By SANTI SETIYANINGSIH DEPARTMENT OF ENGLISH...

THE IMPACT OF PORTFOLIO ASSESSMENT TECHNIQUE TO

IMPROVE STUDENTS’ ACHIEVEMENT

IN PAST CONTINUOUS TENSE

(A Classroom Action Research in the Second Year Students Class VIII-9 of

SMPN 1 Pasar Kemis)

By:

SANTI SETIYANINGSIH

206014000167

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

i

THE IMPACT OF PORTFOLIO ASSESSMENT TECHNIQUE

TO IMPROVE STUDENTS’ ACHIEVEMENT

IN PAST CONTINUOUS TENSE

(A Classroom Action Research in the Second Year Students Class VIII-9 of

SMPN 1 Pasar Kemis, Tangerang)

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teachers Training in Partial

Fulfillment of the Requirements for the Degree of S.Pd in English Language

Education

By:

SANTI SETIYANINGSIH

206014000167

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

ii

ENDORSEMENT SHEET

The examination committe of the Faculty of Tarbiyah and Teachers’ Training

certifies that the “skripsi” (scientific paper) entitled “THE IMPACT OF

PORTFOLIO ASSESSMENT TECHNIQUE TO IMPROVE STUDENTS’

ACHIEVEMENT IN PAST CONTINUOUS TENSE” written by Santi

Setiyaningsih student’s registration number 206014000167was examined by the

committe on February 28, 2011 and was declared to have passed and therefore

fulfilled one of the requirements for the degree of S.Pd (Bachelor of Arts) in

Department of English Education.

Jakarta, February 28, 2011

Acknowledged by

The Dean of Tarbiyah and Teachers’ Training Faculty

iii

ABSTRACT

SANTI SETIYANINGSIH (206014000167), ”The Effectiveness of

Portfolio Assessment Technique to Improve Students’ Achievement in Past

Continuous Tense”. Skripsi of English Education Department, Faculty of

Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University,

February 2011.

The objective of this study is to know the effectiveness of portfolio

assessmeSnt technique in improving students' achievement in Past Continuous

Tense. This research is carried out in SMPN Pasar Kemis, Tangerang academic

year 2010/2011. The method used in this research is the Classroom Action

Research by addopting the Kurt Lewin’s design. This research is carried out

within two cycles in which there are some steps in each cycle that are planning,

acting, observing and reflecting. The subject of the research is the second year

students, class VIII-9 in which there are fourty students in that class and this class

derives the lowest acievement in English subject among the other classes. The

collecting of data is done by carrying out the observation, portfolio assessment

result, giving tests to students in which the tests are pre test, post test cycle 1, and

post test cycle 2, and also giving questionaire in cycle 2. The result of this

research shows that the using portfolio assessment is effective could improve

students’ achievement in past continuous tense that can be seen from the

improvement of the students’ score and students’ portfolio score. The mean score

of the students by using portfolio assessment technique is 70.38 with N gain 0.34

and 77.5% of the students or 31 students could achieve the KKM score. It

improves in the cycle 2 that become 81.25 with N gain 0.59 and 92.5% of the

students or 37 students could achieve the KKM score. Therefore, it is proven that

the using portfolio assessment technique effective to improve students’

achievement in past continuous tense.

iv

ABSTRAK

SANTI SETIYANINGSIH (206014000167), ”Efektifitas Penilaian

Portofolio untuk Meningkatkan Hasil Belajar Siswa pada Past Continous Tense”.

Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan

Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, Februari 2011.

Tujuan penelitian ini adalah untuk mengetahui keefektifan teknik penilaian

portfolio pada Past Continuous Tense. Penelitian ini dilakukan di SMPN 1 Pasar

Kemis, Tangerang, Tahun Ajaran 2010/2011. Metode yang digunakan dalam

penelitian ini adalah metode Penelitian Tindakan Kelas (PTK) yang terdiri dari

dua siklus dimana masing-masing siklus terdapat beberapa tahapan yaitu

perencanaan, tindakan, observasi, dan refleksi. Subyek penelitian ini adalah siswa

kelas VIII-9 dimana kelas tersebut memiliki nilai terendah pada mata pelajaran

Bahasa Inggris diantara kelas-kelas lain. Pengumpulan data dilakukan melalui

observasi terbuka selama di kelas, hasil penialain portfolio, serta pemberian tes

yang berupa pre test, pos tes di siklus 1 dan pos tes 2 serta angket di siklus 2.

Hasil penelitian mengungkapkan bahwa penggunaan teknik penilaian portfofolio

terbukti efektif untuk meningkatkan hasil belajar siswa terhadap Past Continuous

Tense yang dibuktikan melalui peningkatan hasil belajar siswa. Rata-rata hasil

belajar siswa saat menggunakan teknik penilaian portofolio adalah 70.38 dengan

N gain 0.34 dan 77.5% atau 31 siswa yang mencapai nilai KKM. Peningkatan

juga terjadi pada siklus 2, dimana masing-masing rata-rata hasil belajar dan N

gain menjadi 81.25 dan 0,59 pada siklus 2 serta terdapat 92.5% atau 37 siswa

mampu mencapai nilai KKM. Maka, terbukti bahwa penerapan teknik penilaian

portofolio efektif untuk meningkatkan hasil belajar siswa terhadap Past

Continuous Tense.

v

ACKNOWLEDGEMENTS

Bismillahirrahmanirrahim

In the name of Allah, the Most Beneficent, the Most Merciful

All praise be to Allah SWT, Lord of the worlds who gives affection the

ones who love Allah and Allah choose to be loved. Peace and blessing be upon

the lovely prophet Muhammad SAW, his family, his companion, and his entire

follower.

First of all, the writer would like to express her greatest love and honor to

her beloved family: her parents (Sunaryoto and Khasanah), her brothers (Nurhadi

Susanto, S.Kom, Satrio Nugroho, and Ponco Teguh Santoso), and her sister Peni

Herlinawati for their warmest love, attention, and kindness, and all families who

always give their love, support, motivation, and moral encouragement to finish

her study.

The writer would like to express her greatest thanks and gratitude to her

advisor Drs. Nasrun Mahmud, M.Pd for his valuable help, guidance, comments,

corrections, and suggestions for the completion this “skripsi”.

The writer would like also to address her gratitude and appreciation to:

1. Prof. Dr. Dede Rosyada, MA, the Dean of the Faculty of Tarbiyah and

Teachers Training, Syarif Hidayatullah State Islamic University Jakarta.

2. Drs. Syauki, M.Pd, the head of English Education Department.

3. All lecturers in the English Education Department for their valuable

knowledge during her study at Syarif Hidayatullah State Islamic University

Jakarta.

4. All of the teachers and the students at SMPN 1 Pasar Kemis for giving a

permission and helping the writer to do the research.

5. Her beloved best friends, Marwiyah, Imas Masturoh, S.Pd and Nur Istiqomah

S.Pd.I who have always been in the writer’s side in whatever situations.

vi

6. Her lovely boarding house’s roommates, Emah, Syamsumarni S.Pd.I, Wilda

Karmila, Herly Kurniyasih, Yazidanyastuti, Fitria Ningtyas, Aria Yulina, and

Eva Aulia for the most valuable friendship and support, thanks for my sisters.

7. All her friends, Sari Irianti, Kirsty Umphenour, Cameron Hahne, Khoiril

Anwar, Nurul Iman, S.SI and Nurdin Hasan, S.Pd.I for their sharing and

support during hanging around with them.

8. UKM Pramuka family, Irmafa and BEMF Non-regular friends for all their

warmest love and greatest experience of organization for the writer during her

study.

9. All her friends in the English Education Department class A, B, C non regular

and regular classes.

To any other persons who cannot be mentioned one by one for their any

contribution to the writer during finishing her “skripsi”.

May Allah, the Almighty bless them all, amen.

Finally, the writer realizes that this “skripsi” is still far from being perfect.

Any positive and contributive comments are welcome.

Jakarta, February 2011

The Writer

Santi Setiyaningsih

vii

TABLE OF CONTENT

APPROVAL ................................................................................................. i

ENDORSEMENT SHEET ........................................................................... ii

ABSTRACT .................................................................................................. iii

ABSTRAKSI .................................................................................................. iv

ACKNOWLEDGEMENTS ......................................................................... v

TABLE OF CONTENT ............................................................................... vii

CHAPTER I INTRODUCTION

A. Background of Study ................................................................ 1

B. Formulation of the Problem ...................................................... 4

C. Aim of the Research .................................................................. 4

D. Significance of the Research ..................................................... 4

CHAPTER II THEORETICAL AND CONCEPTUAL FRAMEWORK

A. Assessment ................................................................................ 5

1. Theory of Assessment ......................................................... 5

2. Types of Assessment ........................................................... 6

a. Standardized Tests ......................................................... 7

b. Teacher-Made Tests ....................................................... 8

c. Alternative Assessment .................................................. 9

B. Portfolio Assessment Technique ............................................... 11

1. The Definition of Portfolio .................................................. 11

2. The Content of Portfolio ...................................................... 13

3. The Characteristics of Portfolio ........................................... 14

4. Principles of Portfolio Assessment ........................................ 15

5. Purposes and Functions ........................................................ 16

6. Procedures and Method of Scoring ...................................... 18

a. Procedures of Assessment .............................................. 18

b. Method of Scoring .......................................................... 19

viii

7. Types of Portfolio Assessment ............................................ 21

a. Product Portfolio ............................................................ 21

b. Process Portfolio ............................................................ 22

8. Strengths and Weaknesses ................................................... 23

C. The Past Continuous Tense ......................................................... 23

1. Tense ...................................................................................... 23

2. What is Past Continuous Tense ............................................ 25

3. The Form of Past Continuous Tense .................................... 26

4. The Use of Past Continuous Tense ...................................... 28

5. Verbs not normally use in Progress Forms .......................... 29

6. Teaching Past Continuous Tense ......................................... 29

a. Using Chart .................................................................... 30

b. Pictures ........................................................................... 31

D. Using Portfolio Assessment in Past Continuous Tense ............ 32

E. Coceptual Framework ................................................................. 33

CHAPTER III RESEARCH METHODOLOGY

A. The Method of Research ........................................................... 34

B. The Subject and the Object of Study........................................... 36

1. The Subject of Study .............................................................. 36

2. The Object of Study ............................................................... 36

C. The Time and Place of the Study ................................................ 36

D. The Writer’s Role on the Study .................................................. 36

E. The Research Design................................................................... 37

F. The Classroom Action Research (CAR) Procedure .................... 38

1. Planning Phase ...................................................................... 38

2. Acting Phase ......................................................................... 39

3. Observing Phase .................................................................... 40

4. Reflecting Phase .................................................................... 40

G. The Technique of Collecting Data .............................................. 41

H. The Technique of Data Analysis ................................................ 45

ix

1. N gain Analysis .................................................................... 46

2. Descriptive Statistic ........................................................... 47

3. Analyzing Students’ Response ............................................ 47

I. The Validity of Data ................................................................... 48

J. The Criteria of the Action Success ............................................. 49

CHAPTER IV RESULT AND DISCUSSION

A. The Previous Implementation of CAR ........................................ 50

1. The Result of Pre Observation .............................................. 50

2. The Result of Pre Test ........................................................... 51

B. The Implementation of CAR ....................................................... 52

1. Cycle 1 .................................................................................. 52

1.1 Planning .......................................................................... 52

1.2 Acting .............................................................................. 53

1.3 Observing ........................................................................ 53

a. Portfolio Assessement Result ................................... 53

b. Observation Result ................................................... 54

c. Test Result ................................................................ 55

1.4 Reflecting ........................................................................ 57

2. Cycle 2 .................................................................................. 57

2.1 Planning .......................................................................... 57

2.2 Acting .............................................................................. 58

2.3 Observing ........................................................................ 58

a. Portfolio Assessement Result ................................... 58

b. Observation Result ................................................... 60

c. Test Result ................................................................ 60

2.4 Reflecting ...................................................................... 62

C. The Result of Post test .............................................................. 63

D. The Result of Questionnaire ...................................................... 69

E. The Interpretation after CAR .................................................... 70

x

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion .................................................................................. 72

B. Suggestion ................................................................................... 73

BIBLOGRAPHY ............................................................................................ 74

APPENDICES ................................................................................................ 75

1

CHAPTER I

INTRODUCTION

This chapter covers the introduction of this study as follow background of

study, formulation of the problem, objective of study, limitation of the study, and

significance of the research.

A. Background of Study

English is an international language spoken in most countries in the world

as a tool of communication in daily life and functioned as the first, second or

foreign language. In Indonesia, English is considered as a foreign language and it

is taught formally in schools. Then, the curriculum is designed by Badan Standar

Nasional Pendidikan (Committee of the Education National Standard). Most

students learn English from elementary up to university. Students are supposed to

master all English language skills that are listening, speaking, reading, and writing

and to master sub skills such as pronunciation, vocabulary, grammar, etc.

Meanwhile, many students face difficulties in understanding English grammar.

Consequently, it is important to learn grammar intensively.

According to David Nunan, acquiring the grammatical system of the target

language is important, because an inadequate knowledge of grammar would limit

the capacity to understand the language. Grammar exists to enable the meaning

and without grammar it is impossible to communicate beyond a very basic level,

2

so that it has to be mastered by students.1 From that statement, it can be seen that

studying grammar is one of necessary aspects in understanding English.

Furthermore, the second year students of Junior High School are expected to learn

and to understand past continuous tense.

Based on the result of students’ achievement in SMPN 1 Pasar Kemis, there

are some students who get the score below the criterion minimum completeness

(KKM) gains score sixty five. Meanwhile, the teacher teaches the material based

on the competence based curriculum (KKM) which is stated on the sylabus.

The change of curriculum from the content-based curriculum to

competence-based curriculum gives the effect in learning process paradigm.

According to Sumarna Supranata and Muhammad Hatta in Penilaian Portofolio:

Implementasi dan Kurikulum, curriculum, learning process and assessment are

integrated dimensions in education. Those three dimensions cannot be separated

each other. Curriculum describes in detail what the objective of education is.

Learning process is an effort from the teacher and the students to obtain the

objective that is formulated in curriculum. Assessment is one of activities to

measure the level of curriculum achievement. It also used to know strengths and

weaknesses that can be found in learning process.2

According to Zaenal Arifin, assessment in the classroom occurs for three

major domains. The cognitive domain encompasses intellectual activities such as

memorizing, interpreting, applying knowledge, solving problem, and critical

thinking. The affective domain involves feelings, attitudes, values, interests and

emotions. The psychomotor domain includes physical activities and action in

which students must manipulate.3 To support students’ learning process, teacher

not only emphasize in completing her/his subject discussion but also in the

students product. To know students’ achievement, teacher uses an assessment.

1 David Nunan, Language Teaching methodology: A Textbook for Teachers, (New York:

Prentice Hall, 1991), p.153. 2 Drs. Sumarna Supranata dan Dr. Muhammad Hatta, Penilaian portofolio:Implementasi

kurikulum 2004, (Bandung: PT.Remaja Rosdakarya, 2007), p.2. 3 Drs. Zaenal Arifin, Evaluasi Pembelajaran: Prinsip, Teknik dan Prosedur, (Bandung: PT.

Remaja Rosdakarya, 2009), p. 197.

3

Furthermore, Daniel Muijs and David Reynolds stated types of assessment,

that are standardized tests, teacher-made tests and alternative forms of assessment

such as performance assessment and portfolio assessment.4 Portfolio assessment

technique is concerned to the students’ systematically document related to the

topic of learning activity during the certain time. It has strategic function and role

to improve students’ achievement accurately and objectively.5 In conclusion, by

using portfolio document, the students can get more knowledge to correct the next

assessment.

In the classroom, the teacher does not understand the function of class-based

assessment and choose the easier way to assess the students. They only teach the

material with some methods and ignore the way to get students’ achievement.

Teachers give the score without any notes that can be remark to their students to

develop their achievement eventually. They do not have enough information

about students’ learning development. Consequently, students only do the

assignment based on their knowledge about the material and lack of motivation to

raise their achievement in the some material especially English subject. Therefore,

in learning process, assessment is absolutely needed as a measurement to raise

students’ comprehension.

Furthermore English has become an obligatory subject and as one of the

subjects examined in the Ujian Nasional (National Examination). The using of

portfolio assessment helps the students to evaluate the assessment that is

completed by them.

Based on the observation about the students’ achievement in past

continuous tense, the writer is interested to make an action research using

portfolio assessment technique to improve students’ achievement in Past

Continuous Tense. The writer chooses this material because past continuous tense

familiar with the students and often appear in National Examination but they get

4 Daniel Muijs and David Reynolds, Effective Teaching: Evidence and Practice, (London: Sage

Publications, 2006), second edition, p. 231. 5 James H. McMillan and Sally Schumaher, Research in Education: Evidence-Based Inquiry,

(Boston: Pearson Education, Inc, 2006), sixth edition, p. 193.

4

low achievement. Therefore, in this research the writer would like to use process

portfolio assessment that is discussed in the next chapter.

B. Formulation of the Problem

To make this study easier to understand, the problem formulated as follows:

“What are the significant effects on students' achievement in Past Continuous

Tense by using portfolio assessment technique?” and “How well portfolio

assessment technique improve students' achievement in Past Continuous Tense?”

C. Objective of the Study

The objective of this study is to know the effectiveness of portfolio

assessment technique in improving students' achievement in Past Continuous

Tense for the second year of SMPN 1 Pasar Kemis, Tangerang.

D. Limitation of the Study

To make more effective and efficient of this study, the writer limit the

problem on the Past Continuous Tense learning activity and assessment by using

process portfolio assessment in class VIII.9 at the second year students of SMPN

1 Pasar Kemis through the action research.

E. Significance of the Research

This study is expected can make some benefits among the English teacher,

the students and the institution. For the teacher, it gives a suitable assessment. In

addition, it also makes teacher easier to manage the class and the lesson. In the

other hand, for students, it can improve their creativity in learning tenses and give

knowledge to make self-assessment. Next, for the institution of SMPN 1 Pasar

Kemis, it can be beneficial regarding to improve their education quality.

5

CHAPTER II

THEORITICAL AND CONCEPTUAL FRAMEWORK

This chapter covers some theories related to the study and conceptual

framework. The discussion of the related study focuses on assessment, portfolio

assessment technique and past continuous tense.

A. Assessment

1. Theory of Assessment

Acording to Daniel Muijs and David Reynolds, assessment is

probably one of the most important but also most important contentious

activities teachers engage in.1 Assessment is a major contributor to raise

standards in school in term of teaching, learning and students‟ achievement.2

Assessment is being used on the one hand for educational improvement,

increased school effectiveness and curriculum reform. The traditional

assessment that has been used in many schools has changed.

In recent years, there has been a growing interest in the application of

assessment procedures that are radically different from traditional forms of

assessment.3 Interest in the use of non traditional forms of assessment in the

1 Daniel Muijs and David Reynolds, Effective Teaching: Evidence and Practice, (London:

Sage Publications Ltd, 2006), second edition, p.230. 2 Louise Cohen and Friends, A Guide to Teaching Practice, (New York: Routledge Falmer,

2006), fifth edition, p. 323. 3 Jack C. Ricards and Willy A. Renandya, Methodology in Language Teaching: An

Anthology of Current Practice, (Cambridge: Cambridge University Press, 2008), 10th edition p.

335.

6

classroom reflects the changing paradigm in education. Assessment for

learning is a term that has been developed to describe forms of assessment

that have been found to impact directly on students‟ achievement and learning

outcomes. The assessment of achievement is important in making appropriate

educational decision.

There are some purposes of assessment. It is being used for:4

1. Certification, qualifying students for their lives beyond school by

awarding passes, fails grades and marks.

2. Diagnosis, identifying a student‟s particular strengths, weaknesses,

difficulties and needs in order that an appropriate curriculum can be

planned.

3. Improvement of learning and teaching, providing feedback to the students

and teachers respectively so that the action can be planned.

4. Evaluation of the quality of teaching, learning and providers for

education.

5. Improvement of students‟ achievement.

6. Motivating students and teachers.

2. Types of Assessment

There are many types of assessment technique that is used in the

classroom. According to Louis Cohen and friends in A Guide to Teaching

Practice, assessment consists of several types based on the purpose of

assessment such as norm-referenced assessment, criterion-referenced

assessment, domain-referenced assessment, diagnostic assessment, formative

assessment, summative assessment, authentic assessment, etc.

In addition, Daniel Muijs and David Reynolds classified the three

main types of assessment in use today are standardized tests, teacher-made

tests and alternative forms of assessment such as performance assessment and

portfolio assessment.5 The explanation is discussed below:

4 Louise Cohen and firends, A Guide to Teaching Practice, ......, fifth edition, p. 327.

5 Daniel Muijs and David Reynolds, Effective Teaching: Evidence and Practice, ....., p.231.

7

a. Standardized Tests

Standardized tests provide uniform procedure for administering and

scoring the students. Standardized tests are widely used at the school, local

education authority and school board. These tests cover a wide range of

subjects and can be commercially purchased or developed specially for state

or national testing purposes.

According James H. McMillan and Sally Schumaher, there are some

different types of standardized test based on the use of the tests.6

1. Norm-Reference and Criterion-Referenced Test

The main types of standardized tests are norm-referenced and

criterion referenced tests. Norm-referenced tests are essentially

comparative, in that they rank students and are designed to allow

comparison of students‟ performance relative to that of other students.7

The purpose of a norm-referenced and criterion-referenced interpretation is

to show how individual scores compare with scores of a well-defined

reference or norm group individuals.

2. Achievement and Aptitude Tests

Achievement tests measure students‟ performance in a particular

school subject or topic at a given time. Aptitude tests cover a broader area

and are less closely ties to the school curriculum.8 The purpose of an

aptitude test is to predict future performance. The result is used to make a

prediction about performance on some criterion, prior to instruction,

placement, or training. Meanwhile, achievement test have a more restricted

coverage, are more closely tied to school subjects and measure more recent

learning than aptitude test. Also, the purpose of achievement test is to

measure what has been learned, rather than to predict future performance.

6 James H. McMillan and Sally Schumaher, Research in Education: Evidence Based Inquiry,

(Boston: Pearson Education, Inc, 2006), p. 189. 7 Daniel Muijs and David Reynolds, Effective Teaching: Evidence and Practice, ....., p.231.

8 Daniel Muijs and David Reynolds, Effective Teaching: Evidence and Practice, ....., p.232.

8

From the explanation above, it can be seen that standardized tests are

often used for large-scale assessment and for measuring students‟

achievement across the region in a standardized way. It is designed in the

high quality of the items. Also, most standardized test is prepared

commercially by measurement experts. Consequently, whatever is tested is

typically defined in broad and general items. 9

In the other hand, standardized tests are often mismatched between

what students have learnt in class and what measured by the test in the lack of

flexibility of these tests. They also offer less insight into students‟ thought

process than do a number of alternative assessment methods.

b. Teacher-Made Tests

Another type of assessment is teacher-made test. Rather than use

standardized, teacher-made test often design their own test, which may be

better matched to their curriculum and students‟ level progress.

Grolund (1991) gives the following principles for effective teacher-

made tests:10

1. Test should be constructed to measure all the learning goals that

students are meant to reach, and not just a subset of these.

2. A good test should encompass different types of knowledge, such as

factual knowledge, procedural knowledge and thinking skills.

3. Different types of test item are suitable for different purposes.

Therefore teacher needs to consider whether she/he wants to use open

questions, multiple choice questions or some other format based on

their objectives.

4. Teacher should try to maximalist reliability and validity in their tests.

5. Tests should be used diagnostically. Students should be provided with

feedback, and the teacher should go over problems in the test with

students.

In conclusion, teacher-made tests are clearly suited to everyday

classroom assessment. They can be made to fit exactly with the topics

covered in class and the levels of students in a particular class. In contrast to

9 James H. McMillan and Sally Schumaher, Research in Education: Evidence Based Inquiry,

....., p. 189. 10

Daniel Muijs and David Reynolds, Effective Teaching: Evidence and Practice, ....., p.235.

9

standardized test, teacher-made test is harder to achieve good psychometric

properties than with standardized tests designed over long periods of time.

c. Alternative Assessment

Alternative assessment is a new assessment in education. This new

form of assessment focuses more on measuring students‟ ability to use

language holistically in real-life situations and is typically carried out

continuously over a period time.11

It finally can improve students‟

achievement.

Recently a number of other assessment methods which aim to provide

a more authentic measure of students‟ learning have gained in popularity.

Furthermore, alternative assessment has been described as an alternative to

standardized testing and all problems found with such testing.12

These types

of assessment are intended to occur in a natural classroom context.

Thus, Daniel Muijs and David Reynolds mentioned types of

alternative assessment that are performance assessment, and portfolio

assessment.13

Performance assessment is used to measure learning or

performance directly instead of using paper-and-pencil test. Therefore,

portfolio assessment is emphasized students‟ performance at one particular

time and more in a specific material.14

In addition, Jack C. Ricards and Willy A. Renandya give more detail

explanation about the alternative assessment that consists of many types such

as performance assessment, authentic assessment, portfolio assessment,

portfolio assessment, informal assessment and situated assessment.15

The

explanation of those types assessment is presented as follow:

11

Jack C. Ricards and Willy A. Renandya, Methodology in Language Teaching: An

Anthology of Current Practice, ......, 10th

edition, p. 336. 12



edition, p. 339. 13

Daniel Muijs and David Reynolds, Effective Teaching: Evidence and Practice, ....., p.237. 14




edition, p. 339.

10

1. Performance assessment

Performance assessment is the assessment which is undertaken of

activities or tasks in which students can demonstrate their learning through

performance in real situations.16

To assess performance in this way the

teacher needs to establish a particular situation and then observe students

solving problems, co-operating with other students and carrying out the

tasks that the teacher wants to assess.

In the book Effective Teaching: Evidence and Practice, there are

two different types of performance assessment that are informal

assessment, situated assessment and assessment by exhibition.17

2. Authentic assessment

Louise Cohen and friends stated that authentic assessment relates

assessment to the real world of what people actually do rather than using

some easy-to-score responses to questions.18

What they have in authentic

assessment is a major move towards increasing the validity of assessment,

though the reliability is difficult to address. Authentic assessment uses the

evidence as the indicators of students‟ achievement.

Moreover, authentic assessment is different from traditional

testing in that it actually asks students to show what they can do. Students

are evaluated on what they integrate and produce rather than on what they

are able to recall and reproduce. The main goal is to “gather evidence

about how students are approaching, processing and completing „real life

tasks‟ in particular domain.”19

Therefore, the main type in authentic assessment that is used in

recent year is portfolio assessment. In education, portfolios are being used

with increasing frequency. The next explanation discusses portfolio

assessment technique in detail.

16

Louise Cohen and Friends, A Guide to Teaching Practice, ...., fifth edition, p. 330. 17


Louise Cohen and Friends, A Guide to Teaching Practice, ...., fifth edition, p. 330. 19



edition, p. 339.

11

B. Portfolio Assessment Technique

1. The Definition of Portfolio Assessment

Many approaches are found in teaching technique in order to improve

the educational quality. As mentioned in the previous title, assessment is an

important component in learning process. Good learning quality can be seen

from the result of students‟ achievement. In competence based curriculum

(KBK) is introduced a new assessment which based on classroom assessment.

Thus, good assessment technique will motivate teachers to consider the

suitable strategies for their students and to motivate the students learning in a

better way. According to Harun Rasyid and Mansyur, in order to improve

students‟ achievement, it is needed a good assessment technique.20

An important addition to the growing use of authentic assessment is

portfolio. In education, portfolio can be used by teacher to know the

development of students in a particular time and based on evidence. There are

some definitions about portfolio assessment as follows:

Wolf (1991): portfolios are essentially different from other forms

of assessment in that they make it possible to document the

unfolding process of teaching and learning over time.

Mitchell (1992): portfolios are the most well known form of

performance assessment being used from kindergarten through

graduate school.

Marx (2001): portfolio-based assessment as a viable means of

individualized, student-centered evaluation. Portfolio assessment

has the potential to improve the complex task of student

assessment, as well as to contribute to a more positive attitude

toward the educational process.21

From the statement above, the writer concludes that portfolio is

performance assessment based on evidences with student as a center of

learning in order to improve students‟ achievement in a particular time. In

line with that, Peter W. Airasian defined that portfolio is an extended

20

Harun Rasyid dan Mansur, Penilaian Hasil Belajar, (Bandung: CV.Wacana Prima. 2008),

cet. ke-2, p. 6-7. 21

National Forum of Educational Administration and Supervision Journal Electronic,

Portfolio Assessment: A Guide For Teachers And Administrators, Vol. 23, Number 4E 2004-2005,

2005, http://iteslj.org/Techniques/Campbell-LiveJournal/, p. 2.

http://iteslj.org/Techniques/Campbell-LiveJournal/

12

performance assessment that includes multiple samples of students‟ products

or performances.22

It is one of assessment technique that systematic,

longitudinal collection of student work created in response to specific, as a

student-centered evaluation, known instructional objectives and evaluated in

relation to the same criteria. Assessment is done by measuring individual

works as well as the portfolio as a whole against specified criteria, which

match the objectives toward a specific purpose. Portfolio creation is the

responsibility of the learner, with teacher guidance and support, and often

with the involvement of peers and parents. The teacher assesses the

portfolio.23

Furthermore, portfolio assessment is different from the traditional

assessment in which portfolio shows not just how students think and the

process they use to get to certain result, but how they, and their work, have

evolved over the material. Based on NCLRC forum, below are some

strengths of portfolio assessment, seen in contrast to traditional forms of

assessment; traditional assessment versus portfolio assessment.24

Table 2.1.

Traditional Assessment Vs Portfolio Assessment

Traditional Portfolio

Measures student's ability at one time Measures student's ability over time

Done by teacher alone; student often

unaware of criteria

Done by teacher and student; student

aware of criteria

Conducted outside instruction Embedded in instruction

Assigns student a grade Involves student in own assessment

Does not capture the range of student's

language ability

Captures many facets of language

learning performance

Does not include the teacher's

knowledge of student as a learner

Allows for expression of teacher's

knowledge of student as learner

Does not give student responsibility Student learns how to take

responsibility

22

Peter W. Airasian and Michael K. Russel, Classroom Assessment: Concept and Aplications

(New York: Mc.Graw Hill, 2008), sixth edition, p. 233. 23

NCLRC, Teaching Learning Strategies: A Checklist for Teachers, Vol. X, Number 08

2008, Washington: George Washington Univ, 2008, http://www.nclrc.org/portfolio

journal/forms.html/, p. 3. 24

NCLRC, Teaching Learning Strategies: A Checklist for Teachers, ....., p. 3.

http://www.nclrc.org/portfolio%20journal/forms.html/



13

Furthermore, a portfolio can be made up of many different student

performances or it can be made up of a single performance.25

Portfolio

assessment is closely linked to instruction, which has two educational

benefits. First, linking assessment to instruction means that teachers are sure

that they are measuring what they have taught. Second, portfolios reveal any

weaknesses in instructional practices.

Acording to Peter W. Airasian, portfolio assessment is by nature

incorporated fully into instruction: there is no time lost on assessment.

Assessment is a true learning experience, and not external to the learning

process. Student assessment portfolios promote positive student involvement.

As students create their portfolios, they are actively involved in and reflecting

on their own learning.

Moreover, using portfolios introduces students to an evaluation format

with which they may need to become familiar as more schools and districts

adopt portfolio assessment. Besides that, portfolios give the teacher

opportunities to involve parents in their children's language learning. Parental

involvement is an important factor in educational success.

2. The Content of Portfolio

Sumarna Supranata and Muhammad Hatta mentioned that the content

of portfolio is based on the objective of the learning activity. It has to show

student‟s ability toward the competence standard, base competence, and

indicators which mentioned in curriculum. To reach all of that, the activities

in the classroom should be matched, observed, and evaluated.26

Below are

some activities is include as a portfolio material:

student‟s assignment such as work book, homework, or clipping

student‟s notes such as summary and note taking

the result of group work

25

Peter W. Airasian, Classroom Assessment: Concept and Aplications, (New York: Mc.Graw

Hill, 2005), fifth edition, p. 264. 26

Dr. Sumarna Supranata and Dr. Muhammad Hatta, Penilaian Portfolio: Implementasi

Kurikulum 2004, (Bandung: PT Remaja Rosdakarya, 2007), p. 118.

14

parent‟s note about the students‟ achievement

the result of formative test and final test

students‟ affective and psychomotor domain

recapitulation of students‟ attending

presentation of students activities that have been done

etc.

3. The Characteristics of Portfolio

Portfolio assessment provides students with a direct view of how

students organize knowledge into overarching concepts.27

Therefore, the

scoring of portfolio is done subjectively according to scoring guideline or

rubrics, and it is difficult to obtain high inter-rater reliability.28

In the other hand, there are many differences portfolio formats

depending on function, content or application. Yet despite this great diversity,

portfolio assignments used in education share three general characteristics.29

a. Competency-orientation

Competency-orientated education methods with integrated clusters of

knowledge elements, skills and attitudes require specially adapted

assessment methods. Portfolio assessment is one such method and permits

the integral evaluation of competencies.

b. Cycle of action and reflection

In order to learn from teaching performance, the student has to carry out

teaching activities and then reflect on his or her performance.

c. Use of a wide variety of media and materials

In order to illustrate their competencies in a creative and personalized

manner, students must make a well-considered selection of media and

27

Timothy F. Slater, authentic assessment in support of student-centered instruction,

Montana State University, Vol. 30(9): 1103-1120, 2008, p. 2. 28

James H. McMillan and Sally Schumaher, Research in Education: Evidence Based

Inquiry, ....., p. 193. 29

International Journal for the Scholarship of Teaching and Learning, Portfolio Assignments

in Teacher Education: A Tool For Self-regulating the Learning Process, Vol. 1, No. 2 (July 2007),

ISSN 1931-4744, Georgia Southern University, 2007, http://www.georgiasouthern.edu/ijsotl., p. 2.

15

materials, such as text extracts and illustrations. A portfolio assignment is an

instrument which is very well suited to the assessment of independent

learning and enables the student to illustrate his or her teaching

competencies.

In addition, Barton and Collins in Supranata book mentioned some

essentials characteristics of portfolio assessment. Those are authentic,

dynamic, explicit, integrated, ownership, and goals.30

4. Principles of Portfolio Assessment

In education, portfolio can be used for the teacher to know the

development of the student in the certain time. In portfolio file, the teacher

collect physic evidence and student‟s achievement notes such as test result,

assignment, group task and practice. Portfolio can be used as formative

assessment or summative assessment.31

In this case, portfolio involves

students in assessment process.

Related to the statement above, as a formative assessment, portfolio

used to monitor students‟ development and to increase their motivation in

learning reflection. PLP Ditjen Depdiknas states that there are some aspects

should be concerned in portfolio assessment. They are mutual trust,

confidentiality, joint ownership, satisfaction, and relevance.32

Figure 2.1.

The Principles of Portfolio Assessment

30


Kurikulum 2004, ......, p. 121. 31



edition, p. 339. 32

Drs. Zaenal Arifin, M.Pd, Evaluasi Pembelajaran: Prinsip, Teknik dan Prosedur,

(Bandung: PT. Remaja Rosdakarya, 2009), p. 202.

The Principles of Portfolio Assessment

Mutual trust Confidentiality Satisfaction Relevance

16

a. Mutual Trust

Portfolio is two ways assessment among the teacher and the students

and also among fellow students. In this case, the teacher and the

students must have a trust. The teacher has to create conducive learning

activities and good assessment so that the students easily show their

ability as the teacher wants.

b. Confidentiality

Students „evidence have to be kept in an order archive. It has not to be

shown to the other students before their performance. This point is

purposed who get low score instead of the weaknesses to the other.

c. Joint Ownership

It means all students work and document is belong to students and

teacher. So that it have to be saved in one place properly.

d. Satisfaction

All documents in order to reach competence standard, basic competence,

and indicator should satisfy all components, teacher, parents, and

students.

e. Relevance

The document in portfolio file is relevance with the competence

standard, basic competence and indicators.

In addition, Supranata stated three principles in portfolio assessment,

creating conducive teaching, reflecting, and optimality process and result.

And the students are given an opportunity to reflect their work together in

order to comprehend their selves and to overcome their learning problems.33

5. Purposes and Functions

The first step in planning portfolio assessment for classroom is

determining the purpose of the assessment. The items that go into a portfolio,

the criteria used to judge the items, and the frequency with which items are

33


Kurikulum 2004, ......, p. 121.

17

added to or deleted from the portfolio all depend on the portfolio‟s purpose.34

The purpose should be specific, but not too narrow.

In this case, because the students have difficulties on understanding

Past Continuous Tense, the main purpose of portfolio assessment is to

formative assessment. Students will be given some assignments to overcome

their problems in Past Continuous Tense. This assessment technique can help

students develop their learning achievement.

Meanwhile, the purpose of portfolio assessment technique in the class

is described as follow:

1. to develop their achievement in Past Continuous Tense

2. improve their comprehension about Past Continuous Tense

3. to motivate the students by using new assessment model

Students‟ assessment portfolio promotes positive student involvement.

Portfolio can be a continuous assessment so that teacher and parents have a

chance to know students‟ development. Portfolios offer the teacher and

student an in-depth knowledge of the student as a learner. This means that the

teacher can individualize instruction for the student. Weak areas can be

strengthened and areas of mastery built upon. Learners are involved in this

process of tracking their learning and can take control of their learning.

Portfolios included students' skills and competencies in formal and non

formal settings as well as their informal learning. Students can evaluate their

own learning and therefore, are better prepared to pursue their future career

goals. There are some functions of portfolio assessment seen in many sides,

such as:

1. Using portfolio introduces students to a new evaluation format with

which they may need.

2. Using assessment portfolio gives the teacher opportunities to involve

parents in their learning. Parental involvement is an important factor in

education success.

34

Peter W. Airasian and Michael K. Russell, Classroom Assessment: Concept and

Aplication, ....., sixth edition, p. 235

18

3. Using portfolio assessment gives information to student to do self-

assessment. It means student has a chance to know his/her

development.

4. Portfolio as an authentic assessment.35

6. Procedure and Method of Scoring

a. Procedure of Assessment

According to A.A Istri N. Marhaeni, portfolio assessment technique

has three important procedures such as planning, implementing and

analyzing and reporting.36

1. Planning

There are some activities related to plan the portfolio assessment

technique, as follows:

1. The teacher has to decide the purpose and focus of portfolio

assessment.

2. The teacher should plan the contents that are suitable to students‟

portfolio.

3. Design portfolio by deciding the criteria of portfolio content, time

allocation, scoring rubrics and the final score.

4. Portfolio is used to get the feedback from the students to improve

their achievement.

2. Implementing

In implementing portfolio assessment, the portfolio contents have

to be integrated with the material and learning process. Here is the point

in implementing portfolio:

1. Announce the purpose and the focus of portfolio assessment to the

students.

35

Drs. Zaenal Arifin, M.Pd, Evaluasi Pembelajaran: Prinsip, Teknik dan Prosedur, ....., p.

200. 36

A.A. Istri N. Marhaeni, Assessmen Portofolio dalam Pembelajaran Berbasis Kompetensi:

Bahan pelatihan Guru Kabupaten Bandung dan Kota Denpasar, (Universitas Pendididkan

Ganesha Singaraja, 19 Oktober 2006), p. 3.

19

2. The students and the teacher together deal with the procedure of

portfolio scoring.

3. Discuss the ways how students can reach the goal.

4. Students‟ feedback.

5. Implementing portfolio assessment in the classroom

3. Analyzing and reporting

1. Collect the portfolio folder in order to know the score.

2. Analyze all of the variations of the resources and information

related to the result of students‟ portfolio score.

3. Report the result of assessment.

In addition, Masnur Muslich in his book “Pembelajaran Berbasis

Kompetensi dan Kontekstual” stated four procedures in portfolio

assessment technique such as collecting, organizing, reflecting, and

presenting.37

b. Method of Scoring

Acording to Harvey Daniels and Marilyn Bizar in Teaching the Best

Practice Way: Methods That Matter, K-12, portfolio assessment uses the

scoring rubrics as a methods of scoring.38

Scoring rubrics or descriptive

summarizations provide another way to summarize performance on

checklists and rating scales. A rubric is a set of criteria that provide a

description of various levels of students‟ performance and assignment as

well as a value to each of the levels.39

Furthermore, a rubric describes

what is to be learned rather than on how to teach. As with all performance

assessment, rubrics are based on clear and coherent criteria.

37

Masnur Muclish, KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual, (Jakarta:

Bumi Aksara, 2009), cet. ke-6, p. 121. 38

Harvey Daniels and Marilyn Bizar, Teaching the Best Practice Way: Methods That Matter,

K-12, (Kendall: Stenhouse Publisher, 2005), p. 203. 39

Ronald E. Taylor, Assessment of Exceptional Students: Educational and Psychological

Procedures, (Boston: PearsonEducation, Inc, 2009), eight edition, p. 140.

20

Peter W. Airasian stated two basic methods of scoring rubrics that

are holistic and analytic.40

Holistic scoring is used to assess the overall

performance of a student across all performance criteria. Analytic scoring

is used to assess individually each performance criterion stated in the

rubric. Each criterion is rated separately using different level of

performance. Table 2.3 illustrates analytic scoring for English

assessment.41

Table 2.2.

The General Scoring Rubric

Score Level of ability/

Mastery

Description

5 Great Evidence of very good understanding on their

assignment, able to finish their assessment on time,

good performance in portfolio, creative and commits

a few mistakes in those rules.

4 Good Evidence of good understanding on their assignment,

able to finish their assessment on time, good

performance in portfolio, creative and commits some

mistakes in those rules.

3 Moderate Evidence of medium understanding on their

assignment, able to finish their assessment on time,

good performance in portfolio, creative and commits

many mistakes in those rules.

2 Limited Evidence of limited understanding on their

assignment, 1-2 requirements is not done.

1 More improve Evidence of lack understanding on their assignment,

1-3 requirements are not done.

40

Peter W. Airasian, Classroom Assessment: Concept and Aplications, ....., fifth edition, p.

253. 41

Peter W. Airasian, Classroom Assessment: Concept and Aplications, ....., fifth edition, p.

256.

21

7. Types of Portfolio Assessment

According to Zaenal Arifin in Evaluasi Pembelajaran there are two

types of portfolio assessment; product portfolio and process portfolio.42

a. Product portfolio

In this type, portfolio assessment emphasizes on student‟s

comprehension which is stated in competence standard, basic competence

and indicator. Product portfolio only shows the best performance on

student‟s work without knowing how and when it was made. The purpose

of product portfolio is to make documentation and reflection the quality of

student‟s achievement. The examples of product portfolio are show

portfolio and documentary portfolio.43

According to Zaenal Arifin, here is the form of product portfolio

assessment that can be seen in the following table:44

Table 2.3.

Product Portfolio Assessment Form

Number Assessment aspects Indicators Score

1 Preparing 1. ........................................

2. ........................................

3. ........................................

2 Process

3 Assessment component Design

Creativity

Originality

4 Score account

Teachers‟ signature,

.....................................

42

Drs. Zaenal Arifin, M.Pd, Evaluasi Pembelajaran: Prinsip, Teknik dan Prosedur, .., p. 207. 43

Drs. Zaenal Arifin, M.Pd, Evaluasi Pembelajaran: Prinsip, Teknik dan Prosedur, .., p. 209. 44

Drs. Zaenal Arifin, M.Pd, Evaluasi Pembelajaran: Prinsip, Teknik dan Prosedur, .., p. 213.

22

b. Process portfolio

Process portfolio show student‟s learning phase and note student‟s

development from time to time. The purpose of using portfolio content is

to help student identify learning goals and develop their achievement. This

type more emphasizes on how student study and create from the draft they

made.45

From the explanation, it is obvious that portfolio process increases

student involvement in learning process by teaching student how to plan,

monitor, and evaluate their learning.46

In this case, the teacher gives the

scoring rubric that is used to know the requirements should be reached by

the students. Furthermore, according to Zaenal Arifin, here is the form of

process portfolio assessment that can be seen in the following table:47

Table 2.4.

Process Portfolio Assessment Form

Basic Competence: ................................................................

................................................................

Students‟ Name : _____________

Date : _____________

Portfolio Assignment

Criteria

1 2 3 4 5

1. ..............................

2. ..............................

3. ..............................

4. etc.

Can be reached by:

individual

group

teachers‟ help

Teachers‟ comment :

Parents‟ comment:

45


Kurikulum 2004, ....., p. 47. 46

Yuliani Nurani Sujiono, Mengajar dengan portofolio, (Jakarta: PT. Indeks, 2010), p. 9. 47


213.

23

8. Strengths and Weaknesses

It is not surprising that portfolio assessment is one of the effective

assessments in experimental education. There are some strengths using

portfolio as an assessment, it includes:48

1. Portfolio creates self assessment in order to know the improvement of

students‟ ability level based on the feedback.

2. Help the teacher assesses the students fairly, objectively, and clearly.

3. Develop students participating in learning activities.

4. Give an opportunity to students for improving their achievement.

In line with that, portfolio assessment increases students involvement

in the learning process by teaching student how to plans, monitors, and

evaluate their learning.

In the other side, using portfolio also has weaknesses, such as:

1. Portfolio needs extra time and works

2. Portfolio assessment tends to unreliable comparing with other

assessment techniques.

3. Portfolio is included in new assessment technique, so most students do

not know how to use it.

4. Teachers tend only to pay attention in the end goals, not in the process.

f. The Past Continuous Tense

1. The Tense

It is important to keep the two concept of time and tense strictly apart.

Time is universally conceived as something having one dimension only, thus

capable of being represented in one straight line and it is divided into two parts,

the past and the future. George O. Curme draws the division of time as

follow:49

48


205.

49

George O. Curme, College Outline Series English Grammar, (New York: Barnes&Noble,

Inc, 1966), p. 231

24

Figure. 2.2.

The Line of Time

X

Aa Ab Ac B Ca Cb Cc

Before Past After Present Before Future After

past past future future

From the figure above, it can be seen that tense is the part of dimension

of time itself. Furthermore, O. Curme also states that tenses are the different

forms which a verb assumes to indicate the time of the action or state mention

that tenses are the different forms which a verb assumes to indicate the time of

the action or state in which there are six tenses which are present, past, present

perfect, past perfect, future and future perfect.50

In addition Sidney and Randolph define tense as a grammatical

category that is realized by verb inflection. Since English has no future

inflected form of the verb, the threefold semantic opposition is reduced to two

tenses: the present tense and the past tense which typically refer to present and

past time respectively.51

The statement is in line with the verb function in

indicating the tense. In the Oxford dictionary, tense means a verb form that

shows the time of the action or state which are the past, the present, and the

future.52

Additionally, Geoffrey stated that verb forms make a distinction

between tensed and tense-less form. A tensed verb is a verb showing tense

(past or present).53

From the description above the writer concludes that tense is a verb to

indicate the time at which the action or state of being as present, past and

50

George O. Curme, College Outline Series English Grammar, ..., p.60. 51

Sidney Greenbaum, Randolph Quirk, A Student‟s Grammar of the English Language,

(London: Pearson Education Ltd., 2003) p. 47. 52

Oxford University, Oxford Dictionary: Third Edition, (Oxford: Oxford University Press,

2009), p. 455. 53

Geoffrey Leech, Margaret Deuchar, Robert Hoogenraad, English Grammar for Today: A

New Introduction, (London: Palgrave Macmillan, 2006), p. 89.

25

future. Present is the situation that has been described as simultaneous with the

moment of speaking (Susan cook rice). Second is the past, which describes the

situation has been done in the past (Susan cooked rice yesterday). Then, the

third is the future, which describes the situation that will happen or related

subsequent to the moment of speaking (Susan will cook rice tomorrow).

2. What is Past Continuous Tense?

In English, form of the verbs will be changed depend on when the

situation is taken. The patterns that change the situations are taken, it called

tense. Tenses can be classified to three situations; present, past and future. Past

tense indicates an activity in the past. Based on the time activity is taken, past

tense consists of simple past tense, past continuous tense, past perfect tense,

and past perfect continuous tense.54

Therefore, to indicate that an activity or

state was continuing at the time when another activity occurred, the past

continuous tense may be used.55

The people use the Past Continuous Tense to

say that somebody was in the middle of doing something at past time. The

action or situation had already started before this time but had not finished.

Matt burned his hand while he was cooking dinner.

I saw you in the park yesterday. You were sitting on the grass and

reading a book.

Betty Schramper Azar and Stacy A. Hagen explain that past continuous

focuses on the situation as being in progress at a particular time in the past. In

consequence, it may imply that the situation has limited duration, and it is not

necessarily complete.56

Here is the chart of past continuous tense:57

54

Otong Setiawan Djuharie, Functional English Grammar, (Bandung: Yrama Widya, 2008),

p. 79. 55

A.S. Hornby, Guide to Patterns and Usage in English, (Oxford: Oxford University Press,

1975), second edition, p. 86. 56

Sidney Greenbaum and Randoph Quirk, A Students‟ Grammar of the English Language,

....., p.53. 57

Betty Schrampfer Azar, Understanding and Using English Grammar, (Englewood Cliffs:

Prentice Hall Regents, 1989), p. 3.

26

Figure 2.3.

The Chart of Past Continuous Tense

x x

Milada Broukal in her book “Grammar Form and Function 3” said that

the past continuous is formed with the past of „be + the –ing form‟, as

follows:58

Table 2.5.

The Forms of Past Continuous Tense

Subjects to be -ing form

I Was

working You Were

She Was

He Was

It Was

working We Were

They Were

From the statement above the writer concludes that Past Continuous

Tense is a tense that is formed with the past of ‟to be‟ + the –ing form and it is

used to describe an action or activity which occurring in the past situation. The

action or the situation is not necessarily complete.

3. The Form of Past Continuous Tense

Continuous verbs (also called „progressive‟) are formed by adding

„-ing‟ to the base form and using it with the verb „to be‟. The forms of the past

continuous tense are:

a) Affirmative Sentence

The forms of past continuous tense with were or was followed by the

main verb in an -ing form: subject + was/were + -ing form + C.

Example:

58

Milada Broukal and Ingrid Wisniewska, Grammar Form and Function 3, (New York:

McGraw-Hill, 2005), p. 445.

27

They were collecting the assignment.

She was buying that book.

The form of past continuous tense with was or were followed by the

adjective: subject + was/were + being + adjective + C.

Example:

They were being hungry.

He was being comfort with that chair.

b) Negative Sentence

The forms of past continuous tense with were or was followed by the

main verb in an -ing form: subject + was/were + not + -ing form + C.

Example:

They were not collecting the assignment.

She was not buying that book.


adjective: subject + being + not + adjective + C.

Example:

They were not being hungry.

He was not being comfort with that chair.

c) Yes No Question

The form of past continuous tense with were or was followed by the

main verb in an -ing form: was/were + subject + -ing form + C.

Example:

Were they collecting the assignment?

Was she buying that book?


adjective: was/were + subject + being + adjective + C.

Example:

Were they being hungry?

Was he being comfort with that chair? 59

59

Martin Parrot, Grammar for English Language, (Cambridge: Cambridge University Press,

1989), p.198.

28

d) Wh- Question

The form of past continuous tense use the wh- words what, where,

when, how, which, why, who, and whom followed by was or were: wh-

words + was/were + -ing form + C.

Example:

Who was playing that loud music when I called you?

Why was the audience laughing at the end of the movie? 60

The pattern of past continuous tense can summarize as follows:

Table 2.6.

The Pattern of Past Continuous Tense

Affirmative sentence I/He/She/It was

-ing form

We/You/They were

Negative sentence I/He/She/It was not

We/You/They were not

Yes/No Question Was I/He/She/It

Were We/You/They

Wh- Question Wh- words was I/He/She/It

-ing form were We/You/They

4. The Use of Past Continuous Tense

The use of the past continuous tense is described below:61

a. Sequence of events

The past continuous tense is used to describe something, which began

before a particular point in the past and the action is still progress at that

point, the action may continue after that point.

I was still working at 6 o‟clock. (and I continued working after that point).

He was using the vacuum cleaner and so he just didn‟t hear the doorbell

ring. (and I continued using the vacuum cleaner after the doorbell rang).

60

Milada Broukal and Ingrid Wisniewska, Grammar Form and Function 3, ........, p. 29. 61

Otong Setiawan Djuharie, Functional English Grammar, ........., p.86.

29

The past continuous tense is also used when the action stopped at the

key point in the past.

He was working at his computer when the power cut occurred.

This use is sometimes called “the interrupted past continuous”. It uses

simple past to describe the action, which “interrupted” the past action.

b. Complete period of time

Sometimes the past continuous tense is used to describe events that

extend across „complete‟ period of time (e.g. all day; the whole lesson;

every minute of the journey).

We were slaving away from morning to night.

This choice of the past continuous rather than the past simple

emphasizes that the activity was happening at every moment during the

specified period.

5. Verbs Not Normally Used in Progressive Forms

There are some verbs that are not normally used in progressive form.

The verbs indicate stative or dynamic sense generally do not occur in the

progressive form as follows:

a) Verbs referring to activities of the mind, the emotion or the senses, e.g.

think, believe, understand, remember, forget, wish, want, like, love,

hate, notice, recognize, hear, see, feel, smell, etc.

b) Verbs referring to a state or conditions, where an essential element in

the meaning of the verbs is that of permanence, e.g. contain, equal,

resemble, belong, own, have (=possess), include, comprise, etc.

6. Teaching Past Continuous Tense

According to Rob Batstone, grammar is an integral part of the language

people use in everyday communication. Although people are probably not

conscious of grammar in own language use, language teacher can hardly fail to

be aware of its influence. Language without grammar cannot be understood.62

62

Rob Batstone, Grammar, (Oxford: Oxford University Press, 1994), p.3.

30

There are three most reasons that make most students have difficulties

in learning grammar; the clash between function and form, the similarities

between the students‟ own language and the language that is being learnt, and

various exceptions and complications that all language seem to suffer from.63

Especially in Indonesia, a lot of students make mistake when they use the

pattern of tenses. The situation is further complicated by the fact that the same

meaning (or at least similar meaning) can be expressed by using many different

forms. Furthermore, to cover those situations, the linguists make some

techniques in teaching grammar especially Past Continuous Tense.

a. Using Chart

According to Sandra L. Mc Kay, charts are excellent technique to use

in teaching grammar since they provide a visual display for introducing and

contrasting specific grammar points. Grids, one of the simplest types of

charts, provide an effective form for contrasting basic grammatical

structures.64

In this technique, the teacher gives the pattern of Past

Continuous Tense in a chart as follows:

Table 2.7.

The Example of Past Continuous Tense

Past Tense Past Continuous Tense

Luvan opened the window. Luvan was opening the window.

In dealing with any grammatical point in English, two basic

approaches are possible. One is an inductive approach in which the teacher

strives to help students form generalizations themselves by providing many

examples of a particular grammar point. Thus, a second alternative is a

deductive approach in which the teacher gives explicit attention to the

differences in form.

63

Jeremy Harmer, Teaching and Learning Grammar, (New York: Longman, 1987), p. 11. 64

Sandra L. McKay, Teaching Grammar: Form, Function, and Technique, (San Francisco:

Prentice Hall, 1987), p.1.

31

b. Picture

According to Penny Ur, there are many types of grammar practice,

they are: 65

a. Type 1 (Awareness)

After the learner has been introduced to the structure, they are given

opportunities to encounter it within some kind of discourses and do a task

that focuses their attention on its form and/or meaning.

Example, Learners are given extract from newspaper article and ask

to find and underline all the examples of the past continuous tense that

they can find.

b. Type 2 (Controlled Drill)

Learners produce example of the structure. The technique begin by

mentioning some sentences which are predetermined by the teacher or text

book, and have to conform to very clear, closed ended cues.

Example, students are requested to make some sentences based on

the statement that the teacher mentioned before.

c. Type 3 (Meaningful Drills)

A meaningful drill is more emphasized on the meaningful situation.

The responses are very controlled but students can make limited choice of

vocabulary.

Example:

(Teacher said): Choose someone you know very well and write down

his/her name then compose true statements about them according to the

following models:

He was writing on the book when the teacher came.

They were sitting on the chair yesterday.

65

Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge

University Press: 2003). p.84

32

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.66

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: Evaluate 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 his/herself, let

them repair their portfolio content to make it better. In the end of portfolio

66

A.A. Istri N. Marhaeni, Assessmen Portofolio dalam Pembelajaran Berbasis Kompetensi:

Bahan pelatihan Guru Kabupaten Bandung dan Kota Denpasar, ....., p. 2.

33

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

34

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.1 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.

35

content-specific issues.2 There has been increasing interests in the use of

classroom action research, both as a way of increasing knowledge of classroom

and as a tool in the teacher education.

In the book “Research in education” by James H. McMillan and Sally

Schumacher further defined the important feature of action research as following:

Action research is not limited to a specific methodology (although in

the most cases, there is at least some use of qualitative methods), and

typically quantitative data are used descriptively (with little or no emphasis

on inferential statistics). The goal is to introduce a more systematic process

than what is typically employed, be it qualitative, quantitative, or mixed

method. One important difference is that the intent of action research is

only to address specific action in single context, while applied research

seeks to have implications for the field more generally. However, that does

not mean that action research does not have implications for the overall

field. Because practitioners are involved throughout the study, action

research promotes change in classrooms and schools, greater collaboration

among those with a vested interest in the results, an integration of research

with practice, and willingness to test new ideas.3

Furthermore David Nunan stated that action research is carried to improve

and to change what goes in the classroom. The main concern is to come up with

solutions to a given problem in specific situations.4 Based on the explanation

before it is clear that action research should be done by finding the problems

occur in the classroom and the research must come up with the solution to solve

those problems. It would be necessary for learning innovation that bringing about

change and improve the quality of school in education. In line with that, Rochman

Natawidjaya mentioned one of the objectives of CAR is to overcome problems or

difficulties in education and teaching that is faced by teachers and education

personnel, particularly with regard to problems of learning and teaching material

development.5

2 Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge

University Press, 2006), p. 5. 3 James H. McMillan and Sally Schumaher, Research in Education: Evidence-Based Inquiry,

(Boston: Pearson Education, Inc, 2006), sixth edition, p. 414. 4 David Nunan, Understanding Language Classrooms: A Guide for Teacher-Initiated Action,

....., p. 13 5 Sarwiji Suwandi, Penelitian Tindakan Kelas, (PTK) dan Penulisan Karya Ilmiah,

(Surakarta: Yuma Pustaka, 2010), p. 15.

36

Based on the explanation above it can be concluded that action research

tends to be directly linked in achieving results in the classroom setting. Action

research is also completed in teams using a collaborative model and with entire

school.6

B. The Subject and the Object of the Study

1. The Subject of the Study

The subject of this study is all students in class VIII.9 of SMPN 1 Pasar

Kemis, academic year 20010/2011. The number of students consists of 40

(forty). That class has the lowest achievement of past continuous tense among

all students from the other classes.

2. The Object of the Study

The object of this study is portfolio assessment technique to improve

students’ achievement on the past continuous tense.

C. The Time and Place of the Study

This research is carried out in four months started from October up to

January 2010. The research is located in SMPN 1 Pasar Kemis at the second year

students class VIII.9, academic year 2010/2011.

D. The Writer’s Role on the Study

According to Sarwiji Suwandi in Penelitian Tindakan Kelas (PTK) dan

Penulisan karya Ilmiah, CAR is considered through pair-teaching regarding as

collaborative study between the writer and the teacher.7 The writer in this study

has role as the observer. Beside of that the writer also makes lesson plan and the

assessment or the test before CAR (pretest) and after CAR (post test) in each

cycle. The writer reports the development of those cycles. On the other side, the

teacher carries out the action based upon the lesson plan had been made.

6 James H. McMillan and Sally Schumaher, Research in Education: Evidence-Based Inquiry,

...., p. 414. 7 Sarwiji Suwandi, Penelitian Tindakan Kelas (PTK) dan Penulisan Karya Ilmiah,...., p. 15.

37

E. The Research Design

There are some designs of research which can be used in CAR. The writer

use CAR procedure taken from Kurt Lewin’s design. The procedure consists of

four components; planning, acting, observing, and reflecting. The relationship

among those four components is called a cycle.8

Figure 3.1.

The Phases of Classroom Action Research

Here are the programs of each phase in the research process as follows:9

1. Planning

The planning is needed after the writer and the teacher know the problem on

teaching and learning activities.

2. Acting

The planning is implemented by the acting from the teacher. It is the solution

from the action before.

8 Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta: PT.

Indeks, 2009), p.26. 9 Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, ....., p.25.

Planning Acting Observing Reflecting

Cycle 1

Planning Acting Observing Reflecting

Cycle 2

?

38

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

39

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 them to get their parents’ comment about their

40

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

In cycle two, the teacher should not repeat the explanation. The

teacher more improves students’ activities in the classroom. Learner-

centered is implemented excellently. Teacher only gives the direction and

students do their classroom activities interactively. The students are divided

into small group. Cycle two is carried out based on the reflection in the

cycle one which is implemented in the lesson plan that made in the planning

phase. The next procedure still uses the same design by using portfolio

assessment technique.

3. Observing phase

The observer does the observation toward implementation of the

action using observation sheet. In this phase, the observer notice and note all

of activities in the classroom. Thus, the observer analyze toward data which is

taken in acting phase.

4. Reflecting phase

Reflecting phase is the activity to suggest what is the criteria that have

been done by the students. In this phase, the teacher and the writer

collaboratively discuss the result of the observation and the evaluation. The

data that had been collected is analyzed and discussed with the student to get

feedback. The teacher asks the difficulty of using portfolio assessment

technique to evaluate the activities. Beside of that, the observer also discusses

the acting phase with the teacher to find strengths and weaknesses in learning

activities.

41

Furthermore, this phase is also aimed to reflect over all action that has

been done based on the gained data of the actions by observing. Then, it is

used to hold an evaluation for the next cycle. Therefore, this phase also can

determine after completing the action and the result of the action whether it is

success or still there are problems have not solved yet. Then, through the

reflecting phase, it will move on to the next cycle concerning re-planning, re-

acting, and re-observing. Next, in this phase, it can be used to the next cycle

for the consideration to overcome the unfinished problems yet.

G. Technique of Collecting Data

The decision about what data are collected for an action research area of

focus is largely determined by the nature of the problem.10

Once the purpose of

the research and the constraints of the research situation are clear, a particular

technique is chosen to fit the research design. The writer decides to use both

qualitative and quantitative data to this study. The qualitative data consists of

observation to the classroom and questionnaire. On the other side, the quantitative

data uses pre-test and post-test and also the result of portfolio assessment. These

are the following explanation:

1. Observation

Observation systems can take a variety of forms; however, those for

observing student and teacher behavior or classroom interaction. The category

consists of rating scale items, combined in some manner in an attempt to

quantify behavior.11

It is noticed all the aspects during CAR related to students’

general intelectual quality and creative ability.

2. Portfolio assessment

Portfolio assessment is used as a measurement of the students’

achievement.12

The content that is included in portfolio folder are clipping,

10

Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, (New Jersey:

Merrill Prentice Hall), p.51. 11

William Wiersma and Stephen G. Jurs, Research Methods in Education: An Introduction,

(Boston: Pearson Education, Inc, 2009), ninth edition, 370. 12

Peter W. Airasian and Michael K. Russel, Classroom Assessment: Concept and Aplications

(New York: Mc.Graw Hill, 2005), sixth edition, p.237.

42

article, students’ work sheet (LKS), mind map, affective and psycomotor score

and content corection score. The scoring is measured by using the scoring

rubrics that consist of 5 categories such as 5 (great), 4 (good), 3 (moderate), 2

(limited), 1 (more improve). Each portfolio assignment has different

requirements.

3. Questionnaire

The questionnaire is given to the students after CAR. The observer

collects the data by using list of questions about the condition after CAR. In

this study, the questionnaire used to get information concerning students’

understanding toward the activities in the classroom. The questionnaire

consists of 25 questions with four multiple choices.

Scale type in this study is Likert scale. Each question is related to the

answer or students’ behavior. Those four choices are totally agree (sangat

setuju), agree (setuju), disagree (tidak setuju), and totally disagree (sangat

tidak setuju).13

The criteria of questionnaire as follows:

Table 3.1.

The criterion of Questionnaire Score14

Alternative answer Score

Favorable Unfavorable

Totally agree (Sangat Setuju) 4 1

Agree (Setuju) 3 2

Disagree (Tidak Setuju) 2 3

Totally disagree (Sangat Tidak Setuju) 1 4

Table 3.2.

The Blueprint of questionaire

No. Alternative answer

Item number Jumlah

Favoravable Unfavorable

1. Teachers’ profesionalism 3, 4, 5, 6, 7, 9, 10, 11, 12 1, 2, 8 12

2. Students’ Interests 13, 14, 16, 17, 18, 19, 20,

22, 23, 25 15, 21, 24 13

13

Michael J. Wallace, Action Research for Language Teachers, ....., p.139. 14

William Wiersma and Stephen G. Jurs, Research Methods in Education, (Boston: Pearson

Education, Inc, 2009), ninth edition, p. 364.

43

4. Test

The test used in this study is pre-test and post-test. The pretest is done

before implementing portfolio assessment technique. It is to measure students’

understanding at first. Meanwhile, the posttest is implemented after using

portfolio assessment technique which is to know the students’ achievement. In

this study, the tests are done in form of multiple choices. The test is held on last

meeting of each cycle.

In building the trustworthiness of data, the writer sustains the validity of

the instrument. The instrument used in this study is in multiple choices and gap

filling. The writer assumes that those types of test are the appropriate ones to

measure the learning achievement of the student toward the past continuoius

tense and to measure the affectivity of the CAR.15

Based on Norman E. Grolund on his book; Measurement and Evaluation

in Teaching, he said that, “The most essential characteristics of good test can

be classified into two main aspects, they are: validity and reliability.16

To analyze the examined test items, the writer implements the

truthworthiness of the test. There are some phases including:

1. Discriminating Power

The analysis of discriminating power of test items is to know the

performance of the test through distinguishing students who have high

achievement and low achievement. A discrimination power is an indicator

of how well an item discriminates between weak candidates and strong

candidates, the more discriminating the items are, the more reliable will be

the test..17

The computing of discriminating power uses the formula:18

15

Arthur Hughes, Testing for Language Teacher: Second Edition, (Cambridge: Cambridge

Univ. Press, 1990), p. 178. 16

Norman E. Gronlund, Measurement and Evaluation in Teaching, (London: Prentice Hall,

Inc, 1995), p.51. 17

Arthur Hughes, Testing for Language Teachers, (Cammbridge: Cambridge Univ. Press,

2003), second edition), p. 226. 18

Wilmar Tambunan, Evaluation of Student Achievement, (Jakarta: Depdiknas, 1998), p.

139.

44

D = U – L

N

D = The index of discriminating power

U = The number of pupils in the upper group who answered the item

correctly

L = The number of pupils in lower group who answered the item

correctly

N = Number of pupils in each of the groups.

The scale of discriminating power as folowing:19

Discriminating Power Remark

0.6 – 1.0 Very good

0.4 – 0.6 Good

0.1 – 0.3 Ok

-1 - 0.0 Bad

2. Difficulty Item

Item difficulty is how easy or difficult an item is form the viewpoint of

the group of students or examines taking the test of which that item is a part.20

To know the diifficulty item, here is the formula:21

P = R

T

P = Index of difficulty

R = The total number of students who selected the correct answer

T = The total number of students including upper and lower group

The criterion using as follows:22

Difficulty Item Remark

0 - 0.30 High

0.30 - 0.79 Medium

0.80 - 1.00 Low

19

J.B. Heaton, Clasroom Testing, (New York: Longman Inc, 1990), p. 174 20

John W. Oller, Language Test at School, (London:Longman Group Limited, 1979), p. 246. 21

Norman E. Gronlund, Construction Achievement Test, (New York: Prentice Hall, 1982),

p.102. 22

John W. Oller, Language Test at School, ........, p. 247.

45

H. Technique of Data Analysis

As mention on the previous section, the writer uses both quantitative and

qualitative methods. The analysis qualitative data used in this study is the

observation of students’ activities during teaching learning process, and the

questionnaire for the students after CAR. In this case, the writer collected the

entire data which have gained.

Meanwhile, in analyzing the numerical data, the writer uses the statistical

procedure. First, to know how well the students’ score as a whole on the test of

the past continuous tense, the writer tries to get the average student’ past

continuous tense score within one cycle. The formula used is:23

: mean

x : individual score

n : number of students

Second, the writer gets the class percentage which achieves minimum

score 65 (sixty five) by using the formula:24

P = the class percentage

F = total percentage score

N = number of students

After getting the mean of students’ score per actions, the writer identifies

whether or not there might have students’ improvement score on the past

continuous tense from pre-test up to post-test score in both cycle one and cycle

two. To analyze that, the writer uses the formula:25

23

Sudjana, Moteda Statistika, (Bandung: PT. Tarsito, 2002), p. 67. 24

Anas Sudjiono, Pengantar Statistis Pendidikan, (Jakarta: PT. Grafindo Persada, 2008),p. 43 25

David E. Meltzer, The Relationship between Mathematics Preparation and Conceptul

Learninggain in Physics: A Possible Hidden Variable in a Diagnostic Pretest Score, (IOWA:

Department of Physic and Astronomy, 2008), p. 3.

46

P : percentage of students’ improvement

y : pre test result

y1

: post test 1

P : percentage of students’ improvement

y : pre test result

y2 : post test 2

The hypothesis in CAR is considered to be presented in a description of the

data gained during the research that is used charts, tables, etc. In order to support

the acceptance hypothesis, the writer uses descriptive statistic, N-gain analysis

and students’ response analysis.

1. Descriptive Statistic

Acording to Rusefendi in Statistika Dasar untuk Penelitian Pendidikan,

descriptive statistic explains the quantitative data in the simple form.26

In

addition, the analysis of quantitative data refered in conversion data with the

rating scale five.27

Interval Qualification

0.0 – 39.9 Too bad

40.0 – 54.9 bad

55.0 – 69.9 Medium

70.0 – 84.5 Good

85.0 - 100 Very good

2. N-Gain Analysis

In data analysis, the writer uses gain score to identify cognitive aspect or

concept mastery of the students. Gain is the interval between posttest score and

26

Rusefendi, Statistika Dasar untuk Penelitian Pendidikan, (Bandung: IKIP Bandung Press,

1998), cet. ke-1, p. 3. 27

Maifalinda Fatra and Abdul Rozak, Penelitian Tindakan Kelas, (Jakarta: FITK UIN

Jakarta,2010), cet. ke-1, p. 64-65.

47

pretest score. It shows the improvement score after the action. Meanwhile, to

calculate students’ achievement in past continuous tense after implementing

CAR, the writer uses the formula as follow:28

With the categories:

g-high : score (g) > 0.70

g-middle : 0.70 > (g) > 0.3

g-low : score (g) < 0.3

3. Analyzing Students Response

Besides analyzing the result of the tests and observing the activity during

CAR, the writer also uses questionnaire to find out students’ response toward

using portfolio assessment technique in learning past continuous tense. The

writer uses the Likert scale in scoring the answer of the question. In analyzing

the students’ response, the writer uses formula:29

P = the percentage

f = frequency of the percentage is being calculated

N = number of cases

After tabulating all answers, the writer calculates the percentage of the

strength of the response by using formula as follow:

28

Siti Kartinah, Meningkatkan Hasil Belajar Biologi melalui Model Pembelajaran Portofolio

pada Konsep Ekosistem, Skripsi UIN Syarif Hidayatullah Jakarta, (Jakarta: Perpustakaan UIN

Syarif Hidayatullah Jakarta, 2008), p. 43. Unpublished Skripsi. 29

Anas Sudjiono, Pengantar Statistik Pendidikan, ..., p. 43

N-Gain = posttest score – pretest score

ideal score – pretest score

48

After each answer is calculated, the score is processed based on the

criterion of interpretation score as follow:30

Percentage 0% - 25% = Very low

Percentage 26% - 50% = Low

Percentage 51% - 75% = Strong

Percentage 76% - 100% = Very strong

I. The Validity of the Study

Validity is an essential criterion for evaluating the quality and acceptable

of the research regarding validity in action research, the writer adopt Anderson,

Herr and Nihlen’s criteria that mention the validity of action research including

democratic validity, outcome validity, process validity, catalytic validity and

dialogic validity.31

In this study, the writer uses democratic, process and dialogic

validity. Anderson defines outcome validity as follows:

Outcome validity requires that the action emerging from a particular

study leads to the successful resolution of the problem that was being

studied, that is, your study can be considered valid of you learn something

that can be applied to the subsequent research cycle.32

Based on the explanation above, the outcome validity could be seen from

the result of the test. When the result of cycle two is better than cycle one, it

means that the study is successful. Then, process validity is “the validity that

requires study has been conducted in a “dependable” and “competent” manner.”33

Next, the dialogic validity; “It involves having a critical conversation with

peers about research finding and practices.”34

In this case, the writer and the

teacher discuss and assess the students’ test result of cycle one and cycle two

together. It is done in order to avoid invalid data.

30

Ridwan, Belajar Mudah Penelitian untuk Guru, Karyawan dan Pemula, (Bandung:

Alfabeta, 2005), p.89 31

Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, ......, p. 84. 32



Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, ......, p. 85.

49

J. Criteria of the Action Success

CAR is able to be called successful if it can exceed the criterion which has

been determined, and fail if it cannot exceed the criterion which has been

determined. The criteria is used a measurement of the research.35

Based on the

agreement between the researcher and the teacher, these are the criteria of the

action success as follow:

1. The achievement of students that is proved from final score of portfolio

assignment in past continuous tense showed 90% of students could achieve

the target score ≥ 70.

2. The improvement of students’ understanding in past continuous tense showed

80% of students could achieve the target score ≥ 65.

≥

35

Sarwiji Suwandi, Penelitian Tindakan Kelas (PTK) dan Penulisan Karya Ilmiah,

(Surakarta: Yuma Pustaka, 2010), cet ke-2, p. 61.

50

CHAPTER IV

RESULT AND DISCUSSION

This chapter presents the result of research. In this case, it mentions the

way to improve students’ achievement on past continuous tense by using portfolio

assessment technique at class VIII.9 of SMPN 1 Pasar Kemis, Tangerang

academic year 2010/2011. Related to the discussion of the result, it is divided into

three parts. Those are the previous implementation of CAR, the implementation of

CAR, and the discussion of all data after implementing the CAR.

A. The Previous Implementation of CAR

Before implementing CAR, the writer did pre observation and pretest to

know the general conditions of the classroom. These are the explanation:

1. The Result of Pre Observation

The writer conducted the observation as a beginning step in this study.

Pre observation was conducted on Wednesday, November 10th

2011 with the

students as a subject. Pre observation was held in order to find the problem in

the classroom. Then the writer and the teacher followed up the hypothesis by

conducting CAR.

Based on the observation the writer found that teaching and learning

activity generally is very monotonous and deductive in teaching the past

continuous tense. The teacher gave the explanation of the concept and the

using of the past continuous tense then asked for question to the students. Some

51

students respond the teacher, but most of them got bored and ignored teachers’

question.

In the first session of the class, the teacher explained and continued by

giving simple examples. The teacher delivered the material in one way

communication where the students had less opportunity to ask questions. Then,

without giving any interesting stimulations, the teacher directly asked the

students to make past continuous tense sentences in their book. After giving

explanation, the teacher gave some assignment in the students’ work sheet

(LKS). Then, the teacher asked students to answer the questions together and

gave the score.

When the teacher checked some students work, most students were

cheating each other. Instead, the teacher let them did their work not

individually. This led the students to not pay attention to the grammar lesson

because it was so bored and difficult for them. Consequently there were only

several students that could get good achievement in English lesson.

2. The Result of Pretest

The pre test had done before CAR. It was conducted on Wednesday,

November 17th

, 2010. There were 20 questions in multiple-choice form in

which the students carried out the test during 25 minutes. The result of the pre

test can be seen in the following table:

Table 4.1.

Students Pre Test Score

Pre Test

Highest score 80

Lowest Score 15

Mean Score 55.25

The data showed that the mean score of pre test was 55.25. There were

only 14 students who reached the score of KKM, meanwhile the other 26

52

students were below that criterion. The lowest achievement gained score 15.

From that analyzing, it could be seen that almost of the VIII-9 students’

understanding on the past continuous tense was still very low.

B. The Implementation of CAR

1. Cycle 1

1.1. Planning

The classroom action research was conducted at the second year of

SMPN 1 Pasar Kemis in class VIII.9. The total number of the students in class

VIII.9 is 40 students. The concept of CAR was held in two cycles. In this

cycle, the teacher and the writer planned for three times meeting. Each meeting

conducted in 80 minutes (2 x 40 minutes).

In the first step the teacher explained the activities related to past

continuous tense. It was taught by using active learning in which the

assessment given was portfolio. The teacher introduced portfolio assessment as

their new assessment that was formed for students’ learning process. Then, the

teacher gave portfolio folder for students to collect all of their portfolio

assignment in the end of cycle one. The content of students’ portfolio was

considered by the teacher and the writer such as clipping of past continuous

tense, article, students’ work sheet (LKS), affective and psychomotor report

and portfolio content correction.

Some of portfolio assignments have the scoring rubrics to make

students easily predict their score. The scoring rubrics consist of five categories

such as great (5), good (4), moderate (3), limited (2), more improve (1). Those

categories suitable with the criteria they had to complete. The teacher used

active learning in their learning process. The classroom was set in the group

work. The teacher helped to mix a group based on students’ rank. The amount

on group discussion was 10 groups from the total number of students in class

VIII.9. The group discussion was formed to do some portfolio assignments.

53

1.2. Acting

In this step the teacher taught the students by using lesson plan that had

been made before. In the first meeting of cycle one the teacher taught the

students by giving inductive explanation of past continuous tense related to the

students’ activities that they were doing before English lesson. Students were

given some real example of past continuous tense and were asked to identify

the formula from the example that had been explained before. In the end of the

first meeting, the teacher gave homework to make clipping of past continuous

tense and to find the past continuous sentences in the newspaper article.

In the second meeting the teacher asked the students to collect their

work and gave the score. The teacher made a group game to add their score

while they reinforce the material related to past continuous tense. Students who

got the highest score in the game would get the award from the teacher and

their friends. Beside of that, the teacher gave some comments related to the

group work. Then, the teacher gave award for the best group whose get the

highest score. Meanwhile, the observer observed the condition in the classroom

when the discussion happened.

1.3. Observing

a. Portfolio Assessment Result

Students’ portfolio consists of group and individual assignment.

Students’ entire portfolio was observed to get the final score. Portfolio

assessment used the scoring rubrics as the criteria. The entire portfolio

assignments that had been done then those were collected in the portfolio

folder. The content of portfolio that was corrected by the students had to be

given the comments from the teacher. The final score of portfolio

assignment showed the students’ achievement in cycle 1. The total score of

students’ portfolio assessment is explained as follows:

54

Table 4.2.

Students’ Final Portfolio Score

Score Category Amount

85.00 – 100 Very good 1 (2.5%)

70.00 – 84.9 Good 21 (52.5%)

55.00 – 69.9 Medium 16 (40%)

40.00 – 54.9 Bad 2 (5%)

0 – 39.9 Too bad -

Amount (%) 40 (100%)

Average (Category) 69.60 (Medium)

Based on the table above, the writer concluded that portfolio

assignments were not success yet. It proved with the students’ score that

could not achieve the criteria of action success. There was only 1 student

who got the highest score in cycle 1 (2.5%). Students who got good

category were 21 (52.5%). There were 16 students got medium category

(40%) and 2 students got bad category (5%).

b. Observation Result

Related to the observation that was held in the acting process, the

observer made the specific ideas related to the situation in the classroom

when implementing CAR. The observer made the rating scale in

observational form. It was about the physical classroom condition, students’

general intellectual ability and creative ability.

First, the physical condition of classroom was good. The facilities to

support the learning process are good enough. The school provided the

cupboard in the classroom, so it easy to put aside the portfolio folders

safety. The education instruments were also good enough such as colorful

marker, clean whiteboard, proper seat, so the group discussion could be

done well. In general, the physical condition of the classroom made the

learning process hold comfortable.

55

Next, related to students’ general intellectual ability. Most of them

still had lack of knowledge about past continuous tense. Students showed an

interest in problem solving. It is proved from the students’ group discussion.

They less respond what the teacher asked. Furthermore, students had low

grasp of understanding the concept of material.

Then, related to the students’ creative ability in the classroom. The

students were really noisy in doing the exercise or when the teacher

explained the materials. While the teacher was explaining the material,

some students do not concentrate. But, the activities of group discussion

happened well even though some of the students seen do not interest with

the topic. Then, the response of students in the preliminary exercise is good

enough. The students had to do the exercise in group. When the teacher

asked the questions, a few of the students respond enthusiastically.

c. Test Result

In the end of cycle 1, post test was carried to measure how well the

students’ achievement improved. The data of students’ improvement could

be seen from the result of pre test before implementing CAR and the result

of cycle one post test. Each of the test score was used to know the student

achievement improve after giving feed back in portfolio assessment.

Based on the data of the pre test and the post test 1, the result of the

learning past continuous tense by using portfolio assessment technique in

the cycle 1 can be seen in the table below:

Table 4.3.

The result of Students’ Score in Cycle 1

Pre Test Post Test

Highest score 80 85

Lowest Score 15 30

Mean Score 55.25 70.38

56

From the table above, the result of the test on the cycle 1 was improve

with the mean score of pre test 55.25 to 70.38 as the mean score of post test

1.

Next, to know the effectiveness level of the action that had been done

in the cycle 1, the score of the test result was processed with the N gain

analysis, and the result is as follow:

Table 4.4.

Students’ N-gain Score in the Cycle 1

Score Category

N-Gain Students KKM (65)

The total of

students

Complete Not

complete

g ≥ 0.70 High - - -

0.70 > g ≥ 0.30 Medium 25 (62.5%) 20 (50%) 5 (12.5%)

g < 0.3 Low 15 (37.5%) 11(27.5%) 4 (10%)

Amount (%) 40 (100%) 31 (77.5 %) 9 (22.5%)

Average (Category) 0.34 (Medium) Not Complete

Based on the table above, it could be seen that the students’ N gain

score in cycle 1 was 0.34 that fell into medium category. There were 14

students who included in low category (35 %) and 26 students included in

medium category (65%). This score showed a good effectiveness level of

the action that had been done to the past continuous tense using portfolio

assessment technique.

Meanwhile, that students’ mean score of the post test were above the

KKM 65 did not mean that the action was fully success. It could be seen

from the N Gain score toward the students who achieved KKM score ≥ 65.

There were 50 % students who passed KKM score ≥ 65 and included in

medium N gain. The mean score of 70.38 showed that there were still some

students got score below the KKM. There were 9 students whose score were

below the target of CAR or KKM.

57

1.4. Reflecting

The data that had been accounted in observing phase then it was

analyzed. Based on the data above in cycle 1, there were some findings

related to the students’ achievement in past continuous tense:

1. Some of students were included in limited and more improve category in

students’ worksheet 1 (LKS 1).

2. Some of students were included in limited category in portfolio

assignment clipping of past continuous tense.

3. Some of students were included in limited and more improve category in

portfolio assignment newspaper article.

4. Based on the result of post test 1, there were 9 students who got low

score and could not achieve KKM score ≥ 65.

5. The students’ self assessment had to be more improved. It could be seen

from the portfolio assessment score. The average of students’ portfolio

score was 69.60. There were 18 students who got the score below 70.

Based on the result of reflecting phase, still have some problem in

implementing portfolio assessment technique. The teacher and the writer

assumed it was because the activity of the students not improved very well.

The students were still difficult to use portfolio assessment technique as

their assessment. The writer and the teacher then continued the classroom

action research in cycle 2.

2. Cycle 2

2.1. Planning

Based on the result of cycle 1, the teacher and the writer rearrange the

planning of research. The learning process in cycle 2 was still use active

learning strategy. Meanwhile the group activity was decrease and individual

activity was increase. The teacher focused on the students’ attention and

motivation related to their portfolios assignment. In the lesson plan, it was

implemented take and give method in order to solve the problems occurred in

58

the first cycle, so all students could be participated as a subject and object of

the learning process.

Beside of that, the teacher also gave the present for students who got

the highest score. It used to motivate the students to compete and to attempt got

the high score. Then, to assist the students in memorizing the formula of past

continuous tense, the teacher asked the students to make mind map for their

assignment. The teacher also gave clearer explanations related to past

continuous tense. Furthermore, the writer prepared the observational form and

the questionnaire.

2.2. Acting

In cycle 2, the lesson plan was done very well. In the first session, the

teacher asked the students the difficulty in making their portfolio assignment.

The teacher emphasized some aspects that have not been done yet in the first

cycle. The teacher gave different assignment to their portfolio. The teacher

taught the students by using lesson plan that have been made before. In the first

meeting of cycle one the teacher taught the students by giving inductive

explanation of past continuous tense related to the students’ activities before

English lesson. Students were given some real example of past continuous

tense and were asked to identify the formula from the example that had been

explained before. In the end of the first meeting, the teacher gives homework to

make mind map of past continuous tenses and guessing situations. The students

reinforce the material related to past continuous tense by presenting their mind

map in front of the classroom.

2.3. Observing

a. Portfolio Assessment Result

Based on students’ score in portfolio assignment, there was a

significant improvement in cycle 2. The improvement of portfolio

assignment can be seen as follows:

59

Table 4.5.

Students Portfolio Score

Assignments Highest score

(Category)

Lowest score

(Category) Mean

Students’ worksheet 2 (LKS 2) 20 (Great) 15 (Good) 17.9

Portfolio assignment 1 25 (Great) 20 (Good) 21.5

Mind map 25 (Great) 15 (Moderate) 19

Affective and psychomotor score 8 (Good) 4 (Limited) 6.1

Content corrections 10 (Great) 6 (Moderate) 8.25

From the table above, it could be seen that the highest score in most

assignment falls into great category. Therefore, the lowest category also

shows the significant improvement.

Next, the entire portfolio was accounted in the final score of portfolio

assignment. The final score in cycle 2 can be seen below:

Table 4.6.

Students’ Final Portfolio Score

Score Category Amount

85.00 – 100 Very good 10 (25%)

70.00 – 84.9 Good 29 (72.5%)

55.00 – 69.9 Medium 1 (2.5%)

40.00 – 54.9 Bad -

0 – 39.9 Too bad -

Amount (%) 40 (100%)

Average (Category) 81.5 (Good)

Based on the table above, there are 10 students who get very good

category (25%). Students who get good category are 30 (75%) and student

who get medium category is 1 (2.5%). There are no students who get the

category bad and too bad. As a conclusion, portfolio assignment is done

successfully. It proves with the students’ score in this cycle where almost all

60

students get very good and good category. Then, the score proves the the

criteria of action success can be reached.

b. Observation Result

The implementation of the lesson plan to the classroom teaching

and learning activity was running smoothly. There was a significant

improvement in the class situation, students’ general intellectual ability

and the students’ creative ability. The class situation was much better

compared with the previous situation. In this cycle, the students were

under controlled.

Related to the students’ general intellectual ability, the students

show a preference for complex tasks and “why” of things. Beside of that

the knowledge of past continuous tense was increase, so students can

critically think about the material.

Next, related to the students’ response, they also had a very good

improvement, they were easier to make their portfolio assignment. In

conclusion, most students seemed improved in their achievement of past

continuous tense through portfolio assessment technique.

c. Test Result

Post test 2 is carried out to know students’ achievement in past

continuous tense. Based on the data of the pre test, post test 1 and post test

2, the result of the learning past continuous tense by using portfolio

assessment technique in the cycle 2 can be seen in the table below:

Table 4.7.

Students Score in the Cycle 1 and 2

Pre Test Post Test 1 Post Test 2

Highest score 80 85 95

Lowest Score 15 30 50

Mean Score 55.25 70.38 81.25

61

From the table above, it is shown that the result of the test on the

cycle 2 is improving 26 from pre test with the mean score of pre test 55.25

to 81.25 as the mean score of post test 2 or improving 10.87 from the post

test 1 (70.38). The improvement can be seen clearly in the following chart:

Figure 4.1.

The Graph Improvement of the Mean Score

Based on the result of post test 2, it shows the improvement of

students’ achievement. The effectiveness level of the action that had been

done in the cycle 2, the score of the test result is processed with the N gain

analysis, and the result is as follow:

Table 4.8.

Students’ N-gain Score in the Cycle 2

Score Category

N-Gain Students KKM (65)

The total of

students

Complete Not

complete

g ≥ 0.70 High 8 (20%) 8 (20%) -

0.70 > g ≥ 0.30 Medium 31 (77.5%) 28 (70%) 3 (7.5%)

g < 0.3 Low 1 (2.5%) 1 (2.5%) -

Amount (%) 40 (100%) 37 (92.5%) 3 (7.5%)

Average (Category) 0.59 (Medium) Complete

0

10

20

30

40

50

60

70

80

90


Stu

de

nts

' ave

rage

sco

re

Mean Score

62

Based on the table above, it can be seen that the students’ N gain score

in cycle 1 is 0.59 that falls into medium category. There are 8 students who

include in high category (20%), 31 students who include in medium

category (77.5%) and 1 student who include in low category (2.5%). This

score shows a very good effectiveness level of the action that had been done

to the past continuous tense using portfolio assessment technique.

From the data above, it can be concluded that the criteria of action

success can be reached in cycle 2. There are only 3 students who cannot

achieve KKM ≥ 65. It means 92.5 % of the students can reach KKM.

Therefore, the result of action in cycle 1 through giving feed back

by using portfolio assessment is presented in the following table:

Table 4.9.

The Improvement of Students’ Achievement

sw

Cycle 1 Cycle 2

Students’

KKM score

Students’

Portfolio Score

Students’

KKM score

Students’

Portfolio Score

Complete 31 (77.5%) 22 (55%) 37 (92.5%) 39 (97.5%)

Not complete 9 (22.5%) 18 (45%) 3 (7.5%) 1 (2.5%)

Indicator Not complete Not complete Complete Complete

2.4. Reflecting

The teacher and the writer analyze the result of cycle 2. Most of the

students respond the teacher actively. Furthermore, the learning process is done

very well. Those aspects indicate the result of cycle 2 where all students

completely achieve the criteria of action success.

Furthermore, based on the questionnaire that was given to the students

after accomplishing the second action of cycle 2, it was gained the students’

response toward the learning process using portfolio assessment technique to

improve students’ achievement in past continuous tense. The response is

presented in the following table:

63

Table 4.10.

Students’ Questionnaire Result

Indicator Statement value Percentage Conclusion

Teacher performance and

professionalism in the teaching

and learning process

(4) 32.29%

Positive (3) 54.38%

(2) 11.87%

(1) 1.46%

Students interest toward the

material by using portfolio

assessment technique

(4) 32.5%

Positive (3)

53.46%

(2) 11.15%

(1) 2.31%

From the table above it is known the students’ response toward the

learning activity that had done shows almost all students agree to the

teacher’s professionalism and performance during the learning activities.

They also admitted that they got more interested to use portfolio

assessment technique to improve their achievement in past continuous

tense.

C. The Result of Post Test

For the need of the research, the writer had done the trustworthiness of the

test using the construct validity. It was done before the students carried out the

tests. The following table presents the result of data including the pre test, post

test 1, and post test 2.

Table 4.11.

The Students’ Score Result in Pre test, Post test 1 and 2

Students’ Code Pretest Post Test 1 Post Test 2

S1 70 80 95

S2 55 75 90

S3 60 70 85

S4 40 60 75

S5 70 80 95

64

S6 75 85 90

S7 55 60 80

S8 60 75 80

S9 65 70 75

S10 60 75 80

S11 60 65 75

S12 50 75 85

S13 50 65 85

S14 15 50 60

S15 80 85 90

S16 40 65 80

S17 60 80 80

S18 65 80 85

S19 65 85 95

S20 40 75 80

S21 60 80 85

S22 70 80 85

S23 25 60 70

S24 60 75 80

S25 60 65 85

S26 80 85 95

S27 75 85 90

S28 75 90 95

S29 20 40 70

S30 35 60 60

S31 35 60 80

S32 75 85 95

S33 75 80 85

S34 20 30 50

S35 55 70 75

S36 35 65 70

S37 80 85 90

S38 25 30 70

S39 55 65 80

S40 60 70 80

Amount 2210 2815 3250

Mean 55,25 70,38 81,25

65

The writer used some steps to compare the result between pre test and post

test of each cycle. The steps are calculating the students mean score of the test,

calculating the class percentage, and calculating the students’ improvement score

from pre test to post test 1 and 2 into percentage.

To analyze the data of pre test, the first step is to get the mean score of the

class. The following is the calculation:

= 2210

40

= 55.25

From the computation above, it is known that the mean score of the class

in pre test is 55.25 which mean the students’ score of past continuous tense test

before using portfolio assessment technique or before implementing CAR is

55.25.

Then, to know the percentage of students’ score who achieved the KKM

(65) the writer uses the calculation as follow:

P = F x 100%

N

P = 14 x 100%

40

P = 35 %

From that calculation, the students’ score percentage in the pre test is 35 % that

means there are 14 students who achieved the KKM score ≥ 65 and there are 26

students are below the KKM score ≥ 65.

After calculating the result of post test 1 in the cycle 1 of CAR, the writer

calculates the students’ score improvement from the pre test result. There are three

steps to know this improvement. The steps are calculating the students’ mean

score of the class, calculating the students’ improvement score into percentage

and calculating the class percentage.

66

The first step is calculating the mean score of post test 1. The following is

the calculation:

= 2815

40

= 70.38

Based on the calculation, the students’ mean score of post test is 70.38. It shows

that there are some improvements from the pre test mean score. It can be seen

from the pre test mean score (55.25) to the mean score of post test 1 (70.38). It

improves 15.13 (70.38 – 55.25).

The second step is the calculation to get the percentage of students’

improvement score from pre test to post test 1. The writer uses the computation as

follow:

P = 70.38 – 55.25 x 100%

55.25

P = 27.38%

From that computation, the percentage of the students’ improvement score

from pre test to post test 1 is 27.38%. It indicates that the score in the cycle 1 has

improved 27.38% from the pre test score.

The third step is to know the percentage of students who achieved the

KKM. The following is the calculation:

P = x 100%

P = 31 x 100%

40

= 77.5%

67

Based on the calculation, the class percentage which achieved the KKM is

77.5%. It means there are 31 students who achieved the KKM and there are 9

students whose score are below the KKM. The class percentage of post test 1

proves that there is a significant improvement of the class percentage in the pre

test (35%). The improvement of the students’ percentage who achieved the KKM

is 42.5% (77.5%. – 35 %). Nevertheless, the improvements of the class percentage

are still below the target of success CAR. Therefore, it is still needed more effort

and improvement to achieve the target.

Next in the cycle 2 of CAR, the writer also calculates the result of the post

test 2 to know further the score improvement either from the result of pre test or

post test 1. There are three steps in order to know this improvement. The steps are

to calculate the mean score of the class, to calculate the percentage of the

students’ improvement score, and to calculate the class percentage which pass the

KKM score ≥ 65.

The first step is to calculate the mean score of the class in post test 2. The

following is the calculation:

X = 3250

40

= 81.25

Based on the calculation, the mean score of post test 2 is 81.25 which

means there are some students’ improvement score (10.87) from the mean score

of post test 1 (70.38).

The second step is to know the calculation of the percentage of students’

improvement score. It uses the calculation as following:

P = 81.25 - 55.25 x 100%

55.25

68

P = 47.06%

From the calculation above, it could be seen that the post test 2 improves

47.06% from the pre test or 19.68% from the post test 1 (47.06% - 27.38%).

The last step is to know the class percentage whose score achieved the

KKM. Here, the writer computes by using as follows:

P = x 100%

P = 37 x 100%

40

P = 92.5 %

From the computation above, the class percentage is 92.5 %. It means that

in the cycle 2 there are 37 students who achieve the KKM and there are only 3

students are below the KKM. The class percentage of post test 2 proves some

improvements from the previous test. The improvement is 57.5% from the pre test

(35%) or 15% from the post test 1 (77.5%). The following chart presents the

improvements of the class percentage.

Figure 4.2

The Improvement of Class Percentage

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


69

D. The Result of the Questionnaire

To know the students’ response toward the teaching learning activity

during CAR, the writer provided a questionnaire that consists of 25 questions in

four scales answer. The calculation of the result of the questionnaire the writer

had done several steps as follow:

a. First, the writer tabulated the frequency of the answer on each question.

b. Second, the writer calculated the percentage of the answer using the

formula:

c. After getting the percentage of the answer of each question, the writer

tabulated the percentage of the answer based on the indicators.

d. Then, after comparing the tabulation of those answers, the writer analyzed

the evaluation of the indicators which is aimed to know the category of the

respondent. Then, the result can be seen as follow:

Questionnaire Strength indicator 1 = x 100%

= 1527 x 100%

1920

= 79.5%


= 1638 x 100%

2080

= 78.75 %

Based on the calculation above, it proves that the response of the students

toward the teacher professionalism and their interest in learning past continuous

tense by using portfolio assessment technique is 79.5% and 78.75% that means it

falls into the strong category.

70

E. The Interpretation after CAR

The interpretation of the test result and portfolio assessment result is

divided into two parts. The first part is the interpretation of the result among the

pre test, the post test on cycle 1 and the post test cycle 2. The second one is the

interpretation of the portfolio score related to the students’ achievement. Here is

the explanation:

The mean score of the pre test or the students’ score on the past continuous

tense test before carrying out CAR is 55.25. It is the students’ score on the past

continuous tense before using portfolio assessment technique. In the other hand,

the class percentage which achieves the KKM is 35%. It means that there are only

14 students who are able to achieve the KKM score ≥ 65 and there are 26

students whose score are below the KKM.

Next, the mean score in the post test of cycle 1 is 70.38. It shows the

students’ score improvements from the pre test that is 15.13 (70.38 – 55.25) or

27.38%. Meanwhile the class percentage which achieves the KKM in post test 1 is

77.5%. It indicates there are 31 students who achieved the KKM and there are 9

students are still out of target. Even though the improvement already shown a

significant number, it is still under the target which is 80% of the students (or at

least 32 students) could achieve the KKM score ≥ 65.

In cycle 1, portfolio assignments are not success yet. It proves with the

students’ score that cannot achieve the criteria of action success. There is only 1

student who gets the highest score in cycle 1 (2.5%). Students who get good

category are 21 (52.5%). There are 16 students get medium category (40%) and 2

students get bad category (5%). The average of students’ achievement is 69.60. It

is still under the target which is 90% of students (or at least 36 students) could

reach the achievement 70 which is showed from final portfolio score. It is needed

more efforts and improvement in order to achieve the target of success CAR.

Hence, the teacher and the writer move on the next cycle of CAR.

Then, the mean score in the post test of cycle 2 is 81.25 that means there

are some students’ score improvements 10.87 (81.25 – 70.38) from the post test 1

or 47.06% students’ improvement in the score percentage from the pre test or

71

27.38% students’ improvement from the post test 1. Furthermore, students’ N gain

score is improving in each cycle in which 0.34 in the cycle 1 to 0.59 in the cycle

2. Otherwise, the class percentage which achieved the KKM is 92.5%. It means

there are 37 students whose score achieve the KKM and there are 3 students only

whose score still below the KKM. This class percentage indicates some

improvements that is 57.5% from the pre test (35%) or 15% from the post test 1

(77.5%). The post test of cycle 2 has fulfilled the target of CAR success, that is

above 80% students could achieve the KKM.

Therefore, in portfolio score, there are 10 students who get very good

category (25%). Students who get good category are 30 (75%) and student who

get medium category is 1 (2.5%). There are no students who get the category bad

and too bad. The average of students’ achievement is 81.5. As a conclusion,

portfolio assignment is done successfully. It proves with the percentage students

who get the score above 70 is 97.5%. Then, the score proves the successful

indicator can be reached. Therefore, the CAR can be said success and the cycle of

CAR is not continued.

72

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of the study that has been done toward the

effectiveness of portfolio assessment technique to improve students’ achievement

in the Past Continuous Tense, the writer concludes some aspects as follows:

1. The average of students’ final portfolio is improved from cycle 1 to cycle 2,

with the score 69.60 (medium category) in cycle 1 and 81.35 (good category)

in cycle 2. As stated in the criteria of the action success that portfolio

assessment can be a measurement of students’ achievement.

2. The percentage of students who achieve the portfolio final score ≥ 70 is

significant improvement. It improves from 55% or 12 students who achieved

portfolio final score ≥ 70 in cycle 1 to 97.5% or 39 students who achieved

portfolio score ≥ 70 in cycle 2.

3. The average of students’ improvement on understanding Past Continuous

Tense is improved. It proves with the mean score in post test 1 and post test 2

where the score is 70.38 in cycle 1 and 81.25 in cycle 2.

4. The average of N gain score from the pre test, post test 1 and post test 2 is

developed from 0.34 in cycle 1 to 0.59 in cycle 2 that fall into medium

category.

5. The percentage of students’ improvement on understanding Past Continuous

Tense is improved from 77.5% to 92.5%. It means CAR is successfully done

73

in which the result of post test 2 show more than 80% of students achieve the

KKM score ≥ 65.

6. Portfolio assessment technique shows the significant effect in learning Past

Continuous Tense. The students can improve their achievement and can

motivate their selves to compete and to do the best in every performance. So,

the writer concludes that portfolio is effective to improve students’

achievement in Past Continuous Tense.

B. Suggestion

There are some suggestions from the writer related to the result of the

study, as follows:

1. Portfolio assessment technique is one of the assessment techniques that can be

used to be an alternative in students’ assessment in order to improve students’

achievement in English lesson.

2. The procedure of portfolio assessment technique should be communicated

clearly to the students, so it can decrease misunderstanding.

3. The institution, in this case SMPN 1 Pasar Kemis is expected to give advice

and support for the English teacher to implement various assessment beside

the traditional assessment, such as portfolio assessment technique as an effort

to improve students’ achievement in past continuous tense.

4. Because there is limitation in carrying out this research, it is suggested there is

the follow up action that analyze the using portfolio assessment technique to

another materials in English teaching or other subjects.

74

BIBLIOGRAPHY

Airasian, Peter W., Classroom Assessment: Concept and Aplications, New York:

Mc.Graw Hill, fifth edition, 2005.

Airasian, Peter W. and Michael K. Russel, Classroom Assessment: Concept and

Aplications, New York: Mc.Graw Hill, sixth edition, 2008.

Arifin, Zaenal, Evaluasi Pembelajaran: Prinsip, Teknik dan Prosedur, Bandung:

PT. Remaja Rosdakarya, 2009.

Azar, Betty Schrampfer, Understanding and Using English Grammar, Englewood

Cliffs: Prentice Hall Regents, 1989.

Batstone, Rob, Grammar, Oxford: Oxford University Press, 1994.

Broukal, Milada and Ingrid Wisniewska, Grammar Form and Function 3, New

York: McGraw-Hill, 2005.

Cohen, Louise and friends, A Guide to Teaching Practice, New York: Routledge

Falmer, fifth edition, 2006.

Curme, George O., College Outline Series English Grammar, New York:

Barnes&Noble, Inc, 1966.

Daniels, Harvey and Marilyn Bizar, Teaching the Best Practice Way: Methods

That Matter, K-12, Kendall: Stenhouse Publisher, 2005.

Djuharie, Otong Setiawan, Functional English Grammar, Bandung: Yrama

Widya, 2008.

Fatra, Maifalinda and Abdul Rozak, Penelitian Tindakan Kelas, Jakarta: FITK

UIN Jakarta, cet. ke-1, 2010.

Greenbaum, Sidney and Randolph Quirk, Student’s Grammar of the English

Language, London: Pearson Education Ltd, 2003.

Gronlund, Norman E., Measurement and Evaluation in Teaching, London:

Prentice Hall, Inc, 1995.

Harmer, Jeremy, Teaching and Learning Grammar, New York: Longman, 1987.

Heaton, J.B., Clasroom Testing, New York: Longman Inc, 1990.

75

Hornby, A.S., Guide to Patterns and Usage in English, Oxford: Oxford

University Press, second edition, 1975.

Hughes, Arthur, Testing for Language Teacher: Second Edition, Cambridge:

Cambridge Univ. Press, 1990.

International Journal for the Scholarship of Teaching and Learning, Portfolio

Assignments in Teacher Education: A Tool For Self-regulating the

Learning Process, Vol. 1, No. 2 (July 2007), ISSN 1931-4744, Georgia

Southern University, 2007.

http://www.georgiasouthern.edu/ijsotl.

Kusumah, Wijaya and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas,

Jakarta: PT. Indeks, 2009.

Leech, Geoffrey and friends, English Grammar for Today: A New Introduction,

London: Palgrave Macmillan, 2006.

Marhaeni, A.A. Istri N., Assessmen Portofolio dalam Pembelajaran Berbasis

Kompetensi, Bahan pelatihan Guru Kabupaten Bandung dan Kota

Denpasar, Universitas Pendididkan Ganesha Singaraja, 19 Oktober 2006.

McMillan, James H. and Sally Schumaher, Research in Education: Evidence-

Based Inquiry, Boston: Pearson Education, Inc, sixth edition, 2006.

Meltzer, David E., The Relationship between Mathematics Preparation and

Conceptul Learninggain in Physics: A Possible Hidden Variable in a

Diagnostic Pretest Score, IOWA: Department of Physic and Astronomy,

2008.

Muclish, Masnur KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual,

Jakarta: Bumi Aksara, cet. 6, 2009.

Muijs, Daniel and David Reynolds, Effective Teaching: Evidence and Practice,

London: Sage Publications Ltd, second edition, 2006.

National Forum of Educational Administration and Supervision Journal

Electronic, Portfolio Assessment: A Guide For Teachers And

Administrators, Vol. 23, Number 4E 2004-2005, 2005.


NCLRC, Teaching Learning Strategies: A Checklist for Teachers, Vol. X,

Number 08 2008, Washington: George Washington Univ, 2008.

http://www.nclrc.org/portfolio journal/forms.html/



76

Nunan, David, Language Teaching methodology: A Textbook for Teachers, New

York: Prentice Hall, 1991.

Oller, John W., Language Test at School, London:Longman Group Limited, 1979.

Oxford University, Oxford Dictionary: Third Edition, Oxford: Oxford University

Press, 2009.

Parrot, Martin, Grammar for English Language, Cambridge: Cambridge

University Press, 1989.

Rasyid, Harun dan Mansur, Penilaian Hasil Belajar, Bandung: CV.Wacana

Prima, cet. Ke-2, 2008.

Ricards, Jack C. and Willy A. Renandya, Methodology in Language Teaching: An

Anthology of Current Practice, Cambridge: Cambridge University Press,

2008.

Rusefendi, Statistika Dasar untuk Penelitian Pendidikan, Bandung: IKIP

Bandung Press, cet. ke-1, 1998.

Slater, Timothy F., Authentic Assessment In Support Of Student-Centered

Instruction, Montana State University, Vol. 30(9): 1103-1120, 2008.

Sudjana, Metoda Statistika, Bandung: PT. Tarsito, 2002.

Sudjiono, Anas, Pengantar Statistis Pendidikan, Jakarta: PT. Raja Grafindo

Persada, 2008.

Sujiono, Yuliani Nurani, Mengajar dengan portofolio, Jakarta: PT. Indeks, 2010.

Supranata, Sumarna and Muhammad Hatta, Penilaian Portfolio: Implementasi

Kurikulum 2004, Bandung: PT Remaja Rosdakarya, 2007.

Suwandi, Sarwiji, Penelitian Tindakan Kelas, (PTK) dan Penulisan Karya Ilmiah,

Surakarta: Yuma Pustaka, 2010.

Tambunan, Wilmar, Evaluation of Student Achievement, Jakarta: Depdiknas,

1998.

Taylor, Ronald E., Assessment of Exceptional Students: Educational and

Psychological Procedures, Boston: Pearson Education, Inc, eight edition,

2009.

Ur, Penny, A Course in Language Teaching: Practice and Theory, Cambridge:

Cambridge University Press: 2003.

77

Wallace, Michael J., Action Research for Language Teachers, Cambridge:

Cambridge University Press, 2006.

Wiersma, William and Stephen G. Jurs, Research Methods in Education, Boston:

Pearson Education, Inc, ninth edition, 2009.

78

APPENDICES

1. List of Table ....................................................................................... 80

2. List of figure ....................................................................................... 81

3. The Graph Improvement of Students’ Past Continuous

Tense Learning Result During CAR .................................................. 82

4. The Graph of Students’ Portfolio Score ............................................. 83

5. Students’ Score of Pre Test, Post test 1 and Post test 2 ..................... 84

6. The Students' N Gain Score of Cycle 1 and Cycle 2 ........................ 85

7. Students’ Portfolio Final Score in Cycle 1 ........................................... 86

8. Students’ Portfolio Final Score in Cycle 2 ........................................... 88

9. Lesson Plan Cycle 1 ........................................................................... 90

10. Lesson Plan Cycle 2 ........................................................................... 95

11. The Blueprint of the research instrument (test) .................................. 100

12. The research instrument (test) ............................................................ 101

13. Item Analysis ..................................................................................... 105

14. The Pre Test ....................................................................................... 109

15. The Post Test 1 ................................................................................... 110

16. The Post Test 2 ................................................................................... 111

17. Students’ Worksheet in Cycle 1 ......................................................... 112

18. Students’ Worksheet in Cycle 2 ......................................................... 114

19. Scoring Rubrics .................................................................................. 116

20. Scoring Rubric for Clipping of Past Continuous Tense ..................... 117

21. Scoring Rubric for Article .................................................................. 118

22. Scoring Rubric for Post Test 1 ........................................................... 119

23. Scoring Rubric for Mind Map of Past Tenses ..................................... 120

24. Scoring Rubric for Making sentences ................................................ 121

25. Scoring Rubric for Post Test 2 ........................................................... 122

26. Scoring Rubric for Affective and Psychomotor Score ....................... 123

27. Scoring Rubric for Portfolio Content Correction ................................. 124

79

28. The Form of Final Score of Portfolio Assessment in Cycle 1 ........... 125

29. The Form of Final Score of Portfolio Assessment in Cycle 2 ........... 126

30. Portfolio Assessment Form ................................................................ 127

31. Self Assessment Form in Cycle 1 ....................................................... 129

32. Self Assessment Form in Cycle 2 ....................................................... 130

33. Observational Form ............................................................................ 131

34. Observation Result ............................................................................. 132

35. The Questionnaire .............................................................................. 133

36. The Result of Questionnaire ............................................................... 135

37. The List of Group Discussion ............................................................ 137

38. Student’s Portfolio Folder .................................................................. 138

39. The Formal Letters related to the study .............................................. 139

40. The Biography of the Writer ................................................................ 143

80

LIST OF TABLE

1. Table 2.1. Traditional Assessment Vs Portfolio Assessment ............ 12

2. Table 2.2. Product Portfolio Assessment Form ................................. 20

3. Table 2.3. The General Scoring Rubric ............................................. 21

4. Table 2.4. Process Portfolio Assessment Form ................................... 22

5. Table 2.5. The Forms of Past Continuous Tense ............................... 26

6. Table 2.6. The Pattern of Past Continuous Tense .............................. 28

7. Table 2.7. The Example of Past Continuous Tense ........................... 30

8. Table 3.1. The Criterion of Questionnaire Score ............................... 42

9. Table 3.2 The Blueprint of Questionnaire .......................................... 42

10. Table 4.1. Students Pre Test Score ..................................................... 51

11. Table 4.2. Students Final Portfolio Score .......................................... 54

12. Table 4.3. The Result of Students’ Score in Cycle 1 ......................... 55

13. Table 4.4. Students’ N-Gain Score in Cycle 1 ................................... 56

14. Table 4.5. Students’ Portfolio Score in Cycle 2 ................................... 59

15. Table 4.6. Students’ Final Portfolio Score ......................................... 59

16. Table 4.7. Students’ Score in Cycle 1 and 2 ...................................... 60

17. Table 4.8. Students’ N-Gain Score in Cycle 2 ................................... 61

18. Table 4.9. The Improvement of Students’ Achievement ................... 62

19. Table 4.10. Students’ Questionnaire Result ....................................... 63

20. Table 4.11. The Students’ Score Result in Pretest, Post test 1 and 2 .. 63

81

LIST OF FIGURE

1. Figure 2.1. The Principles of Portfolio Assessment ........................... 15

2. Figure 2.2. The Line of Time ............................................................. 24

3. Figure 2.3. The Chart of Past Continuous Tense ............................... 26

4. Figure 2.4. The Conceptual Framework ............................................. 33

5. Figure 3.1. The Phases of Classroom Action Research ..................... 37

6. Figure 4.1. The Graph Improvement of the Mean Score ..................... 61

7. Figure 4.2. The Improvement of Class Percentage .............................. 68

82

The Graph Improvement of Students’ Past Continuous Tense Learning Result During CAR

0

10

20

30

40

50

60

70

80

90

100

A B C D E F G H I J K L

M N O P Q R S T U V W X Y Z

AA

AB

AC

AD

AE

AF

AG

AH AI

AJ

AK

AL

AM

AN

= Pre Test

= Post Test 1

= Post Test 2

In Which: A - AN : Students’ Code

0 – 100 : students’ score

83

The Graph Improvement of Students’ Portfolio Score

0

10

20

30

40

50

60

70

80

90

100

A B C D E F G H I J K L

M N O P Q R S T U V W X Y Z

AA

AB

AC

AD

AE

AF

AG

AH AI

AJ

AK

AL

AM

AN

= Cycle 1 Score

= Cycle 2 Score

In Which: A - AN : Students’ Code

0 – 100 : students’ score

84

The Students' Score in Pretest, Post Test 1 and Post Test 2

No. Students' Name Pretest Post Test 1 Post Test 2

1 Agung Hildayanto 70 80 95

2 Aisyah Mutiadewi 55 75 90

3 Andreas Betsayhuda 60 70 85

4 Ari Novia Wulandari 40 60 75

5 Ayu Bahagiani 70 80 95

6 Ayu Melandari 75 85 90

7 Bagas Prima Aditya 55 60 80

8 Bagus Supriyanto 60 75 80

9 Benediktus Heri 65 70 75

10 Brillian Surya Budi 60 75 80

11 Chrisna Widya 60 65 75

12 Cipto Abdi Setiawan 50 75 85

13 Dede Mailatul Salikah 50 65 85

14 Dela Ayu Puspitasari 15 50 60

15 Destiara Nur Aftriani 80 85 90

16 Diah Wulan Novitasari 40 65 80

17 Eko Agus Kurniawan 60 80 80

18 Fitria Amanda Sari 65 80 85

19 Gupta Noviyansyah 65 85 95

20 Halliza Oktaviani 40 75 80

21 Halmi Safeti Yoga 60 80 85

22 Heni Nur Fataya 70 80 85

23 Ilma Suci Sunati 25 60 70

24 Jayawati Kusuma 60 75 80

25 Junaedi 60 65 85

26 Mahmudah Nurcahya 80 85 95

27 Maissy Hardianti 75 85 90

28 Monica Dilla Qori'ah 75 90 95

29 Muhammad Irvan 20 40 70

30 M. Kholil Ulaemi 35 60 60

31 Niluh Febri Suartami 35 60 80

32 Piardi Arisky 75 85 95

33 Poppy Corolin Utami 75 80 85

34 Rado Pebrianto 20 30 50

35 Rizki Purwandana 55 70 75

36 Rosifa Linda Suryani 35 65 70

37 Sandy Arrissaputra 80 85 90

38 Sri Kanti 25 30 70

39 Tiara Aulianingtyas 55 65 80

40 Vera Widya Ningsih 60 70 80

Amount 2210 2815 3250

Mean 55,25 70,38 81,25

85

The Students' N-Gain Score of Cycle 1 and Cycle 2

No. Students' Name N-Gain N-Gain

Cycle 1 Cycle 2

1 Agung Hildayanto 0,33 0,83

2 Aisyah Mutiadewi 0,44 0,78

3 Andreas Betsayhuda 0,25 0,63

4 Ari Novia Wulandari 0,33 0,58

5 Ayu Bahagiani 0,33 0,83

6 Ayu Melandari 0,40 0,60

7 Bagas Prima Aditya 0,11 0,56

8 Bagus Supriyanto 0,38 0,50

9 Benediktus Heri 0,14 0,29

10 Brillian Surya Budi 0,38 0,50

11 Chrisna Widya 0,13 0,38

12 Cipto Abdi Setiawan 0,50 0,70

13 Dede Mailatul Salikah 0,30 0,70

14 Dela Ayu Puspitasari 0,41 0,53

15 Destiara Nur Aftriani 0,25 0,50

16 Diah Wulan Novitasari 0,42 0,67

17 Eko Agus Kurniawan 0,50 0,50

18 Fitria Amanda Sari 0,43 0,57

19 Gupta Noviyansyah 0,57 0,86

20 Halliza Oktaviani 0,58 0,67

21 Halmi Safeti Yoga 0,50 0,63

22 Heni Nur Fataya 0,33 0,50

23 Ilma Suci Sunati 0,47 0,60

24 Jayawati Kusuma 0,38 0,50

25 Junaedi 0,13 0,63

26 Mahmudah Nurcahya 0,25 0,75

27 Maissy Hardianti 0,40 0,60

28 Monica Dilla Qori'ah 0,60 0,80

29 Muhammad Irvan 0,25 0,63

30 M. Kholil Ulaemi 0,38 0,38

31 Niluh Febri Suartami 0,38 0,69

32 Piardi Arisky 0,40 0,80

33 Poppy Corolin Utami 0,20 0,40

34 Rado Pebrianto 0,13 0,38

35 Rizki Purwandana 0,33 0,44

36 Rosifa Linda Suryani 0,46 0,54

37 Sandy Arrissaputra 0,25 0,50

38 Sri Kanti 0,07 0,60

39 Tiara Aulianingtyas 0,22 0,56

40 Vera Widya Ningsih 0,25 0,50

Amount 13,56 23,58

Average 0,34 0,59

86

Students’ Portfolio Final Score

Cycle 1

No. Students' Name Cycle 1

SW1 CL AR PT1 APS PCC Amount

1 Agung Hildayanto 20 15 15 8 6 6 70

2 Aisyah Mutiadewi 12 20 20 8 6 6 72

3 Andreas Betsayhuda 16 20 10 8 4 6 64

4 Ari Novia Wulandari 10 20 20 6 4 4 64

5 Ayu Bahagiani 16 20 20 8 6 4 74

6 Ayu Melandari 19 20 25 10 8 6 88

7 Bagas Prima Aditya 20 15 15 6 2 4 62

8 Bagus Supriyanto 19 20 20 8 4 4 75

9 Benediktus Heri 19 20 25 8 4 4 80

10 Brillian Surya Budi 18 20 15 8 6 4 71

11 Chrisna Widya 16 15 25 6 4 4 70

12 Cipto Abdi Setiawan 20 15 15 8 6 4 68

13 Dede Mailatul S. 19 20 25 6 6 4 80

14 Dela Ayu Puspitasari 16 15 25 4 4 2 66

15 Destiara Nur Aftriani 12 20 20 10 6 6 74

16 Diah Wulan N. 12 20 20 6 6 4 68

17 Eko Agus Kurniawan 18 20 15 8 4 6 71

18 Fitria Amanda Sari 16 25 15 8 6 4 74

19 Gupta Noviyansyah 20 15 15 10 6 4 70

20 Halliza Oktaviani 16 25 15 8 6 6 76

21 Halmi Safeti Yoga 16 15 25 8 4 4 72

22 Heni Nur Fataya 16 20 25 8 6 4 79

23 Ilma Suci Sunati 18 20 15 6 6 4 69

24 Jayawati Kusuma 10 20 20 8 6 4 68

25 Junaedi 16 20 25 6 4 6 77

26 Mahmudah Nurcahya 16 15 25 10 8 6 80

27 Maissy Hardianti 12 20 20 10 8 6 76

28 Monica Dilla Qori'ah 16 25 15 10 8 4 78

29 Muhammad Irvan 16 15 20 4 2 2 59

30 M. Kholil Ulaemi 10 20 20 6 2 4 62

31 Niluh Febri Suartami 16 25 15 6 4 4 70

32 Piardi Arisky 17 15 10 10 2 4 58

33 Poppy Corolin Utami 16 20 10 8 6 6 66

34 Rado Pebrianto 17 15 10 2 2 2 48

35 Rizki Purwandana 10 20 20 8 4 4 66

36 Rosifa Linda Suryani 18 20 15 6 4 4 67

37 Sandy Arrissaputra 16 20 20 10 6 6 78

38 Sri Kanti 17 15 10 2 2 4 50

39 Tiara Aulianingtyas 16 20 10 6 4 4 60

40 Vera Widya Ningsih 16 20 10 8 4 6 64

Mean Score 69,60

87

In which: SW1 (Students’ Worksheet 1), CL (Clipping of Past Continuous Tense

Situation), AR (Newspaper Article), PT1 (Post Test 1), APS (Affective and

Psychomotor Score), PCC (Portfolio Content Correction).

= Below the target

88

Students’ Portfolio Final Score

Cycle 2

No. Students' Name Cycle 2

SW2 MM PA PT2 APS PCC Amount

1 Agung Hildayanto 20 25 25 10 8 8 96

2 Aisyah Mutiadewi 18 20 20 10 6 8 82

3 Andreas Betsayhuda 18 20 15 10 6 8 77

4 Ari Novia Wulandari 15 20 15 8 4 8 70

5 Ayu Bahagiani 19 25 20 10 8 10 92

6 Ayu Melandari 20 25 25 10 8 10 98

7 Bagas Prima Aditya 20 25 15 8 8 8 84

8 Bagus Supriyanto 20 25 15 8 6 6 80

9 Benediktus Heri 20 25 20 8 6 8 87

10 Brillian Surya Budi 18 20 20 8 6 8 80

11 Chrisna Widya 17 20 15 8 6 8 74

12 Cipto Abdi Setiawan 20 25 20 10 4 8 87

13 Dede Mailatul S. 20 25 20 10 6 8 89

14 Dela Ayu Puspitasari 18 20 15 6 6 8 73

15 Destiara Nur Aftriani 18 20 20 10 4 8 80

16 Diah Wulan N. 18 20 20 8 8 8 82

17 Eko Agus Kurniawan 18 20 20 8 6 10 82

18 Fitria Amanda Sari 16 20 25 10 6 8 85

19 Gupta Noviyansyah 20 25 15 10 8 8 86

20 Halliza Oktaviani 16 20 20 8 6 8 78

21 Halmi Safeti Yoga 17 20 20 10 8 8 83

22 Heni Nur Fataya 19 25 15 10 6 8 83

23 Ilma Suci Sunati 18 20 20 8 6 8 80

24 Jayawati Kusuma 15 20 20 8 6 10 79

25 Junaedi 19 25 15 10 6 8 83

26 Mahmudah Nurcahya 17 20 20 10 6 10 83

27 Maissy Hardianti 18 20 20 10 6 10 84

28 Monica Dilla Qori'ah 16 20 25 10 8 10 89

29 Muhammad Irvan 17 20 20 8 4 8 77

30 M. Kholil Ulaemi 15 20 20 6 6 8 75

31 Niluh Febri Suartami 16 20 20 8 6 8 78

32 Piardi Arisky 18 20 20 10 8 6 82

33 Poppy Corolin Utami 18 20 20 10 6 8 82

34 Rado Pebrianto 18 20 20 4 4 6 72

35 Rizki Purwandana 15 20 15 8 4 6 68

36 Rosifa Linda Suryani 18 20 20 8 6 8 80

37 Sandy Arrissaputra 19 25 20 10 6 8 88

38 Sri Kanti 18 20 15 8 4 6 71

39 Tiara Aulianingtyas 18 20 15 8 4 8 73

40 Vera Widya Ningsih 18 20 20 8 6 10 82

Mean Score 81,35

89

In which: SW2 (Students’ Worksheet 2), MM (Mind Map), PA (Portfolio

Assignment), PT2 (Post Test 2), APS (Affective and Psychomotor Score), PCC

(Portfolio Content Correction).

= Below the target

90

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) SIKLUS 1

Satuan Pendidikan : SMPN 1 PASAR KEMIS

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : VIII (Delapan) / Genap

Tema : Great Experience

Aspek / Skill : Grammar

Alokasi Waktu : 2 x 40 menit

Tahun Pelajaran : 2010/2011

I. STANDAR KOMPETENSI (SK.12) Menulis (12)

Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana

berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.

II. KOMPETENSI DASAR (KD. 12.1) Menulis (12.1)

Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana

dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima

untuk berinteraksi dengan lingkungan sekitar.

III. INDIKATOR 1. Mampu mengidentifikasi pola kalimat affirmative past continuous tense. 2. Mampu menyebutkan pola kalimat negative past continuous tense. 3. Mampu menyatakan pola kalimat interrogative past continuous tense. 4. Mampu menjelaskan penggunaan past continuous tense dalam suatu

kegiatan yang sedang berlangsung di waktu lampau saat kegiatan lain terjadi 5. Mampu memahami penggunaan past continuous tense dalam dua kegiatan

yang berlangsung bersamaan di waktu lampau.

IV. TUJUAN PEMBELAJARAN Pada akhir pembelajaran peserta didik dapat :

1. Menuliskan pola affirmative kalimat past continuous tense. 2. Mengidentifikasi pola negative kalimat past continuous tense. 3. Melengkapi pola interrogative kalimat past continuous tense. 4. Mengidentifikasi penggunaan past continuous tense dalam suatu kegiatan

yang sedang berlangsung di waktu lampau saat kegiatan lain terjadi. 5. Menunjukkan penggunaan past continuous tense dalam dua kegiatan yang

berlangsung bersamaan di waktu lampau.

V. MATERI PEMBELAJARAN Past Continuous Tense

1. Affirmative

Example: 1. He was walking to school at 6.30 this morning.

2. Rita was sleeping at 10.00 last night.

2. Negative

Example: 1. He was not walking to school at 6.30 this morning.

2. The students were not studying History at 9.00 o’clock.

S + was/were + V-ing .

S + was/were + not + V-ing .

91

3. Interrogative

Example: 1. Was he walking to school at 6.30 this morning?

2. Were the students studying History at 9.00 o’clock?

Past continuous tense usually used in some situations below.

1. Use the past continuous tense for an action was still in progress in the past.

I was watering the flowers yesterday.

2. Use the past continuous tense for an action which was interrupted by another action.

I was watering the flowers when it began to rain. Past continuous tense when past tense

3. Use the past continuous tense for two actions which were still in progress at a particular time.

The children were playing the ball while their parents were reading. Past continuous tense while past continuous tense

VI. METODE PEMBELAJARAN / TEKNIK Active learning

VII. LANGKAH-LANGKAH KEGIATAN

Tahapan

Kegiatan

Kegiatan Alokasi

waktu Guru Siswa

AWAL Memotivasi siswa tentang pentingnya

mempelajari tenses dalam Bahasa Inggris

Apersepsi: Bagaimanakah cara

mengungkapkan percakapan yang bermakna

sedang melakukan sesuatu dimasa lampau?

Menyampaikan tujuan pembelajaran

Memperhatikan penjelasan guru

Memperhatikan pertanyaan guru

dan menjawabnya

Memperhatikan tujuan yang akan

dicapai

7 menit

INTI Mendiskusikan struktur kalimat past

continuous tense dan penggunaannya dalam

percakapan fungsional

Memberikan kesempatan pada siswa untuk

bertanya

Membagi siswa kedalam kelompok yang

beranggotakan maksimal 4 orang

Membagikan LKS kepada setiap kelompok

Berdiskusi dan saling menanggapi

Mengajukan pertanyaan

Membuat kelompok kecil



Berdiskusi

Membahas bersama-sama

Memperhatikan komentar guru

15 menit

3 menit

2 menit

20 menit

Was/Were + S + V-ing ?

92

VIII. SUMBER PELAJARAN 1. Silabus Bahasa Inggris kelas VIII 2. Clark, Jeanette Lindsey, dkk, 2008. Flying Start for Junior High School Year

VIII Semester 2: Workbook, Denpasar: Esis. p.7-8. 3. Ali Akhmadi dan Ida Safrida, 2005. Smart Steps: The Smartest Way to Learn

English Grade VIII. Jakarta: Ganesha Exact. p. 169-170. 4. Otong Setiawan Djuharie, 2008. Functional English Grammar. Bandung:

Yrama Widya. p. 86-104 5. Betty Schrampfer Azar, 1989. Understanding and Using English Grammar.

Englewood Cliffs: Prentice Hall Regents.

IX. PENILAIAN Teknik : Penilaian Portofolio

Bentuk : Tertulis

Instrumen : Terlampir

Mengetahui, Tangerang, 18 Januari 2010

Kepala SMPN 1 Pasar Kemis Guru Mata Pelajaran

_________________________ _________________________

NIP. NIP.

Menjelaskan petunjuk pengerjaan LKS

Mengawasi jalannya diskusi pengerjaan LKS

Mengadakan pembahasan LKS

Memberikan umpan balik berupa komentar

tertulis pada LKS

Penugasan Portofolio (dikerjakan di rumah)

10 menit

8 menit

5 menit

AKHIR Memberikan pemantapan konsep dengan

membuat kesimpulan pembahasan LKS

Memberikan penghargaan pada kelompok

yang mengerjakan LKS terbaik

Merefleksi materi yang telah

dipelajari

Memperhatikan arahan guru

7 menit

3 menit

93

Lampiran:

PERTEMUAN 1 Lembar Kerja Siswa (LKS)

Skor maksimal: 20

Kelompok : _________ Kelas : ____ Hari/Tanggal : ______________________

Nama Anggota Kelompok: 1. …………………………….....……………

2. ……………………….....………………….

3. ………………….....……………………….

4. ……………………….....………………….

Petunjuk: Kerjakan soal dengan cara berdiskusi.

Kerjakan soal yang menurut kalian lebih mudah terlebih dahulu.

Periksa kembali jawaban kalian sebelum dikumpulkan.

Match the pictures with the sentences and fill in the blank with “was/were” and “V-ing”.

94

6. Santi ________________________ the target at the summer camp last year.

3. The scouts _________________ at the school on Friday.

1. They ________________________ at the swimming pool last weekend.

7. The women ________________ meatball last night.

2. The boys ___________________ while their sister ________________ outside the door.

8. The dancer _________________ in front of audience yesterday.

10. The children ______________ Cindy’s birthday on Sunday.

9. The students _______________ some note in the classroom.

4. The teacher ___________________ the lesson while his students ________________ seriously.

5. The girls ___________________________ first aid at the scout competition last month.

Komentar Guru: nilai:

95

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) SIKLUS 2 Satuan Pendidikan : SMPN 1 PASAR KEMIS

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : VIII (Delapan) / Genap

Tema : Sharing Knowledge

Aspek / Skill : Grammar

Alokasi Waktu : 2 x 40 menit

Tahun Pelajaran : 2010/2011

X. STANDAR KOMPETENSI (SK.12) Menulis (12)

Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana

berbentuk recount untuk berinteraksi dengan lingkungan sekitar.

XI. KOMPETENSI DASAR (KD. 12.1) Menulis (12.1)

Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana

dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima

untuk berinteraksi dengan lingkungan sekitar.

XII. INDIKATOR 1. Mampu mengidentifikasi berbagai pola kalimat past continuous tense.

2. Mampu mengubah kalimat affirmative ke dalam bentuk negative dan

interrogative.

3. Mampu mengubah kata kerja bentuk present ke dalam kata kerja bentuk past.

4. Mampu membuat contoh kalimat past continuous tense.

XIII. TUJUAN PEMBELAJARAN Pada akhir pembelajaran peserta didik dapat :

1. Mengidentifikasi berbagai pola kalimat past continuous tense.

2. Mengubah kalimat affirmative ke dalam bentuk negative dan interrogative.

3. Mengubah kata kerja bentuk present ke dalam kata kerja bentuk past.

4. Membuat contoh kalimat past continuous tense.

XIV. MATERI PEMBELAJARAN

Read the story carrefuly, then underline the past continuous tense you

found!

96

This was my great experience ever. I was dreaming to go abroad when a

big oportunity came to me. There was International Camp Staff Program in USA.

I became one of the scout ambasador from Indonesia. It was 5th June last year. I

was preparing my stuff when my friend visited me at home. We were staying up

all night in a day before I left. I arrived at Chicago airport on the next day. It was

sunny day afternoon. Dustin was waiting to pick me up. When Dustin was

parking his car in the camp area, I amazed. Camp Drake was a very big camp. I

stayed in apartment near the dinning hall. I arrived at camp when all staff were

eating in the dining hall, so I introduced my self to all people there. The camp

director, Mike was playing with his kids. They were very nice to me. I stayed

there for two months. I visited many places in Chicago such as Millenium park,

Sheed Aquarium, Willis tower, lake Michigan, shooping center and so on. When

I was choosing some souvenirs in the shooping center, I met the guy from

Indonesia. He also lived there to study. We were chatting about Indonesia and

USA. In the 4th August I was leaving USA. I arrived at Soekarno-Hatta airport on

6th August. My parents picked me up there. I was glad to come back to Indonesia.

Put the underlined words in the column below!

To be Verb

Create new sentences by using those verbs and put them in your portfolio!

Portfolio Assignment (Attached)

XV. METODE PEMBELAJARAN / TEKNIK Active learning

XVI. LANGKAH-LANGKAH KEGIATAN

Tahapan

Kegiatan

Kegiatan Alokasi

waktu Guru Siswa

AWAL Memotivasi siswa tentang pentingnya

mempelajari tenses dalam Bahasa Inggris

Apersepsi: Bagaimanakah cara

mengungkapkan percakapan yang bermakna

sedang melakukan sesuatu dimasa lampau?

Menyampaikan tujuan pembelajaran


Memperhatikan pertanyaan guru

dan menjawabnya

Memperhatikan tujuan yang akan

dicapai

7 menit

INTI Mendiskusikan teks recount yang didalamnya

terdapat kalimat past continuous tense.

Memberikan kesempatan pada siswa untuk

bertanya

Membagi siswa kedalam kelompok yang

Berdiskusi dan saling menanggapi

Mengajukan pertanyaan

15 menit

3 menit

97

XVII. SUMBER PELAJARAN 1. Silabus Bahasa Inggris kelas VIII 2. Clark, Jeanette Lindsey, dkk, 2008. Flying Start for Junior High School Year VIII

Semester 2: Workbook, Denpasar: Esis. p.7-8. 3. Ali Akhmadi dan Ida Safrida, 2005. Smart Steps: The Smartest Way to Learn

English Grade VIII. Jakarta: Ganesha Exact. p. 169-170. 4. Otong Setiawan Djuharie, 2008. Functional English Grammar. Bandung: Yrama

Widya. p. 86-104 5. Azar, Betty Schrampfer, 1989. Understanding and Using English Grammar.

Englewood Cliffs: Prentice Hall Regents.

XVIII. PENILAIAN Teknik : Penilaian Portofolio Bentuk : Tertulis Instrumen : Terlampir

Mengetahui, Tangerang, Januari 2010 Kepala SMPN 1 Pasar Kemis Guru Mata Pelajaran _________________________ _________________________ NIP. NIP.

beranggotakan maksimal 4 orang

Membagikan LKS kepada setiap kelompok

Menjelaskan petunjuk pengerjaan LKS

Mengawasi jalannya diskusi pengerjaan LKS

Mengadakan pembahasan LKS

Memberikan umpan balik berupa komentar

tertulis pada LKS

Penugasan Portofolio (dikerjakan di rumah)

Membuat kelompok kecil



Berdiskusi

Membahas bersama-sama

Memperhatikan komentar guru

2 menit

20 menit

10 menit

8 menit

5 menit

AKHIR Memberikan pemantapan konsep dengan

membuat kesimpulan pembahasan LKS

Memberikan penghargaan pada kelompok yang

mengerjakan LKS terbaik

Merefleksi materi yang telah

dipelajari

Memperhatikan arahan guru

7 menit

3 menit

98

Lampiran:

PERTEMUAN 2

Lembar Kerja Siswa (LKS)

Skor maksimal: 20

Kelompok : _________ Kelas : ____ Hari/Tanggal : ___________________

Nama Anggota Kelompok: 1. …………………………………………

2. …………………………………………

3. …………………………………………

4. ………………………………………… Petunjuk:

Kerjakan soal dengan cara berdiskusi.

Kerjakan soal yang menurut kalian lebih mudah terlebih dahulu.

Periksa kembali jawaban kalian sebelum dikumpulkan.

Read the story carrefuly, then underline the past continuous tense you found!

This was my great experience ever. I was dreaming to go abroad when a big

oportunity came to me. There was International Camp Staff Program in USA. I became

one of the scout ambasador from Indonesia. It was 5th June last year. I was preparing my

stuff when my friend visited me at home. We were staying up all night in a day before I

left. I arrived at Chicago airport on the next day. It was sunny day afternoon. Dustin was

waiting to pick me up. When Dustin was parking his car in the camp area, I amazed.

Camp Drake was a very big camp. I stayed in apartment near the dinning hall. I arrived at

camp when all staff were eating in the dining hall, so I introduced my self to all people

there. The camp director, Mike was playing with his kids. They were very nice to me. I

stayed there for two months. I visited many places in Chicago such as Millenium park,

Sheed Aquarium, Willis tower, lake Michigan, shooping center and so on. When I was

choosing some souvenirs in the shooping center, I met the guy from Indonesia. He also

lived there to study. We were chatting about Indonesia and USA. In the 4th August I was

leaving USA. I arrived at Soekarno-Hatta airport on 6th August. My parents picked me up

there. I was glad to come back to Indonesia.

99


To be Verb


1. .......................................................................................................................................

2. .......................................................................................................................................

3. .......................................................................................................................................

4. .......................................................................................................................................

5. .......................................................................................................................................

6. .......................................................................................................................................

7. .......................................................................................................................................

8. .......................................................................................................................................

9. .......................................................................................................................................

10. .......................................................................................................................................

Komentar Guru:

nilai:

100

KISI-KISI INSTRUMEN PENELITIAN

Nama Sekolah : SMPN 1 Pasar Kemis Alokasi Waktu : 90 menit

Mata Pelajaran : Bahasa Inggris Jumlah Soal : 65 butir

Kurikulum Acuan : KTSP 2006 Semester : Genap

Standar Kompetensi Kompetensi Dasar Indikator Aspek

Kognitif Jenis Soal

Butir Soal Jumah

Soal

Menulis (12). Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan

(12.1). Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam Bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative.

1) Mampu mengidentifikasi pola affirmative kalimat past continuous tense.

C1

MC

1, 5, 7, 9, 15, 16, 20, 24, 31, 34, 36, 37, 38, 39*, 46, 48, 51*, 53.

65

2) Mampu menuliskan pola negative dalam kalimat past continuous tense.

C2 3, 4, 14, 18, 19, 32, 41, 45, 52, 55.

3) Mampu mengidentifikasi time signal kalimat past continuous tense.

C1 6, 10, 21, 26, 30, 33, 35, 49, 50, 54, 56.

4) Mampu merumuskan pola kalimat interogative past continuous tense.

C3 8, 11, 12, 22, 25*, 29, 40, 42.

5) Mampu mengubah kata kerja bentuk present menjadi kata kerja past continuous tense.

C2 57, 58, 59, 60, 61, 62, 63, 64, 65.

6) Mampu mengidentifikasi kalimat past continuous tense dalam WH-questions

C1 2, 13, 17, 27*, 28, 43, 44*, 47.

Keterangan: *Nomor Soal yang tidak valid

101

SOAL UJI COBA INSTRUMEN

BAHASA INGGRIS

Name : _________________________

Class : _________________________

Date : _________________________

A. Choose the correct answer by crossing a, b, c, or d!

1. Emah : What were you doing when I

telephoned you?

Wilda : I ............... taking a bath.

a. is c. was

b. were d. are

2. Dida : What ............... they watching last

night?

Herly : They were watching a new movie in

my house.

a. were c. are

b. was d. is

3. Fitri ............... on the chair. She was standing in

front of the door.

a. is not sitting c. is not sit

b. was not sitting d. not sitting

4. I ............... playing cards, but I was cooking

some noodle.

a. is not c. were not

b. am not d. was not

5. My mother ................ dzuhur when grandma

came from the hospital.

a. prayed c. was praying

b. prays d. praying

6. We ............... handicraft last night.

a. was making c. making

b. were making d. are making

7. Ria : Why didn’t you answer my call?

Edi : Sorry, ........................................

a. I had fed my cat

b. I have fed my cat

c. I fed my cat

d. I was feeding my cat

8. Imar : ................. Wilda being hungry in my

party yesterday?

Pipit : Yes, she was eating a lot of food when

the party happened.

a. were c. was

b. does d. did

9. A man ................. on his cell phone while he

was driving.

a. was talking c. were talking

b. is talking d. talking

10. A few minutes ago, he was ................. at home

alone.

a. sitting c. sat

b. sits d. sit

11. ............... she walking to the office yesterday?

a. were c. was

b. did d. does

12. Eva : ................ they playing soccer at this

field last week?

Fitria : Yes, they were playing soccer at this

field.

a. was c. are

b. were d. did

13. Anti : Why .................. you crying last night?

Ema : My boy friend and I broke up last

night.

a. did c. were

b. was d. are

14. They ............... their assignment to the teacher.

a. were not collecting c. not collecting

b. was not collecting d. were not collect

15. Mom and Dad ...................... a new car when

my brother got accident.

a. Buying c. were buying

b. were buy d. was buying

16. Dini : What was he doing when I met Rio?

Rela : She ............... shopping.

a. was c. is

b. were d. are

17. Oval : What ............... you visiting last

week?

Laili : I was visiting the zoo with my family.

Score:

102

a. was c. are

b. were d. is

18. Bayu ............... in the lake. He was fishing in

there.

a. is not swimming

b. is not swim

c. was not swimming d. not swimming

19. It ............... raining. The sun was shining

yesterday.

a. is not c. was not

b. were not d. am not

20. My father ................ the car when I phoned my

friend.

a. repairing c. repaired

b. repaires d. was repairing

21. They ............... their English last night.

a. were practicing

b. was practicing

c. are practicing

d. practicing

22. Egi : ................. Fitri being fear last night?

Isty : Yes, she was closing her eyes when

watched that movie.

a. were c. does

b. was d. did

23. Rela : Why didn’t you call me?

Fahmi : Sorry, .................................

a. I have do my homework.

b. I was doing my homework.

c. I did my homework.

d. I am doing my homework.

24. I ................. the dinner when someone knocked

the door.

a. were eating c. eating

b. is eating d. was eating

25. ............... Sue and Jane selling fruits?

a. was c. did

b. were d. does

26. Last week, she was ................. under the tree

alone.

a. cry c. crying

b. cries d. cried

27. Nadia : What ................ you carrying this

morning?

Fitria : I was carrying a heavy box.

a. was c. are

b. did d. were

28. Dini : Why .................. you laughing last

night?

Emi : I was playing a joke with my sister.

a. were c. did

b. was d. are

29. My brother and sister ............... tennis at 11

am. yesterday.

a. was not playing c. not playing

b. were not playing d. were not play

30. I met John in town yesterday. He .................

a. was shopping c. was shopping

b. was shop d. shopping

31. The sun ...................... when we went out.

a. was shining c. shining

b. was shone d. shines

32. I .................. down the street when it began to

rain.

a. am not walking c. not walked

b. was not walking d. not walk

33. A year ago, Herly was ................... at the famous

school.

a. studied c. study

b. studies d. studying

34. Susan : Why didn’t you call me?

Rully : Sorry, .............................

a. I was helping my dad in the garden.

b. I have helped my dad in the garden.

c. I helped my dad in the garden.

d. I am helping my dad in the garden.

35. I saw Hasan this morning when I .....................

for the bus.

a. is waiting c. was waiting

b. wait d. waiting

36. Dito : You were supposed to be here ten

minutes ago. Where were you?

Ahmad : I .................... for a place to park.

a. am looking c. looked

b. was looking d. look

37. Nuki : What was your sister doing when

you arrived home last night?

Rendra : She ................. in the kitchen.

a. cooks c. was cooking

b. has cooked d. is cooking

103

38. I .............. all over the place for my dictionary

when I suddenly remembered that my sister had

borrowed it.

a. have looked c. looked

b. was looking d. am looking

39. She was ............... to Brazil with her husband.

a. go c. went

b. going d. goes

40. Nindy : ............... Dina being happy last night?

Isty : Yes, she was laughing all night in her

party.

a. does c. did

b. were d. was

41. They ................. the clothes when the designer

came.

a. were not fitting c. was not fitting

b. is not fitting d. not fitting

42. ............... the team practicing their shooting

skill yesterday?

a. was c. were

b. did d. does

43. Nadia : What ................ you buying in the

market yesterday?

Fitria : I was buying some vegetables.

a. were c. are

b. did d. was

44. James : Why .................. you copying the

material when the teacher came?

Peter : I needed to collect my assignment

first.

a. were c. did

b. was d. are

45. I ................. English with my classmates at 2

p.m. last Friday.

a. were not discuss

b. were not discussing

c. not discussing

d. was not discussing

46. I saw Lucy and Steve this morning. They

........... at the bus station.

a. waiting

b. were waiting

c. waited

d. were waited

47. What ............... at 11.30 yesterday?

a. were you doing

b. was you doing

c. you was doing

d. you were doing

48. A : I invited Ana and Robb to my birthday

party. But they didn’t come

B : Why not?

A : They were out of town. They .................

a. travelled

b. was travelling

c. were travelling

d. travelling

49. Yesterday, Toshi ................... at his desk when

his roomatte, Josh came.

a. sat

b. was sitting

c. sits

d. sitting

50. Jason was wearing a suit when I saw him

...................

a. today

b. now

c. next week

d. yesterday

51. While I ........................... dishes last night, I got

a phone call from my best friend.

a. were washing

b. washing

c. am washing

d. was washing

52. While I came to his house, he .................., but

he was playing cards.

a. was not studying

b. were not studying

c. not was studying

d. not studying

53. When Bima ...................... board, Mira opened

the door.

a. is erasing

b. erasing

c. was erasing

d. were erasing

54. A : Where were you going?

B : I was shopping at the mall ...............

a. right now

b. three days later

c. last night

d. tomorrow

104

55. Sheila on 7 ........................ in the stage. They

were preparing the instruments.

a. was not singing

b. were not singing

c. not singing

d. not sing

56. I was studying at Senior High School .............

a. next year

b. now

c. two years later

d. four years ago

Read the following text and complete the verbs by

using past continuous tense! Hi, my name is Sam. I used to be a plumber, but last

year I lost my job. I 57. ............... (live) in Pittsburgh

and I 58. .............. (work) at Pittsburgh Plumbing. I

59. ............... (plan) to work until my retirement.

Now, I’m living in Miami and I’m working for my

cousin’s company.

57. a. was living

b. were living

c. living

d. was live

58. a. working

b. was working

c. was work

d. work

59. a. plan

b. planning

c. were planning

d. was planning

Hi, I’m Ann. I used to be a teacher, but I wanted to

be an actress. Last year, I 60. ............... (live) in

Holliwood. I 61. ................ (try) to get a new job in

the movies. I 62. ............... (dream) about my first

movie. Now, I’m a waitress. But, you know what? I

like it!

60. a. were living

b. living

c. was living

d. was live

61. a. trying

b. was trying

c. were trying

d. tries

62. a. was dreaming

a. dream

b. dreaming

c. were dreaming

Hello, my name is Fred. I wanted my son to go to

college, and he did go. After college, my son 63.

................ (study) computers, and he 64. ..................

(invent) lost of crazy things. Some of big companies

wanted to get those things. They 65. ................. (try)

to buy some of his invention.

63. a. has been studying

b. have been studying

c. were studying

d. was studying

64. a. was inventing

b. was invent

c. inventing

d. were inventing

65. a. tried

b. trying

c. were trying

d. was trying

105

ITEM ANALYSIS OF INSTRUMENT

DISCRIMINATING POWER AND INDEX OF DIFFICULTY

Item Group Options Discriminating

Power

Index of

Difficulty Status

Number A B C D (DP) %

1 UG 0 1 9 0 0,7 55 used

LG 4 2 2 1

2 UG 7 1 1 1 0,6 40 used

LG 1 2 4 3

3 UG 0 8 2 0 0,7 45 used

LG 4 1 3 2

4 UG 0 0 1 9 0,6 60 used

LG 1 4 2 3

5 UG 1 0 8 1 0,7 45 used

LG 2 5 1 2

6 UG 0 7 3 0 0,4 50 used

LG 2 3 2 3

7 UG 2 1 1 7 0,5 45 used

LG 3 3 2 2

8 UG 0 3 6 1 0,4 40 used

LG 1 2 2 5

9 UG 9 1 0 0 0,5 65 used

LG 4 4 1 1

10 UG 8 0 2 0 0,5 55 used

LG 3 2 2 3

11 UG 1 0 8 1 0,6 50 used

LG 2 6 2 0

12 UG 1 7 1 1 0,4 50 used

LG 4 3 1 2

13 UG 0 2 0 8 0,6 50 used

LG 5 1 2 2

14 UG 6 2 2 0 0,4 40 used

LG 2 4 1 3

15 UG 0 0 7 3 0,6 40 used

LG 3 3 1 3

16 UG 8 1 1 0 0,6 50 used

LG 2 3 4 1

17 UG 2 8 0 0 0,5 55 used

LG 1 3 1 5

18 UG 0 0 9 1 0,6 60 used

LG 4 2 3 1

19 UG 0 0 10 0 0,8 60 used

LG 6 1 2 1

106

20 UG 0 1 2 7 0,5 45 used

LG 3 3 2 2

21 UG 10 0 0 0 0,3 85 used

LG 7 1 1 1

22 UG 0 9 0 1 0,6 60 used

LG 2 3 5 2

23 UG 0 8 2 0 0,5 55 used

LG 4 3 1 2

24 UG 1 0 1 8 0,7 45 used

LG 1 4 4 1

25 UG 7 1 1 1 0,3 55 revised

LG 4 2 3 1

26 UG 0 1 7 2 0,5 45 used

LG 5 2 2 1

27 UG 1 2 1 6 0,3 45 revised

LG 3 2 2 3

28 UG 9 0 1 0 0,7 55 used

LG 2 4 4 0

29 UG 1 9 0 0 0,6 60 used

LG 2 3 5 0

30 UG 0 0 8 2 0,7 45 used

LG 0 7 1 2

31 UG 10 0 0 0 0,4 80 used

LG 6 1 2 1

32 UG 1 9 0 0 0,6 60 used

LG 1 3 2 4

33 UG 1 0 1 8 0,5 55 used

LG 1 3 3 3

34 UG 3 3 2 2 0,3 15 used

LG 0 4 3 3

35 UG 0 10 0 0 0,4 80 used

LG 2 6 1 1

36 UG 0 0 1 9 0,5 65 used

LG 3 1 2 4

37 UG 1 3 4 2 0,4 20 used

LG 2 4 0 4

38 UG 1 8 0 1 0,4 60 used

LG 2 4 2 2

39 UG 3 4 3 0 0 40 dropped

LG 2 4 1 4

40 UG 0 0 1 9 0,4 70 used

LG 3 1 1 5

41 UG 8 1 1 0 0,7 45 used

LG 1 2 2 5

107

42 UG 1 0 8 1 0,7 45 used

LG 3 3 1 3

43 UG 7 1 1 1 0,5 45 used

LG 2 3 3 2

44 UG 7 2 1 0 0,3 55 revised

LG 4 2 3 1

45 UG 0 0 1 9 0,7 55 used

LG 1 1 6 2

46 UG 1 8 1 0 0,4 60 used

LG 3 4 0 3

47 UG 8 0 2 0 0,6 50 used

LG 2 0 3 5

48 UG 1 0 7 2 0,4 50 used

LG 2 4 3 1

49 UG 0 5 2 3 0,4 30 used

LG 2 1 1 6

50 UG 1 1 2 6 0,2 50 used

LG 1 3 2 4

51 UG 3 3 2 2 -0,1 25 dropped

LG 1 2 4 3

52 UG 3 3 2 2 0,3 15 used

LG 0 4 5 1

53 UG 1 0 9 0 0,9 45 used

LG 5 4 0 1

54 UG 0 0 9 1 0,8 50 used

LG 2 5 1 2

55 UG 0 10 0 0 0,8 60 used

LG 3 2 4 1

56 UG 0 1 0 9 0,4 70 used

LG 1 1 3 5

57 UG 9 0 0 1 0,7 55 used

LG 2 4 2 2

58 UG 0 7 1 2 0,5 45 used

LG 2 2 4 2

59 UG 2 2 3 3 0,3 15 used

LG 2 1 7 0

60 UG 0 0 10 0 0,3 85 used

LG 2 1 7 0

61 UG 0 9 0 1 0,5 65 used

LG 6 4 0 0

62 UG 7 0 0 3 0,4 50 used

LG 3 3 2 2

63 UG 1 1 0 8 0,6 50 used

LG 0 1 5 2

108

64 UG 1 1 1 7 0,5 45 used

LG 4 1 3 2

65 UG 0 0 9 1 0,7 55 used

LG 7 1 2 0

109

SOAL UJI COBA BAHASA INGGRIS (PRETEST)

SMPN 1 PASAR KEMIS KABUPATEN TANGERANG

Name : _________________________ Class : _________________________ Date : _________________________


1. Emah : What were you doing when I

telephoned you?

Wilda : I ............... taking a bath.

a. is c. was

b. were d. are

2. Dida : What ............... they watching last

night?

Herly : They were watching a new movie in

my house.

a. were c. are

b. was d. is

3. Fitri ............... on the chair. She was standing in

front of the door.

a. is not sitting c. is not sit

b. was not sitting d. not sitting

4. I ............... playing cards, but I was cooking

some noodle.

a. is not c. were not

b. am not d. was not

5. My mother ................ dzuhur when grandma

came from the hospital.

a. prayed c. was praying

b. prays d. praying

6. We ............... handicraft last night.

a. was making c. making

b. were making d. are making

7. Ria : Why didn’t you answer my call?

Edi : Sorry, ........................................

a. I had fed my cat

b. I have fed my cat

c. I fed my cat

d. I was feeding my cat

8. Imar : ................. Wilda being hungry in my

party yesterday?

Pipit : Yes, she was eating a lot of food when

the party happened.

a. were c. was

b. does d. did

9. A man ... on his cell phone while he was driving.

a. was talking c. were talking

b. is talking d. talking

10. A few minutes ago, he was ................. at home

alone.

a. sitting c. sat

b. sits d. sit

11. ............... she walking to the office yesterday?

a. were c. was

b. did d. does

12. Eva : ................ they playing soccer at this

field last week?

Fitria : Yes, they were playing soccer at this

field.

a. was c. are

b. were d. did

13. Anti : Why .................. you crying last night?

Ema : My boy friend and I broke up last

night.

a. did c. were

b. was d. are

14. They ............... their assignment to the teacher.

a. were not collecting c. not collecting

b. was not collecting d. were not collect

15. Mom and Dad ...................... a new car when

my brother got accident.

a. Buying c. were buying

b. were buy d. was buying

16. Dini : What was he doing when I met Rio?

Rela : She ............... shopping.

a. was c. is

b. were d. are

17. Oval : What ............... you visiting last

week?

Laili : I was visiting the zoo with my family.

a. was c. are

b. were d. is


using past continuous tense! Hi, my name is Sam. I used to be a plumber, but last

year I lost my job. I 18. ............... (live) in Pittsburgh

and I 19. .............. (work) at Pittsburgh Plumbing. I

20. ............... (plan) to work until my retirement.

Now, I’m living in Miami and I’m working for my

cousin’s company.

18. a. was living

b. were living

c. living

d. was live

19. a. working

b. was working

c. was work

d. work

20. a. plan

b. planning

c. were planning

d. was planning

110

SOAL SIKLUS 1 BAHASA INGGRIS (POSTEST 1)


Name : _________________________

Class : _________________________

Date : _________________________


1. Bayu ............... in the lake. He was fishing in

there.

a. is not swimming

b. is not swim

c. was not swimming d. not swimming

2. It ............... raining. The sun was shining

yesterday.

a. is not c. was not

b. were not d. am not

3. My father ................ the car when I phoned my

friend.

a. repairing c. repaired

b. repaires d. was repairing

4. They ............... their English last night.

a. were practicing

b. was practicing

c. are practicing

d. practicing

5. Egi : ................. Fitri being fear last night?

Isty : Yes, she was closing her eyes when

watched that movie.

a. were c. does

b. was d. did

6. Rela : Why didn’t you call me?

Fahmi : Sorry, .................................

a. I have do my homework.

b. I was doing my homework.

c. I did my homework.

d. I am doing my homework.

7. I ................. the dinner when someone knocked

the door.

a. were eating c. eating

b. is eating d. was eating

8. Last week, she was ................. under the tree

alone.

a. cry c. crying

b. cries d. cried

9. Dini : Why .................. you laughing last

night?

Emi : I was playing a joke with my sister.

a. were c. did

b. was d. are

10. My brother and sister ............... tennis at 11

am. yesterday.

a. was not playing c. not playing

b. were not playing d. were not play

11. I met John in town yesterday. He .................

a. was shopping c. was shopping

b. was shop d. shopping

12. The sun ...................... when we went out.

a. was shining c. shining

b. was shone d. shines

13. I .................. down the street when it began to

rain.

a. am not walking c. not walked

b. was not walking d. not walk

14. A year ago, Herly was ................... at the famous

school.

a. studied c. study

b. studies d. studying

15. Susan : Why didn’t you call me?

Rully : Sorry, .............................

a. I was helping my dad in the garden.

b. I have helped my dad in the garden.

c. I helped my dad in the garden.

d. I am helping my dad in the garden.

16. I was studying at Senior High School .............

a. next year c. two years later

b. now d. four years ago

17. Dito : You were supposed to be here ten

minutes ago. Where were you?

Ahmad : I .................... for a place to park.

a. am looking c. looked

b. was looking d. look


using past continuous tense! Hi, I’m Ann. I used to be a teacher, but I wanted to

be an actress. Last year, I 60. ............... (live) in

Holliwood. I 61. ................ (try) to get a new job in

the movies. I 62. ............... (dream) about my firstt

movie. Now, I’m a waitress. But, you know what? I

like it!

18. a. were living

b. living

c. was living

d. was live

19. a. trying

b. was trying

c. were trying

d. tries

20. a. was dreaming

b. dream

c. dreaming

d. were dreaming

SCORE:

111

SOAL SIKLUS 2 BAHASA INGGRIS (POSTEST 2)


Name : _________________________

Class : _________________________

Date : _________________________


1. Nuki : What was your sister doing when you

arrived home last night?

Rendra : She ................. in the kitchen.

a. cooks c. was cooking

b. has cooked d. is cooking

2. I .............. all over the place for my dictionary when I

suddenly remembered that my sister had borrowed it.

a. have looked c. looked

b. was looking d. am looking

3. Nindy : ............... Dina being happy last night?

Isty : Yes, she was laughing all night in her

party.

a. does c. did

b. were d. was

4. They ................. the clothes when the designer

came.

a. were not fitting c. was not fitting

b. is not fitting d. not fitting

5. ............... the team practicing their shooting skill

yesterday?

a. was c. were

b. did d. does

6. Nadia : What ................ you buying in the

market yesterday?

Fitria : I was buying some vegetables.

a. were c. are

b. did d. was

7. I ................. English with my classmates at 2 p.m.

last Friday.

a. were not discuss c. not discussing

b. were not discussing d. was not discussing

8. I saw Lucy and Steve this morning. They ...........

at the bus station.

a. waiting c. waited

b. were waiting d. were waited

9. What ............... at 11.30 yesterday?

a. were you doing c. you was doing

b. was you doing d. you were doing

10. A : I invited Ana and Robb to my birthday party.

But they didn’t come

B : Why not?

A : They were out of town. They .................

a. travelled c. were travelling

b. was travelling d. travelling

11. Yesterday, Toshi ................... at his desk when his

roomatte, Josh came.

a. sat c. sits

b. was sitting d. sitting

12. Jason was wearing a suit when I saw him ...............

a. today c. next week

b. now d. yesterday

13. While I came to his house, he .................., but he

was playing cards.

a. was not studying c. not was studying

b. were not studying d. not studying

14. When Bima ...................... board, Mira opened the

door.

a. is erasing c. was erasing

b. erasing d. were erasing

15. A : Where were you going?

B : I was shopping at the mall ...............

a. right now c. last night

b. three days later d. tomorrow

16. Sheila on 7 ........................ in the stage. They were

preparing the instruments.

a. was not singing c. not singing

b. were not singing d. not sing

17. I saw Hasan this morning when I ..................... for

the bus.

a. is waiting c. was waiting

b. wait d. waiting

Read the following text and complete the verbs by using

past continuous tense! Hello, my name is Fred. I wanted my son to go to

college, and he did go. After college, my son 63.

................ (study) computers, and he 64. ..................

(invent) lost of crazy things. Some of big companies

wanted to get those things. They 65. ................. (try) to

buy some of his invention.

18. a. has been studying

b. have been studying

c. were studying

d. was studying

19. a. was inventing c. inventing

b. was invent d. were inventing

20. a. tried

b. trying

c. were trying

d. was trying

SCORE:

112

PERTEMUAN 1 Lembar Kerja Siswa (LKS)

Bobot: 4, Skor maksimal: 5

Kelompok : _____________ Kelas : ____ Hari/Tanggal : ______________________ Nama Anggota Kelompok: 1. …………………………….....…………….

2. ……………………….....…………………. 3. ………………….....………………………. 4. ……………………….....………………….

Petunjuk: Sebelum mengerjakan bacalah tujuan pembelajaran yang akan kalian capai. Kerjakan soal dengan cara berdiskusi. Kerjakan soal yang menurut kalian lebih mudah terlebih dahulu. Periksa kembali jawaban kalian sebelum dikumpulkan.

Match the pictures with the sentences and fill in the blank with “was/were” and “V-ing”.

113

6. Santi ________________________ the target at the summer camp last year.

3. The scouts _________________ at the school on Friday.

1. They ________________________ at the swimming pool last weekend.

7. The women ________________ meatball last night.

2. The boys ___________________ while their sister ________________ outside the door.

8. The dancer _________________ in front of audience yesterday.

10. The children ______________ Cindy’s birthday on Sunday.

9. The students _______________ some note in the classroom.

4. The teacher ___________________ the lesson while his students ________________ seriously.

5. The girls ___________________________ first aid at the scout competition last month.

Komentar Guru: nilai:

114

PERTEMUAN 2

Lembar Kerja Siswa (LKS) Skor maksimal: 20

Kelompok : _________ Kelas : ____ Hari/Tanggal : ___________________

Nama Anggota Kelompok: 1. …………………………………………

5. …………………………………………

6. …………………………………………

7. ………………………………………… Petunjuk:

Kerjakan soal dengan cara berdiskusi. Kerjakan soal yang menurut kalian lebih mudah terlebih dahulu. Periksa kembali jawaban kalian sebelum dikumpulkan.

Read the story carrefuly, then underline the past continuous tense you found!

This was my great experience ever. I was dreaming to go abroad when a big oportunity came to me. There was International Camp Staff Program in USA. I became one of the scout ambasador from Indonesia. It was 5th June last year. I was preparing my stuff when my friend visited me at home. We were staying up all night in a day before I left. I arrived at Chicago airport on the next day. It was sunny day afternoon. Dustin was waiting to pick me up. When Dustin was parking his car in the camp area, I amazed. Camp Drake was a very big camp. I stayed in apartment near the dinning hall. I arrived at camp when all staff were eating in the dining hall, so I introduced my self to all people there. The camp director, Mike was playing with his kids. They were very nice to me. I stayed there for two months. I visited many places in Chicago such as Millenium park, Sheed Aquarium, Willis tower, lake Michigan, shooping center and so on. When I was choosing some souvenirs in the shooping center, I met the guy from Indonesia. He also lived there to study. We were chatting about Indonesia and USA. In the 4th August I was leaving USA. I arrived at Soekarno-Hatta airport on 6th August. My parents picked me up there. I was glad to come back to Indonesia.

115


To be Verb


1. ................................................................................................................................................ 2. ................................................................................................................................................ 3. ................................................................................................................................................ 4. ................................................................................................................................................ 5. ................................................................................................................................................ 6. ................................................................................................................................................ 7. ................................................................................................................................................ 8. ................................................................................................................................................ 9. ................................................................................................................................................ 10. ................................................................................................................................................

Komentar Guru:

nilai:

116

SCORING RUBRICS

117

NILAI AKHIR PORTOFOLIO PELAJARAN BAHASA INGGRIS

SMPN 1 PASAR KEMIS

SIKLUS 1

Nama : ___________________________

Kelas : VIII.

Materi : Past Continuous Tense

Uraian Skor maksimal Skor yang diperoleh

1. LKS 1 20

2. Kliping situasi Past Continuous Tense 25

3. Artikel 25

4. Tes akhir (postest 1) 10

5. Skor afektif dan psikomotorik 10

6. Perbaikan Isi Portofolio 10

Total 100

Tangerang, Januari 2011

Mengetahui, Guru Mata Pelajaran

Orang tua/Wali murid

__________________ _____________________

NIP.

118

RUBRIK SKORING ARTIKEL

(Bobot: 5)

Tugas ini harus memenuhi ketentuan antara lain:

a. Berisi minimal 8 kalimat yang diambil dari koran atau majalah berbahasa Inggris

b. Kalimat tersebut ditulis kembali dengan menggaris bawahi “to be” dan V-ing”

c. Membuat kalimat past continuous tense dari kata kerja yang ada

d. Kebenaran struktur dari past continous tense

e. Tugas rapi dan menarik

Rubrik

Skor Penghargaan Kriteria

5

Sangat baik Tugas berisi minimal 8 kalimat past continuous tense yang diambil

dari koran berbahasa Inggris, ditulis kembali dengan menggaris

bawahi word order, membuat kalimat past continuous tense dari

kata kerja yang ada serta kebenaran struktur kalimatnya, dan tugas

dibuat dengan rapi dan menarik.

4

Baik Tugas berisi minimal 8 kalimat past continuous tense yang diambil

dari koran berbahasa Inggris, ditulis kembali dengan menggaris

bawahi “to be” dan “V-ing”, membuat kalimat past continuous

tense dari kata kerja yang ada serta kebenaran struktur kalimatnya,

tetapi tugas kurang rapi dan menarik.

3

Cukup Secara umum tugas tampak menarik tetapi 1 sampai 2 ketentuan

tidak dikembangkan.

2

Kurang Tugas kurang menarik tetapi 1 sampai 2 ketentuan tidak

dikembangkan.

1

Sangat kurang Tugas kurang rapi dan tidak menarik dengan 1 sampai 3 ketentuan

tidak dikembangkan.

119

RUBRIK SKORING KLIPING SITUASI

(Bobot: 5)

Kliping situasi harus memenuhi ketentuan antara lain:

a. Berisi minimal 10 situasi yang menggambarkan past continuous tense

b. Membuat kalimat affirmative yang berhubungan dengan gambar

c. Mengubah kalimat ke dalam bentuk interogative dan negative

d. Kliping dibuat dengan kertas A4 diberi garis tepi dan disertai cover

e. Tampilan kliping kreatif dan menarik

Rubrik


5 Sangat baik Kliping berisi minimal 10 situasi yang menggambarkan past

continuous tense, membuat kalimat yang berhubungan dengan

gambar kemudian menguabahnya ke dalam bentuk negative dan

interogative, dibuat pada kertas A4 disertai cover, dan tampilan

kliping kreatif dan menarik.

4 Baik Kliping berisi minimal 10 situasi yang menggambarkan past

continuous tense, membuat kalimat yang berhubungan dengan

gambar kemudian menguabahnya ke dalam bentuk negative dan

interogative, dibuat pada kerta A4 disertai cover, tetapi tampilan

kliping kurang kreatif dan menarik.

3 Cukup Secara umum kliping tampak menarik tetapi 1 sampai 2 ketentuan

tidak dikembangkan.

2 Kurang Kliping kurang menarik tetapi 1 sampai 2 ketentuan tidak

dikembangkan.

1 Sangat kurang Kliping ditampilkan kurang kreatif dan tidak menarik dengan 1

sampai 3 ketentuan tidak dikembangkan.

120

RUBRIK SKORING PERBAIKAN ISI PORTOFOLIO

(Bobot: 2)

Isi portofolio harus memenuhi ketentuan antara lain:

a. Melakukan perbaikan pada setiap tugas

b. Perbaikan pada isi portofolio benar

c. Kumpulan karya-karya disimpan di dalam folder

d. Karya-karya yang dikumpulkan disusun secara rapi sesuai urutan tugas yang diberikan

e. Melampirkan lembar pemantauan pemberian komentar dari guru ataupun teman

Rubrik


5 Sangat baik Portofolio telah diperbaiki pada setiap tugasnya dan benar, disimpan

di dalam folder/map, disusun secara rapi sesuai urutan tugas yang

diberikan, dan melampirkan lembar pemantauan pemberian umpan

balik/arahan dari guru ataupun teman.

4 Baik Portofolio telah diperbaiki pada setiap tugasnya dan benar, disimpan


diberikan, tetapi tidak melampirkan lembar pemantauan pemberian

umpan balik/arahan dari guru ataupun teman.

3 Cukup Secara umum isi portofolio sudah diperbaiki tetapi 1 sampai 2

ketentuan tidak dikembangkan.

2 Kurang Isi portofolio tidak terdapat lembar pemantauan pemberian umpan

balik/arahan dari guru ataupun teman tetapi 1 sampai 2 ketentuan

tidak dikembangkan.

1 Sangat kurang Isi portofolio tidak terdapat lembar pemantauan pemberian umpan

balik/arahan dari guru ataupun teman dengan 1 sampai 3 ketentuan

tidak dikembangkan.

121

RUBRIK SKORING AFEKTIF DAN PSIKOMOTOR

(Bobot: 2)


a. Mendapatkan penghargaan terbaik dalam menggerjakan tugas

b. Aktif bertanya dan memberikan gagasan terhadap materi di kelas

c. Memiliki peran dalam tugas kelompok maupun individu

d. Mengerjakan tugas dengan tepat waktu

e. Hadir dalam setiap tatap muka

Rubrik


5 Sangat baik Siswa atau kelompoknya mendapatkan nilai terbaik dalam

mengerjakan tugas yang diberikan guru, juga aktif bertanya dan

memberikan gagasan terhadap materi yang diajarkan, memiliki

peran dalam tugas kelompok ataupun individu, selalu mengerjakan

tugas tepat waktu dan hadir dalam setiap tatap muka.

4 Baik Aktif bertanya dan memberikan gagasan terhadap materi yang

diajarkan, memiliki peran dalam tugas kelompok ataupun individu,

selalu mengerjakan tugas tepat waktu dan hadir dalam setiap tatap

muka, namun siswa atau kelompoknya tidak mendapatkan nilai

terbaik dalam mengerjakan tugas yang diberikan guru.

3 Cukup Memiliki peran dalam tugas kelompok ataupun individu, selalu

mengerjakan tugas tepat waktu dan hadir dalam setiap tatap muka,

namun siswa atau kelompoknya tidak mendapatkan nilai terbaik

dalam mengerjakan tugas yang diberikan guru dan kurang aktif

bertanya dan memberikan gagasan terhadap materi yang diajarkan.

2 Kurang Kurang berperan dalam tugas kelompok tetapi 1 sampai 2


1 Sangat kurang Mengerjakan tugas tepat waktu namun 1 sampai 3 ketentuan tidak

dikembangkan.

122

Penilaian Portofolio Proses Belajar Siswa

SMPN 1 PASAR KEMIS Tahun Ajaran 2010/2011

Kompetensi Dasar

12.2. Mengungkapkan makna dan langkah

retorika dalam esei pendek sederhana dengan

menggunakan ragam bahasa tulis secara akurat,

lancar dan berterima untuk berinteraksi dengan

lingkungan sekitar berbentuk recount dan

narrative.

Nama siswa : ________________________

Tanggal : ________________________

Bidang Studi : BAHASA INGGRIS

Tagihan Portofolio

Kriteria

1 2 3 4 5

1. LKS 1

2. Kliping situasi Past Continuous Tense

3. Artikel

4. Tes akhir (postest 1)

5. Skor afektif dan psikomotor

6. Perbaikan Isi Portofolio

Dicapai melalui:

perorangan

kelompok

pertolongan guru

Komentar guru :

Komentar Orang tua:

Keterangan:

1. : sangat kurang

2. : kurang

3. : cukup

4. : baik

5. : sangat baik

123

Rubrik Skoring Post Test 1

(Bobot 2)

Ketentuan:

Skor Kriteria

5

(Sangat Baik) Mendapat nilai 85 - 100

4

(Baik) Mendapat nilai 70 – 84

3

(Cukup) Mendapat nilai 55 – 69

2

(Kurang) Mendapat nilai 40 – 54

1

(sangat Kurang) Mendapat nilai < 39

124

NILAI AKHIR PORTOFOLIO PELAJARAN BAHASA INGGRIS

SMPN 1 PASAR KEMIS

SIKLUS 2

Nama : ___________________________

Kelas : VIII.

Materi : Past Continuous Tense

Uraian Skor maksimal Skor yang diperoleh

1. LKS 2 20

2. Tugas Portofolio 1 25

3. Mind mapping struktur Past Cont.Tense 25

4. Tes akhir (postest 2) 10

5. Skor afektif dan psikomotorik 10

6. Perbaikan Isi Portofolio 10

Total 100

Tangerang, Januari 2011

Mengetahui, Guru Mata Pelajaran

Orang tua/Wali murid

__________________ _____________________

NIP.

125

RUBRIK SKORING MAKING SENTECES

(Bobot: 5)

Ketentuan:

Skor Kriteria

5


4


3


2


1


126

RUBRIK SKORING MIND MAP

(Bobot: 5)

Tugas Mind map harus memenuhi ketentuan antara lain:

a. Kebenaran penggunaan rumus dalam past tense

b. Menyebutkan semua kelompok past tense dengan benar

c. Mind map diseratakan dengan contoh-contoh

d. Tampilan mind map dibuat secara menarik

e. Penggunaan warna dan gambar yang variatif

Rubrik


5 Sangat baik Tugas memiliki kebenaran penggunaan rumus dalam past tense,

menyebutkan semua kelompok past tense dengan benar, mind map

diseratakan dengan contoh-contoh, tampilan mind map dibuat

secara menarik dan penggunaan warna dan gambar yang variatif.

4 Baik Tugas memiliki kebenaran penggunaan rumus dalam past tense,

menyebutkan semua kelompok past tense dengan benar, mind map

diseratakan dengan contoh-contoh, tetapi tampilan mind map dibuat

kurang menarik dan penggunaan warna dan gambar yang kurang

variatif.

3 Cukup Secara umum tampilan tampak menarik tetapi 1 sampai 2 ketentuan

tidak dikembangkan.

2 Kurang Tampilan kurang menarik tetapi 1 sampai 2 ketentuan tidak

dikembangkan.

1 Sangat kurang Tampilan ditampilkan kurang kreatif dan tidak menarik dengan 1

sampai 3 ketentuan tidak dikembangkan.

127

RUBRIK SKORING PERBAIKAN ISI PORTOFOLIO

(Bobot: 2)


a. Melakukan perbaikan pada setiap tugas

b. Perbaikan pada isi portofolio benar

c. Kumpulan karya-karya disimpan di dalam folder

d. Karya-karya yang dikumpulkan disusun secara rapi sesuai urutan tugas yang diberikan

e. Melampirkan lembar pemantauan pemberian komentar dari guru ataupun teman

Rubrik


5 Sangat baik Portofolio telah diperbaiki pada setiap tugasnya dan benar, disimpan


diberikan, dan melampirkan lembar pemantauan pemberian umpan

balik/arahan dari guru ataupun teman.

4 Baik Portofolio telah diperbaiki pada setiap tugasnya dan benar, disimpan


diberikan, tetapi tidak melampirkan lembar pemantauan pemberian

umpan balik/arahan dari guru ataupun teman.

3 Cukup Secara umum isi portofolio sudah diperbaiki tetapi 1 sampai 2


2 Kurang Isi portofolio tidak terdapat lembar pemantauan pemberian umpan

balik/arahan dari guru ataupun teman tetapi 1 sampai 2 ketentuan

tidak dikembangkan.

1 Sangat kurang Isi portofolio tidak terdapat lembar pemantauan pemberian umpan

balik/arahan dari guru ataupun teman dengan 1 sampai 3 ketentuan

tidak dikembangkan.

128

RUBRIK SKORING AFEKTIF DAN PSIKOMOTOR

(Bobot: 2)


a. Mendapatkan penghargaan terbaik dalam menggerjakan tugas

b. Aktif bertanya dan memberikan gagasan terhadap materi di kelas

c. Memiliki peran dalam tugas kelompok maupun individu

d. Mengerjakan tugas dengan tepat waktu

e. Hadir dalam setiap tatap muka

Rubrik


5 Sangat baik Siswa atau kelompoknya mendapatkan nilai terbaik dalam

mengerjakan tugas yang diberikan guru, juga aktif bertanya dan

memberikan gagasan terhadap materi yang diajarkan, memiliki

peran dalam tugas kelompok ataupun individu, selalu mengerjakan

tugas tepat waktu dan hadir dalam setiap tatap muka.

4 Baik Aktif bertanya dan memberikan gagasan terhadap materi yang

diajarkan, memiliki peran dalam tugas kelompok ataupun individu,

selalu mengerjakan tugas tepat waktu dan hadir dalam setiap tatap

muka, namun siswa atau kelompoknya tidak mendapatkan nilai

terbaik dalam mengerjakan tugas yang diberikan guru.

3 Cukup Memiliki peran dalam tugas kelompok ataupun individu, selalu

mengerjakan tugas tepat waktu dan hadir dalam setiap tatap muka,

namun siswa atau kelompoknya tidak mendapatkan nilai terbaik

dalam mengerjakan tugas yang diberikan guru dan kurang aktif

bertanya dan memberikan gagasan terhadap materi yang diajarkan.

2 Kurang Kurang berperan dalam tugas kelompok tetapi 1 sampai 2


1 Sangat kurang Mengerjakan tugas tepat waktu namun 1 sampai 3 ketentuan tidak

dikembangkan.

129

Penilaian Portofolio Proses Belajar Siswa

SMPN 1 PASAR KEMIS Tahun Ajaran 2010/2011

Kompetensi Dasar

12.2. Mengungkapkan makna dan langkah

retorika dalam esei pendek sederhana dengan

menggunakan ragam bahasa tulis secara akurat,

lancar dan berterima untuk berinteraksi dengan

lingkungan sekitar berbentuk recount dan

narrative.

Nama siswa : ________________________

Tanggal : ________________________

Bidang Studi : BAHASA INGGRIS

Tagihan Portofolio

Kriteria

1 2 3 4 5

1. LKS 1

2. Kliping situasi Past Continuous Tense

3. Artikel

4. Tes akhir (postest 1)

5. Skor afektif dan psikomotor

6. Perbaikan Isi Portofolio

Dicapai melalui:

perorangan

kelompok

pertolongan guru

Komentar guru :

Komentar Orang tua:

Keterangan:

1. : sangat kurang

2. : kurang

3. : cukup

4. : baik

5. : sangat baik

130

Rubrik Skoring Post Test 1

(Bobot 2)

Ketentuan:

Skor Kriteria

5


4


3


2


1


131

OBSERVATIONAL FORM

A. General Intellectual Ability

Students’ ability Rarely Less than

the half time

About the

half time

More than

half time

Consistently

most of the time

Students show preference

for the more complex

assignments.

1 2 3 4 5

Students have knowledge

and good memorizing

related to the material.

1 2 3 4 5

Students demonstrate the

critical thinking ability to

think things out logically.

1 2 3 4 5

Students show an interest

in group discussion 1 2 3 4 5

Students have quick grasp

of concept and underlying

the principles.

1 2 3 4 5

B. Creative Ability

Students’ ability Rarely Less than

the half time

About the

half time

More than

half time

Consistently

most of the time

Students curious and ask

many questions 1 2 3 4 5

Students produce work

which is fresh, vital and

unique; creative new ideas,

products and process

1 2 3 4 5

Students exhibit

playfulness and keen sense

of humor, may make a

joke, etc.

1 2 3 4 5

Students show unusual

capacity for concentration,

imagination, and

originality on tasks

1 2 3 4 5

Students bored quickly

with routine tasks,

memorization of facts and

detail.

1 2 3 4 5

132

The Observation Result

General Intelectual Ability

Creative Ability

0

1

2

3

4

5

6

Students show

preference for the more complex

assignment

Students have knowledge and good

memorizing related to the

material

Students demonstrate

critical thinking

ability to think things out logically

students show an interest in

group discussion

students have quick grasp of concept and

underlying the principles

Cycle 2

Cycle 1

0

1

2

3

4

5

6

Students curious and ask many questions

Students produce work; creative new

ideas, product and process

Students playfullness and

keen sense of humor, may make a joke

Students show high

concentration

Students bored quickly

133

ANGKET SISWA

NAMA SEKOLAH : SMPN 1 PASAR KEMIS

HARI/TANGGAL : ………………….............

KELAS/SEMESTER : VIII / GENAP

Petunjuk:

1. Pada angket ini terdapat 25 pernyataan. Pertimbangkan baik-baik setiap pernyataan dalam

kaitannya dengan pembelajaran Bahasa Inggris, kemudian jawablah dengan jujur sesuai dengan

keadaan yang sebenarnya.

2. Berilah tanda cheklist (√) untuk jawaban yang tepat sesuai pendapat anda sendiri.

3. Angket ini dibuat hanya untuk kepentingan ilmiah dalam rangka penelitian. Oleh karena itu,

jawaban anda dijamin kerahasiaannya dari siapapun. Terimakasih.

Keterangan pilihan jawaban:

SS : Sangat Setuju

S : Setuju

TS : Tidak Setuju

STS : Sangat Tidak Setuju

A. Profesional Guru

No Pernyataan Pilihan Jawaban

SS S TS STS

1. Saya sulit memahami materi yang disampaikan oleh guru karena

metode mengajarnya yang membosankan

2. Saya menjadi bingung ketika belajar Bahasa Inggris karena pendekatan

pembelajaran yang diterapkan oleh guru

3. Saya merasa memperoleh cukup percaya diri terhadap portofolio yang

saya buat dalam pelajaran Bahasa Inggris

4. Saya memperoleh umpan balik yang cukup dari guru untuk mengetahui

tingkat keberhasilan kinerja saya

5. Saya dapat berkreasi dengan tugas-tugas yang diberikan oleh guru

6. Dengan penilaian portofolio yang diterapkan guru, saya dapat

mengukur kemampuan diri dalam pelajaran Bahasa Inggris

7. Saya merasa memperoleh cukup penghargaan karena seluruh tugas

yang saya kerjakan didokumentasikan dan dinilai

8. Saya kesulitan untuk memprediksi nilai portofolio sebelum dinilai oleh

guru

9. Saya merasa memperoleh kepuasan dalam pembelajaran Bahasa

134

Inggris karena saya diberi kesempatan untuk memperbaiki tugas yang

belum sesuai

10. Saya merasa aman dan percaya pada guru karena dengan penilaian

portofolio nilai tugas saya dirahasiakan

11. Dengan penilaian portofolio yang diterapkan oleh guru, saya merasa

dapat menilai intelektual dan minat saya terhadap pelajaran Bahasa

Inggris

12. Saya merasa lebih diperhatikan oleh orang tua karena portofolio saya

dikomentari juga oleh orang tua

B. Minat Siswa

13. Saya senang membaca buku Bahasa Inggris

14. Materi pelajaran yang disampaikan guru sangat menarik perhatian saya

15. Tugas-tugas yang diberikan pada pelajaran Bahasa Inggris sangat sulit

16. Saya senang mempelajari pelajaran Bahasa Inggris lebih mendalam

17. Saya bertanya kepada guru jika ada materi yang belum dipahami

18. Pada pelajaran Bahasa Inggris banyak hal yang membangkitkan rasa

ingin tahu saya

19. Saya antusias untuk menyelesaikan tugas-tugas agar dapat memahami

pelajaran Bahasa Inggris

20. Nilai dan penghargaan yang saya terima sesuai dengan usaha dilakukan

21. Saya membutuhkan waktu yang cukup lama untuk memahami

pelajaran Bahasa Inggris

22. Saya antusias untuk mengemukakan pendapat ketika diskusi kelompok

23. Saya dapat menyelesaikan tugas-tugas yang diberikan oleh guru

dengan baik

24. Saya kesulitan untuk bekerjasama dengan teman ketika diskusi

kelompok

25. Saya antusias untuk membuat rangkuman materi pada buku catatan

saya

135

THE RESULT OF STUDENTS' QUESTIONNAIRE S's The Number of Statement

Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 3 3 3 3 4 4 3 2 4 3 4 3 4 3 4 4 3 4 3 3 4 3 4 3 3

2 3 3 3 3 4 4 3 3 4 3 4 4 3 3 3 3 4 3 3 4 3 4 3 4 4

3 2 3 4 4 4 3 3 2 4 4 3 2 2 2 4 2 3 3 3 3 2 3 3 2 3

4 3 3 3 2 2 3 2 2 2 4 3 2 3 3 4 3 4 3 3 3 3 3 4 1 3

5 4 4 4 4 4 4 4 3 2 4 4 3 2 4 4 2 3 2 4 4 4 2 3 4 3

6 4 3 3 4 4 3 4 3 4 2 3 3 3 3 1 4 3 3 3 3 3 3 4 3 3

7 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2

8 3 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 4 4 4 4 4

9 2 3 1 3 3 2 2 1 3 2 1 2 2 1 4 2 4 1 2 4 4 3 2 3 1

10 3 3 4 4 4 4 4 3 4 3 4 3 3 4 2 4 3 3 3 4 4 4 3 1 4

11 4 4 4 4 3 3 4 3 3 4 3 4 3 4 3 3 4 4 4 3 3 4 4 3 4

12 3 2 3 2 4 3 3 2 3 3 3 3 3 4 3 4 3 4 4 3 2 4 3 3 3

13 3 3 3 4 4 3 3 3 2 4 3 3 4 4 3 3 4 4 4 3 4 3 3 4 3

14 3 2 3 3 3 4 2 3 3 3 2 3 3 3 2 3 4 4 3 4 2 3 3 4 3

15 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 2 3 3 3 3 3 3 3 2

16 3 3 3 4 4 4 4 2 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

17 3 3 3 3 3 4 3 3 3 2 3 3 3 3 4 3 3 3 3 3 3 3 4 3 3

18 3 2 4 3 3 3 3 3 3 4 2 2 2 3 2 3 2 3 4 2 4 3 2 3 3

19 3 3 4 3 4 4 3 4 3 4 3 3 2 3 4 4 3 4 4 4 4 4 4 4 3

20 4 4 4 4 4 4 4 4 4 3 4 2 4 4 4 4 3 4 4 4 4 3 4 3 3

21 4 4 3 4 4 4 3 3 3 4 3 4 3 4 4 4 4 4 4 4 4 3 4 4 3

22 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 2 3

23 3 3 3 3 3 4 3 4 3 3 3 3 2 3 3 3 3 3 3 3 3 2 3 2 2

24 3 3 3 3 3 3 3 2 4 4 3 3 3 3 2 3 3 3 3 3 1 3 3 3 3

25 3 3 3 3 3 4 3 4 4 3 3 3 3 3 3 3 3 3 3 3 2 3 4 3 3

26 3 3 3 3 3 3 2 3 4 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3

27 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

28 3 3 3 3 4 3 3 2 3 4 3 2 1 4 4 3 4 4 3 3 2 3 3 2 3

29 4 2 2 3 4 3 3 2 3 2 2 3 3 3 1 2 3 3 3 4 3 3 3 4 2

30 3 4 4 3 4 3 3 2 4 3 3 1 2 2 2 3 4 2 3 2 4 3 4 1 3

31 4 3 3 3 3 3 3 2 3 4 4 4 4 4 3 2 4 3 2 1 3 3 4 2 2

32 3 3 2 2 4 4 4 4 4 1 2 2 4 4 4 4 4 4 4 4 4 4 4 3 4

33 3 2 4 4 4 4 3 3 3 1 4 4 3 3 4 3 4 4 4 3 3 3 3 4 3

34 3 3 3 3 3 3 3 2 4 4 3 3 3 3 3 3 2 2 3 4 3 2 2 3 3

35 4 3 4 4 4 4 4 2 3 1 3 3 4 4 4 4 3 4 3 3 2 3 4 2 4

36 4 4 3 3 3 4 4 2 4 3 3 3 3 3 4 4 3 3 3 4 3 3 3 3 3

37 4 4 3 3 3 4 4 4 4 3 3 4 3 3 4 4 4 3 4 3 3 4 3 3 4

38 3 2 3 4 3 3 4 3 4 3 4 3 4 4 3 4 4 4 4 4 4 2 4 2 2

39 3 2 3 2 3 3 3 2 3 3 3 3 3 3 2 3 4 1 3 2 3 3 3 3 3

40 4 4 4 4 4 4 4 4 4 3 4 4 4 3 3 4 4 4 4 4 4 4 4 4 4

136

RESULT OF QUESTIONNAIRE

Number Totally Agree (A)

Disagree Totally Statement Value

Sub

of Agree (SA) (D)

Disagree (SD) Total

Question F % F % F % F % FX4 FX3 FX2 FX1

1 0 0 2 5 26 65 12 30 48 78 4 0 130

2 0 0 7 17,5 24 60 9 22,5 36 72 14 0 122

3 12 30 25 62,5 2 5 1 2,5 48 75 4 1 128

4 14 35 22 55 4 10 0 0 56 66 8 0 130

5 20 50 19 47,5 1 2,5 0 0 80 57 2 0 139

6 19 47,5 20 50 1 2,5 0 0 76 60 2 0 138

7 13 32,5 23 57,5 4 10 0 0 52 69 8 0 129

8 1 2,5 16 40 15 37,5 8 20 32 48 32 1 113

9 17 42,5 20 50 3 7,5 0 0 68 60 6 0 134

10 13 32,5 19 47,5 5 12,5 3 7,5 52 57 10 3 122

11 10 25 25 62,5 4 10 1 2,5 40 75 8 1 124

12 8 20 23 57,5 8 20 1 2,5 32 69 16 1 118

Total Score of Indicator 1 1527

13 9 22,5 23 57,5 7 17,5 1 2,5 36 69 14 1 120

14 13 32,5 24 60 2 5 1 2,5 52 72 4 1 129

15 2 5 3 7,5 17 42,5 15 37,5 60 51 6 2 119

16 14 35 21 52,5 5 12,5 0 0 56 63 10 0 129

17 17 42,5 20 50 3 7,5 0 0 68 60 6 0 134

18 15 37,5 20 50 3 7,5 2 5 60 60 6 2 128

19 14 35 24 60 2 5 0 0 56 72 4 0 132

20 15 37,5 21 52,5 3 7,5 1 2,5 60 63 6 1 130

21 1 2,5 8 20 17 42,5 14 35 56 51 16 1 124

22 9 22,5 27 67,5 4 10 0 0 36 81 8 0 125

23 16 40 21 52,5 3 7,5 0 0 64 63 6 0 133

24 3 7,5 9 22,5 18 45 10 25 40 54 18 3 115

25 8 20 25 62,5 6 15 1 2,5 32 75 12 1 120

Total Score of Indicator 2 1638


= 1527 x 100%

1920

= 79.5%


= 1638 x 100%

2080

= 78.75 %

137

LIST OF GROUP DISCUSSION

Group 1 Group 2 Group 3 Group 4

Ari Novia Wulandari

Jayawati Kusuma N.

Muhammad Kholil U.

Rizki Purwandana

Brillian Surya Budi

Eko Agus Kurniawan

Ilma Suci Sunati

Rosifa Linda Suryani

Chrisna Widya

Halmi Safeti Yoga

Mahmudah Nurcahya

Muhammad Irvan

Andreas BetsaYudha

Poppy Corolin

Tiara Aulianingtyas

Vera Widya Ningsih

Group 5 Group 6 Group 7 Group 8

Fitria Amanda Sari

Halliza Oktaviani

Monica Dilla Qori’ah

Niluh Febri

Aisyah Mutia Dewi

Destiara Nur Aftriani

Diah Wulan Novita

Maissy Hardianti

Ayu Melandari

Bagus Supriyanto

Benediktus Hery

Dede Mailatul

Ayu Bahagiani

Heni Nur Fataya

Junaedy

Sandy Ari Saputra

Group 9 Group 10

Agung Hildayanto

Bagas Prima Aditya

Cipto Abdi Setiawan

Gupta Noviyansah

Dela Ayu Puspitasari

Piardi Arisky

Rado Febrianto

Sri Kanti

138

STUDENT’S PORTFOLIO

FOLDER

143

Biography of the Writer

Santi Setiyaningsih, the second

daughter from the married couple

Sunaryoto and Khasanah, was born in

Tangerang, April 18th

, 1988. She

started her education at Pertiwi

Kinderganten. Then, she continued the

primary level at SDN Kutajaya 1 Pasar

Kemis and the secondary level in

SMPN 1 Pasar Kemis. She had her high school level in SMAN 4 Tangearang and

science as a major. She has her bachelor degree in English teaching from Syarif

Hidayatullah Jakarta State Islamic University in Faculty of Tarbiyah and Teachers

Training Department of English and Education.

During her study she joined some organizations and got some achievement.

She became the vice leader of Rover Scout Council in 2009-2010, the secretary at

the Department of University Student Affairs of FITK Non-Reguler Student

Executive Board (BEM), and the scout ambassador of International Camp Staff

Program in USA. She also had been teaching some Institution Since 2009. She

had been teaching in SDN 03 Pagi Kebayoran Lama and MI Pembangunan UIN

Jakarta as a Scout Leader for two years. scout gives the most valuable experience

for her life. For her, to be scout is to be a leader. Her motto is life for bringing

happiness to all people around her.

By SANTI SETIYANINGSIH DEPARTMENT OF ENGLISH...

Documents

Transcript of By SANTI SETIYANINGSIH DEPARTMENT OF ENGLISH...