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 : [email protected]
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
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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
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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
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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
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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 [email protected]. 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
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