SKRIPSI SASTRA INGGRIS "STUDENT’S LEARNING ACHIEVEMENT WITH TRADITIONAL ASSESSMENT AND PORTFOLIO ASSESSMENT"

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*A B S T R A C T*

Traditionally, assessment is held at the conclusion of a unit of study.
Certain grade is used to decide the understanding degree of the students
to the subject. Traditional assessment includes multiple-choice
questions and asking students to respond the questions with short answers.

Portfolio assessment is a purposeful collection of student work that
tells the story of the student's effort, progress, or achievement in
given areas. Portfolio can be viewed as a systematic and organized
collection of evidence used by the teacher and student to monitor the
growth of student's knowledge, skills, and attitudes in a specific
content area. The indicators of portfolio assessment are daily test
result, structured tasks, anecdotal record, and report of the student's
activity out of school.

The purposes of this research are to describe the student's learning
achievement with traditional assessment and portfolio assessment, and
then find out the difference between the student's learning achievement
with traditional assessment and portfolio assessment.

The design of this research is ex post facto. The population is the 1^st
class of students of SMP 4 Jambi. In selecting the sample is used
clustered random sampling. The students of class 1A and 1B of SMP 4
Jambi are chosen as the sample. The data collection is done by
observation and collecting the documentation. T-test is used to analysis
the difference between the students' learning achievement with
traditional assessment and portfolio assessment

Based on the analysis, the researcher finds that mean of the class with
traditional assessment is 60.00 and mean of the class with portfolio
assessment is 70.31. By using t-test at the level of significance (a)
0.05, is got t_ratio is bigger than t_table , that is t_ratio = 2.833 >
t_table = 1.992, it shows that there is a significant difference between
the students' learning achievement with traditional assessment and
portfolio assessment.

It can be concluded that the student learning achievement with portfolio
assessment is better than the student learning achievement with
traditional assessment at the level of believe 95%. But portfolio
assessment is better implemented in small class because teacher will be
easier in managing the class.

*1.1 **Background of the Research*

Language learning is important for human's social development. As a
language which is used by more than a half of population in the world,
English holds the key as international language. English is a tool of
communication among peoples of the world to get trade, social-cultural,
science, and technology goals. Moreover, English competence is important
in career development, therefore students need to understand and use
English to improve their confidence to face global competition.

English as a formal subject is given to junior high school (SMP) level,
which the goals are translated as follows: "The goals of teaching and
learning English for this level are improving the four English skills.
They are the mastery of the receptive skills (reading and listening) and
the mastery of the productive skills (speaking and writing), within a
specified word level and relevant grammatical structures and notions, in
the context of the specified themes which are enclosed for junior high
school (SMP) students" (Balitbang Depdiknas, 2002:42).

The fact shows that the result of teaching learning English is still
low. Somantri said (2003) that there can be a wonder about the condition
of the student's English ability. The students have learned English from
the first-grade of junior high school until senior high school, but most
of them still cannot use English as tool of communication. Zamroni in
Somantri (2003) found that it not only happened to the students who have
score below five, but the students who have score over eight in junior
high school can not use English in real communication in their level.
Besides, their receptive skills are also below the expectation. For
example, the students who have graduated from senior high school, they
still find difficulty in reading English literatures (Balitbang
Depdiknas, 2002:1).

These failures are influenced by many factors. According to Zamroni in
Somantri (2003), it happens because of the education system at school
just transfer the dead knowledge where the knowledge is separated from
the application. Teachers teach materials that will be tested. The goal
is that the students get good score in the final test. While Ali in
Ant-O2 (2005) argues that the low of the students quality in teaching
and learning English happens because the students are used to memorizing
and doing multiple choice assignment. Both of arguments above show that
the process of teaching and learning English is not so support the
improvement of life skills. Students can get good score in the final
test and they can memorize the theory well but they cannot use English
in real communication.

Assessment is one of important thing that has important role in
education. The importance of assessment in education is stated by Hughes
(1989) who says that the proper relationship between teaching and
assessment is partnership. By assessment process teacher can discover
how far students have achieved the objectives of a course of study.
Teacher also can use the result of assessment to analyze which material
that should be explained again and which instruments that should be
repaired. Besides, assessment is useful for the students to motivate in
teaching learning process.

Based on the earlier observation, researcher finds that most of teachers
still use traditional assessment. The students are given some tasks in
the form of multiple choice, do the LKS, practice a dialog in textbook
and another task, which make the students as a passive subject.
Traditional assessment includes multiple-choice questions and asking
students to respond questions with short answers. Many kinds of task are
given in order the students can respond the questions with correct
answers in the final test. The product of learning is more emphasized
then the process it self. Teacher gives quizzes and tests to assess
cognitive aspect only. This kind of assessment is just recall student's
memorization.

In traditional assessment process, teachers give less attention and
rarely to assess the student's work. It brings the students become lack
of attention toward their error in finishing their work. According to
Kasiram (1984:10), learning will be on the decline if the students do
not know the result of their work. The students want to know feedback of
their effort in doing the work as a motivation in learning process.
Dimyati and Mudjiono (2002:48) stated that students would be more
motivated in learning if the students know the result of their work as a
feedback.

Under the government policy, the Ministry of National Education develops
new curriculum to improve the education quality that is Competency Based
Curriculum. The success of Competency Based Curriculum may be consider
successfully if followed by the change of teaching and learning strategy
at class, the choosing of media, and the choosing of assessment process.
(Balitbang Depdiknas, 2002:1). Assessment processes in Competency Based
Curriculum are

more varies. One of them is Portfolio Assessment.

Arter & Spandel (in Luitel, 2002) state the notion of portfolio. The
literary meaning of the term 'portfolio' is a collection of the past
work. However, in the context of assessment, portfolio does not
represent only a mere collection of the past work. The Northwest
Evaluation Association urges that the portfolio is a purposeful
collection of student work that tells the story of the student's effort,
progress, or achievement in given areas. Portfolio can be viewed as a
systematic and organized collection of evidence used by the teacher and
student to monitor the growth of student's knowledge, skills, and
attitudes in a specific content area.

The indicators of portfolio assessment are daily test result, structured
tasks, anecdotal record, and report of the student's activity out of
school (Budimansyah, 2002: 108). These indicators are put on the list
and documented in a file. From the collection, teacher assesses skill
of the students. Teacher turns the students to see their ability in
learning by using portfolio and turns the students to be careful in
doing the work, pay attention to the error in their work and correct the
error.

Based on the background, researcher interested in studying the student's
learning achievement in the classes which use traditional assessment and
portfolio assessment. Researcher was conducting this study on the
students of SMP 4 Jambi, with the title "Student's Learning Achievement
with Traditional Assessment and Portfolio Assessment".

*1.2 **Formulation of the Problems*

The problems of this research are:

(1) How is the student's learning achievement with traditional assessment?

(2) How is the student's learning achievement with portfolio assessment?

(3) How is the difference between the student's learning achievement
with traditional assessment and portfolio assessment?

*1.3 **Objectives of the Research*

Based on the research questions above, the main purposes of this
research are to find out the following:

(1) To describe the student's learning achievement with traditional
assessment.

(2) To describe the student's learning achievement with portfolio
assessment.

(3) To find out the difference between the student's learning
achievement with traditional assessment and portfolio assessment.

*1.4 **Significance of the Research*

The result of this research might be significant for education field, in
the form of giving information to the teachers and the students about
how portfolio is implemented at school especially at SMP 4 Jambi.
Furthermore, it might be able to help the teachers and the students
understand benefits and weakness of using portfolio assessment. It also
can be a reference for further research, especially a research about
portfolio assessment.

*1.5 **The Limitation of the Research*

This research is limited to the following problems:

(1) The lesson that will be studied in this research is English
subject for the 1^st semester of the 1^st Class at SLTPN 4 Jambi.

(2) The subjects who are involved at this research are the students of
the 1^st class who still use traditional assessment and also the
students who have used portfolio assessment at SLTPN 4 Jambi.

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