i

THE USE OF PORTFOLIO ASSESSMENT

IN IMPROVING STUDENTS’ WRITING SKILLS

(A CAR of the Eleventh Grade Students of MA Nurul Islam Tengaran in 2014/2015

Academic Year)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the requirements for the

degree of SarjanaPendidikan Islam (S.Pd.I)

English Education Department of Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

By:

SITI AISYAH

113 11 038

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

2015

ii

DECLARATION

“In the name of ALLAH SWT, the most gracious and the most merciful”.

Hereby the researcher declares that the researcher herself composes this

graduating paper. It does not contain written materials or having been published by

other people and other people‟s idea except the information from the references.

The researcher makes this declaration, and she hopes this declaration can be

understood.

Salatiga, 03rd

August 2015

The Researcher

Siti Aisyah

11311038

iii

Salatiga, August 3rd

2015

Faizal Risdianto, S.S., M.Hu m.

The lecturer of English Education Department

State Institute for Islamic Studies (IAIN) Salatiga

ATTENTIVE COUNSELOR‟S NOTE

Case: Siti Aisyah’s graduating paper

Dear,

Dean of Teacher Training and

Education Faculty

Assalamu‟alaikum wr. wb.

After reading and correcting Siti Aisyah‟s graduating paper entitled “THE USE OF PORTFOLIO ASSESSMENT IN IMPROVING

STUDENTS’ WRITING SKILL (A CAR of the Eleventh Grade Students of MA Nurul Islam Tengaran in the Academic Year of

2013/2014)”, I have decided and would like to propose that this paper can be accepted by the Teacher Training and Education Faculty. I

hope this paper will be examined as soon as possible.

Wassalamu‟alaikum wr. wb.

Counselor

Faizal Risdianto S.S., M.Hum.

NIP. 19750917 2008 011010

MINISTRY OF RELIGIOUS AFFAIRS

STATE INSTITUTE FOR ISLAMIC STUDIES(IAIN) SALATIGA

Jl. Tentara Pelaja r02 Tlp (0298) 323433Fax 323433 Salatiga 50731

Website :www.iainsalatiga.ac.id E-mail : administrasi@iainsalatiga.ac.id

iv

A GRADUATING PAPER

THE USE OF PORTFOLIO ASSE SSMENT IN IMPROVING STUDENTS’ WRITING

SKILLS

(A CAR OF THE ELEVENTH GRADE STUDENTS OF MA NURUL ISLAM

TENGARAN IN 2014/2015 ACADEMIC YEAR)

WRITTEN BY:

SITI AISYAH

NIM: 113 11 038

Has been brought to the board of examiners of English and Education Department of Teacher Training and

Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga on August 29th

2015, and hereby considered

to complete the requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I) in English and Education.

Board of examiners

Head : Noor Malihah, Ph.D

Secretary : Faizal Risdianto, S.S., M.Hum

First examiner : Dr. Saadi, M.Ag

Second examiner : Ari Setiawan, S.Pd., M.M

Salatiga, August 29th

2015

Dean of Teacher Training and Education Faculty

Suwardi, M.Pd.

NIP. 19670121 199903 1 002

v

MOTTO

Education

is the most powerful weapon

which you can use to change the world

-Nelson Mandela-

vi

DEDICATION

This graduating paper is whole heartedly dedicated to:

1. My God, ALLAH SWT the most gracious and the most merciful.

2. My beloved parents, Mr. Tukul and Mrs. Sugiyem, who always give me the best

education in my life. They are my heroes, thanks for all generosity, finance,

encouragement love, trust, and everlasting praying, Allah bless you Mom and Dad.

3. My beloved sister Sri Maryanti, thanks for your love, kindness, support, and pray.

vii

ACKNOWLEDGEMENT

Bismillahirrahmanirrahim,

In the name of ALLAH, the most gracious and merciful, the kings of universe and space.

Thanks to ALLAH because the researcher could complete this graduating paper as one of

requirement to finish studying in English Education Department of State Institute for Islamic

Studies (IAIN) Salatiga.

This graduating paper would not have been completed without support, guidance and

help from individual and institution. Therefore, I would like to express special thanks to:

1. Dr. H. Rahmat Hariyadi, M.Pd. as the Rector of State Institute for Islamic Studies (IAIN)

Salatiga.

2. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty of IAIN Salatiga.

3. Noor Malihah, Ph.D. as the Head of English Education Department of IAIN Salatiga

4. Faizal Risdianto, S.S., M.Hum. as the Counselor who has educated, supported, directed

and given the researcher advice, suggestion and recomendation for this graduating paper

from beginning until the end. Thanks for your patience and care.

5. Mr. Wisnu Wardani S.Pd.I as a English teacher in MA. Nurul Islam Tengaran.

6. Mr. Muh. Sa‟dullah Mahmud, S.Pd.I as a Principal of MA Nurul Islam Tengaran

7. All of lecturers of IAIN Salatiga who have bestowed their knowledge to me.

8. All of staffs of IAIN Salatiga who have helped the researcher in processing

administration.

9. My family, mamah, papah and mbak yanti thanks for yours kindness and support.

viii

10. My family in Salatiga, Ibu Sella and Bapak Dondit, my old sister mbak Eka and mbak

Ima, my young sister Astrid and Penti, my old brother mas Rozi, also my young brother

Marcel and Henry thank you so much for your kindness, ALLAH bless you.

11. My family in Temanggung, mbak Lah, kang Amin, paman Yakub, and bik Sani thanks

for your help, kindness, and support.

12. My big family in Lampung, Bapak Man, mak Iyah, lek Kas, mas Teguh, mbah putri and

mbah kakung thanks for your kindness, ALLAH bless you.

13. My big family in Islamic boarding school Al-Hasan, umi Kamalah Ishom, Bapak Kyai

Ihsannudin, mak e and all of my teachers and friends in Al-Hasan, thanks for your

kindness and help.

14. My unforgettable friends (mbak Mara, mbak Sri, mas Olick), and our friendship (Maylia,

Novita, Ersa, Doni, Nur, Dwi, kak Imam, mas Bima) thanks for making my life more

colorful. I will not forget your support, kindness, love and pray. Keep our promise to be

friends forever.

15. My friends in TBI 2011 especially TBI B keep spirit, we can do the best.

16. Many people who have helped the researcher that I cannot mention one by one, thanks

all.

17. Finally, this graduating paper is expected to be able to provide useful knowledge and

information to the readers.

Salatiga, August 3rd

2015

The Researcher,

SITI AISYAH

113 11 038

ix

TABLE OF CONTENTS

TITLE PAGE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

DECLARATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

ATTENTIVE COUNSELOR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

CERTIFICATION PAGE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

MOTTO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

DEDICATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

ACKNOWLEDGEMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

TABLE OF CONTENTS . . . . . . . . . . . . . . . … . . . . . . . . . . . . . . . . . . . . ix

LIST OF TABLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii

ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv

CHAPTER I: INTRODUCTION

A. Background of the Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

B. Limitation of the Problem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

C. The Statements of the Problems. . . . . . . . . . . . . . . . . . . . . . . . . 5

D. Objective of the Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

E. Benefits of the Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

F. Clarification of Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

G. Review of Related Previous Research . . . . . . . . . . . . . . . . . . . 8

H. Paper Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

x

CHAPTER II:THEORETICAL FRAMEWORK

A. The Term of Writing

1. The Definition of Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

2. Writing Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

3. Writing Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

4. Part of an Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

5. Scoring Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

B. The Term of Portfolio

1. The Definition of Portfolio . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

2. Why Portfolio Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

3. 10 Powerful Principles Underpinning Portfolio Use. . . . . . . . . 23

4. The Purposes of Portfolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

5. The Kinds of Portfolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

6. Portfolio Assignment Techniques . . . . . . . . . . . . . . . . . . . . . . . 26

7. Implementing Assessment Portfolio in Writing Essay. . . . . . . .27

C. The Terms of Assessment

1. The Definition of Assessment . . . . . . .. . . . . . . . . . . . . . . . . . . 28

2. The Important of Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . 29

CHAPTER III: RESEARCH METHODOLOGY

A. Research Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

B. Reserach Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

C. Research Subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

D. Procedure of the Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

E. Method of Collecting Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

F. Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

G. Evaluation Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

H. Method of Analyzing Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

xi

CHAPTER IV: RESULT AND FINDINGS

A. The Procedure of Teaching Hortatory Exposition Text . . . . . . . . . 44

B. Data presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

1. Cycle 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

a. Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

b. Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

c. Observation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

d. Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

2. Cycle 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

a. Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

b. Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

c. Observation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

d. Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

C. Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

CHAPTER V: CLOSURE

A. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

B. Recommendation and Suggestion . . . . . . . . . . . . . . . . . . . . . . . . 72

C. Closing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

BIBLIOGRAPHY

APPENDIXES

xii

LIST OF TABLE

Table 3.1: Research Subject. . . . . . . . . . . . . . . . . . ………... . .. . . . . . . . . . . . . .32

Table 3.2: Procedure of Cycle 1. . . . . . . . . . . . . . . . . . . . ………… . . . . . . . . . . 34

Table 3.3: Procedure of Cycle 2 . . . . . . . . . . . . . . . . . . . . …………... . . . . . . . . 35

Table 3.4: Students‟ Observation Sheet . . . . . . …………. . . . . . . . . . . . . . . . . . 39

Table 3.5: Evaluation Criteria . . . . . . . . . . . . . . . . . . ………….. . . . . . . . . . . . . 41

Table 3.6: The Criteria of Students Achievement . . . . ……….... . . . . . . . . . . . . 42

Table 4.1: The Procedure of Teaching in Cycle 1 . . . . . . . . . …………. . . . . . . 44

Table 4.2: The procedure of Teaching in Cycle 2 . . . . . . . . . . …………... . . . . 45

Table 4.3: The Score of Students‟ Pre-test in Cycle 1 . . . . . . . . . . ……….. . . . 52

Table 4.4: The Criteria of Students‟ Achievement of Pre-test in Cycle 1………53

Table 4.5: The Score of Students Post-test in Cycle 1 . . . ………….. . . . . . . . . 54

Table 4.6 The Criteria of Students Achievement of Post-test in Cycle 1 ……….55

Table 4.7 The Result of Students Observation Sheet in Cycle 1 . ……….. . . . . .57

Table 4.8 The Score of Students‟ Pre-test in Cycle 2 . . . . . . ………. . . . . . . . . .62

Table 4.9: The Criteria of Students Achievement of Pre-test in Cycle 2 ………. 63

Table 4.10: The Score of Students‟ Post-test in Cycle 2 . . . . . ……….. . . . . . . . 63

Table 4.11: The Criteria of Students Achievement of Post-test in Cycle 2 . . .. . .64

Table 4.12: The Result of Students Observation Sheet in Cycle 2 . . . . . ……...67

xiii

ABSTRACT

Siti Aisyah. 2015. “THE USE OF PORTFOLIO ASSESSMENT IN IMPROVING

STUDENTS’ WRITING SKILLS (A CAR of the Eleventh Grade Students of MA Nurul

Islam Tengaran in 2014/2015 Academic Year)”. Graduating Paper. English Education

Department. Teacher Training and Education Faculty. IAIN Salatiga.

Counselor: Faizal Risdianto, S.S., M.Hum.

This study is a classroom action research. The objective of this study is the use of portfolio

assessment in improving students‟ writing skill, while the specific objectives of this research are

(1) to know the profile of students‟ writing skills in MA Nurul Islam Tengaran after the

implementation of portfolio assessment, (2) to describe the significances of portfolio assessment

in MA Nurul Islam Tengaran. This classroom action research was conducted at MA Nurul Islam

Tengaran. The procedure of the research consisted of planning, action, observation, and

reflection. The data was collected from writing test and observation. The observation during the

process of English teaching and learning was conducted with the help from collaborator. In this

research, the writer acted as the practitioner. The tests were in the form of pre-test and post-test

conducted in cycle 1 and cycle 2. The research resulted: (1) using portfolio assessment as a

alternative assessment is quite effective, it can improve students‟ writing skill, it is proved by the

students‟ improvement score tests because mean of post-test in cycle 1 is higher than mean of

pre-test (75.22>71.48) and the mean of post-test in cycle 2 is higher that mean of pre-test

(85.50>78.86), (2) the significance of using portfolio assessment in improving students‟ writing

skill is proved from the results of t-test and t-table in cycle 1 (6.99>2.04) which the score of t-test

was higher than the score of t-table and the result of t-test and t-table in cycle 2 (8.203>2.04) also

showed that the score of t-test was higher than the score of t-table.

Key Word: portfolio assessment, improving writing skills

1

CHAPTER I

INTRODUCTION

A. Background of the Research

English is one of the important subjects in school education.

Studying English is not easy for many Indonesian students since it is a

foreign language. English is a foreign language, which is very important

subject of graduate from Junior to Senior High School.

One of the skills taught to student in English subject is writing. It

has always occupied a place in most English language course. One of the

reasons is that more people need to learn writing in English for

occupational or academic purpose. To write well, people must have good

capabilities in writing. Moreover, a student who wants to write the essay

or story must know the steps in writing process and aspect of writing. The

writer must be able to organize the idea, to construct the sentence, how use

punctuation and spelling correctly. Besides, they must be able to arrange

their writing into cohesive and coherent paragraphs and texts.

Writing is a very complex skills. Thus, it is not an easy task for

English teacher to teach it. Teacher often finds difficulties in teaching

writing. Just like the teacher in the eleventh year of MA Nurul Islam

Tengaran who finds many problems to equip the students to improve their

skills. The students usually get difficulties in starting their writing. They

are lazy to write their statements or opinions because what they read is

2

different from what they write. They do not have enough vocabulary and

they are afraid to make something wrong with the grammar, even lazy to

bring and read dictionary.

Besides, the students have problems to develop the paragraph with

a good structure and text component. They are confused to develop the

paragraph because they do not have inspiration to develop it and lack of

linguistic competence, that tend to structural component and rhetorical

styles that tend to texture component. They have less understanding about

the notion of text; context and genre that have relationship with writing

activities. It is possible that writing is a skill that needs extra work to be

master. writing hard work. Therefore, the students need many practices to

apply their writing ability.

It is commonly know that writing is one of difficult subject in

learning English. Many students of MA Nurul Islam are still poor in

writing skill although they have learned this material from Elementary,

Junior, and now in Senior High School. Akhadiah (1988:1) states that the

low writing ability of student is caused by the low level of their writing

ability in the senior high school or in the university. She also says that in

facing writing assignment, many students regard it as difficult subject. The

assumption occurs because writing activity needs many power, time and

attention. That is why we have to think seriously, when we are writing.

As a teacher it is very essential to make assessment for improving

teaching and learning. Stringer, Christensen, and Baldwin (2010) states that

3

to monitor the progress of student learning, needs providing teacher and

student with opportunities because assessment is a central part of

classroom life. It is said that if the teacher and students can share the

responsibility of instructional decisions, it can make the learning

environment more effective. It is important to make assessment for every

lesson as part of any unit of study.

There are two types of assessment i.e., traditional assessment and

authentic assessment.According to O‟Mallay (1996:4), there are three

examples of authentic assessment namely performance assessment,

portfolios assessment, and student self-assessment. In assessing a teaching

learning process, teacher needs some aspects and techniques to measure

students‟ achievement. One of the aspects is a teacher give a test to the

students. A test is the part of assessment that has function to measure the

student‟s achievement. Some other ways to measure student‟s achievement,

are: homework, presentation, observation and project.Test needstwo

language forms, they are spoken and written test.

The primary purpose of a language test is to measure interpretation

asan indicator of an individual‟s language ability. To measure some tests,

the writer needs objectives test and essaytest, it depends on the evidence

that is applicable to the particular situation.

Assessment is important for the student regarding its crucial role

inmeasuring the student‟s grade. The writer wants to use the portfolio

assessment to make inferences about individuals‟ language ability,

4

andpossibly to make various types of decisions. Teacher implies the

aspects of assessing writing such as:micro skills (grammatical correct) and

macro skills (organization ofparagraph).

In this research, the researcher is interested in conducting analysis on

the result of the students‟ writing task made by the students of MA Nurul

Islam Tengaran. Considering the thing above, the researcher wants to

conduct a research entitled “THE USE OF PORTFOLIO ASSESSMENT

IN IMPROVING STUDENTS‟ WRITING SKILLS

(A CAR of the Eleventh Grade Students of MA Nurul Islam Tengaran in

2014/2015 Academic Year)

B. Limitation of the Problem

The researcher needs to limit the problem area to have a distinct

focus. The researcher wants to find out how the use of portfolio assessment

in improving students‟ writing skill that focuses on essay of the eleventh

grade students in MA Nurul Islam Tengaran in 2014/2015 academic year.

C. The Statements of the Problems

Based on the background of the study, the researcher decides the

problems of the research are:

1. How is the profile of students MA Nurul Islam Tengaran after the

implementation of portfolio assessment in their writing skill?

5

2. What is the significance of portfolio assessment in improving students‟

writing skills?

D. The Objectives of the Research

Based on the problem statements above, the researcher has

objectives of the study as follows:

1. To know the profile of students‟ writing skill in MA Nurul Islam

Tengaran after the implementation of portfolio assessment.

2. To describe the significance of portfolio assessment in MA Nurul

Islam Tengaran.

E. The Benefits of the Research

There are several results of the study from this research. The

researcher expects that this research will give some benefits as follows:

1. For Researcher:

This research can be able to improve the writer‟s ability to

comprehend discourse studies and enlarge acknowledge in English

language skills.

2. For Lecturer

The results of research can be used as additional material in

giving the lectures to the students‟ in IAIN Salatiga.

3. For students

6

The result of the study gives additional contribution to students

learning especially to improve their writing skills. It also motivates

students to improve their writing class, so they will have a good

quality in writing.

4. For other researchers

This is use for references and data for other researchers and is

able to enrich their skill in writing graduating paper of writing skills

and to find out students improvement in writing.

F. Clarification of Key Term

To make easy and understandable in discussing more about the title,

the researcher wants to explain the meaning of the title at glance. It consists of

three main terms, which are necessary to explained. They are follows:

1. Portfolio

According to O‟Malley (1996:14), portfolio is purposeful

collection of student work that is intended to show progress over time.

A portfolio is merely a tool for assessment in a more holistic

student-centered approach to education. The portfolio becomes the

location of the student‟s work; their reflection through writing and

student/teacher discussion on the work demonstrates whether the desired

out comes for teaching and learning process has been accomplished or

not(Bryant and Timmins, 2002:11).

2. Assessment

7

Assessment is the combination of students‟ activities to acquiring,

analyzing, and commenting the data of process and result of students‟

learning systematically and continously (Depdiknas, 2008).

According to Basuki and Hariyanto (2014:8), assessment is the

process of systematically and continously to collect the information of

students‟ achievement in study that can be useful for learning

effectiveness.

3. Writing Skills

Robert (1990:1) states that writing allows us to share our

communication not only with our contemporaries, but also with future

generations. According to Hanbury (2004:2) writing skill is

comprehensive writing program for beginning struggling, at-risk or

reluctant writers. For these writers, this structure program provides an

essential foundation in thinking and writing skill. For proficient and

advanced writers, it offers strategies, techniques, and opportunities to

apply them. Writing skill provides special instruction in spelling,

handwriting, and keyboarding, and addresses important skills that many

writing curricula take for granted.

8

G. Review of Related Previous Research

The title of this research is the use of portfolio assessment in

improving students‟ writing skills. In making this research, the researcher was

considering some previous research to support the researcher‟s. The first is

from Zahroatin‟s (2009) research with the title: The use of portfolio as an

alternative assessment in writing procedur text (a case study of year IX

student of SMPN 3 Tanjungan, Blora in the academic year 2008/2009). The

main purpose of her research was to know the students‟ achievement in

writing procedure text after they are assessed using portfolio. The research

concluded that the strategy helped the students solve the problem in writing a

text. From the final calculation, there was a significant difference in the

achievement between the students who are assessed using portfolio as the

alternative medium and those who are not.

The second one is from Salimin‟s (2013) research with the title: The

use of portfolio to improve the students‟ ability in writing descriptive text (A

CAR of the second grade of MTs Sudirman Kopeng 2012/2013). The main

purpose of his research are to know the increase of the students‟ writing

ability in descriptive text through portfolio and to find out whether the use of

portfolio can improve the students‟ writing ability in descriptive text. Based

on his findings, he concluded that the aplication of the used of portfolio can

improve the students‟ ability of second grade VIII-C class of MTs Sudirman

Kopeng.

9

The similarities of Zahroatin‟s research and the researcher are both

thesis were focus on the use of portfolio as an alternative medium in the

assessing of writing task. The difference were Zahroatin give the students

quizzes in the end of the lesson as a term of portfolio, while the researcher

give the students practices writing hortatory exposition text and then collect

the students‟ practices in term of portfolio as a an alternative assessment. The

same case with Salimin‟s research, the researcher is both thesis focused on the

use of portfolio in assessing students‟ writing skills. But in this research, the

writer gives the students practices essay writing and then collected the

students‟ practiced in term of portfolio as an alternative assessment.

H. Paper Outline

As guidance for either researcher in writing the graduating paper or

reader, the researcher organizes this research to make it easier to understand.

The graduating paper is divide into five chapters, they are:

Chapter I is introduction. It consists of background of the study,

limitation of the problem, the statement of the problem, the objectives of the

study, the benefit of the study, clarification of key term, hypothesis, review of

related research, and outlines of the graduating paper.

Chapter II is presents Theoritical Framework. It consists of the term of

writing, the term of portfolio, the term of assessment and action hypothesis.

Chapter III is the research methodology. It elaborated the methodology

of the research including research method, research approach, and research

10

subject, procedure of the research, method of collecting data, evaluation

criteria and method of analyzing data.

Chapter IV is result and findings. In this phase, the researcher presents

the data analysis and the discussion of research finding.

Chapter V is closure that consists of conclusion, suggestion and

closing. It is as the result of this research.

The last part is bibliography and appendixes.

11

CHAPTER II

THEORETICAL FRAMEWORK

A. THE TERM OF WRITING

1. The Definition of Writing

The most important invention in human is writing. It provides a

relatively permanent record of information, opinions, beliefs, feelings,

arguments, explanations, theories, etc. writing allows us to share our

communication not only with our contemporaries, but also with future

generations.

Bsides, the writing process is learned. Largely, in an environment of

constant criticism and repeated failure. In addition, many students remember

their earliest writing experiences as involving dull or irrelevant topics (similar

to their first reading experiences).

Writing means inevitable failure. Good writing is something they

believe they will never be able to achieve, because they not only identify good

writing with proper spelling and grammar, but they are governed by the self-

serving and false notion that they cannot learn how to spell correctly or how

to construct grammatically correct sentence(Robert, 1990:1).

In supporting definitions of writing, White (1992: 9-12) says that

Writing is a complex activity which consist of some component that construct

the result of writing ability. The component of writing include content,

organization, grammatical use, vocabulary use, and mechanical consideration

12

such as spelling and punctuation ( Fauziati, 2005: 153). The procedure a good

written product, the writer should master them well: they are interacted

recursively in writing process. Besides in removing the writers‟ idea to written

text is complex.

Based on the definitions above, it can be conclude that writing is a

means or process to share our communication and information, opinions,

beliefs, feelings, arguments, explanations, theories, etc. in words or sentences

of a language system with consider the general structure of writing.

a. Types of Writing

There are two types of natural writing system (alphabet and picture)

which exist in the native language, that is important factor in determining

to easy of speech which student learn to write (Finnochiaro, 1974:85).

There are two types in writing:

1) Practical or factual writing

This type deals with facts. We can find it in writing of letter or

summaries.

2) Creative or imaginary writing

This type usually exists in literaure, such as novel, romance,

science, fiction, etc.

b. Process of writing

Writing is a process that involves several steps:

1) Pre-writing

13

Pre-writing is thinking, talking, reading, and writing about the

topic before write the first draft. Pre-writing is a way of warming up a

brain before write (Blanchard and Root, 2003:41).

The second process of pre-writing technique is clustering. It is

a visual way of showing how your ideas are connected using circles

and lines. The step are: write the topic in the center of a blank piece of

papr and draw a circle around it. Then write any ideas that come into

our mind about the topic in circles around the main circle. After that,

connect those ideas to the cnter word with a line (Blanchard and Root,

2003:42).

The third pre-writing techniqu is free writing. It is similar to

brainstorming. It is used to generate words, sentences, and paragraph

to express thought, images, and ideas about things and knowledge.

2) Drafting

This is the stage of the writing process that most people think

as writing. This stage is to translat thoughts and ideas into sentences

and paragraphs.

3) Revising

It is the process to expand ideas, clarify meanings, and

recognize information. Revising is an important stage, because it is

used by writer to check and to discover their mistakes.

It is almost impossible to write a perfect paragraph on the first

try, so it needs to be revised. The steps are: the first is by adding new

14

ideas to support the topic. Then cross out sentnces that do not support

the topic. The third step is change the order of the sentences. And

finally, use the following checklist to revise the paragraph.

a) Make sure you have a topic sentence.

b) Cross out sentences that do not relate to the main idea.

c) Check to see if the sentences are in the right order.

d) Add new ideas if they support the topic sentences.

e) Make sure you have included signal words to help guide the

reader.

f) Check the punctuations, spelling and grammar (Blanchard and

Root, 2003:42).

c. Purpose of writing

Purpose in writing determines the nature of the writing. Students need

clear specification of the purpose in order to the task. According to

O‟Malley (1996:137), there are three purposes in writing: the first, is

expository or informative writing. The writers share the knowledge and

give information, directions, or ideas. Examples of informative writing

include describing events of experiences, analyzing concepts, speculating

on causes and effects, and developing new ideas or relationship. This type

of writing could include a boigraphy about a well know person or

someone from the writer‟s life.

The second, is expressive or narrative writing. This second type is the

personal or imaginative expression, in which the writer produces stories or

15

essays. This type or writing is often based on obsrvations of people,

object, and places and may include creative speculations and

interpretations. This type of writing is often used for entertainment,

pleasure, discovery, or simply, as fun writing can include poems and short

plays.

And the third, is persuasive writing. The writers attempt to influence

other and initiate action or change. This type of writing is often based on

background information, facts, and examples the writer uses to support the

view expressed. This type of writing might include evaluation of a book, a

movie, a costumer product, or a controvrsial issue or problem. Writers can

also use personal experience or emotional appeals to argue in support of

thir view.

2. Writing Skills

Writing skill is the productive skill in the written mode. It, too, is more

complicated than it seems at first, and often seems to be the hardest of the

skills, even for native speakers of language, since it involves not just a graphic

representation of speech, but the development and presentation of thoughts in

a structured way.

Writing skills are important part of communication. Good writing

skills allow you to communicate your messages with clarity and ease to a far

larger audience that through face-to-face or telephone conversations.

According to Nurgiyantoro (2001:306), writing skill is complex and difficult

16

to teach since in this case writing does not only mean putting down graphic

form on a piece of paper. It involves at least five components, they are

a. Content : the subtance of writing, the ideas expressed

b. Form : the organization of the content

c. Grammar : the employment of grammatical form and syntactic

patterns.

d. Vocabulary : the choice of structure and lexical items to give a

particular tone or flavor the writing. It is also called style.

e. Mechanic : the use of graphic conventions of the language.

3. Writing Essay

An essay is a piece of writing several paragraphs long. It is about one

topic, just as a paragraph is. However, the topic of an essay is too complex to

discuss in one paragraph, so it needs to divide into several paragraphs, one for

each major point. Then it needs to tie the paragraphs together by adding an

introduction and a conclusion (Oshima and Hogue, 2006:56).

4. Parts of an Essay

An essay has three main parts: an introduction (introductory

paragraph), a body (at least one, but usually two or more paragraphs), and a

conclusion (concluding paragraph). The following chart shows you how the

parts of paragraph correspond to the parts of an essay (Oshima and Hogue,

2006 :57).

17

An essay introduction consists of two parts: a few general statements

to attract the reader‟s attention and a thesis statement to state the main idea of

the essay. A thesis statement for an essay is like a topic sentence for a

paragraph. The body consists of one or more paragraphs. Each paragraph

develops a subdivions of the topic, so the number of the paragraphs in the

body will vary with the number of subdivisions or subtopics. The conclusion,

Topic Sentence

A. Support

B. Support

C. Support

Concluding sentence

I. Introduction

General statements

Thesis statement

II. Body

A. Topic sentence

1. Support

2. Support

3. Support

(concluding sentence)

B. Topic sentence

1. Support

2. Support

3. Support

(concluding sentence)

C. Topic sentence

1. Support

2. Support

3. Support

(concluding sentence)

III. Conclusion

Restatement or summary of th

main points; final comment

18

like the concluding sentence in a paragraph, is a summary or review of the

main points discussed in the body (Oshima and Hogue, 2006 :56).

Based on those explanation, the researcher want to focus on writing

essay which is consist of format, mechanics, content, organization, grammar

and sentence structure to become an assessment in writing skills.

5. Scoring Rubrics

A rubric is a rating system by which teachers can determine at what

level of proficiency a student is able to perform a task or display knowledge

of a concept (Bryant and Timmins, 2002:47). With rubrics, one can define the

different levels of proficiency for each criterion.

When grading papers, writing teachers sometimes assign points for

each writing skill. They often use rubrics to assess the student‟s achievement.

The researcher duplicate the form of scoring rubric for essay from Oshima

and Hogue‟s book as a bellow:

19

Table: 2.1 Scoring Rubric: Essay

Scoring Rubric: Essays

Maximum

Score

Actual

Score

Format 5 points

Title centered (2), first line of each paragraph intended

(1), margins on both sides (1), text double-space (1)

Total

5

Mechanics 5 points

Punctuation: periods, commas, semicolons, quotation

marks (3), capitalization (1), spelling (1)

Total 5

Content 20 points

The essay fulfill the requirements of the assignment.

The essay is interesting to read.

The essay shows that the writer used care and thought.

5

5

10

Total 20

Organization 45 points

The essay follows the outline, and it has an

introduction, a body, and a conclusion.

Introduction: the introduction ends with the thesis

5

5

20

statement.

Body:

i. Each paragraph of the body discusses a new point

and begins with a clear topic sentence.

ii. Each paragraph has specific supporting material:

facts, examples, quotations, paraphrased or

summarized information, etc.

iii. Each paragraph has unity.

iv. Each paragraph has coherence

v. Transitions are used to link paragraphs

Conclusion: the conclusion summarizes the main

points or paraphrases the thesis statement, begins with

a conclusion signal, and leaves the reader with the

writer‟s final thoughts on the topic.

5

10

5

5

5

5

Total 45

Grammar and Sentence Structure 25

Estimate a grammar and sentence stucture score

25

Grand Total

21

B. THE TERM OF PORTFOLIO

1. The Definition of Portfolio

A portfolio may appear as simply a collection of work that has been

compiled over a period of time (Johnson, 2010: 5). Similarly with statement

by Hamp-Lyons (1991), a portfolio is collection of texts the writer has

produced over a defined period of time. According to Burke (1997 in Johnson,

2010: 5), portfolio are sometimes compared with scrabbooks. Although, both

may contain artifacts that are selected overtime, portfolio contents can be

organized to assess competences in a given standard, goal, or objective and

focus on how well the learner has achieved in that area.

In addition, portfolio assessment is a systematic collection of student

work and related material that depicts a students activities, accomplishments,

and achievements in one or more school subjects. The collection should

include evidence of student reflection and self-evaluation, guidelines for

selecting the portfolio contents, and criteria for judging the quality of the

work (Valenzuela, 2002). Sujiono (2010:6) states that portfolio is a collection

of student work that shows all the efforts of learners, learning progress and

achievement in a particular field or more. Nasri (2011) defines that portfolio is

an organized collection of evidence accumulated overtime on a students‟ or

group‟s academic progress, achievements, skills, and attitudes.

22

2. Why Portfolio Assessment?

Assessment in an integral part of the school curriculum. The feedback

from assessment should be effectively used to improve teaching and learning.

The different purposes and modes of assessment (e.g. objective test, projects,

portfolios) need to be distinguished and made clear to schools so that they are

consistent with different curriculum aims, teaching/learning processes and

contents.

Good assessment practice has been described by Gipps (1997) in

Bryant and Timmins (2002:6) as „assessment that supports learning and

reflection, including formative assessment‟. The need for assessment to be

open and linked to clear criteria, as well as advocating the use of a range of

performance assessment stategies, such as portfolio assessment, so that all

learners have a chance to perform well. The use of portfolios assessment is an

example of this type of good practice.

Authentic assessment, such as portfolio assessment, also has the

advantage of providing parents and community members with directly

observable products and understandable evidence concerning the students‟

performance. The quality of student work is more discernible to laypersons

then when they rely on translations of talk about stanines and renorming.

23

3. 10 Powerful Principles Underpinning Portfolio Use

The most important consideration when one begins to implment

portfolio assessment is the attitude and the philosophy of learning one adheres

to. To implement portfolio assessment most effectively, one must believe in a

constructivist model of learning and that all students can learn and do deserve

a high quality education. The approach that the teacher uses to implement

portfolio assessment needs to reflect his or her positive and enthusiastic

approach to engaging all students in their own learning. The teacher should

use a variety of teaching models such as information processing, behavioral,

social and personal. The 10 powerful principles according to Bryant and

Timmins (2002:10) are as follows:

1) Teachers and administrators must plan for and be trained in the portfolio

approach to assessment.

2) Sufficient resources of time and energy must be allocated to support

portfolio assessment.

3) Teacher must work as a team to plan for the implementation of portfolio

assessment.

4) Parents and the public need to understand portfolio assessment.

5) The teacher‟s role is vital as a facilitator of the portfolio assessment.

6) Documentation of the processes and student achievements, as well as of

the analyses of teaching and learning experiences is critical.

7) Portfolio assessment is a developmental process for both teachers and

students.

24

8) Portfolio assessment provides a new perspective on learning for both

teachers and students.

9) Self-evaluation of learning is an integral part of the portfolio process.

10) Collecting, selecting and reflecting on work is central to the portfolio

process.

4. The Purposes of Portfolio

Portfolio serves a variety of purposes. For example, they may be used

for developmental and culminating assessments, to show case or display

outstanding work, and to measure levels of competency for certification,

graduation requirements, and career advancement. Barton and Collins (1997

in Johnson, 2010:6) have highlighted the fact that portfolios are:

a. Another method to evaluate the success of a graduate

b. A way to give student and faculty the opportunity to reflect on students‟

progress

c. A method to translate the learning from instructors to students, and

d. A way to allow instructors to evaluate a variety of specific evidence when

making global determinations about learner competency.

Nowadays, in education the use of portfolio is becoming more

widespread. This is based on the principle of meaningfulness and humanism,

that every person who learns whether the child or adult, should be able to

demonstrate what they already know and what they can do more than just to

25

mention or limited to just a more knowledge. Another reason the use of

portfolio is considered as an “authentic assessment” or “performance

assessment” in the educational process. The authentic assessment in an

evaluation technique to learn is deliberately designed so that assessments

given the students are guaranteed authenticity, honesty and results can be

trusted. While the “performance assessment” is a demand changing times,

where the measurement of performance associated with students‟ mastery of

the core curriculum (Sujiono, 2010:8).

5. The Kinds of Portfolio

There are several types of portfolios with different objectives and

diverse interests. Generally, the various types of portfolios could meet most or

all of the educational program and learning in schools. Based on a literature,

here are some types of portfolios (Sujiono, 2010: 9)

a. The Documentation Portfolio

This type is also known by the term “working portfolio”. Specifically

includes a collection of work during the period of time which shows the

growth and progress of students learning about the learning outcomes that

have been identify (Sujiono, 2010:9).

b. The Process Portfolio

This approach in terms of documenting all stages of thr process of

learning. This portfolio will show how students engage in a specific

26

knowledge or skills, and progress towards the basic mastery and advanced

(Sujiono, 2010:9)

c. The Showcase Portfolio

This type of portfolio is the best used for summative evaluation of

student mastery of score curriculum learning outcomes. This type is also

in accordance with the development of audiovisual media, including the

achievement of fotografy, electronic records of student work as a whole.

This portfolio also includes written analysis and reflection by students

about making decision process used to determine the work to be includes

(Sujiono, 2010:9).

6. Portfolio Assignment Techniques

In portfolio technique, there are four phases (Sujiono, 2010:32), namely:

a. Giving Tasks Phase

The activities of this phase are lecturers give the tasks to the students,

including information about the working procedures to be implemented

and thr deadline in collecting the task.

b. Task Implementation Phase

The activities of this phase are students carrying out work to be done and

finished.

c. Structural Duty and Self-Learning Phase

The activities of this phase are students do the task assigned by lecturers

outside the lesson and lecturers monitoring these activities.

27

d. Task Responsibility Phase

The activities of this phase are students accountable for the execution of

tasks to teachers and other friends.

7. Implementing Assessment Portfolio in Writing Essay

The use of portfolios encourages students to reflect on their work, to

analyze their progress, and to set improvement goals. Portfolio can contain

samples of work in the native language as well as in English, dpending on the

medium of instruction and the goals of each class. As in whole language

classroom, there is the role of teachers and students using portfolios for

assessment. Portfolio assessment is very much learner-centered, which means

that the students has input on not only what hoes into the portfolio but also on

how the contents will be evaluated. In addition, the student has a role in

assessing his or her own progress in the classroom (O‟Malley, 1996:34).

Assessment portfolios can include materials such as tests, test scores,

and written exercises from the students. Writing essay of hortatory exposition

can be used to improve student in writing, students can understanding about

generic structure of hortatory exposition and then assessing by portfolio.

The use portfolio as an alternative assessment in writing essay of

hortatory exposition teacher can begin the lesson by tells the students about

how to make a good paragraph and make it in essay and then teacher gives

examples of hortatory exposition text. After teachr delivers an example to the

28

students, teacher discuss the generic structure of hortatory exposition text and

introduces the language features that use in text. For the students work,

teacher asks students to practice writing of hortatory exposition text about

certain theme that given from taacher. For the assessing, teacher uses portfolio

as an alternative assessment. Portfolio encourages students to reflect on their

work and to analyze their progress. This assessing technique can motivate

students to give their best performance and help students to develop their

writing and to be good writers.

C. THE TERMS OF ASSESSMENT

1. The Definition of Assessment

According to Stiggins (2008 in Johnson, 2010: 34) defines

assessments as the process of gathering evidence of students learning to

inform instructional decisions.

Thrash (1990, in Walker, 1999) provides a working definition

for assessment. “Assessment should be seen as a means of

documenting that institutions are doing what they say they do

and that students who complete their programs receive what is

promised. The emphasis should be on institutional quality an

individual competence”.

Ewell and Boyer (1988, in Walker, 1999) define assessment as an

evaluation of curricula, institutional accountability, and the teaching and

learning that takes place in the classroom.

In addition, Basuki and Hariyanto (2014:153) explain that assessment

is a process of collecting information that can be used to take decision

29

concered the foreigh of education, program of education, quality of

curriculum, quality of learning or how far the students understanding the

material that given to them and can be defines as a student‟s evaluation.

2. The Importance of Assessment

Ewell and Boyer (1989, in Walker 1999) find that assessment in

higher education is important because it can provide institutions with

feedback to improve and develop, termed “formative,” a student, a program,

or a department. Also, assessment helps institutions with accountability,

termed “summative,” to stakeholders, student placement, or faculty

promotion. As Davis (1989) note “... institutions undertake assessments to

improv what they are doing (formative) or to make decisions about resources,

institutons, programs, faculty, or students (summative)”.

Thomas (1991, in Walker, 1999) finds important in assessment

through the outline it provides an intitution in determining ways in which to

improve and strive for academic excellence.

30

CHAPTER III

RESEARCH METHOD

In this chapter, the researcher would like to elaborate the methodology

of the research including research method, research approach, research

subject, profile of the research subject, procedure of the research, method of

collecting data, research instrument, the technique of data analysis, and the

last is school profile.

A. Research Method

In this study the researcher used Classroom action Research

(CAR). Classroom Action Research is a type of classroom research

carried out by the teacher on order to solve problems or to find answer

toward context-specific issues. It means that before implementing the

Classroom Action Research (CAR), the researcher needs to identify and

problem found in the classroom before implementing the CAR.

In accordance to Arikunto (2006: 16) there were four steps to do

classroom action research. They are planning, acting, observing and

reflecting. The researcher chooses CAR because the researcher finds the

problem in learning process that low focus and attention to the learning

process. They do not focus on the teacher and keep walking around the

class, looking outside through the window seem that they feel bored with

31

the learning process. These problems need to solve by using appropriate

learning strategy through classroom action research.

B. Research Approach

This research used observation in English teaching and learning

process in class XI of MA Nurul Islam Tengaran, particularly in

improving students‟ writing skill using portfolio assessment. Through this

study, the writer would try to observe the learning strategies used by

students and improve students‟ writing skill using portfolio as assessment.

Meanwhile, an approach that will be done by the writer as a primary

approach is quantitative approach. The quantitative research isolates and

defines variable and variable categories. It means the method and

instrument involve numerical measurement and then statistical

quantification was conducted (Mukhlis, 2000:57).

C. Research Subject

The subject of the study is the eleventh grade students of MA

Nurul Islam Tengaran in 2014/2015 academic year. The students were

from various areas with various level economic families. The teacher has

never been giving writing assignment to the students so most of the

students have difficulties in writing and have under average ability.

Here the names of the students in XI Class

Table: 3.1 Research Subject

32

NO. Name

1. Rafika Dyah Ayuningtyas

2. Fajria Nuril Husna

3. Sumayah Syahidatussholikhah

4. Ratna Ayu

5. Rizqiyah Waladatul W.

6. Faizah Muntazhamah

7. Dienan Aulia

8. M. Agda Ihza Mahendra

9. Jhihad Susi Lestari W.

10. Fakhrun Nisa‟

11. Amalia Haniah Luthfiyani

12. Nadhif Zahra

13. Bahir Saiful islam

14. Annisa Rizkiyah

15. M. Daud Luthfian

16. Hajar Nasywaa

17. Wahidah Nurida

18. Mutiara Alita Firdaus

19. Nurul Istikarati

20. Nurul Ummah

21. Yunita Nafisa

22. Maulida Kurrotul Aini

23. Nandita Rahma E.

24. Nibros Hassani

25. Hammam Muwaffaq Salim

26. Zulfan Akbar Rafsanjani

27. M. Faisal Umam

28. M. Rasyid A.

29. M. Saiful Haq

30. M. Sodikin

31. Hasna‟ Muthi‟ah

33

D. Procedure of the Research

This research applied Kemmis and Mc Taggart‟s model of

classroom action research‟s method. Arikunto (2010: 137) inform that the

principle concept of CAR according to both of those experts consist of

four stages, they are planning, acting, observing, and reflecting. The

researcher spent two cycles in this research, and started with pre cycle.

The writer used classroom action research approach taken from Hopkins

(1993)

Classroom Action Research Concept by Kemmis (1982) in

Hopkins (1993)

34

The whole action, which are applied in CAR as picture above

through the stage as follow:

a. Cycle 1

The steps of the first cycle are explained bellow:

Table 3.2

Procedure of cycle 1

Planning The teacher needs to prepared instrument which

is support in teaching learning process, there are:

a. Prepared material, making lesson plan, and

designing the steps in doing action.

b. Prepared sheet for classroom observation.

c. Prepared exercise portfolio.

Acting The activities are:

a. Studying English lesson especially in writing

by used Portfolio.

b. Asked students the problem in learning

writing by applying portfolio.

c. Gave writing exercise portfolio.

Observation 1. Observing the learning process

consentrate on the students‟s capability

35

T

H

E

S

T

E

P

S

O

F

b. C

ycle II

Table 3.3

Procedure of cycle 2

The steps of the second cycle are explained bellow:

Planning 1. Making lesson plan of cycle II as teaching

guidance in learning process.

2. Preparing the material along with the

teacher.

which shows their understanding of the

lesson.

2. Observing the students attention and all

the activities on the learning process.

Reflection 1. Analyzing the data of the cycle

2. The teacher and the researcher will

discuss about the result of the cycle

3. Make a conclusion of the cycle I

4. The standardized score ( kriteria

ketuntasan minimum) in MA Nurul

Islam Tengaran 75. Based on this rule,

the mean score of post- test must pass

the KKM.

36

3. Preparing the sheet for classroom

observation (to know the student‟s

motivation of teaching process when the

method is applied).

4. Preparing pre-test an post- test ( to know

whether student‟s writing ability improved

or not).

Acting

1. The researcher gives pre-test to the

students.

2. The teacher re-explains about the material

such as in the previous writing instructure.

3. The eacher asks the students about their

problems on the previous lesson.

4. The teacher explain ( along with the

researcher) tosolve the problem.

5. The teacher concludes the material related

with explanation the lesson.

6. Giving explanation about students problem

7. Giving post-test

Observation 1. Observing the learning process concentrate

on the student‟s capability wich asows their

understanding of the lesson.

37

2. Observing the students attention and all the

activities of the learning process.

Reflection 1. Analyzing the data of cycle.

2. The reseacher and the teacher identify the

result of the cycle.

3. The researcher and the teacher makes a

conclusion after comparing the student‟s

score between cyccle I and cycle II to find

out how far the improvement of students‟

ability in writing.

4. The standardized score ( kriteria

ketuntasan minimum) in MA Nurul Islam

Tengaran is 75. Based on this rule, the

mean score of post- test must higher than

KKM.

E. Method of Collecting Data

To collect the data the researcher used writing test. Test is any

procedure for measuring ability, knowledge, or performance. Test is used

to measure the students‟ mastery in writing procedure text. It was done

twice: pre-test and post-test:

38

1) Pre-test

Before the teacher assessing by using portfolio, the teacher

asked students to make hortatory exposition text about internet. Pre-

test was given to the XI.1 and XI.2 classes in same way.

2) Post-test

Post-test was given to the XI.1 and XI.2 classes. It was given

in order to know achievement after they were given treatment make

practices writing hortatory exposition text as a students work and

collected as a portfolio assessment.

F. Research Instrument

Research instruments use to collect data. In this study, there are two

kinds of test, they are written test and observation sheet. In this research,

the researcher used written test as an instrument to collect the data. There

were three written test conducted. The first was pre-test of writing that

was conducted to know the preliminary data about students‟ writing

ability. The second was written post-test in cycle 1 that was administered

in order to know the achievement of the students in writing hortatory

exposition text. The last written post-test of cycle 2 was conducted to

know the final result after implementing portfolio assessment as a media

to teach writing in the classroom. They use their own idea and imagination

in all of tests.

39

Research instruments use to collect data. In this study, there are two

kinds of research instrument. They are:

a. Written Test

Written test uses to know how far the students‟ competence in

writing before and after applying portfolio assessment. The forms of

the test were essay test that the students make hortatory exposition

text.

b. Observation Sheet

Observation sheet uses to know how far the students‟

motivation before and after applying the strategy. This instrument

gives monitor and records the students‟ improvement during the

lesson. In the observation sheet, they are four aspects that are consider

focuses, those are: paying attention, activeness in asking question,

activeness in responding question and enthusiasm in doing test. In this

instrument, the teacher gives point in each aspect based on the

situation of students. The table below show the table of observation

sheet as follows:

Table 3.4

Students‟ Observation Sheet

NO NAME OF STUDENT OBJECT NOTE

A B C D

1

2

3

40

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

Explanation:

A : Pay attention

B : Activeness in asking question

C : Activeness in responding

D : Enthusiasm in doing test

41

G. Evaluation Criteria

The way of scoring the students‟ writing skill is based on the scoring

rubric adapted from Oshima and Hogue‟s book (2006) which could be

describes in the following tables

Table 3.5

Evaluation Criteria

Categories Score Criteria

Format 1-5 Title centered, first line of each

paragraph intended, margins on both

sides , text double-space

Mechanics 1-5 Punctuation: periods, commas,

semicolons, quotation marks

capitalization , spelling

Content 1-5

1-5

5-10

The essay fulfill the requirements of the

assignment.

The essay is interesting to read.

The essay shows that the writer used care

and thought.

Organization 1-5

The essay follows the outline, and it has

an introduction, a body, and a conclusion

1-5

Introduction: the introduction ends with

the thesis statement.

1-5 Body:

i. Each paragraph of the body discusses

a new point and begins with a clear

topic sentence.

5-10 ii. Each paragraph has specific

42

supporting material: facts, examples,

quotations, paraphrased or

summarized information, etc.

5-15 iii. Each paragraph has unity.

iv. Each paragraph has coherence

v. Transitions are used to link

paragraphs

1-5 Conclusion: the conclusion summarizes

the main points or paraphrases the thesis

statement, begins with a conclusion

signal, and leaves the reader with the

writer‟s final thoughts on the topic.

Grammar and

sentence structure

25 Eestimate a grammar and sentence

structure score

The next step of analyzing was classifying the students‟ score into the

categories. The measurement of the students‟ achievement, which was

stated by Haris (1969:134), was interpreted as follows:

Table 3.6

The Criteria of Students‟ Achievement

Criteria of Mastery (Total Score) Grade

85-100 Excellent

75-84 Very good

65-74 Good

55-64 Fair

45-54 Poor

35-44 Very Poor

43

H. Method of Analyzing Data

The research conducts the action research of the teaching writing

using portfolio assessment in MA Nurul Islam Tengaran. The writer uses

quantitative method to analyze the data. To know the result of this

research the writer uses a formula by comparing the mean score result of

pre-test and post-test. In scoring the test, the writer calculates the student‟s

score by using SPSS windows program.

According to Spradley 1980 (in Fauziati 2009), quantitative

requires a special care in selecting a representative sample of subjects,

designing the instrument, collecting data, and interpreting them. The

procedure may follow the following steps:

a) Identifying research problems which may come from the results of field

observation, literature, or theories;

b) Formulating hypotheses on the basis of reviewing theories or previous

studies;

c) Operationalizing definitions of variables to take them measurable;

d) Designing and developing research instruments;

e) Collecting data;

f) Analyzing data;

g) Testing hypotheses and drawing conclusion; and

h) Writing up research report.

44

CHAPTER IV

RESULT AND FINDINGS

In this chapter, the researcher analyzed the data gathered from the action

research activities. The data was obtained from the teaching learning process and

evaluation. The aim of the analysis is to measure the improvement of 31 students‟

writing skill by using a theme of hortatory exposition. In the research the data consist

of 4 hortatory exposition texts in portfolio sheets.

A. The Procedure of Teaching Hortatory Exposition text

In this action research, the researcher divided procedure of teaching in two

cycles; those are cycle 1 and cycle 2. Here are the tables of cycle 1 and cycle 2:

Table 4.1

The procedure of teaching in cycle 1

Activity The Procedure Time

Motivation a. Greetings,

b. The teacher gave some brain gym activities to

increase the students‟ concentration,

c. The teacher explained to the students the

objectives of learning.

10 minutes

Presentation a. The teacher asked the students whether they

have learned about hortatory exposition or not,

30 minutes

45

b. The teacher explained to the students about

hortatory exposition,

c. The teacher gave example about hortatory

exposition text and asked the students to analyze

the structure of hortatory exposition text.

Exercise a. The teacher gave the test to the students,

b. The students have done the exercise.

25 minutes

Evaluation a. The teacher asked the students to exchange their

text with friend next to them and give command

each other,

b. The teacher evaluated the students‟ error in the

exercise,

c. The teacher gave to the student‟s suggestion

about how to write hortatory exposition text.

15 minutes

Table 4.2

The procedure of teaching in cycle 2

Activity The Procedure Time

Motivation a. Greetings,

b. The teacher gave some brain gym activities to

increase the students‟ concentration,

c. The teacher motivated the students about the

10 minutes

46

important of writing.

Presentation a. The teacher explained how to write hortatory

exposition text

b. The teacher gave example about hortatory

exposition text and asked the students to

analyze the structure of hortatory exposition

text.

c. The teacher revised and explained the mistakes

which are done by the students on the last

meeting.

30 minutes

Exercise a. The teacher gave the exercise to the students,

b. The students have done the exercise.

25 minutes

Evaluation a. The teacher asked the students to exchange

their text with friend next to them and give

command each other,

b. The teacher evaluated the result of the exercise.

15 Inutes

47

B. Data Presentation

This research consists of two cycles; there are cycle I and cycle II. For the

whole steps of this research would be explained in the description below:

1. Cycle I

In this part, the researcher carried out series of action namely planning

the action and implementing the action which included two meetings. Based

on the explanation above, the writer did some actions related to the use of

portfolio assessment as the teaching process in writing.

a. Planning

Planning phase of using portfolio assessment in writing hortatory

exposition text was carried out on February 3, 2015. It was done for two

periods; each period was 40 minutes in the classroom.

In this research, the researcher in the first meeting taught about

hortatory exposition text based on the syllabus in the second semester.

Before conducting the research, the researcher prepared the instruments of

research, such as:

1) Lesson plan

In order to control the teaching learning process, the researcher used

the lesson plan as guidance when I taught in the class.

2) Materials

In the first meeting the researcher used portfolio paper that has

given to the students and gave them an example of hortatory exposition

text as bellow:

48

People like instant noodles because they are easy and fast to make. Besides, they are

relatively cheap. However, it is not healthy for people to consume them regularly.

First, certain ingredients in instant noodles affect digestion. Children who eat instant

noodles regularly may lack in nutrition because of this.

Second, instant noodles contain substances which are not good for the body, like

food coloring, addictive substances and preservatives, which affect the body metabolism.

Third, instant noodles contain propylene glycol or anti-freeze which makes noodles

moist and its accumulation in the body weakens the immune system. It is also harmful to

organs such as the heart, liver and kidneys.

Considering the facts, we should not consume instant noodles regularly. Moreover,

when we consume them, we should use only half of the ingredients provided. It is healthier to

eat the noodles with other vegetables, such as carrots, spinach and cabbage. We should also

cook the broth and the noodles separately. Here is how to do it. First, we prepare the

ingredients on a plate. Then, we boil the noodles and get rid of the water. After that, we boil

fresh water for broth. Pour the boiling water onto the ingredients.

3) Camera

The researcher used Hand phone as a camera in order to take photos

the situation of the students in teaching learning process. In this section,

she was helped by the teacher.

4) Test Instrument

The test instrument consists of written pre-test and post-test. The

pre-test is the test that is given to the students before the teaching

learning process through portfolio assessment. Post-test is test that given

to the students after teaching learning process. All of the tests were

collected in the form of written text.

b. Action

Action was the implementation of the activities that had arranged

before.

49

On Tuesday, February 03, 2015 the researcher, Siti Aisyah also as a

teacher, the English teacher Mr. Wisnu and 31 students of eleventh grade,

consisting 22 girls and 9 boys students attended to the class in that day. It

was the first meeting in cycle 1.

There were three steps which were done to build the students‟

knowledge. There were pre activities, main activities, and post activities.

In the pre activities the teacher greeted the students, pray, checked the

student‟s attendance, explained the goals and benefits of the lesson, and

explained the activities that were going to do by the students. In those pre

activities students give attention to the explanation.

In this phase, the teacher asked the students about their experiences

in writing. The questions are; “Do you like writing guys?” some of

students said “Yes” and other said “Not really”. Then the teacher asked

again “have you write the story in English?”. Most of students said “No”

because the English teacher in that school have not been give them

assignment in writing. Some of students said that they like wrote the story

or wrote their diary in book but in Indonesian language. There is one of

them have written her diary in English.

After the teacher gave them some questions about writing, then the

teacher motivate the students by telling the story about some writer who

familiar in this world and the benefits of writing. The students were

enthusiasm to listen the story. There are some students who want to be

writer.

50

After giving the explanation of the goals and the activity at that day,

the teacher gave pre-test to the students. The teacher asked them to write

about „Internet‟. When the students were doing the test, the teacher

walked around the class to check the students‟ task. After the students

finished the pre-test, she collected the students‟ result and began to teach.

In the second part, the teacher distributed a text to the students

about hortatory exposition with a familiar theme; it was „instant noodle‟.

All the students paid attention and read the text by themselves. After a

few minutes, the teacher asked the students to determine the generic

structure of the text. There are some of students who did not know about

generic structure of hortatory exposition text. Then the teacher asked

them to flashback the materiel of narrative text that they have learned in

Junior High School. The teacher said “did you remember the generic

structure of narrative text?” then Nibros, one of smart student in class

answered, “orientation, complication, reorientation... eh resolution

hehehe..it is true miss?” then the teacher said “yes” and explained more

about hortatory exposition text and the generic structure.

After giving some explanations about hortatory exposition to the

students, the teacher continued the lesson by explaining language features

that uses in hortatory exposition text such as: simple present tense,

connectors, passive voice and modal auxiliaries.

Furthermore, the teacher asked the students to underline the words

that indicating the language features of the text. The students looked

51

seriously to follow the teaching and learning process. It seemed they

were curious more. Then the teacher explained the students how to make

a hortatory exposition text.

The second meeting of cycle 1 is implemented on Tuesday,

February 10, 2015. The first activity of the step was the teacher explained

about the social function, the generic structure, and the language feature

of hortatory exposition text. The teacher gave them example of hortatory

exposition text and asked them to determine the generic structure and

language feature of the text.

After the students understood how to make an essay about hortatory

exposition text, the teacher asked the students to arrange a good essay

based on the topic that given by the teacher. It was also as the post-test in

cycle 1.

Next, the students wrote hortatory exposition text by themselves.

Furthermore, the teacher remained them to be careful in writing hortatory

exposition text, especially in using grammar and language features. After

finishing the individual task, each student had to submit their result of

writing hortatory exposition text.

c. Observation

1) The score of tests in cycle 1

The researcher done the written pre-test and post-test in cycle

1. The score of these tests was to see the improvement of students‟

writing skill. Here the data:

52

Table 4.3

The score of students‟ pre-test in cycle 1

Name Criteria Score Passing

grade

(KKM) For-

mat

Mecha-

nics

Content Organi-

zation

Grammar

and

sentence

structure

R D A 4 3 13 41 13 74 No

F N H 4 4 13 41 14 76 Yes

S S 5 4 14 41 13 77 Yes

R A 3 3 12 41 11 70 No

R W W 3 4 13 35 21 71 No

F M 5 4 14 41 13 77 Yes

D A 4 3 13 40 12 72 No

M A I M 5 5 16 44 20 90 Yes

J S L W 5 4 17 44 15 85 Yes

F N 3 4 14 40 12 73 No

A H L 5 5 15 37 15 77 Yes

N Z 3 2 10 37 10 62 No

B S I 4 4 13 35 10 66 No

A R 4 4 14 39 10 71 No

M D L 4 4 15 41 10 74 No

H N 5 3 13 36 12 69 No

W N 4 3 12 37 13 69 No

M A F 3 4 12 36 16 71 No

N I 2 4 14 36 15 71 No

N U 5 4 12 34 9 64 No

Y N 2 3 11 37 12 65 No

M K A 5 3 12 37 12 69 No

N R E. 4 4 11 36 10 65 No

N H 3 5 16 43 15 82 Yes

H M S 5 3 13 40 13 74 No

Z A R 4 3 13 39 13 72 No

M. F U 3 3 13 36 11 66 No

M. R A 1 3 13 36 7 60 No

M S H 5 3 11 39 10 68 No

M S 5 3 12 36 10 66 No

H M 5 3 14 38 10 70 No

53

Table: 4.4

The criteria of students‟ achievement of pre-test in cycle 1

No Total Score Grade Number of

Student

1 85-100 Excellent 2

2 75-84 Very Good 4

3 65-74 Good 21

4 55-64 Fair 4

5 45-54 Poor

6 35-44 Very Poor

From the table of pre-test score above, it can be seen there are

only six students that passed the minimum required standard, 75. It

means that the other students who got score under 75 are failed. The

following table showed the score of students‟ post-test in cycle 1

Table : 4.5

The Score of Students‟ Post-test in cycle 1

Name Criteria Score Passing

grade

(KKM) For-

mat

Mecha-

nics

Content Organi-

zation

Grammar

and

sentence

structure

R D A 3 4 14 42 13 76 Yes

F N H 4 5 14 42 15 80 Yes

S S 5 4 16 43 15 83 Yes

R A 3 4 15 42 13 77 Yes

R W W 4 3 14 41 12 73 No

F M 5 5 14 42 14 80 Yes

D A 4 4 14 41 15 78 Yes

54

M A I M 5 5 17 41 25 93 Yes

J S L W 5 5 18 44 17 89 Yes

F N 4 5 13 37 13 69 No

A H L 5 4 16 43 17 85 Yes

N Z 3 2 13 35 10 63 No

B S I 5 3 16 38 12 69 No

A R 4 4 15 41 11 75 Yes

M D L 4 4 15 43 13 79 Yes

H N 4 5 13 38 13 73 No

W N 4 4 13 36 13 70 No

M A F 4 4 13 36 16 73 No

N I 4 5 15 38 16 78 Yes

N U 4 3 11 35 10 63 No

Y N 4 3 13 37 13 70 No

M K A 5 4 13 37 15 74 No

N R E. 2 3 11 37 12 65 No

N H 5 5 17 41 25 93 Yes

H M S 5 3 14 41 15 78 Yes

Z A R 4 3 13 40 13 73 No

M. F U 3 3 13 36 12 67 No

M. R A 4 3 12 37 12 68 No

M S H 5 4 12 40 11 72 No

M S 5 3 13 38 12 71 No

H M 5 4 15 41 10 75 Yes

Table: 4.6

The criteria of students‟ achievement of post-test in cycle 1

No Total Score Grade Number of

Student

1 85-100 Excellent 4

2 75-84 Very Good 11

3 65-74 Good 14

4 55-64 Fair 2

5 45-54 Poor

6 35-44 Very Poor

55

The minimum required standard (KKM) is 75. The numbers of

students are 31. So there must be 75% of students who passed the

minimum score, which is up to 75. The calculation is:

23

There are 23 students who must be passed the KKM, but in

post-test of cycle 1 only 15 students that passed the minimum

required standard. So the researcher conduct the cycle 2.

2) The calculation of mean and standard deviation using SPSS

Table of Students‟ Deviation of Pre-test and Post-test score in

cycle 1

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 Pretest 71.4839 31 6.47493 1.16293

Postest 75.2258 31 7.67989 1.37935

Paired Samples Correlations

N Correlation Sig.

Pair 1 Pretest & Postest 31 .925 .000

Paired Samples Test

Paired Differences

T df

Sig. (2-

tailed)

Mean

Std.

Deviation

Std. Error

Mean

95% Confidence

Interval of the

Difference

56

Lower Upper

Pair 1 Pretest - Postest -

3.74194E

0

2.97733E

0

.53474 -

4.83403E

0

-

2.64984E

0

-6.998 30 .000

The post-test mean score of students‟ writing skills was

significantly higher than the pre-test one after the implementation of

portfolio assessment. M (Mean) of pre-test and post-test is 3,74 and S

(Standar Deviation) of pre-test and post-test is 2,97 also To= 6,99.

The critical value with degree of freedom (df) = 31-1=30. And the

level of significant 5% = 2,04.

Based on the data analysis above, the researcher concluded that

T-test = 6,99 therefore t-test is higher than t-table with level of

significance 5%.

If t-test similar or higher than t-table, so null hypothesis ( ) is

rejected. is no significant difference between pre-test and post-

test. T-table with n=31 is 2,04 the result of t-test is 6,99 > 2,04. So, t-

test calculating is higher that t-table. Therefore, is rejected, it

means that there is a significant difference between pre-test and post-

test.

From the calculation above, the researcher concluded that

between pre-test and post-test had significant difference, where the

students‟ score of post-test is higher that pre-test. It shows that using

57

portfolio assessment in teaching writing can improve the students‟

writing mastery.

3) Students observation sheet

Table 4.7

Result of the observation sheet in cycle 1

NO NAME OF STUDENT OBJECT NOTE

A B C D

1 Rafika Dyah A

2 Fajria Nuril Husna

3 Sumayah S.

4 Ratna Ayu

5 Rizqiyah Waladatul W.

6 Faizah Muntazhamah

7 Dienan Aulia

8 M. Agda Ihza M.

9 Jhihad Susi Lestari W.

10 Fakhrun Nisa’

11 Amalia Haniah L.

12 Nadhif Zahra

13 Bahir Saiful Islam

14 Annisa Rizkiyah

15 M. Daud Luthfian

16 Hajar Nasywaa

17 Wahidah Nurida

18 Mutiara Alita Firdaus

19 Nurul Istikarati

20 Nurul Ummah

21 Yunita Nafisa

22 Maulida Kurrotul A.

23 Nandita Rahma E

24 Nibros Hassani

25 Hammam M.S

26 Zulfan Akbar R

27 M. Faisal Umam

28 M. Rasyid A.

29 M. Saiful Haq

58

30 M. Sodikin

31 Hasna’ Muthi’ah

Explanation:

A : Pay attention

B : Activeness in asking question

C : Activeness in responding

D : Enthusiasm in doing test

d. Reflection

Based on the result of cycle 1, the researcher found the

improvement after applying portfolio assessment as a media in teaching

learning. The first was the improvement of writing hortatory exposition

text. It happened in the process of writing hortatory exposition text,

especially in genre based approach. The stage of this approach could help

students to understand the process in writing hortatory exposition text. It

was useful to support them with the new information and knowledge about

the object that would help them to write and express their feelings or ideas,

but they needed a long time to finish drafting.

The second, the improvement of student‟s participation could be

seen in during of process teaching and learning in the classroom. After they

finished in drafting, the teacher asked them to exchange their draft each

other and correct the grammar based on their knowledge. It helped them to

be more active and also improved their relationship among the students,

especially in discussing session.

Based on the observation, there‟s improvement on students writing

score, but it still did not pass the passing grade of 75. So, the researcher

59

conducted the cycle 2. In next cycle 2, the researcher emphasized the

grammar, generic structure and language future more deeply.

The weaknesses found in cycle 1, they are some of students were

still passive in sharing ideas in the learning process, they were confuse to

make a paragraph and essay, the students still relied on the dictionary too

much and some of the students still hesitated in exploring their idea.

2. Cycle 2

Based on the result of cycle 1, it is necessary for the researcher to

continue the next level:

a. Planning

In cycle 2 the teacher would only emphasize the grammar, generic

structure and language future more deeply to solve the weaknesses

occurred in cycle 1, in cycle 2 the teacher would stimulate students to be

more active and confident in exploring their idea.

b. Action

On Tuesday, February 17th 2015, the researcher began her first

meeting in cycle 2. The steps were still the same with the cycle 1. There

were pre activities, main activities, and post activities. In the pre activities

the teacher greeted the students, pray, checked the attendance list, reviewed

60

the previous lesson, explained the goal and benefit of the lesson, and told

the activities which were going to do by the students.

In the main activities the teacher giving/deliver students‟ last tasks

by the name and called them one by one then gives comment of grammar

error in their tasks. The teacher gave reviewed to each student on teacher‟s

desk. After that, the teacher re-explain the lesson and asked the students to

making up their task or make hortatory exposition with new theme. Some

of students were displeasure to write essay again but for the students who

like writing, they were challenged to express their ideas in words. It was

the pre-test of cycle 2. This activity took a long time so the teacher

continued the lesson to the next meeting.

On Tuesday, February 24th 2015, the teacher began the class with

the same activities. The teacher gave the students motivation by gave them

brain storm and brain gym activities to make their brain balance and ready

to study. The students were enthusiastic in following the teacher. Then the

teacher delivered the students‟ tasks.

After the students got their tasks, the teacher re-explain and

enrichment of students ability by using Lcd media, the students more

enthusiasm in learning the material. The teacher explained more deeply

about hortatory exposition text and how to write it in good essay. When the

teacher want to give them post-test, most of students did not ready to write.

They said that every meeting must write the text. They were bored to write

essay again and again. They needed more times to find their ideas. The

61

teacher really knows and tolerates the students‟ articulated grievances. So

the teacher decided to organize the post-test in the next meeting.

The third meeting of cycle 2 is on Tuesday, March, 3rd 2015. The

teacher begun the class with the same activities, then gave them little

review of material last week. She explained the criteria of scoring the test

and asked them to write an essay about “ Where should be after high

school?”. It was the post-test of cycle 2.

c. Observation

1) The scores of tests in cycle 2

The researcher done the written pre-test and post-test again in

cycle 2. The score of these tests was to see the improvement of

students‟ writing skill after given portfolio assessment as a technique

in teaching and learning process for the second time.

Here the students score.

Table:4.8

The Score of Students‟ Pre-test in cycle 2

Name Criteria Score Passing

grade

(KKM) For-

mat

Mecha-

nics

Con-

tent

Organi-

zation

Grammar

and

sentence

structure

R D A 5 5 15 43 14 82 Yes

F N H 5 4 16 43 15 83 Yes

S S 5 4 16 44 16 85 Yes

R A 3 3 16 42 13 77 Yes

R W W 4 3 14 41 13 75 Yes

62

F M 5 5 15 42 15 82 Yes

D A 5 4 18 43 15 85 Yes

M A I M 5 5 18 41 25 94 Yes

J S L W 5 5 17 43 20 90 Yes

F N 2 5 11 29 20 67 No

A H L 5 4 17 39 23 88 Yes

N Z 4 5 14 29 13 65 No

B S I 5 3 15 34 13 70 No

A R 4 5 18 37 20 84 Yes

M D L 4 4 17 36 20 81 Yes

H N 5 5 14 35 20 79 Yes

W N 4 4 13 31 18 70 No

M A F 4 5 13 32 22 76 Yes

N I 4 4 15 34 22 79 Yes

N U 5 5 14 34 18 76 Yes

Y N 5 3 14 33 19 74 No

M K A 5 5 13 34 22 79 Yes

N R E. 4 3 11 32 18 68 No

N H 5 5 19 42 25 96 Yes

H M S - - - - - - No

Z A R 5 3 14 34 20 76 Yes

M. F U 5 4 14 34 20 77 Yes

M. R A 5 4 17 35 20 81 Yes

M S H 5 4 14 35 20 78 Yes

M S 5 3 13 33 17 71 No

H M 5 5 17 37 14 78 Yes

Table: 4.9

The Criteria of Students‟ Achievement of Pre-test in cycle 2

No Total Score Grade Number of

Student

1 85-100 Excellent 5

2 75-84 Very Good 17

63

3 65-74 Good 7

4 55-64 Fair

5 45-54 Poor

6 35-44 Very Poor

Table: 4.10

The Sore of Students‟ Post-test in cycle 2

Name Criteria Score Passing

grade

(KKM) For-

mat

Mecha-

nics

Content Organi-

zation

Grammar

and

sentence

structure

R D A 5 5 18 40 20 88 Yes

F N H 5 5 18 40 23 91 Yes

S S 5 5 18 40 23 91 Yes

R A 3 4 16 40 20 83 Yes

R W W 5 3 16 37 20 81 Yes

F M 5 5 17 40 25 92 Yes

D A 5 5 18 40 25 93 Yes

M A I M 5 5 18 41 25 94 Yes

J S L W 5 5 20 43 24 97 Yes

F N 2 5 11 31 22 71 No

A H L 5 5 18 39 25 92 Yes

N Z 5 5 17 39 20 86 Yes

B S I 5 4 18 38 20 85 Yes

A R 3 5 16 38 20 82 Yes

M D L 5 4 16 39 20 84 Yes

H N 5 5 16 38 23 87 Yes

W N 5 5 14 34 20 78 Yes

M A F 5 5 15 35 22 82 Yes

N I 4 5 16 36 23 84 Yes

N U 5 5 16 36 20 82 Yes

Y N 5 5 17 39 20 86 Yes

64

M K A 5 5 15 36 23 84 Yes

N R E. 5 5 13 33 20 76 Yes

N H 4 5 19 42 25 95 Yes

H M S 5 3 16 38 21 83 Yes

Z A R 5 3 15 37 20 80 Yes

M. F U 5 4 17 39 22 87 Yes

M. R A 5 4 17 37 22 85 Yes

M S H 5 5 16 37 22 85 Yes

M S 5 4 15 36 20 80 Yes

H M 5 5 15 39 20 84 Yes

Table: 4.11

The Criteria of Students‟ Achievement of Post-test in cycle 2

No Total Score Grade Number of

Student

1 85-100 Excellent 16

2 75-84 Very Good 14

3 65-74 Good 1

4 55-64 Fair

5 45-54 Poor

6 35-44 Very Poor

From the table above we can see that only one student who did

not passed the KKM. So the researcher concluded that almost all

students of eleventh grade in MA Nurul Islam had improvement in

their writing skill.

2) The calculation of mean and standard deviation

65

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 Pretest 78.8667 30 7.47286 1.36435

Postest 85.5000 30 5.86486 1.07077

Paired Samples Correlations

N Correlation Sig.

Pair 1 pretest & postest 30 .806 .000

The post-test mean score of students‟ writing skills was

significantly higher than the pre-test one after the implementation of

portfolio assessment. M (Mean) of pre-test and post-test is 6,63 and S

(Standar Deviation) of pre-test and post-test is 4,42 also To= 8,203.

The critical value with degree of freedom (df) = 29. And the level of

significant 5% = 2,04.

Paired Samples Test

Paired Differences

T Df

Sig. (2-

tailed)

Mean

Std.

Deviation

Std. Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair 1 pretest – postest -

6.63333E0

4.42940E0 .80869 -

8.28730E0

-

4.97937E0

-8.203 29 .000

66

Based on the data analysis above, the researcher concluded that

T-test = 8,203 therefore t-test is higher than t-table with level of

significance 5%.

If t-test similar or higher than t-table, so null hypothesis ( ) is

rejected. is no significant difference between pre-test and post-test.

T-table with n=30 is 2,04 the result of t-test is 6,99 > 2,04. So, t-test

calculating is higher that t-table. Therefore, is rejected, it means

that there is a significant difference between pre-test and post-test.

Mean of pre-test, 78.86 < post-test, 85.50 it means that there is

an improvement again of English score between and before the action

and after the action in cycle 2 and it had passed the passing grade.

From the mean score, the researcher concluded that using portfolio

assessment as a media can improve student‟ writing skill, especially in

writing essay about hortatory exposition text.

3) Students observation sheet

Table 4.12

Result of observation sheet in cyle 2

NO NAME OF STUDENT OBJECT NOTE

A B C D

1 Rafika Dyah A

2 Fajria Nuril Husna

3 Sumayah S.

4 Ratna Ayu

67

5 Rizqiyah Waladatul W.

6 Faizah Muntazhamah

7 Dienan Aulia

8 M. Agda Ihza M.

9 Jhihad Susi Lestari W.

10 Fakhrun Nisa’

11 Amalia Haniah L.

12 Nadhif Zahra

13 Bahir Saiful Islam

14 Annisa Rizkiyah

15 M. Daud Luthfian

16 Hajar Nasywaa

17 Wahidah Nurida

18 Mutiara Alita Firdaus

19 Nurul Istikarati

20 Nurul Ummah

21 Yunita Nafisa

22 Maulida Kurrotul A.

23 Nandita Rahma E

24 Nibros Hassani

25 Hammam M.S

26 Zulfan Akbar R

27 M. Faisal Umam

28 M. Rasyid A.

29 M. Saiful Haq

30 M. Sodikin

31 Hasna’ Muthi’ah

Explanation:

A : Pay attention

B : Activeness in asking question

C : Activeness in responding

D : Enthusiasm in doing test

68

d. Reflection

After analyzing the result of cycle 2, the researcher concludes that

using portfolio assessment as a teaching media can improve the students‟

writing skill, especially in writing essay about hortatory exposition. In

previous cycle, the result of post-test shows just 15 students who passed the

passing grade. From this result, the researcher felt satisfied because there is

an improvement in cycle 2. In cycle 2, the results of post-test shows that

most of students achieve the minimal passing grade criteria, 75. Only 1

student from 31 students who failed but their scores are good. It can be

proved by the score of post-test in cycle 2. In this cycle, the researcher

concludes that using appropriate technique or media in teaching English is

very important.

C. Analysis

In this section, the researcher would like to analyze all data and describe the

finding research.

Based on the field note and short interview conducted when the portfolio was

applied, the researcher analyzed that there were many improvements in many

aspects, they are:

The improvement of students mastery of writing hortatory exposition text,

were stated by Agda. He said “ I felt so happy because you come here to teach us

with interesting teaching, happy situation and good condition. You thought us

with one material, that is “Hortatory Exposition”. I feel so happy with this

69

material because „I am very like writing‟. So I had many ideas to write on your

papers gived to me. Really I want to write again. I want to write because I want to

get good values in this material. Because this is one of reasons to get my dreams

in my future. So please give me s chance!!!”.

The second stated is by Zulvan. He said “ Class writing hadir dengan materi

yang mengasah tulisan kita. Padahal kita sebelumnya nggak biasa nulis panjang-

panjang dengan bahasa Inggris. But class writing membuat kita semakin tau dan

meningkat dalam hal tulis-menulis bahasa inggris. Class writing membawa

dampak yang positif bagi kami dan meningkatkan semangat kami untuk mencoba

dan mencoba lagi. Saya pribadi hal ini membawa peningkatan bagi tulisan

bahasa inggris saya”.

Other improvement was grammar and vocabulary. One student said that she

did not like English lesson before because grammar is difficult. But after the

teacher taught writing in their class and explain about the grammar, she like

English subject now. Rafika said “untuk miss Aisy..terima kasih udah buat

semangat aku (alias suka bahasa inggris). Dari cara miss Aisy itu buat aku

belajar gimana caranya untuk mengetahui grammar, vocabulary dst. So, jujur

miss sekarang aku suka bahasa inggris”.

Besides the short interview or testimony from the students, the researcher also

analyzed the observation based on the students‟ pre-test and post-test score in

each cycle and from the calculation of mean, and t-test vs t-table. The researcher

analyzed that:

70

Using portfolio as an element of evaluation to improve students writing skill

is relevant with the data presentation of the mean calculation score of pre-test and

post-test in cycle 1 and data presentation of the mean calculation score of pre-test

and post-test in cycle 2. It shows there is significant improvement of students‟ test

result.

Using portfolio assessment as a teaching media is effective in improving

students‟ writing skill, it is proved with the data presentation of calculation of t-

test vs t-table in cycle 1 in page and t-test vs t-table in cycle 2 which showed that

t-test has higher score that t-table.

The weaknesses occurred in cycle 1 and cycle 2 are the students sometimes

feel bored because every meeting they have to write an essay. And also the

teacher just taught one material, that is Hortatory Exposition.

71

CHAPTER V

CLOSURE

A. Conclusion

In this last chapter, the researcher presents some conclusions on

several points of views of implementing using portfolio assessment as a media

to improve students‟ ability in essay writing of eleventh grade students‟ at

MA Nurul Islam Tengaran in the academic year of 2014/2015.

From the result of observation, evaluation, and reflection of the

implementation of the actions, the researcher concluded that:

1. The use of portfolio assessment as an element of evaluation is quite

effective; it can improve students‟ writing skill of the eleventh grade

students at MA Nurul Islam Tengaran in the academic year 2014/2015. It

is proved with the students‟ improvement score of the tests because mean

of post-test in cycle 1 is higher that mean of pre-test (75.22 > 71.48) and

the mean of post-test in cycle 2 is higher that mean of pre-test (85.50 >

78,86).

2. The significance of using portfolio assessment in improving students‟

writing skill is proved from the result of t-test calculation which is higher

than t-table in each cycle. In cycle 1 the t-test score is 6,99 higher than t-

table, 2,04 and in cycle 2 the t-test score is 8,203 higher than t-table, 2,04.

s

72

B. Recommendation and Suggestion

Based on finding in this observation, the researcher would like to give

recommendation and suggestion as follows:

1. For English teachers in using portfolio as an alternative assessment, they

are expected to determine its goal first and then its procedure. There are so

many kinds of portfolio, so the teachers have to decide clearly which

portfolio that will be used.

2. It is good for students to practice writing; it will make and push them to be

better and better in their writing achievement.

3. For the researchers, they can use the research as their reference on the

same field. They are also expected to be able to cover the limitation of this

research and provide more detail information about this. They may

conduct a research by using the same medium but in different type of text

with their own creativity.

C. Closing

Based on the result and its explanation in the chapter IV, the

conclusion that could be drawn is portfolio as an alternative assessment is

effective in improving the students‟ writing skill of hortatory exposition text

for the eleventh grade students‟ of Islamic Senior High School. This research

also served to the readers. The researcher realizes lest far from perfect. The

researcher hopes any criticisms and suggestions to make it perfect. The writer

also hopes that it can be useful for her and for all readers in general.

73

lxxiv

BIBLIOGRAPHY

O‟Malley, Michel. and Valdez, P.Lorraine. 1995. Authentic Assessment For English

Language Learners. Virginia: Wesley Publishing Company

Bachman, L.F. and A.S. Palmer. 1996. Language Testing in Practice. Oxford: Oxford

UniversityPress

Brown, H. Douglas. 2004. Language Assessment Principles and Classroom

Practices.California: Longman University Press

Arikunto, Suharsimi. 1992. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta:

Rineka Cipta

Basuki, Hariyanto. 2014. Asesmen Pembelajaran. Bandung: PT Remaja Rosdakarya

Hornby, A.S. 2000.Oxford Advanced Learner‟s Dictionary.Oxford: Oxford

UniversityPress

Carroll T Robert. 1990. Student Success Guide- Writing Skill. United States: International

Copyright Law

Hanbury, Diana. 2004. Writing Skills. New York: Educators Publishing Service, Inc.

Sumadayo, Samsu. 2013. Penelitian Tindakan Kelas. Yogyakarta: Graha Ilmu

Hopkins, David. 1993. A Teacher‟s Guide to Classroom Research. Philadelphia: Open

University Press.

Kemmis, S. and R. Mc Taggart (eds.). 1982. The Action Research Planner. First

Edition.Geolong, Victoria: Deakin University Press.

Mukhlis, Abdul. 2000. PenelitianTindakanKelas. Makalah Pelatihan Penulisan Karya

Ilmiah Untuk Guru-guru se-Kabupaten Tuban

Blanchard, Karen and Root, Christine, Ready to Write, 3rd

Ed., New York: Pearson

Education, Inc., 2003

Depdiknas, Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris

Sekolah Menengah Pertama dan Sekolah Menengah Atas, Jakarta: Depdiknas, 2004

lxxv

Johnson, Ruth S. 2010. Developing Portfolio in Education. California: SAGE

Publication. Inc

Bryant L. Sharon, Timmins A.A. 2002. Using Portfolio Assessment to Enhance Student

Learning. Hong Kong: Hong Kong Innstitute of Education

Pardiyono, 2008. Pasti Bisa: Teaching Genre-Based Writing. Yogyakarta: Andi Offset

Sujiono, Yuliarni Nurani. 2010. Mengajar Dengan Portfolio. Jakarta: PT. Indeks

Zahroatin, 2009. The Use of Portfolio as an Alternative Assessment in Writing Procedure

Text (A case Study of Year IX Student of SMPN 3 Tanjungan, in the Academic Year 2008/2009),

Thesis, (Semarang: UNNES. 2009)

Salimin, Muhammad, 2013. The Use of Portfolio to Improve the Students‟ Ability in

Writing Descriptive Text A Car of the Second Grade of MTs Sudirman Kopeng 2012/2013. A

Graduating Paper of State Islamic Studies Institute Salatiga

lxxvi

lxxvii

lxxviii

lxxix

lxxx

lxxxi

lxxxii

lxxxiii

I. School Profile

Islamic senior high school Nurul Islam Tengaran is an edua. cational

institution which combine between religion and national curriculum in their learning

proccess to create a leader who ready to lead in the future. This school use boarding

school model (pesantren) so in 24 hours the students will get the good environment

(al bi‟ah ash sholihah), and safe from uncontrolable free social intercourse.

1. Vission and mission

Vission:

Create great leader who has good manner and global conception.

Mission:

a. Rule Islamic education which integrated between faith, knowledge and aspect

of charity.

b. Rule an islamic aducation wich support all the academic person to grow with

integrity, emphaty and love, learner and achievement spirit.

c. Become reference Madrasahat central java and other.

d. Become Madrasahwhich has a global conception and able to have

comunicated internationally

2. Research Setting

This classroom action research was carried at MA Nurul Islam Tengaran. It

is located in Jl. Raya Salatiga-Solo KM 8, Kaligandu, RT 11/08 Klero, Tengaran,

lxxxiv

kab. Semarang, latitude : -7,396,610 (in south latitude), longitude: 110,515,625

and post code: 50775. And it can be visit in website address at

www.ypisabilulkhoirot.com and e-mail address at aliyah.nuristengaran@gmail.com. It

is the srategic location and placed under the slope of Merbabu mountain which is

very cool and natural.

3. Organisation Structure

Faunder : KH. Zaenal Mahmud, BA (alm)

Consultant : H. Muhammad Haris, SS, M.Si

: Ir. H. Cholid Mahmud, MT : H.

Habiburrahman el-Shirazy

Chairman of institute : M. As‟ad Mahmud, Lc

Director of education : Purwoko, S.Pd

Headmaster : M. Sa‟dullah Mahmud, M.Si

Kepesantrenan : H. Luthfi Chakim, Lc

: Musthofa Ahmad Nur Huda

4. Situation of Educational Facilities (infrastructure of the school)

a. Land and buildings

The wide of land : 2720 m²

The wide of buildings : 540 m²

lxxxv

b. Infrastructure of the school

5. Situation of the Teacher and the Staff

Some teachers of Islamic Senior High School Nurul Islam was graduated

from indonesia and also aboardlike UGM, UNS, UNNES, also Al Azhar Chairo,

Ma‟had Qur‟an Yaman and other university.

Name Last

Eductation

Position

M. Sa‟dullah Mahmud,

S.PdI

S1 Head Master

M. As‟ad Mahmud, Lc S1

Lutfi Chakim, Lc S1

Wisnu Wardani, S.PdI S1 English Teacher

Agus Sya‟roni SMA SKI Teacher

Muhammad Rofiqi, S.PdI S1 Ert Teacher

Wiwin Prehati, S.PdI S1 Arabic Teacher

Arifaturrohmaniah, S.Pd S1 Bahasa Indonesia

Teacher

Khodiq Nur Rokhim, S.Pd S1 Mathematic Teacher

Lilik rahmat Nurkholiso,

MA

S2 Shorof Teacher

NO. Types of room Condition

good Not good

1. Classroom V

2. Headmaster room V

3. Teacher room V

4. Administration room

5. Physics laboratory room

6. Chemistry laboratory room

7. Biology laboratory room

8. Computer laboratory room

9. Language laboratory room

10. Library room V

11. UKS

12. Skill room

13. Art room

14. Teacher toilet V

15. Student toilet V

lxxxvi

Muhammad Amin Rais, Lc S1 Ilmu Kalam Teacher

Muhammad Thoyib, Lc S1 Akhlak Teacher

Nashif Ubbadah, Lc S1 Tafsir-

Asfi Sulasiyah, A.Md S1 Ofice Master

Adi Suseno SMA Ofice Boy

6. Situation of the Students

No

Class

Gender

Male Female

1 X 13 25

2 XI 17 22

3 XII - -

lxxxvii

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Sekolah : MA Nurul Islam Tengaran

Mata Pelajaran : Bahasa Inggris

Siklus : Writing

Kelas/Semester : XI/2

Alokasi Waktu : 2x40 menit

I. STANDAR KOMPETENSI

Menulis

12 Mengungkapkan makna dalam teks tulis fungsional pendek dan esay

sederhana narrative, spoof, dan hortatory exposition dalam konteks

kehidupan sehari-hari

II. KOMPETENSI DASAR

12.2 Mengungkapkan makna dalam dan langkah retorika dalam esei dengan

menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam

konteks kehidupan seharihari dalam teks berbentuk: narrative, spoof, dan

hortatory exposition

III. INDIKATOR

- Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat

- Menulis gagasan utama

- Mengelaborasi gagasan utama

- Membuat draft, merevisi, menyunting

- Menghasilakn teks berbentuk paragraf hortatory exposition

IV. TUJUANPEMBELAJARAN

Pada akhir pembelajaran siswa dapat:

- Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat

- Menulis gagasan utama

- Mengelaborasi gagasan utama

- Membuat draft, merevisi, menyunting

- Menghasilakn teks berbentuk paragraf hortatory exposition

V. MATERI PEMBELAJARAN

Hortatory Exposition

Purpose : To persuade the readers or listeners that something should or should not

be the case

The structure of the text consists of three parts:

1. Thesis : announcement of a concerned issue

lxxxviii

2. Arguments : reasons for concern, leading to recomendation

3. Recomendation : statement of what ought or ought not to happen.

In writing a hortatory exposition, we usually use the simple present tense.

Language features:

1. The use of emotive words. (ex: alarmed, worried)

2. The use of words that link qualifying statements. (ex: usual, probably)

3. The use of words that link argument. (ex: firstly, however, on the other hand,

therefore)

4. The use of compound and complex sentences

5. The use of modal and adverbs. (ex: can, many, certainly, get, stop)

6. The use of subjunctive opinions using pronouns. (ex: I, we)

Writing Hortatory Exposition text:

Thesis

Argument 1

Argument 2

Argument 3

Recommendation

Point to study:

People like instant noodles because they are easy and

fast to make. Besides, they are relatively cheap. However, it is

not healthy for people to consume them regularly.

First, certain ingredients in instant noodles affect

digestion. Children who eat instant noodles regularly may lack

in nutrition because of this.

Second, instant noodles contain substances which are

not good for the body, like food coloring, addictive substances

and preservatives, which affect the body metabolism.

Third, instant noodles contain propylene glycol or anti-

freeze which makes noodles moist and its accumulation in the

body weakens the immune system. It is also harmful to organs

such as the heart, liver and kidneys.

Considering the facts, we should not consume instant

noodles regularly. Moreover, when we consume them, we

should use only half of the ingredients provided. It is healthier

to eat the noodles with other vegetables, such as carrots,

spinach and cabbage. We should also cook the broth and the

noodles separately. Here is how to do it. First, we prepare the

ingredients on a plate. Then, we boil the noodles and get rid of

the water. After that, we boil fresh water for broth. Pour the

boiling water onto the ingredients.

lxxxix

- Identification of Main idea of hortatory exposition

- Identification of the generic structure of hortatory exposition

- Identification of language features of hortatory exposition

VI. METODE PENGAJARAN

- Contextual Text Learning (CTL)

- Task based learning

- Grammar Translation Method

VII. LANGKAH-LANGKAH PEMBELAJARAN

Kegiatan Uraian Waktu

Kegiatan Awal Pendahuluan:

Doa, salam pembuka dan mendata

kehadiran siswa

Memotivasi siswa tentang manfaat dari

menulis

Memberitahu siswa kompetensi dasar yang

ingin dicapai dalam proses pembelajaran

ini

15‟

Kegiatan Inti Eksplorasi:

Guru menjelaskan secara jelas dan rinci mengenai teks hortatory exposition mulai dari definisi, tujuan, generic structure serta language features yang digunakan melalui text materi

Siswa memahami penjelasan dari guru

Elaborasi:

Guru meminta siswa untuk membuat

sebuah text hortatory exposition

Guru memberikan pembahasan dan

penjelasan terhadap tugas yang diberikan

Siswa boleh bertanya pada guru tentang

kosakata yang mereka anggap sulit

Konfirmasi:

Secara individu, guru meminta siswa untuk

menukarkan hasil teksnya ke temannya

Guru meminta siswa memberikan

tanggapan tentang hasil karya temannya

55‟

Kegiatan Akhir Guru membimbing siswa untuk

merangkum materi yang baru saja

disajikan

10‟

xc

Guru menutup pertemuan dengan doa.

VIII. SUMBER/BAHAN/ALAT

a. Sumber Pembelajaran

- Website dari berbagai sumber relevan

- English student worksheet for SMA / MA Grade XI

- Buku English: Interlanguage 2 BSE

b. Alat Pembelajaran

- Koneksi internet

- Kamus bahasa inggris

- Buku panduan

- Laptop

- Things around the class

IX. PENILAIAN

- Please make some paragraphs of hortatory exposition!

Scoring rubric: writing paragraph

Aspects Maximum

score

Actual score

Format 5

Mechanics 5

Content 20

Organization 45

Grammar and Sentence Structure 25

Grand Total : 100

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Sekolah : MA Nurul Islam Tengaran

Mata Pelajaran : Bahasa Inggris

Siklus : Writing

Kelas/Semester : XI/2

Alokasi Waktu : 2x40 menit

X. STANDAR KOMPETENSI

Menulis

12 Mengungkapkan makna dalam teks tulis fungsional pendek dan esay

sederhana narrative, spoof, dan hortatory exposition dalam konteks

kehidupan sehari-hari

xci

XI. KOMPETENSI DASAR

12.2 Mengungkapkan makna dalam dan langkah retorika dalam esei dengan

menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam

konteks kehidupan seharihari dalam teks berbentuk: narrative, spoof, dan

hortatory exposition

XII. INDIKATOR

- Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat

- Menulis gagasan utama

- Mengelaborasi gagasan utama

- Membuat draft, merevisi, menyunting

- Menghasilakn teks berbentuk paragraf hortatory exposition

XIII. TUJUANPEMBELAJARAN

Pada akhir pembelajaran siswa dapat:

- Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat

- Menulis gagasan utama

- Mengelaborasi gagasan utama

- Membuat draft, merevisi, menyunting

- Menghasilakn teks berbentuk paragraf hortatory exposition

XIV. MATERI PEMBELAJARAN

HORTATORY EXPOSITION

By :

Siti Aisyah

WHAT IS HORTATORY EXPOSITION?

hortatory exposition is a piece of writing that persuades the readers to accept the writer’s point of view by showing the information in a logical way.

xcii

1. Thesis : Statement or announcement of issue concern

2. Arguments : Reasons for concern that will lead to recommendation

3. Recommendation : Statement of what should or should not happen or be done based on the given arguments

Language Features

1. Simple present, e.g. the best advice is to think carefully before accepting any position

2. Connectors, e.g. firstly, on the other hand, therefore, then, after, that, etc

3. Passive voice, e.g. it became rocky because the earth was washed away by the train

4. Modal auxiliaries, e.g. should, can, will, etc

Point to study:

- Identification of Main idea of hortatory exposition

- Identification of the generic structure of hortatory exposition

- Identification of language features of hortatory exposition

XV. METODE PENGAJARAN

- Contextual Text Learning (CTL)

- Task based learning

- Grammar Translation Method

xciii

XVI. LANGKAH-LANGKAH PEMBELAJARAN

Kegiatan Uraian Waktu

Kegiatan Awal Pendahuluan:

Doa, salam pembuka dan mendata

kehadiran siswa

Memotivasi siswa tentang manfaat dari

menulis

Memberitahu siswa kompetensi dasar yang

ingin dicapai dalam proses pembelajaran

ini

Mereview ulang pelajaran sebelumnya

15‟

Kegiatan Inti Eksplorasi:

Guru menjelaskan secara jelas dan rinci mengenai teks hortatory exposition mulai dari definisi, tujuan, generic structure serta language features yang digunakan melalui text materi

Siswa memahami penjelasan dari guru

Elaborasi:

Guru meminta siswa untuk membuat

sebuah text hortatory exposition

Guru memberikan pembahasan dan

penjelasan terhadap tugas yang diberikan

Siswa boleh bertanya pada guru tentang

kosakata yang mereka anggap sulit

Konfirmasi:

Secara individu, guru meminta siswa untuk

menukarkan hasil teksnya ke temannya

Guru meminta siswa memberikan

tanggapan tentang hasil karya temannya

55‟

Kegiatan Akhir Guru membimbing siswa untuk

merangkum materi yang baru saja

disajikan

Guru menutup pertemuan dengan doa.

10‟

XVII. SUMBER/BAHAN/ALAT

c. Sumber Pembelajaran

- Website dari berbagai sumber relevan

- English student worksheet for SMA / MA Grade XI

- Buku English: Interlanguage 2 BSE

d. Alat Pembelajaran

- Koneksi internet

- Kamus bahasa inggris

xciv

- Buku panduan

- Laptop

- Things aroung the class

XVIII. PENILAIAN

- Please make some paragraphs of hortatory exposition!

Scoring rubric: writing paragraph

Aspects Maximum

score

Actual score

Format 5

Mechanics 5

Content 20

Organization 45

Grammar and Sentence Structure 25

Grand Total : 100

xcv

xcvi

xcvii

xcviii

xcix

c

ci

cii

ciii

civ

cv

cvi

cvii

cviii

cix

cx

cxi

cxii

cxiii

cxiv

cxv