Endang Komara

Implementation of the Portfolio Assessment in

Teaching Writingbased on the

Curriculum 2013(a case study)

A. BACKGROUND

1. Writing skill is very important in students’ life, and is a necessity (Wulyani, 2009; Graham and Perin, 2007).

2. One of the simple facts of life in the present time is that the English language skills of a good proportion of its citizens are seen as vital if a country is to participate actively in the global economy and to have access to the information and knowledge that provide the basis for both social and economic development (Burn & Richard 2009:1 in Emilia:2010:1)

A. BACKGROUND

1. Students are frustated by seeing compositions marked up they rarely incorporate all our suggestons or corrections even when we ask them to rewrite their paper (Dvorak; Osterholm; Zamel, 1995; Raimes: 1983).

2. Those teacher wo have learned how to alow students some errors so as not to miss the intended meaning often cannot do the same with a written message (Chastain 1980:70)

5. Semke (1984) worked with students of German at the same level but used a different experimental design to examine for approach to correction: a) on content rather than correcting b) correcting all errors for students correction c) combining comment and correction d) coding error for student correction she found that only comment without correction increase writing fluency and langage proficiency

(lanjutan)A. BACKGROUND

1. According to Osterholm (1986) process approach to teaching writing views successful composition as an interaction between the writer, the text, and the reader. In this concern, writing is regarded as a mental process and a mean of communication rather than a means of reinforcing the appropriate grammatical and syntactic forms of spoken language (Richard, 1990).

2. Writing is regarded as predominantly to do with linguistic skills, such as planning and drafting, and there is much less emphasis on linguistic knowledge, such as knowledge about grammar and text structure" (Badger & White 2000 p.154).

B. Review of Related Literature

4. Learning does happens when students are, “thinking, problem-solving, constructing, transforming, investigating, creating, analyzing, making choices, organizing, deciding, explaining, talking, and communicating, sharing, representing, predicting, interpreting, assessing, reflecting, taking responsibility, exploring, asking, answering, recording, gaining new knowledge, and applying new knowledge to new situations (Cameron et al. 1998, p.6)”. The primary purpose of student assessment is to promote learning. In other words, assessment drives learning.

B. Review of Related Literature

5. The explosion of interest in alternative form of assessment was driven by a growing dissatisfaction with traditional, multiple choice form of testing, many researchers have argued that new modes of assessment enhance deep approaches (Davies & LeMahieu, 2003) to learning rather than traditional knowledge reproduction tests, such as multiple-choice tests (Segers, et al., 2008).

6. As an alternative, or authentic or performance based assessment, Portfolio has long been known as a selected collection of students’ work which demonstrates their efforts, progress, and achievements in a specific area of subject at a defined periods of time (Genesee & Upsur; Weigle, 2002; Brown, 2004).

B. Review of Related Literature

7. In the field of writing, Portfolio assessment can be defined as a systematic collection of texts or students’ work, which include first draft, second draft, even third draft, as well as writing process checklist, self-assessment sheet with teacher feedback and the final product (Sweet, 1993), that the writer has produced over a certain period of tie (Hamp-lyons, 1991; p.262);

B. Review of Related Literature

5. Teachers have already implemented the portfoloio assessment regarding the process of collectiing, and selecting students’ work.

6. Self-and Peer assessment are not viewed as parts of the portfolio assessment.

C. Findings

Penilaian portofolio merupakan penilaian atas kumpulan artefak yang menunjukkan kemajuan dan dihargai sebagai hasil kerja dari dunia nyata. Penilaian portofolio bisa berangkat dari hasil kerja peserta didik secara perorangan atau diproduksi secara berkelompok, memerlukan refleksi peserta didik, dan dievaluasi berdasarkan beberapa dimensi.

Penilaian portofolio dilakukan dengan menggunakan langkah-langkah seperti berikut ini.1. Guru menjelaskan secara ringkas esensi penilaian portofolio.2. Guru atau guru bersama peserta didik menentukan jenis

portofolio yang akan dibuat. 3. Peserta didik, baik sendiri maupun kelompok, mandiri atau di

bawah bimbingan guru menyusun portofolio pembelajaran.4. Guru menghimpun dan menyimpan portofolio peserta didik

pada tempat yang sesuai, disertai catatan tanggal pengumpulannya.

5. Guru menilai portofolio peserta didik dengan kriteria tertentu.6. Jika memungkinkan, guru bersama peserta didik membahas

bersama dokumen portofolio yang dihasilkan.7. Guru memberi umpan balik kepada peserta didik atas hasil

penilaian portofolio.