THE IMPLEMENTATION OF ASSESSMENT PORTFOLIO IN THE WRITING OF RECOUNT TEXT
Yuanita Devy Kuspriyanti
SMP Negeri 1 Mojosari
Abstract: The standard Competence of the VIII class for writing skills at the second semester is that the student are able to convey ideas into written form both functional text and simple short articles in the form of narrative and recount. The pupils still have difficulties in writing recount texts even though they've learned them in the previous semesters. In order for the teaching of writing is more beneficial to students, an assessment is required to observe the progress of students' writing. One type of assessments that can be used in the teaching of writing is the portfolio assessment. During the process of implementing portfolio assessment, student progress can be observed well by the teachers and the pupils. Self assessment, peer assessment, and individual-teacher conference has an important role towards the implementation of portfolio assessment in writing recount text. Thus, we can conclude that the implementation of portfolio assessment have a great impact on the progress of students' writing, especially in writing recount texts. The students' writing ability will improve after they implement portfolio assessment in the writing process.
Key words: portfolio assessment, writing process, recount text.
Abstrak: Kompetensi standard keterampilan menulis untuk kelas VIII semester dua adalah murid dapat menyampaikan gagasan ke dalam bentuk tulisan baik teks fungsional maupun karangan pendek sederhana dalam bentuk naratif dan recount. Murid-murid masih mendapatkan kesulitan di dalam menulis teks recount walaupun mereka sudah mempelajarinya pada semester sebelumnya. Agar pengajaran menulis lebih bermanfaat bagi siswa maka diperlukan penilaian atau asesmen untuk mengamati kemajuan menulis siswa. Salah satu jenis penilaian yang dapat digunakan di dalam pengajaran menulis adalah penilaian portofolio asesmen. Selama proses pelaksanaan portofolio asesmen, kemajuan siswa dapat diamati dengan baik oleh guru dan murid. Self assessment, peer assessment, and individual-teacher conference mempunyai peranan yang penting terhadap implementasi portofolio asesmen di dalam penulisan teks recount. Jadi, dapat kita simpulkan bahwa implementasi portofolio asesmen mempunyai dampak yang bagus terhadap kemajuan menulis siswa khususnya dalam penulisan teks recount. Kemampuan menulis siswa akan meningkat setelah mereka menerapkan portofolio asesmen di dalam proses menulis.
Kata-kata Kunci: portofolio asesmen, proses menulis, teks recount.
INTRODUCTION
Writing as one of the language skills is not an ability we acquire naturally, even in our first language. It has to be taught. Writing is one of the four skills that must be taught to the students at Junior High School which includes functional and monologue discourse. There are many kinds of English texts or discourse that have to be learned or mastered by Junior High School students, for example narrative text, descriptive text, recount text, anecdote text, procedure text, report text, transactional dialogue, and interpersonal dialogue. The standard of competence for writing in the second semester of the eighth grade is the students are able to express meaning in written functional texts and short simple essays in the form of narrative and recount paragraphs.
Although at the previous semester the students have ever learned recount text, they still get difficulties in producing recount discourse, especially in written form. It is not only because they are confused how to start their writing but also they are afraid of making mistakes. Besides, the students have never got positive feedback from the teacher, so they do not know their progress in writing of recount discourse. Hence this research is focused only on written recount discourse that is learned by the students of the eight year students of SMPN 1 Mojosari, Mojokerto. Recount text is one of the story texts which retells events for the purpose of informing or entertaining. Recounts are used in most subject to show memory of series of events as accounts of a science excursion, everyday life in another time or culture (LERN, 1991-a:24).
Referring to the teaching of four language skills and the types of the writing (genres) taught at Junior High School as presented above, it is obvious that writing skill has a place in the English teaching program. English teachers can not avoid teaching this language skill, even though writing is considered as the most complicated one. Realizing that fact, the teachers also need an assessment to measure the writing progress, so the teaching of writing will give more beneficial for the students. Therefore, teachers are expected to develop an effective assessment alternative to evaluate the students’ understanding and achievement.
One of the assessment types that can be used in the language learning is portfolio assessment. Portfolio is one of authentic assessments. McLaughlin and Vogt (1996:107) state that portfolio assessment is a type of assessment that involves gathering multiple indicators of student progress to support course goals in a dynamic, ongoing process. In addition, O’Malley and Pierce (1996:5) give some examples of portfolio entries include writing samples, reading logs, drawings, audio or videotapes, and/or teacher and student comments on progress made by students. One of the defining features of portfolio assessment is the involvement of students in selecting samples of their own work to show growth or learning over time. Portfolio assessment provides the teacher and students an opportunity to observe students in a broader context taking risks, developing creative situation, and learning to make judgement about their performance.
Actually there are three basic types of portfolio assessment; namely showcase portfolio, collection portfolio, and assessment portfolio (O’Malley and Pierce, 1996:37). Showcase portfolios are typically used to display a student’s best work to parents and school administrators. Collections portfolios literally contain all of a student’s work that shows how a student deals with daily class assignments. Meanwhile, assessment portfolio – sometimes called process portfolio or growth portfolio- are focused on the reflection of specific learning goals that contain systematic collections of students work, student self-assessment, and the teacher assessment. However, this research is considered only one kind of portfolios, namely assessment portfolio. It is because the assessment portfolio does not only focus on the product only, but it also deals with the process itself.
Writing process approach is more stressed in the writing process than the product itself. This approach is considered effective when introducing the assessment portfolio. It is because both of them emphasize to the process learning. According to Kemp and Debby (1998:1), “portfolio assessment and writing process are natural partners, since both of them show an effort and development very clearly”. However, a type of portfolios which focuses on the learning process is assessment portfolio. It can be said that assessment portfolio is considered to be an effective instrument to help students in building up their knowledge of writing skills and change their attitude toward the writing courses.
RESEARCH METHOD
This research is aimed to obtain the information concerning the implementation of assessment portfolio in the writing of recount text. This research is considered as descriptive qualitative. Qualitative is a research procedure which produces descriptive data in the forms of written or spoken from the respondents. Descriptive qualitative used in this research by some considerations; (1) the setting occurs in natural setting, (2) the explanation needs some description of the research phenomenon in the form of words, clauses, phrases and sentences. This research does not use the form of numeric, but if it is necessary, numerical data is used as purposive approach to get clear explanation. By doing so, this research is able to describe clearly, because it does not only use descriptive data but also numerical data. In order to get clear description of the research, it is shown the research design, as what Nasution (1996:40) states the research design is a plan to do the observation of the research, as below:
Figure 1.1 Research Design (Nasution, 1996:40)
The subjects of the study are the students of class VIII-H and the English teacher who teaches that class at SMPN 1 Mojosari, Mojokerto. This class consists of 27 students, 15 boys and 12 girls. Previously, this class is predigested for RSBI trial class whose students’ intelligence in this class is higher than the students from the other classes. However, the students of this class are heterogeneous in terms of the achievement, especially in English lesson. Therefore, it can be really a good representation of the whole classes.
The data of this research are the activities of teacher and students during the English teaching-learning process, particularly in the writing class. The data themselves are expected containing information on the whole aspects of the implementation of assessment portfolio in the writing of recount text. The obtained data are presented in descriptive manner. The sources of the data in this research are the English teacher and students who is involved in the teaching and learning process. Here, the assessment portfolio is applied in the writing of recount text. There are four procedures which are used to collect the data in this research, such as are observation, interview, collecting documents by distributing questionnaire and form of portfolio, and taking visual material.
Research instrument is a means to collect the data. The researcher herself is as an instrument in this study. Because of the research data itself are the activities of teacher and students, so it can be only measured by human instrument. Beside that, some supported instruments are used, namely field-notes, observation checklist, questionnaire, and portfolio form.
In analyzing the data, the researcher uses three procedures, namely data reduction, data display, verification. In order to make it clearer to get the description of the research, the researcher draws the chart of the technique and procedure of data analysis based on Miles’ and Huberman’s Procedure as follows:
Figure 1.2 Technique and Procedure of Data (Miles and Huberman, 1994:429)
The technique and procedure of data above has also been presented partly in research design plan. The stages which are used to analyze the data are: the researcher starts from the data collection, then the data are reduced according to the questions of the statement of the problem mentioned in chapter one, after that she analyzes and displays the data, and finally she makes conclusion. To make sure whether the analyzing and concluding are valid, here the researcher do triangulation through rechecking and consulting the analysis results to the advisor lecturers and other experts related to the field.
DATA ANALYSIS AND RESEARCH FINDINGS
Data Analysis
A Portfolio assessment has been implemented at SMPN 1 Mojosari before, but it is only limited on the collection portfolio. The other kinds of portfolios which have not applied yet are showcase portfolios and assessment portfolio. In this research, the teacher tries to apply another kind of portfolios, it is assessment portfolio. This kind of portfolio focuses on the learning process. An assessment portfolio is considered to be an effective instrument to help students in building up their knowledge of writing skills. Furthermore, assessment portfolio is implemented in the writing of recount text.
The phases of assessment portfolio in the writing of recount text
Assessment portfolio which is implemented is used to help in developing writing skill, especially in producing a recount text. Both of the writing process and assessment portfolio emphasize on the process learning. The phases of assessment portfolio in the writing of recount text can be presented using the following schema (see figure 4.1)
Figure 1.3 The Schematic of Presentation of the Assessment Portfolio Phases in the Writing of Recount Text
The figure above presents the process of assessment portfolio in the writing of recount text. All those phases do not only do in one meeting but for several meetings.
The first phase in the implementation of assessment portfolio is introducing assessment portfolio. Here, the teacher gives explanation and clarification about assessment portfolio. This is done by presenting explanation about assessment portfolio, such as: 1) the definition of assessment portfolio, 2) the differences between assessment portfolio and other types of portfolios, and so on. Because of this teaching and learning process focuses on the writing skill, so the teacher also gives explanation about the relationship between assessment portfolio and writing process.
The second phase is giving some models of recount text to them. Here, the teacher provides three types of factual recount texts such as report of science experiment, history, and biographical recount. This phase is important for the students, because by sharing some models of recount texts, they do not only know types of recount texts but they can also differentiate one kind of factual recount text with others. Besides, these models can be as an example while they are being involved in the writing process. So it will be help the students to get ideas what they wish to write.
The third phase is writing process. There are four stages in writing process used by the teacher, namely planning, drafting, revising and editing. In the planning stage, the students start their activities by searching and discussing the topic of their writing in the second meeting. After getting a topic, they are asked to determine a title of their writing. The second stage of writing process is drafting. It is time for the students to compose a rough draft. They start by writing the scaffold of recount text. In this scaffold, it is provided the generic structure and some language features, so it can be helpful for the students to develop their writing. For getting a better composition, the students should write their writing step by step based on the generic structure. Previously, the students should write the orientation of the text. It is continued by writing events. Finally they continue their paragraph by writing the re-orientation. The next stage of writing process is revising. Revising is the process of improving the draft. The assessment portfolio starts to be applied in this stage. To make the students’ writing better, they are expected to do self-assessment, peer-assessment, then continue with the individual-teacher conference. Lastly, editing will complete the previous stages in the process of writing. Editing is the process of correcting mechanical errors. After getting the feed back from peers and teacher, the students should edit their writing in order to make it better.
In the last phase, the final product of recount text is gathered to teacher, and the questionnaire is given to them in order to know their response about the implementation of assessment in the writing of recount text. The students can collect their writing in the work folder as collection portfolio.
The impact of assessment portfolio on the students’ writing progress of recount text
The impact of assessment portfolio on the students’ writing progress of recount text can be seen from the analysis of questionnaire. It is taken to support the data obtained. It is given at the last directing in order to know the subject’s personal perception or opinion toward the impact of using portfolio on the students’ writing progress.
Based on the data analysis of questionnaire, it shows that their writing achievement increase after using assessment portfolio in their writing class. They make better achievement in writing, particularly recount text. In other words, all students found that this assessment is helpful in increasing their ability. They feel that their writing ability improve during the implementation of assessment portfolio in the writing of recount text. They agree self assessment, peer assessment and individual teacher conference give them advantages because these give the positive contribution on the students’ writing progress.
Findings
Assessment portfolio focuses on the steps or procedures underlying a particular ability or task. From the data analysis presented at the previous part that assessment portfolio can be a good model in the teaching of writing. It is because the students are through some phases in producing a certain kind of genre, namely recount text. The implementation of assessment portfolio in the writing of recount text takes time, and all of the component parts must be in passed in order to get a better final written product. The phases of assessment portfolio in the writing of recount text help the students to improve their writing ability and, of course, make a better writing.
The Findings in the Self-Assessment
All the students are involved in the self assessment. It means that they can evaluate their activities by themselves in the writing process, especially in planning stage. Based on the result of self-assessment form, not all the students like writing composition. There are 12 students who are not interested in writings. Nine students say that writing is regarded as a difficult subject among other skills. Even, it is more difficult for students who are writing in a language that is not their native language. In addition there are three students feel that writing is boring. On the other hand, it is about 15 students who like writing because they think that writing is a means for them to share their ideas although they still get difficulties in writing.
In the writing of recount text, there are eighteen students like to write biography. It means that more than a half of the student number of this class is interested in someone’s biography. The students who are interested in history are five students. Other students are more interested in other topics in which three students like writing about news item, one student likes to write police report, and another one is interested in writing an experiment.
The Findings in Peer Assessment
All students are involved in peer assessment process. All of them argue that the peer’s writing show he or she can do and the partner do the writing well. Even, they believe that the partner can make the writing better in the future. All the students’ writings are written neatly. They say that the organization of peer’s writing is already suitable the generic structure of recount text and the events are arranged in chronological order although there are still five writings where the sentences are not understandable. Besides, there are four students who use punctuation incorrectly and there are seven writings do not use the tenses correctly.
The Findings in Individual-Teacher Conference
From the result of the teacher conference form that most of the students’ writings are good. It is because the students have already passed two assessments before like self-assessment and peer assessment. Almost all the students’ writings already fulfill the writing criteria. The content of the students’ composition are almost well, there is one composition which its discussion is not consistent. Meanwhile, the organization of their writings are all arranged in good order, they are all suitable with the generic structure of the recount text. The language features in the students’ composition are suitable with the genre. All their compositions use the correct language features which are used in the recount text. Finally, there are only two compositions that have errors of mechanics.
The Findings of Students Writing Progress
Assessment portfolio has good impact on the students’ writing progress, especially in recount text writing. All the students agree that assessment portfolio assessment is useful means in increasing their writing ability. It can be said that assessment portfolio can be a good model in the teaching of writing. It is because the students are through some phases in producing a certain kind of genre. There is a process in their writing.
DISCUSSION
Discussion of Writing Process
Writing process does not only focus on the final product but also on the stages along the way, such as gathering ideas, noting them down, reorganizing and rephrasing them and preparing a final, accurate version. In other words, process of writing emphasis on the process of writing and on interactive learning between teachers and students, and among students themselves. According to Seow (2002:315), the process of writing consists of four stages, namely planning, drafting, revising and editing. Therefore, the teacher has to follow a particular procedure in implementing the assessment portfolio in the writing class.
In the planning (prewriting) stage, students begin to organize their ideas before they start to write. It is line with Tompkins’ (1994:9) statement, “prewriting is getting-ready-to-write stage”. Furthermore, he mentions that there are some activities done in this stage such as choosing a topic, considering the purpose, the form of writing, the audience, and generating and organizing ideas for writing. Therefore, the teacher should create appropriate activities to guide the students in generating ideas and exploring their ideas. One of the activities done the teacher at the first time is help the students for choosing a topic. In this case, the teacher gives them some models of factual recount text. Beside that, she also asks them to read some books or mass media in the library related the text that is being discussed. It is done in order to make the students easily in getting a topic. It is in line with the opinion argued by Brown (2001:347), by reading and studying a variety of relevant models of texts, students can gain important insight about how they should write about the subject matter that may become at the topic of their writing.
In the drafting stage, the students start to compose a rough draft. It is the stage, where the students focus on getting their ideas down on the paper and they should not give much attention on correct spelling, grammar, and mechanics. It is supported by Smalley, et al (2001:8) that in the drafting stage, the writer may not exceedingly concern with the grammatical form but the writer should focus more on finding the ideas to be put in the paper.
The third stage is revising. It is the process of improving draft. In the revising stage, the students are brought to do self-assessment, peer evaluation and individual-teacher conference. By doing all these activities, it is expected that the students can improve their writing ability and make their final written product better than before doing this course.
The last stage in writing process is editing. In this stage, each student has to work individually to rewrite their drafts in order to construct the final draft based on the feedback from the teacher and students.
Discussion about Self-Assessment as a Part of Assessment Portfolio
After producing the first draft of recount text, the ideas and concepts of self-assessment are introduced to the students about the purposes of conducting self-assessment. When the teacher introduces the ideas of individual learner-centered, most students say that they are worried about their ability in giving contribution to their writing achievement. They even say that they often hesitate to criticize their own mistakes because they do not feel confident of their capability to help themselves. They say that they always relay on a teacher as the only source they trust very much.
Paulson et al (1991:62) say that self-assessment is used by the learners to evaluate and monitor their own level knowledge, performance and understanding; and to get information about their learning. In other words, self assessment is enabling students to self monitor their learning practice which is regarded as a way to help students develop their knowledge of writing. Moreover, it can be said that self-assessment makes the students privately but directly show personal attitudes that may present a challenge for learning.
When students critically self assess their writing, they often get new sights and information from their experience. In self-assessment, a student individually tries to find out strengths and weaknesses in his or her writing. Based on this, they then reflect on what and how they have already achieved. Students are motivated to write and write more after learning from self-assessment. It can mean self assessment is a powerful way of motivating students to learn.
To the researcher’s knowledge, in the context of traditional learning environment of English as a foreign language community, students seldom write in English. They like to discuss their problems only among themselves or with close friends orally. Some students would rather keep their learning weaknesses to themselves, therefore, they tend to be quiet in public. They are afraid of making mistakes. In contrast, through self-assessment, it shows that the students have more freedom to express personal learning problems. In other words, they communicate their feeling openly. Generally, in this study, the students’ writing ability is influenced by the implementation of self assessment in teaching and learning of writing.
Discussion about Peer-Assessment as a Part of Assessment Portfolio
The overall result from the students’ evaluation questionnaire shows positive attitudes which almost the students agree that peer assessment gives them valuable capability in improving their writing ability. It is based on the students’ arguments on several reasons. Some students say that the positive aspect of the implementation of peer-assessment is that they have chance to improve their work and have better writing product. They also add that this assessment will provide them a chance to share their works with their friends. Other students say that they are glad knowing that their friends can help them in correcting some weaknesses on their writing. In line with these factual data, O’Malley and Pierce (1996:156) say that through peer assessment, students can evaluate each other’s writing as they participate in student writing conference. This involves the students to edit or evaluate every paper that each student produces. However, the students do not grade the writing but give and take feedback on their peer’s writing.
To the researcher’s knowledge, peer assessment is used when students evaluate each other’s work, including peer-assessment in the portfolio process promotes cooperation, trust, and a sense of responsibility. Through peer-assessment, students can provide models for each other by sharing their works. Students also learn how to concept and give productive criticism and praise. Similarly, some students say that their comments are valuable to their peers. They are able to point out the weak and strong areas on the peer’s paper. They even said that looking at the way in which other people write, it can help their own writing as well. When students learn to evaluate the work of their peers, they are extending their opportunities to learn how to write. Similar to these findings, Stiggins (1994) state that by conducting peer assessment, the students do not only become more proficient as writer but they also know precisely when and why that happens. They are empowered by their teachers to use the assessment tools that allow them to take responsibility for their own achievement.
Discussion about Individual-Teacher Conference as a Part of Assessment Portfolio
The strength of assessment portfolio lies precisely in the teacher’s participation as an active partner in a meaningful, shared communication. Students rehearse the portfolio conference with a peer and then with a teacher, discussing the work as evidence of learning. At the conference, the student is clearly encouraged to make a conversation and ready for any difficulties that may come up. With the teacher, the students set new goals based on the challenges they have identified. If the teacher finds weaknesses in the students’ writing, she corrects it and gives feedback. In this research, the teacher teaches a kind of genre, namely recount text and introduces assessment portfolio in class. In fact the teacher does not need to spend much time with students’ writing because they have already passed two important steps, those are self-assessment and peer-assessment. Even though the students do very helpful on those two steps, individual-teacher conference is conducted in order to give ample, appropriate feedback to them. In assessing students work, the teacher uses individual-teacher rubric. For making portfolio assessment to be effective, learners must receive feedback from teacher during the creation process.
According to Penaflorida (2002:148), “conferencing between students and the teacher is an inherent activity in portfolio assessment”. It can be meant that individual teacher conference is also has important position except self-assessment and peer assessment. It is because this conference helps the teacher to address the individual’s needs. When the students are allowed to talk of what is not working to them, the teacher may find something that should be changed and grown in the learning process.
Bishop and Reichert (2006) say that student and teacher conferences can take place informally before, right after, or even during a class, and by appointment in office. The teacher conducts the conference in class because he did not have time out side classroom. The teacher uses this conference to pinpoint students who seem to need extra help, to quickly check with each student to discuss an actual draft. It is found that meeting with students to discuss writing draft is very helpful in finding the weaknesses and the strengths of their writing. In the assessment portfolio, the teacher acts as an assistant who is helping the students along, as a resource available when students need information or guidance.
The questionnaire shows that almost students agree that individual-teacher conference is helpful in improving students’ writing ability. They say that individual conference with the teacher offers them and the teacher an opportunity for a sustained and focused conversation about learning. Other students see the advantage of this conference from different view. They say that individual-teacher conference can improve the educative relationship between the teacher and individual student in making a worthy learning environment that help the students to be capable of transforming and exchanging information about students’ writing performance. Some also say that the teacher in individual conference is their close friend who always listen to their problems and search for better solutions.
Discussion about the Impact of Assessment on the Students’ Writing Progress of Recount Text
Most of students want to achieve better performance in using English especially in writing class. Writing can be nightmare for most of them because in writing the students must express their ideas in right pattern of structures and tenses, right choice of vocabulary and many other aspects of writing so that the readers can catch and understand the writer’s messages. It is based on the result of the research that assessment portfolio can be used as a bridge to answer these problems. An assessment portfolio enables the learners to be good writers of English because this type of assessment emphasizes on the learning process.
Besides, assessment portfolio can be used to assess the process of students’ outcomes, not the product. Moreover, by the use of assessment portfolio, the students are encouraged to enhance their learning through the continuous process of selection, reflection and enhancement. The students’ writing ability increases after applying assessment portfolio. It can be seen in the questionnaire result that most of the students agree that their writing ability progresses significantly and portfolio assessment can answer their expectation.
Furthermore, this present study shows that assessment portfolio is able to give some positive contributions on the teaching of writing. The results of this research indicate that portfolio assessment plays important role in enhancing students’ writing ability. Some students say that assessment portfolio encourages learners to become active and reflective writers. It is because assessment portfolio can accurately demonstrate students’ progress in writing class in which promotes the students’ sense of responsibility of their individual roles.
In this study, assessment portfolio promotes the students’ motivation for learning their own writing process. Some students even say that assessment portfolio helps them to enjoy their writing. Students who needed additional support, for example, may be encouraged to work in cooperative peers. Assessment portfolio emphasizes on using multiple methods of assessment, they are self-assessment, peer assessment and individual-teacher conference which tell about the students’ learning process.
CONCLUSON AND SUGGESTION
Conclusion
In line with the research findings and discussion that have been explained previously, the conclusion can be formulated. Based on the findings and discussion of this research, having a better result in writing, the focus is not only on the result of the students’ written work of the first draft or the product but also on the writing process. The product is in the form of result of the students’ written work, while the process is in the form of students’ improvement in the terms of revising and editing process. It is useful to achieve a better result for the students’ writing abilities like organization, vocabulary, language and mechanics.
Assessment portfolio can be a good model in the teaching of writing. It is enables for the learners to be good writers of English because this type of assessment emphasizes on the learning process. Here, the students are through some phases in producing a certain kind of genre. The phases of assessment portfolio in the writing of recount text help the students to make a better writing.
The implementation of assessment portfolio has good impact on the students’ writing progress particularly in the writing of recount text. The students’ writing ability increases after applying assessment portfolio. Assessment portfolio encourages learners to become active and reflective writers. It is because assessment portfolio can accurately demonstrate students’ progress in writing class in which promotes the students’ sense of responsibility of their individual roles.
Self-assessment, peer assessment and individual-teacher conference as parts of assessment portfolio has substantial place in enhancing students’ writing progress. Self-reflection plays important role in improving the students’ writing because it helps the students to evaluate and monitor their own level knowledge, performance and understanding in recount text. Meanwhile, peer assessment is very useful in the writing process because it can give the positive contribution on the students’ writing progress. Moreover, individual-teacher conference helps the students to produce a better composition because the teacher directly points the weaknesses and strengths of their writing.
Suggestion
Suggestion for teachers and students
The suggestion is addressed to English teacher’s who have responsibility in developing students’ writing skill and for the students who want to improve their writing skill. As the present study proves that the students who are taught with assessment portfolio have significantly better writing achievement. It is suggested that assessment portfolio can be utilized in the teaching and learning process especially for improving the students’ writing ability. In handling writing which is considered as the most difficult skill to teach, it certainly needs an extra effort. Hence, the students are also suggested to utilize the findings of the present study as a guidance to build up and improve their writing ability.
Suggestion for Further Researcher
Due to the research findings and limitations of the present study, there are some areas for future researcher. Many aspects should have been included in this study. These aspects can be the objects of the study for future research. Some of them are follows:
1. The present study focuses on the implementation of assessment portfolio in the writing class. Then it is suggested that future research uses other kinds of portfolios like collection portfolio and showcase portfolio.
2. The present study is only limited to the ability to write a kind of text, namely recount text. Then it is recommended that the future research will include the other model of genres, such as narrative, descriptive, and so on.
3. Due to the findings of the present study, it is suggested that another similar study with different design like Classroom Action Research (CAR), can be conducted as an alternative method in improving students writing ability.
The present study has provided the basis for the future researchers since the assessment has been effective in improving the students’ writing ability, further research with similar objectives are needed. The findings of the research will be very helpful for the students’ writing progress in the future. The future research may confirm, modify, or reject the findings of the present study.
REFERENCES
Bishop, W., and N. Reichert. 2006. “Preparing for A Conference”. Retrieved on March 14th 2010 from http://english3.feu.edu/writing/nede/view/187.
Brown, H. Douglas. 2001. Teaching by Principle: An Interactive Approach to Language Pedagogy. New York: Longman.
Kemp, J. and Toperoff Debby. 1998. “Gidelines for Portfolio Assessment in Teaching English”. Retrieved on February 1st, 2010 from www.Etni.org.il.
Literacy and Education Research Network (LERN). 1991-a. Book 1: A Genre Based Approach to Teaching Writing. Sidney: Common Ground for the LERN and for the Directorate of Studies.
McLaughlin, Maureen and MaryEllenVogt. 1996. Portfolios in Teacher Education. New York: International Reading Association, Inc.
Miles, Matthew and A. Michael Huberman. 1994. Qualitative Data Analysis: An Expanded Sourcebook. Thousand Oaks: Sage Publications, Inc.
Nasution, S. 1996. Metode Penelitian Naturalistik Kualitatif. Bandung: Tarsito
O’Malley, J. Michael and Lorraine V. Pierce. 1996. Authentic Assessment for English Language Learners: Practical Approaches for Teachers. New York: Addison-Wesley Publishing Company,Inc
Paulson, F.L., Pearl R.P., and Carol A.M.. 1991. “What Makes a Portfolio a Portfolio?”p60-63. Retrieved on June 1st 2010 from
Penaflorida, Andrea H. 2002. “Nontraditional Forms of Assessment and Response to The Student Writing: A Step Toward LearnerAutonomy”. In Richards, Jack C. and Willy A. Renandya. Methodology in Language Teaching. New York: Cambridge University Press.
Seow Anthony. 2002. “The Writing Process and Process Writing”. In Richards, Jack C. and Willy A. Renandya. Methodology in Language Teaching. New York: Cambridge University Press.
Smalley, Regina L., Mary K. Reutten, and Joann R. Kozyrew. 2001. Refining Composition Skill: Rhetoric and Grammar. Boston: Heinle&Herinle.
Stiggins, R.J. 1994. Students-Centered Classroom Assessment. New York: Merril.
Tompkins, G.E. 1994. Teaching Writing: Balancing Process and Product. New York: Macmillan College Company, Inc.
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