Samples of Portfolio proposal

7/27/2019 Samples of Portfolio proposal

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CHAPTER I

INTRODUCTION

This chapter will present the background of the study, the purpose of the

study, the research questions, the significance of the study, and the definitions of

the key terms.

1. The Background of the Study

The political-influenced, standardized English test implementation seems

to lead teachers to practice one-shot activity of teaching writing, as the researcher

observed and experienced in the research site. In such teaching, the students

writing assignment is considered to be a test. Teachers dont give students

feedback. So they dont know whether their works need correction or editing. In

this regard, process approaches to ESL/EFL writing suggest that it

is unnatural for a learner to write a draft of composition and

submit for a grade (Cohen, 2001: 534).

Furthermore one-shot activity of teaching writing makes students less

engaged and not socially active. Students have limited chance to edit their work or

to do peer assessment as well as to do self-reflection on what has been done and

plan what to do for better learning. This is in contrast with constructivism theory,

which proposes learning through social interaction. Constructivism as it defined,

"is the philosophy, or belief, that learners create their own knowledge based oninteractions with their environment including their interactions with other people"

(Draper, 2002, p. 522).

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As a matter of fact, standardized testing has been long considered to be

unreliable to estimate students knowledge and performance. (Permana, 2012).

In line with this, Paris argues that,

The pattern of growing disillusionment, decreased motivation, and detachment from acommitment to academic learning because of accountability through standardized testing

threatens childrens orientation to learning and education. New forms of assessment that

are sensitive to students background, motivation, affect, and attitudes most be created sothat students are positively motivated to do their best. New forms of assessment must

establish intrinsic goals of mastery, improvement, and success rather than extrinsic

comparative goals based on test scores. New forms of assessment should involvestudents so that they respect the test purposes, content, and format. Assessment should

elicit productive strategies and positive motivation so that students can maximize theirperformance (Paris in Permana, 2012, p.2)

Better ways of methods and assessment is very important in teaching

writing particularly in order to get students engagement in teaching and learning

process. Encouraging students to actively-engaged in learning is in line with the

core objective of teacher development, the improvement of student learning.

(Guskey, 2002)

Through this classroom action research, the researcher endeavors to

enhance practical knowledge and make improvement in his practice. (Reason &

Bradbury, 2001: 1-2 ). Whereas Farrell (2008) says:

There is a longstanding recognition in the field of languageeducation that teachers must continually reshape their knowledgeof teaching and learning Reflective practice occurs when teachers consciously take on the

role of reflective practitioner, subject their own beliefs aboutteaching and learning to critical analysis, take full responsibility fortheir actions in the classroom, and continue to improve theirteaching practice

Although writing skill is frequently reported to be neglected in Indonesian

school. (Alwasilah, 2007), there is an increase attention to writing among

researchers and practitioners worldwide. Many researchers agree that writing can

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develops critical thinking which is in line with soft-skill needed in respond to the

demand of 21st century work and life (Emilia, 2002).

Regarding the important of writing, portfolio hopefully would be part of

the solutions. As the method of teaching English writing has been shifting from

traditional way of the end product to the process of creating writing, (Tabatabaei

& Assefi: 2012) there are new ways of assessment which have been developed.

Among all the procedures of performance assessment, Portfolio Assessment has

been the most popular being used in education of all levels. (Mitchell in Thomas

et al. 2005).

According to Gosselin (1998) an ongoing assessment is a learning process

which examines and document students progress at a certain intervals. The main

objectives of portfolio assessment are encouraging students to become more

autonomous, take the control of their learning, make decisions, participate in the

evaluation of their own work and solve the problem they may face, individually.

Active involvement of the learners in assessing their performance will enable

them gain ownership of their learning (Chen, 2008).

Khodadady (2012) conducted an experimental study on writing portfolio

assessment. The study indicated that the experimental group got significantly

higher score than the control group on writing task.(F=58.235, df=1, p


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writing assessment. The result of statistical analysis indicated that the students in

experimental group outperformed the students in control group.

In a Case Study of Second-Grade Students in Bandung, Ekawati (2006)

investigated the accomplishment of portfolio in classroom use, which was

considered to empower the students in their learning process. By spreading

questionnaires, doing interviews, and having observations on 31 respondents1

teacher and 30 students, the collected and analyzed data showed that specific steps

were accomplished to make portfolio assessment possible to implement for

reaching optimal assessment. Moreover, the data shows that portfolio assessment

can truly empower the students in three domains: social, cognitive and

psychological factors. These empowerments are remarkably derived from

students effort as they are engaged in portfolio assessment.

Based on the problem above, the researcher is very keen on doing

classroom action research on implementing portfolio assessment for teaching

writing. The researcher will investigate how portfolio assessment enhance writing

ability and students engagement.

2.The Purpose of the Study

In this classroom action research, the researcher will investigate whether

implementation of portfolio assessment can demonstrate that the assessment

enhance writing achievement and students engagement.

3. The Research Questions

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The specific research questions addressed in this paper are as follows:

a. How can the e-portfolio assessment improve the writing achievement?

b. How is e-portfolio assessment implemented in teaching writing in the research

site?

1. How can the portfolio assessment draw students engagement in learning?

2. What is/are the students barrier(s) towards the implementation of portfolio

assessment

4. The Significance of the Study

This study is expected to have some advantages for those involved in

teaching and learning English, particularly for practice and theory, to follow

Emilia (2008:30)

1. For teachers (Practical)

a. Teachers of EFL in Indonesia will get inspiration to improve students

motivation through the implementation of portfolio assessment.

Therefore more teachers will take this into their practice as EFL

teachers. This is in line with Reasons and Bradburys (2001, pp. 1-2)

statement about the objective of Action Research:

to generate and enhance practical knowledge which is useful for thecommunity to carry out their daily activities. The wider purpose is to enhance

their prosperity through their practical knowledge and contribute to thedevelopment of political, social, psychological, economic life of everyone and

the community.

b. Teachers of EFL in Indonesia will implement this in line with their

duty to apply the Indonesian current-curriculum, the School-based

Curriculum in which portfolio assessment is recommended. As a

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matter of fact, portfolio assessment has been recommended by

Indonesian government since 2004. Furthermore, it is also

recommended in the coming curriculum, the 2013 Curriculum

(Depdikbud, 2012).

2. For Theory Development (Theoretical)

a. The result of the study provides references for practitioners who need

improvement in teaching and learning quality.

b. Apart from the importance of portfolio assessment in Indonesian

context, only a few studies are on EFL teaching writing for secondary

schools.

5. The Limitation of the study

This study will be effective in a well-equipped school, since e-portfolio

assessment will use media. In addition the teacher should understand what

and how to implement e-portfolio assessment.

6. The Definition of the Key Terms

6.1 Portfolio Assessment

Portfolio is defined as a systematic collection of student work and related

material that depicts a students activities, accomplishments, and achievements in

one or more school subjects. In order to help students assemble portfolios that

illustrated their talents, represent their writing capabilities, and tell their stories of

school achievement, the collection should include evidence of student reflection

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and self-evaluation, guidelines for selecting the portfolio contents, and criteria for

judging the quality of the work (Venn, 2000, pp.530-531).

6.2 E-Portfolio

Basically, e-portfolio assessment is the digital form of portfolio

assessment. E-portfolio means using computer in building a portfolio. It also

refers to the learning process assessments, the works collection, or the complete

dossier on students learning. (Ngan & Li, 2011)

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of some aspects dealing with the related literature

review. They are theories of writing, teaching writing, portfolio assessment and

e-portfolio assessment.

2.1 Theory of writing

Helda Tan (2008), explains the meaning of writing in terms of the

rhetorical triangle. This triangle consists of the reader, the recipient of the

final product of the writing process; the writer, the originator of the message; and

the subject matter and text itself. In support of this idea, the writer and the reader

have to consider all these aspects when writing and reading, respectively, for each

one plays a significant role in the journey towards meaning.

However, the definition of writing which seems to have the most relevance

to this study is the one involving creative writing. This kind of writing seems to

emphasize the role of the discovery of self, as opposed to the discovery of

meaning, in process writing. It is also different from that which emphasizes

audience, writer and text because it is focused more on getting ideas written down

on paper, without burdening oneself especially with the thought of who is going to

read the final product of ones writing (see Tan,2008).

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In our ideal situation, it is also one which is closest in definition to writing

done by children, which is focused more towards the expression of oneself,

without much regard to how the reader would view the writing product or text.

2.2 Theory of the teaching of writing

As it stated in the Introduction, the previous chapter, seeing that writing is

a process, we can not simplify that written language is merely the graphic

presentation of spoken language (see Brown,2001,335). Writing is more complex

than transcribing. Therefore, writing pedagogy is required. Hedge (2005) states

that writing is more than producing accurate and complete sentences and phrases.

She claims that writing is about guiding students to: produce whole pieces of

communication, to link and develop information, ideas, or arguments for a

particular reader or a group of readers(2005,10). Therefore effective writing

requires several things: a high degree of organization regarding the development

and structuring of ideas, information and arguments. Furthermore, Hedge

mentions features such as: a high degree of accuracy, complex grammar devices, a

careful choice of vocabulary and sentence structures in order to create style, tone

and information appropriate for the readers of ones written text (2005, 7). All

these points make the teaching of writing a complex matter, since all this should

be taken into consideration for efficient learning of writing strategies.

2.3 Portfolio Assessment

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Portfolio assessment has been developed since education revolution about two

decades ago. In regard of teaching writing and assessment, a portfolio can be

defined as a collection of texts the writer has produced over a defined period of

time (Hamp-Lyons, 1991, p. 262) and the collection may consist of selected but

not necessarily polished or finished pieces (Privette, 1993, p. 60). To emphasize

the fundamentally developmental character of a valid portfolio system, Yancey

(1992) set forth the following principles and features:

1. A portfolio is a collection of work, but it is a collection that is a subset of a

larger archive. Theoretically, the archive is the whole of a students work, but

more practically and more frequently, it is a subset of writing completed in a

class, a program, and a school.

2. The process by which the subset is created is one of selection, which is the

second principle of portfolios. How entries are selected varies according to the

rhetorical situation contextualizing the portfolio.

3. A third principle is reflection, the process by which a student explains his or

her learning.

4. A fourth principle is communication, in the sense that the writing portfolio,

like any portfolio, will communicate something about the writer, about what

he or she values ,about the context in which the writer has worked, and so on.

2.5 Previous Research

Portfolio is a powerful device not only for assessment but also for teaching

strategy. It can be regarded as an improvement for students writing skills as well

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as their confidence and motivation. A number of issues are thought to be

correlated with the use of portfolio and portfolio based learning. Some examples

include students interest, management of time and resources, collaboration with

other students as well as with the teachers, etc. (Niami, 2008). In the present

paper, the reasons of using portfolio-based learning in teaching writing are

investigated. It is hypothesized that using portfolio-based learning in teaching

writing, will improve students ability writing descriptive text. The following five

literature reviews attempt to demonstrate and support this hypothesis.

Tabatabaei (2012) argued that portfolio has a good effect on writing

performance. The experimental group received the treatment i.e. portfolio

assessment while the control group underwent the traditional approach of writing

assessment. The result of statistical analysis indicated that the students in

experimental group outperformed the students in control group in their writing

performance and its sub-skills of focus, elaboration, organization, conventions and

vocabulary. The findings suggest that portfolio assessment technique improves

writing ability of the students. The results have also some implications for

assessment, teaching and learning of L2 writing.

Khodadady (2012) found that portfolio assessment enhance writing ability

and autonomy. The result of statistical analysis indicated that the students in

experimental group outperformed the students in control group in their writing

performance and its sub-skills of focus, elaboration, organization, conventions and

vocabulary. The findings suggest that portfolio assessment technique improves

writing ability of the students. The results have also some implications for

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assessment, teaching and learning of L2 writing

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research methods applied in the research such as

the research site and participant, research design, research schedule, research

procedures, instruments of the research and data analysis method.

3.1 Research Site and Participants

The site of this research will be SMPN 1 Cianjur. This secondary school

will be determined purposively for some considerations, i.e.: (1) the investigator

has been teaching at this school for three years. It is hoped that this will facilitate

the investigator to get access easily to the research site. This therefore will

increase the feasibility to the study. The investigator is familiar with the students

(in which they are the participants of the study). Alwasilah (2000:201) states that

the investigator who needs the participants, not vice versa, so the investigator has

to establish a good relationship with the participants. (2) In this site, English

portfolio assessment has never been applied properly by the English teacher in

teaching of writing.

The subjects of this research will be the eighth grade students of SMPN 1

Cianjur in the 2013/2014 Academic Year. There are eight classes of the eighth

grade at SMPN 1 Cianjur. Among those eight classes, one class will be chosen as

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the participant, Class 8A. The rationale of the participant will based on the school

documents and observation of their attitude towards English lesson.

3.2 Research Design

This research will be an attempt to improve the eighth grade students

writing achievement through e-portfolio assessment. Accordingly the classroom

action research with the cycle model will be applied in this research. This design

will be done in the 8th grade of SMPN 1 Cianjur.

As for the term of action research, Elliot (1991:69) defines it as the study

of a social situation with a view to improving the quality of action within it. An

action research is a form of self- reflective enquiry undertaken by participants in

social, including educational situation, in order to improve the rationally and

justice of (1) their own social or educational practices, (2) their understanding of

these practices, (3) the situations in which the practices are carried out. Kemmis

and McTaggart (1988:42). Within the paradigm of critical theory, action research

is used as a form of investigation that enables classroom educators to critically

examine issues of interest in the context of their classrooms in an attempt to

improve their own practice (Rossouw: 2008). Consequently, classroom action

research is intended to solve a specific problem in the classroom, for example a

problems encountered by the students.

In classroom action research, the researcher will cycle models based on the

model of Elliot (1991, 70) in which each cycle covers four stages of activities: the

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planning of the action, the implementation of the action, classroom observation,

and the reflection of the action. The action given to the subjects is portfolio

assessment. The design of this action research is illustrated in the following

diagram:

Figure 3.1 : The Design of the Classroom Action Research

(Adapted from Lewin, in Elliot, 1991:70)

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Preliminary study

InterviewFact-finding

Initial problem

Identification

Revising some

necessary

aspects

The result does

not achieve the

target of mean

score

Planning

Choosing topic

Construct lesson plan

Construct writing test Construct observation

guide, etc.

Reflecting

Analisis

Reflection

Implementing

Teaching writing

through portfolios

The result has achieved the

target of mean score

The cycle is stopped

Reporting the result

ObservationObserve students

participation in

teaching learning

through portfolios


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The activities of the research, as an adapted from Lewis in Elliot (1991) use the

following procedures:

1. Finding out some documents to gain the supporting data to know:

a. What is the perception teacher and students perception on Portfolio

Assessment.

b. What is the mean score of the students previous writing achievement.

2. Finding out the class as the subject of the research that has the most complex

problem in writing.

Koshy (2005) states in Planning stage of an action research, researchers

should make their aims clear and initiate a literature or document search to

start making notes.

3. Planning the actions (constructing the lesson plan for the first cycle)

4. Introducing E-Portfolio Assessment and Moodle software, in which the

portfolio will occur virtually.

5. Implementing the first cycle by teaching writing with portfolio assessment.

action is done in 10 meeting (10 x 90 minutes)..

6. Monitoring the action by observing the subjects participation in conducting

portfolio-based learning. This is done by the teacher while the researcher

conducting the action.

7. Asking for essay writing as multiple draft of descriptive text, to the subjects in

the first cycle.

8. Conducting in class reflection, and having student put the product into a show-

case.

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9. Analyzing the results of writing draft quantitatively, then classified the result

qualitatively based on the classification of the score levels.

10. Reflecting the results of the observation and writing achievement of the

students of the first cycle.

11. If the result of the writing test in the first cycle has not fulfilled the standards

mean score requirement, the lesson plans of the first cycle will be revised.

12. Constructing the lesson plan for the second cycle by revising the lesson plans

of the first cycle, mainly dealing with the teaching technique and changing

text type into Recount text.

13. Implementing the action in the second cycle by implementing portfolio

assessment

14. In this step, the researcher will implement portfolio assessment, which

consists of five steps, which will be last for 6 meetings (6 x 90 minutes)


qualitatively based on the classification of the score levels


case.


students of the second cycle.

18. Reflecting the results of the observation and writing draft the second cycle.

19. Constructing the lesson plan for the third cycle by revising the lesson plans of

the first cycle, mainly dealing with the teaching technique and text type

remains Recount text.

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20. In this step, the researcher will implement portfolio assessment, which

consists of five steps, which will be last for 4 meetings (4 x 90 minutes)


qualitatively based on the classification of the score levels


case.


students of the third cycle.

24. Reflecting the results of the observation and writing draft the third cycle.

25. Drawing a conclusion to answer the research problem.

3.3 Research Schedule

The researcher will conduct this research at the first semester of the eighth

grade students (8A) of SMPN 1 Cianjur in the 2013/2014 Academic Year. The

planning of the research schedule is as follows:

First Cycle

July the second week

Lesson Plan I,

Introduction of e-portfolio assessmentIntroduction of Moodle

July the third week Pre Writing

July the fourth week Conferencing

Writing The First Draft

July the fifth week Self/peer assessment

August the first week

The Second Draft

Analyzed the data (if the results of the students

average score fulfill the good score category the

research is stopped)

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Second Cycle

September the first weekLesson Plan IIThe Third Draft

September the second week The Fourth Draft

September the third week Fifth Draft

Analyzed the data (if the results of the students



Third Cycle

August the third week Lesson Plan IIIThe Sixth Draft

August the fourth week The Seventh Draft

September the first week Analyzed the data (if the results of the students



3.4 Research ProceduresThis research will be conducted in three cycles, each of which covers four

stages of activities, namely: (1) the planning of the action, (2) the implementation

of the action, (3) class observation or monitoring and evaluation, (4) reflection of

the action.

The actions given to the subjects will be teaching writing through

portfolios. The action of the second cycle will be done by revising the actions (the

teaching technique) of the first cycle. If the results of the first draft analysis in the

second cycle achieves the standard mean score requirement, the action cycle will

be stopped. The details of the research procedures will be presented in the

following sentences.

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3.4.1 The planning of the Action

As adapted from Lewis in Elliot (1991) before the implementation of the

action in the class, the following activities will be prepared:

a. Choosing the topics based on the genre taught to the first year students based

on the 2006 School Based Curriculum, such as Friendship or Family Life.

b. Constructing the lesson plans for the first cycle

c. Constructing the lesson plans for the second cycle by revising the lesson plans

on the first cycle.

d. Constructing the lesson plans for the third cycle by revising the lesson plans

on the second cycle.

e. Preparing the materials for the students exercises of writing through

portfolios.

f. Preparing the observation guide in each meeting in the form of checklist

containing the students participation in the teaching and learning process of

writing.

3.4.2 The Implementation of the Action

In the implementation of this Action Research, there will be four steps of

every cycle. The cyclical inquiry of the Action Research involves planning,

acting, observing and reflecting, and then, as a result, re-planning, further action,

further observation and further reflection. (Rossouw: 2008).

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After the planning of the action, the researcher will implement the action

in the class, that is portfolio assessment in teaching writing. This action will be

conducted in three cycles, in which each cycle will have four activities, namely

the planning of the action, the implementation of the action, class observation, and

the reflection of the action. They will be done during the school hours. The

implementation of the action in the first cycle will be based on lesson plan 1. The

doer of the action will be the researcher. In the teaching of writing, the researcher

in lesson plan 1 will explain the technique of portfolio, including the steps of

completing portfolios. The researcher also will give an example of completing

portfolios related to the topic. Then the researcher will ask the students to do the

exercises of writing. After finishing writing assignment as multiple draft of their

composition, the students will be asked to edit and revise each others work in

triple. Next, the researcher will assign the students to write another writing

assignment as multiple draft for a final draft. For the exercises of writing in the

first cycle, the researcher will not give any feedback to the students composition.

The researcher will give the students to compose the final writing draft in 2 X 40

minutes. The researcher will ask the students to do the final writing draft

individually.

The second action cycle will be conducted if the result of the final writing

draft in the first cycle does not fulfill the standard mean score requirement. It will

be done based on the revised lesson plan 2. The lesson plan for the second cycle

will be constructed by revising the lesson plan of the first cycle, that is by giving

explanations on the students weaknesses or errors they have made in the first

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cycle. Before asking to compose the final writing test individually, the researcher

will ask the students to do the writing exercises group consist of three people.

Then, the students will do the final writing draft individually in 2 X 40 minutes.

The third action cycle will be conducted if the result of the final writing

draft in the second cycle does not fulfill the standard mean score requirement. It

will be done based on the revised lesson plan 3. The lesson plan for the third cycle

will be constructed by revising the lesson plan of the second cycle, that is by

giving explanations on the students weaknesses or errors they have made in the

second cycle. Before asking to compose the final writing test individually, the

researcher will ask the students to do the writing exercises group consist of three

people. Then, the students will do the final writing draft individually in 2 X 40

minutes.

3.4.3 Monitoring and Evaluation

The class observation or monitoring will be conducted by the teacher

when the teaching of writing using portfolios assessment in the first, the second

cycle, and the third, which will be conducted by the researcher. Observation will

be done twice in each cycle. Since this classroom action research will be

conducted in three cycles, the observation guide (in the form of checklist)

contains the indicators observed in the first, the second, and the third cycles. The

researcher will divide the indicators to be observed into two parts: students

participation in teaching learning process and the quality of feedback delivered in

portfolios. The indicators of students participation during portfolios were as

follows:

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a. The students attention in the teaching learning process.

b. The students answer to the teachers oral questions.

c. The students response on questions addressed on portfolios workshop.

d. The students response on the teachers explanation about descriptive and

recount texts.

e. The students response on the teachers explanation about portfolios.

The students will be considered to be active students if they fulfill three of

all the indicators above.

The indicators to be observed in order to know the feedback quality will

be as follows:

a. The quality of feedback content.

b. The use of feedback to change their first draft into the better one.

The result of observation in the first cycle will be used as the information

to revise the lesson plans of the second cycle.

Evaluation will be carried out to know whether the use of portfolios

improve the students writing achievement. The evaluation that will be done in

this action research will process evaluation and product evaluation. The process

evaluation will be done by conducting observation in every meeting in each cycle

during the teaching learning process of writing through portfolios. Temporarily,

the product evaluation will be carried out at the end of each cycle in the form of

writing draft after the action given. The success of the actions can be measured

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from the results of the writing draft (seen from the standard mean score

requirement).

The criteria used to evaluate the success of the action is that if the students

achieve standard mean score minimally good score category (70) in achievement

draft.

3.4.4 Reflection of the Action

The phase of reflection will be conducted to reflect the results of the

actions of the first, the second cycle, and the third. It will be intended to know

whether the actions given were successful or not. The researcher and the teacher

did the reflection of each cycle based on the results of observation and the results

of final writing draft of each cycle. The result of observation in the first cycle will

be reflected to inform the strengths and the weaknesses of the first cycle. The

information will be, then, used as a guide to revise the lesson plan of the first

cycle to produce the lesson plans for the second cycle. The result of observation in

the second cycle will be also reflected to inform the result of the action in the

second cycle.

The result of observation in the second cycle will be reflected to inform

the strengths and the weaknesses of the second cycle. The information will be,

then, used as a guide to revise the lesson plan of the second cycle to produce the

lesson plans for the third cycle. The result of observation in the third cycle will be

also reflected to inform the result of the action in the third cycle.

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3.5.1. The teaching phase

To be effective, the teaching phase which is taken for eleven weeks is arranged asshown in table 1.

Table 1. The Teaching Phase in the classroom

Week Materials Activity

1 THE FIRST CYCLE

BKOF Descriptive Text

Introduction of E-Portfolio Assessment

Introduction of Moodle, in which e-portfolio

happens virtually.

Laboratory or class

presentation

2 MoT Descriptive Text

Paragraph Development : topic sentence

Paragraph Development: supporting

paragraphs by details, examples, time, and

importance. The use of transitional is

introduced.

Ask and answer about the

concept

Pre Writing (generating ideas,

Planning and organizing

ideas)

3 MoT Descriptive Text

Free Writing

The writing Process: Prewriting

Conferencing

Writing First Draft

4 JCOT Descriptive Text

The writing Process: Drafting 01

Self Assessment

Peer Assessment

Conferencing

Revising


IOT Descriptive Text


In Class Review

Self Assessment

Peer Assessment

Conferencing

RevisingPublishing (put the final draft

into portfolio)

6 ANALIZING

REFLECTION OF THE 1ST CYCLE

THE SECOND CYCLE

MOT Recount Text


Self Assessment

Peer Assessment

Conferencing

Revising

7 JCOT Recount Text


Self Assessment

Peer Assessment

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Conferencing

Revising


IOT Descriptive Text


In Class Review

Self Assessment

Peer Assessment

Conferencing

Revising

Publishing (put the final draft

into portfolio)

9 REFLECTION OF THE 2ND CYCLE

THE THIRD CYCLE

MOT Recount TextThe writing Process: Drafting 06

Self Assessment

Peer Assessment

ConferencingRevising

10 JCOT Recount Text

IOT Recount Text


In Class Review

Self Assessment

Peer Assessment

Conferencing

Revising

Publishing (put the final draft

into portfolio)

11 ANALIZINGREFLECTION OF THE 3RD CYCLE

3.5 Instruments of the Research

There will be two kinds of data in this research; they are primary data and

supporting data. The primary data will be collected by using assignment (writing

asignment) in each cycle and observation of the actions, while the supporting data

will be collected through questionnaire. The following sections will discuss the

methods used to collect the primary and the supporting data in this research.

3.5.1 Writing Assignment as Multiple Draft

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In this classroom action research, the writing assignment as multiple draft

will be intended to measure the second grade year students writing achievement

or progress after being taught by using portfolios in two cycles. An achievement

test should measure the students mastery of what have been taught (but not

necessarily what has actually been taught) (Heaton, 1990).

The writing assignment as multiple draft, in this research, is given to the

subjects in each cycle after the actions given by the researcher. If the score of the

draft in first cycle does not achieve the standard mean score requirement in this

research, the actions in the second cycle will be continued. Conversely, if the

score of the writing assignment as multiple draft have achieved the standard mean

score requirement, the actions are stopped.

The material of the assignment in the first cycle will be different from

those in the second cycle. The material of the writing assignment in the first cycle

will be writing about news of our country in economic, social, disaster, and etc. It

is consulted to syllabus and curriculum in order to fulfill the students

competence.

Dealing with the scoring system, the students writing will be evaluated

analytically. Analytic method as a method of scoring, which requires a separate

score for each of a number of aspects of a task is said to be analytic (Hughes,

1996). There are four aspects that will be scored analytically, they are grammar

and word choice, text organization (genre), clarity of meaning, and ideas

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connection. The final score is gained by adding all aspects, which are then divided

by four.

The researcher will give the score of writing assignment as multiple draft

the same scores guideline. The teacher sharing the scoring system of some points

that will be necessary, such as, which one the errors that categorized as occasional

and frequent. The researcher counts the sentences and the errors, then, classifies

them into the appropriate criteria correction and gave the appropriate score.

The scoring criteria of the students news item paragraph writing results

are as follows:

Table 3. The Writing Rubric (Hughes, 1989, pp-91-93)

Aspect Description Score

Grammar Few (if any) noticeable errors of grammars or word

order.

6

Some errors of grammar or word order which do not,

however, interfere with comprehension.

5

Errors of grammar or word order fairly frequent;

occasional re-reading necessary for full comprehension

4

Errors of grammar or word order frequent; efforts of

interpretation sometimes required on reader's part.

3

Errors of grammar or word order very frequent; reader

often has to rely on own interpretation.

2

Errors of grammar or word order so severe as to make

comprehension virtually impossible.

1

Vocabulary Use of vocabulary and idiom rarely (if at all)

distinguishable from that of educated native writer.

6

Occasionally uses inappropriate terms or relies on

circumlocutions; expression of ideas hardly impaired.

5

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Uses wrong or inappropriate words fairly frequently;expression of ideas may be limited because of

inadequate vocabulary.

4

Limited vocabulary and frequent errors clearly hinder

expression of ideas.

3

Vocabulary so limited and so frequently misused that

reader must often rely on own interpretation.

2

Vocabulary limitations so extreme as to make


1

Mechanics Few (if any) noticeable lapses in punctuation or

spelling.

6

Occasional lapses in punctuation or spelling which do

not, however, interfere with comprehension.

5

Errors in punctuation or spelling fairly frequent;

occasional re-reading necessary for full comprehension

4

Frequent errors in spelling or punctuation; leadsometimes to obscurity.

3

Errors in spelling or punctuation so frequent that reader

must often rely on own interpretation.

2

Errors in spelling or punctuation so severe as to make


1

Fluency Choice of structures and vocabulary consistently

appropriate; like that of educated native writer.

6

Occasional lack of consistency in choice of structures

and vocabulary which does not, however, impair

overall ease of communication.

5

Patchy, with some structures or vocabulary items

noticeably inappropriate to general style.

4

Structures or vocabulary items sometimes not only

inappropriate but also misused; little sense of ease of

communication.

3

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Communication often impaired by completely

inappropriate or misused structures or vocabulary

items'

2

A 'hotch-potch of half-learned misused structures and

vocabulary items rendering communication almost

impossible.

1

Form

(Organization)

Highly organized; clear progression of ideas well

linked; like educated native writer,

6

Material well organized; links could occasionally be

clearer but communication not impaired.

5

Some lack of organization; re-reading required for

clarification of ideas.

4

Little or no attempt at connectivity, though reader can

deduce some organization

3

Individual ideas may be clear, but very difficult to

deduce connection between them.

2

Lack of organization so severe that communication is

seriously impaired.

1

SCORE: Gram:___+Voc:___+ Mech: ___+ Flu:___ +Form,:____ = ___________

As the scores gained from the analytic scoring rubric, the next analysis especially

in comparing the result of the first draft and the next draft. Basically, the result

from the following draft can give a general interpretation of the progress made if

any. However, it will be more comprehensive to gain more detailed expressions to

find out to what aspect of writing (grammar, vocabulary, mechanics, fluency, or

organization).

Table 5. Scenario for more detailed analysis of the writing aspects

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Name of

Group

Aspect of

writing

T1 T2 Progress

(t-test)

Experimental Grammar A b c

Vocabulary D e f

Mechanics G h i

Fluency J k l

Organization M n o

Total P q r

In regard to the above scenario, the present study will not only compare p

& q, but also will compare a & b, d & e, g & h, j & k, and m & n. It is expected

that from this analysis, students progress in each aspect could be explained.

Therefore, if things are going to the desired outcomes, there will be a possibility

to infer that Portfolio Assessment contributes in improving students writing skill

generally, and in particular what aspect it improves can be traced.

Another issue to address is deciding the persons for marking the students

compositions due to reliability. Since the composition can be categorized as

subjective, its reliability can be measured by calculating the reliability of the

marking which is done by several ways such as inter-rater reliability, intra-rater

reliability, etc. (Wang, 2009).

3.5.2 The Online Activity

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All students online-activities will be considered as homework. Students

are introduced to access the home page of Moodle in which the activities of

portfolio will take place. All students have to visit it regularly since assignment

and announcement will be posted there. See Table 2 to know how Moodle is

utilize.

Table 2. How Moodle is utilized (Adopted from Nagatomo, 2006)

Modules Graded

Activity

Supplementary

Activity

Academic

Focus

Assignment * Essays,

Paragraphs

Accuracy

Journal * Weekly writing

Topics

Fluency

Forum Weekly

discussion topics

Fluency

Choice Something fun

for students to do

Fluency

Web link Links to sites of

interest/study

Self Study

Chat Always availablefor students

Fluency

* Viewed only by the teacher

3.5.3 Questionnaires

In addition to student texts and online activities, the data will also be

gained from questionnaires. In the present study, the questionnaires will be used

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to find out students perceptions about portfolio assessment being carried out to

follow Marshall & Rossman (2006: 125). According to them, questionnaires is

undertaken in order to find out the characteristics, attitudes, or beliefs distribution.

3.5.4 Interview Guide

The interviews will be aimed to investigate students perception about

portfolio assessment. The interview is given after the accomplishment of all

topic. According to Kvale (1996), through interviews you try to understand

something from the subjects point of view and to uncover the meaning of their

experiences. Interviews allow people to convey to others a situation from their

own perspective and in their own words

3.5.5 Observational Sheet

The observation will be done directly to collect data on how the teachers

conduct English class by use of portfolio assessment and Moodle. On the

observation sheets, students activities as well as incidents, event and other

matters will be recorded.

There are two kinds of observations: participant observation and stimulant

observation. Participant observation means that an observer participates in the

activities of getting the data. Meanwhile, in stimulant observation, an observer can

stimulate the respondents to give the information or data that would be taken. In

this research, participants observation will be used since the researcher

participates in the teaching learning process and cooperated with the teacher as the

collaborator. This observation will be intended to know the students participation

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during the teaching of writing through portfolios. The observation will be done

four times since each cycle is conducted twice.

An observation guide in the form of checklist will be used when observing

the class. The checklist contains the indicators being observed covering the

students participation during portfolios. This action research is successful if 75%

of the students are actively involved in the teaching learning process of writing

through portfolios.

3.6 Data Analysis

As mentioned above, the present study will examine four types of data; i.e.

data from questionnaire, interview, observation and writing draft composition.

Data from questionnaires will be analyzed quantitatively to find out about; how

the portfolio assessment for teaching writing in English to Junior High School

support the learning and teaching process to enhance writing achievement. The

respondents will be the students and English teacher. This questionnaire will be

about the content, what how portfolio assessment is.

In this classroom action research, the primary data (writing drafts) will be

analyzed quantitatively. The researcher will use the average score of the students

writing test results in order to know the students writing achievement, the

formula to find the mean score is as follows:

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M =N

Note: M = Mean Score

x = the total score of the students writing test

N = Total number of the students (subjects)

(Adapted from Best, in Faisal, 1982: 258)

Next, the quantitative data above are classified qualitatively based on the

standard mean score. The research is successful if the results achieve standard

mean score that is 70.

Briefly, the steps in analyzing the data are as follows:

a. Scoring the results of the writing test in each cycle.

b. Analyzing the results of the writing test in each cycle quantitatively by using

the formula above to find the mean score.

c. Classifying the results of data analysis in each cycle qualitatively based on the

standard mean score.

d. Reflecting the results of the writing achievement test through portfolios

descriptively in each cycle and reflecting the results of class observation in

each cycle. It is done by discussion between the teacher and the researcher.

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REFERENCE

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contemporary Indonesia. Bandung: CV Andira

Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to

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Draper, R. J. (2002). School mathematics reform, constructivism, and literacy: A

case for literacy instruction in the reform-oriented math classroom. Journal

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Ekawati, Dian, (2006). Empowering students through the implementation of

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London: Continuum Press.

Tabatabaei, O., Farzaneh, A. (2012). The effect of Portfolio Assessment technique

on writing performance of EFL learners. English Language Teaching. 5

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IMPLEMENTATION OF E-PORTFOLIO ASSESSMENT TO IMPROVE THE

STUDENTS WRITING ACHIEVEMENT

Classroom Action Research in the Eighth Grade Students of SMPN1 Cianjur

RESEARCH PROPOSAL

ENDANG KOMARA

1204682

ENGLISH EDUCATION PROGRAM

SPS UNIVERSITAS PENDIDIKAN INDONESIA

BANDUNG

2012

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TABLE OF CONTENT

CHAPTER I INTODUCTION

1.1 The Background of the Study........................................... 1

1.2 The Purpose of the Study.................................................. 3

1.3 The Research Question..................................................... 4

1.4 The Significance of the Study........................................... 4

1.5 The Limitation of the Study.............................................. 5

1.6 The Definition of the Key Term....................................... 6

CHAPTER II. REVIEW OF RELATED LITERATURE

2.1 Theory of Writing.......................................................... 6

2.2 Theory of Teaching Writing.......................................... 7

2.3 Portfolio Assessment..................................................... 8

2.4 Previous Findings.......................................................... 9

CHAPTER III. RESEARCH METHODOLOGY

3.1 Research Design............................................................ 17

3.2 Site and Research Schedule........................................... 20

3.3 Subject of the Research................................................. 22

3.4 Research Procedure....................................................... 23

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This study will be two-month action research project. According to Carr

and Kemmis (1986:165), action research aims at improvement in three areas: (1)

the improvement of a practice, (2) the improvement of the understanding of the

practice by its practitioners, and (3) the improvement of the situation in which the

practice take place.

Carr W & Kemmis S 1986. Becoming critical: Education, knowledge and action

research. London: The Falmer Press.

Draper, R. J. (2002). School mathematics reform, constructivism, and literacy: A case

for literacy instruction in the reform-oriented math classroom. Journal of

Adolescent & AdultLiteracy, 45(6), 520-529.

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APPROVAL

Title : Implementation of E-Portfolio Assessment to

Improve The Students Writing Achievement

Supervisor : Dr. Emi Emilia, M.Ed.

Signed :

.

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Therefore, a change of assessment paradigm is called for

(Hamp-Lyons & Condon, 2000). In addition, Hyland states that

Portfolio in ESL writing context are a response to testing situationswhich ask students to produce a single piece of timed writing with nochoice of topic and no opportunities for revisions, seriouslydisadvantaging L2 writers who often require much longer to performsuch tasks. In contrast, portfolio evaluation effects the practice ofmost writing courses where students use readings and other sources ofinformation as a basis for writing and revise and resubmit theirassignment afer receiving feedback from teachers or peers.

Samples of Portfolio proposal

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