohen and Manion (2010) claim that when the students get good scores

1

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in the test, it means the students make a good progress. One of the examples used
to get useful information about students’ growth in learning is portfolio.
Haladyna (in Cohen,et.al., 2010) states that portfolio is a collection of
pieces of students’ work. Varvus (in Thomas,et.al., 2005) declares that a portfolio
must be more than just a collection of test results, journal entries, homework,
graphs of student performance, or the product of student activities. It must be
systematic, organized evidence, which is used by the teacher and students to
measure the growth of knowledge, skill, and attitudes.
English teacher can use portfolio assessment to make their evaluation
easier than traditional assessment.

Mohtar (2010) claims that traditional

assessment does not make the students understand well about the materials. In
conclusion, although traditional assessment is still popular, some schools have
turned their attention to alternative type assessment to provide more reliable
information on students’ progress and achievement. These new methods of
assessment are known as “portfolio assessment’ measures.
Based on previous study which was done by Soewandi (2004), the
objectives of Portfolio Assessment at SMP YPKK KMS Sorong were to engage
the students to make self reflection for their own achievement, to assess their
educational tasks based on their work, and to collect the information and the data
from students time by time during the semester.
Different from that case, the researcher is interested in investigating the
title “An Analysis of Portfolio Assessment in Teaching English for the Eleventh

3

Grade Students of Muhammadiyah Senior High School 3 Batu.”. The researcher
chooses Muhammadiyah Senior High School 3 Batu because there has not been
other research who observes that school about Portfolio Assessment. Besides, the
researcher got the approval from the class teacher to conduct the research. Here
the researcher is concerned with the characteristics of Portfolio Assessment in
teaching English, the problems faced by the English teacher in teaching English,
and the ways to cope with the problems in teaching English by using Portfolio
Assessment.
1.2 Statement of Problems
Based on the background of study above, the research problems are
formulated as follows:
1. What are the characteristics of Portfolio Assessment used in English
classes of the Eleventh Grade Students of Muhammadiyah Senior High
School 3 Batu?
2. What are the problems faced by the teacher in applying Portfolio
Assessment at the Eleventh Grade of Muhammadiyah Senior High School
3 Batu?
3. What are the ways to cope with the problems faced by the teacher in
applying Portfolio Assessment at the Eleventh Grade of Muhammadiyah
Senior High School 3 Batu?

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1.3 Purpose of Study
In accordance with the formulation of the problems stated above, this study has
the following purposes:
1. To know the characteristics of Portfolio Assessment at the Eleventh Grade
of Muhammadiyah Senior High School 3 Batu.
2. To know the problems faced by the teacher in applying Portfolio
Assessment at the Eleventh Grade of Muhammadiyah Senior High School
3 Batu.
3. To know the ways to cope with the problems faced by the teacher in
applying Portfolio Assessment at the Eleventh Grade of Muhammadiyah
Senior High School 3 Batu.
1.4 Significance of Study
Generally, the result of study is expected with the expectation that the result will
give significant contributions to the following people:
1. For English teacher and English lecturers, the study can be used to
improve their teaching and learning process.
2. For students, it can be one effective way for keeping the learner’s result,
be responsible for their studying result and will improve the students’
achievement in learning English in order to be active learners, so the
learners can understand the material well.
3. For next researchers, this research can be a good reference to support their
research related to Portfolio Assessment.

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4. For English Education Department, this research can be good reference to
improve English education quality related to this new technique of
assessment.
1.5 Scope and Limitation of the Study
Scope
The scope of this study is related to the characteristic, the problems, and ways
to cope with the problems faced by the teacher in applying Portfolio Assessment
in Teaching English at Eleventh grade of Muhammadiyah Senior High School 3
Batu.
Limitation
Because the researcher has limited time, so the research focuses Eleventh
Grade of Muhammadiyah Senior High School 3 Batu.
1.6 Definition of Key Terms


Assessment is the process of gathering and discussing information in order to
develop a deep understanding of what students know as the result of their
educational program (Pettis, 2014).



“Portfolio Assessment is a collection of samples of students’ work over time,
usually containing the best pieces of work in the area/field, which may have
been produced from previous drafts, and it will comprise different kinds of
work: projects, reports, essays, assignments, reflective writing, selfassessment, tests material, homework, class work” (Cohen and Manion 2010).



Muhammadiyah Senior High School 3 Batu is an Islamic Senior High School
located in Jl. Bukit Berbunga No.175, Sidomulyo, Batu.