kioko

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

Submitted to the Board of Examiners as a Partial Fulfillments of the requirements

for the Degree of Sarjana Pendidikan Bahasa Inggris (S.Pd.I) in the English

By:

MUCHAMAD SALIMIN

113 07 144

ENGLISH DEPARTEMENT OF EDUCATIONAL FACULTY STATE

ABSTRACT

Muchamad salimin 11307144 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.

Keyword: portfolio, writing, action research

This study analyzed the improvement of studentswriting ability by used portfolio. The objetives of the study are to know the increase of the students writing ability in descriptive text through portfolio and to find out whether the

used of portfolio can improve the writing students ability in descriptive text. The

methodology of the study is collaborative classroom action research: where the

writer as a teacher in the teaching and learning process, and writer has a partner

as observer has notes all of the process in learning activities. To find out the

improvements of students writing abillity he used exercise. Writer used fourth cycle. Each cycle consist of planning, action, observation and reflection. The

result of the research shows that the used of portfolio can improve students writing ability. The improvement from used this method can be seen at the result

of the score of exercise 1 until exercise 4. That is the mean score of exercise 1 is

45.41, the mean score of exercise 2 is 58.75, the mean score of exercise 3 is

61.94, and the mean score of exercise 4 is 70.41.Based on these findings, it can be

concluded that the application of The Used Portfolio can improved the students writing ability of second grade VIII-8 C class of MTs Sudirman Kopeng.

TABLE OF CONTENTS

TITLE ............................................................................................................... i

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

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

STATEMEMT OF CERTIFICATION ........................................................... iv

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

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

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

ABSTRACT ..................................................................................................... ix

TABLE OF CONTENT ................................................................................... x

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

CHAPTER I INTRODUCTION

A. Background of the Study ............................................... 1

B. Limitation of the Problem .............................................. 2

C. Statements of the problems ............................................ 3

D. Objectives of the Research............................................. 3

E. Significance of the Research ......................................... 3

F. Scope of the Research .................................................... 4

G. Definition of the Key Terms ........................................ 5

H. Research Method ........................................................... 6

I. Outline of the Graduating Paper .................................... 13

CHAPTER II THEORITICAL FRAMEWORK

A. Writing ............................................................................ 15

1. The Definition of Writing .......................................... 15

2. Writing Strategies ...................................................... 18

B. Descriptive text ............................................................... 21

1. The Definition of Descriptive Text ............................ 19

2. Purpose of the Descriptive Text ................................. 20

C. Portfolio ........................................................................... 21

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

2. The Purpose of Portfolio ............................................ 22

3. The Kinds of Portfolio ............................................... 23

4. Portfolio Assigments Techniques .............................. 24

CHAPTER III DESCRIPTION OF MTS SUDIRMAN KOPENG

A. The General Situation of MTs Sudirman Kopeng ......... 25

B. The Identity of School ................................................... 25

C. The Vision and Mision of MTs Sudirman kopeng ........ 26

D. The Situation of Educational Fasilities .......................... 27

E. The situation of the Teacher and Staff .......................... 28

F. The number of students of MTs Sudirman Kopeng ..... 29

G. The Organization Structure of MTs Sudirman Kopeng 30

CHAPTER IV RESULTS AND FINDINGS

A. The procedure of teaching writing skills of The Use of

Portfolio ........................................................................ 32

B. The implementation of CAR ......................................... 36

1. Cycle I ....................................................................... 36

2. Cycle II ...................................................................... 40

3. Cycle III ..................................................................... 45

4. Cycle IV ..................................................................... 49

C. Score of students achievements ...................................... 53

D. The Comparison of the students Improvement on

exercise I, exercise II, exercise III and exercise IV ...... 60

E. The Comparison of the students achievements of the

amount words each cycle .............................................. 61

CHAPTER V CLOSURE

A. Conclusions ................................................................... 62

B. Implication ................................................................... 63

C. Suggestions ................................................................... 63

BIBLIOGRAPHY

APPENDIXS

CURICULUM VITAE

LIST OF TABLE

FIGURE 1.1 Action Research Spiral Based on Kemmis and Mc.Tanggart . 11

FIGURE 3.1 Infrastructure of MTs Sudirman Kopeng ................................. 27

FIGURE 3.2 Teacher and Staff of MTs Sudirman Kopeng ........................... 28

FIGURE 3.3 Number of Students of MTs Sudirman Kopeng ....................... 29

FIGURE 3.4 Organization Structure of MTs. Sudirman Kopeng .................. 30

FIGURE 4.1 procedure of teaching in cycle 1 ............................................... 32




FIGURE 4.5 Score of Exercise in cycle 1...................................................... 38




FIGURE 4.9 The criteria Score of Students Achievement ............................ 53

FIGURE 4.10 Concluded of Criteria Score of Students Achievement ............ 56

FIGURE 4.11 The Students Writing Score Exercise 1,2,3 and 4 .................... 57

FIGURE 4.12 Graphic of Students Score Exercise 1,2,3 and 4 ....................... 58

FIGURE 4.13 The Students Improvement Achievement Cycle 1,2,3 and 4 ... 60

CHAPTER 1

INTRODUCTION

A. Background of the Study

English as a compulsory subject in school that covers four skills

namely listening, reading, speaking and writing. At secondary schools the

teaching of the four skills are taught integratively. An English teacher usually

puts a focus on one or two language skills in each of the English as a foreign

language (EFL) class.

Writing is a complex process that allows writers to explore thought and

ideas, and make them visible and makes thought available for reflection.

When thought is written down, ideas can be examined reconsidered, added,

rearranged, and changed Ghaith (2002:56).

Nowadays, English language has been studied in all level of school. Not all of

students like the method which is given by their teacher. In fact, learned

English with the same teaching technique sometimes make the students get

bored especially in writing.

The most difficult part of writing in getting start is when the learners

do not usually have a clear idea, and do not know what to write about. When

the teacher asks to do assignment, the students are confused what they want

to write. It is scary that we have to sit down facing a sheet of paper without an

idea and do not know how to start and how to gather and develop ideas, etc.

The facts above are experienced by students at MTS Sudirman

Kopeng, the researcherhasobserved teaching and learning atMTs Sudirman

Kopeng. The researcher has gotten information from the English teacher,

colleagues, and the result of CAR research around 2 months at the second

class in MTS Sudirman Kopeng. The researcher hasfoundthat the students

still do not understand clearly what the descriptive text is, and how to

describe the persons, places and things in English writing.Besides, based on

the data source indicated that the students mean score was still low (45.41).

The researcher wants to improve the students writing skill until 70.00. It is

the Minimal Grade to pass the class (KKM) of that school.

Based on the condition above, it is necessary to create a strategy that

can involve both the teacher and the students to participate in the learning

activities. One of the strategies that can be used in order to help the students

in gathering and developing their ideas in writing is the use of portfolio. It can

also make the students more involvedin learning process that leads to

understanding so that they can make sense of the writing activities in their

real life and they can be more motivated.From the explanation above, the

researcher isinspired toapplyTHE USE OF PORTFOILIO TO IMPROVE

THE STUDENTS ABILITY IN WRITING DESCRIPTIVE TEXTA

CAR OF THE SECOND GRADE OF MTS SUDIRMAN KOPENG

2012/2013.

B. Limitation of the Problem.

The researcher identifies and limits his study in teaching the writing

material stated in the English module use for MTs Sudirman Kopeng at

second grade VIIIc class. The researcher focus on the improvement achieved

by students in writing ability descriptive text through portfolio. Which a

tema home and family portfolio.

C. Statment of the Problems.

Based on the previous background, the writer formulates a research

question as follows:

1. To what extent is the increase of students ability in writing descriptive

text of the SecondGradeStudents of MTs Sudirman Kopeng?

2. To what extent is the different improvment the students ability writing

descriptive text inSecond Grade of MTs Sudirman Kopeng year

2012/2013?

D. Objectives of the Research

The objectives of the research are to find out:

1. Whether or not Portfolio can increase the students ability in writing

content of descriptive text the Second Grade MTs Sudirman Kopeng.

2. To know the different improvement the students ability writing

descriptive text in Second Grade of MTs Sudirman Kopeng year

2012/2013.

E. Significance of the Research

This research is conducted in order to give theoritical and practical benefit.

1. Theoritical benefit

The result of the research is expected to be meaningful information and

contribution for the teacher as the technique in teaching writing in relation

to the students. They will be able to express their ideas into writing form

to improve their ability by The Use Portfolio.

2. Practical benefit

The researchs finding can be used by the students, teacher,school and

writer himself and it will be useful to other researhcher who are interested

in analyzing theaching learning writing:

a. For students

1. It can improve the mastery of writing subject.

2. The student will be able to write better.

b. For the teachers

1. The teachers know the level of student mastery in writing ability.

2. The result can become an input to determine the step and strategy

for theaching as feed-back to improve in the process of english

teaching learning especially in writing and it can be as the

important information in using media to improve the quality of

teaching writing.

3. Methodologically

The benefit of this research can gave contribution and inspiration

for the teachers to used method which are appropriate in English learning

process.

F. Scope of the Research

This research was limited on the use of portfolioin improving the

writing ability of the Second Grade Students inMTs Sudirman Kopeng. It is

applied to improve the students ability in writing descriptive text. Writing

ability here focuses on content. The researcher focused on content because

most of the students have difficulty inexpressing their idea to complete their

writings content.

G. Definition of the Key Terms

1. Portfolio

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

been compiled over a period of time.(Johnson, 2010:5)

According to Yang (2003:16), the portfolio is a compilation of

students work, which demonstrates how much effort they have put into

their work, their progress and achievement in their learning, and their

reflection on the materials chosen for the portfolio.

2. Students writing aibility

Writing is clearly a systemof human intercomunication by means

of convetional visible marks, but it is evident from what has been sain

that what the primitives understood as writing is not the same thing as

what we do (Gelb, 1962:12)

3. Descriptive text

Descriptive is countable or uncoutable giving a statementof what

somebody or something is like.(oxford learners pocket dictionay,

2008:120)

H. Reasearch Method

1. The setting of reaserch

This classroom action research was carried at MTs Sudirman

Kopeng. MTs Sudirman Kopeng is located in kopeng village. Sub-district

of Kopeng.

2. The Subject of The Study

The subject of the study is the second grade students MTs

Sudirman Kopeng year 2012/2013. The students were from various areas

with various level economic families. Most of the students have the

difficulties in writing and have under average ability.

3. Research Type

a. Classroom action research (CAR)

In this reasearch, the writer applies classroom action research

method. CAR begans with a question about classroom experience,

issues, or challenges. Action research is about the systematic study of

attempts to improve educational practical actions and by means of

their own reflection upon the effects of those actions (in

Hopkins,1993:45)

1. General concept of Classroom Action Research

According to elliot (in hopkins, 1993:45) action research

might be difined as the study of a social situation with a view to

improve the quality of action within it. In action research theories

are not validated independently and then applied to practice.

Arikunto (2006: 3) divided three components in classroom

action research, there are: (a) research ; research is an activity to

abserve the object by use of ways and methodologies to get the

useful data or information to improve the quality of the thing and

that neccesary for researcher; (b) action;a motion af activity

deliberated to action with certain purpose, in the form of activity

are cycle network for the student; (c) classroom; a group of

students, they get a lesson from teacher in the same time. He was

conclude that classroom action research means monitoring toward

teaching learning process in the form of an action, which

deliberated on action and occur in the class. In recent year, action

research has been applied to problem involving curriculum

development, and in service education, particularly within the

field of self-evaluation(Arikounto, 2006:57).

2. The characteristic of Classroom Action Research

Syamsudin and Damaianti (2007:197) outline the following

characteristic of classroom action research:

a) It examines problem which are deemed problematic by

researcher in teaching learning process.

b) The researcher can give treatment which planned action to

solve the problems and improve the quality, so the subject

can get the implication.

c) The steps of research in the form of cycle.

d) Such reflective thinking from researcher both after and

before research.

e) Contextual situational, which related to diagnosing and

solving the problem.

f) Classroom action research used collaborative approach.

g) Participatory, which each team member company in the

research.

h) Self-evaluative, which the researcher evaluate by self

continually to improve the performance.

i) The procedure of research is on-the spot which designed

to handle the real problem in that area.

j) The result applied immediately, long-range in perspective,

measuring up to supple and adaptive.

3. The objective of classroom research

The objective of classroom action research is active of thing

and can be activity (Aqib, 2006:27-29). That object as follows:

a) Student

Observable when the students was study in classroom,

laboratory, field, workshop, or extracurricular.

b) Teacher

Observable when the teacher was teaching in the

claasroom, guiding his studets when they tour, or when he

visited to his students home.

c) Lesson items

Observable when the teacher was teaching or as materials

which assigned to the student.

d) Medium

Observable when the teacher is teaching, that purpose is

to improve the quality of learning, which can perceived by

teacher, student, or both of them.

e) Element result of learning

Taken as target which must reach trough learning, both

achievement level and information.

f) Enviromental

The students enviromental in class, school, or in the

home.

g) Management element

The move of activity which easy to arrangged, engineered

in the forn of action.

b. Research procedure

The writer conducted the research in fourth cycles; those

are cycle I, cycle II, cycle III and cycle IV. The steps in every cycle

are same. The steps in every cycle are as follows:

1. Planing

The researcher needs to prepared instrument which is

support in teaching learning proces, there are:

a. Prepared material making, making lesson plan, and designing

the steps in doing action.

b. Prepared sheet for classroom observation.

c. Prepared exercise portfolio.

2. Action

The activities are:

a. Studying English lesson especially in writing by Used

Portfolio.

b. Asked students the problem in learning writing by applying

Using Portfolio.

c. Gave writing exercise portfolio.

3. Observation

Observation is one of the instrumens in collecting data. As

a scientific method, observation can be systematically used to

observe and note the phenomena investigated like the students

feeling, thinking, and something they do in teaching learning

process. The researcher was analyzed the result of exercise to

know whether the students writing improves or not.

4. Reflection

The research finding is analyzed. It is to remember what

happened in observation. Reflection seeks to make sense of

process, problems, and real issues in action. Reflection has an

evaluative aspect, to judge whether the method can be problem

solving to improve students writing mastery.

The procedure are briefly described in the following scheme;

Figure 1.1

Action research spiral based on kemmis and Mc. Tanggart cited

from Arikunto (2006:93)

REFLECT

PLANNING

ACTION AND OBSERVE

REVISED PLAN

REFLECT

ACTION AND OBSERVE

d. The technique of collecting data

1) Exercise

To get the data, writer was proceed the exercise portfolio

that consist exercise I, exercise II, exercise III and exercise IV.

The function of exercise is to know how far the writing mastery

of the students and to know the increasing of writing mastery of

the students.

2) Documentation

The researcher needs documentation and data to know

about the situation the school for this research. Documentation

included not only the official organizational papers, report,

brochures but also the more work-day, work plans, and materials

which gotten from head master, so this research can produce

good finding.

3) Observation

In addition the writer also conducted observation with

classroom action research so the writer joined in the class. In this

case, the writer is as a teacher. The writer used field note which

is used to observe and to know the situation and activities during

taeching-learning process. By used field note the writer would

like to knew the class situation and participation of students.

e. Techique of data analysis

There are two ways to analyze the data, there are:

1) Descriptive technique

A descriptive technique is used to know students

behaviour during the teaching learning process. In this case the

writer used field note in which record all activities in the

classroom.

2) Statistical technique

To analyze the data of the research, the writer used Mean

formula.

M =

Explanation:

M = Mean

X = the sum of students value

N = the number of subject

I. Outline of the Graduating Paper

As guidance for either writer in writing the thesis or reader on whole

content of the thesis, the writer needs to set up thesis outlines. This research

paper consist of five chapters. Those are following;

Chapter one presents the background of study, limitation of the

problems, statement of the problems, objectives of the research, significance

of the research, scope of the research, definition of key terms, reasearch

method, and outline of the graduating paper.

Chapter two is theoretical frame work. It is the definition of writing,

kinds of writing, writing strategies, the definition of descriptive text , the

purpose of descriptive text and the definition of Portfolio.

Chapter three is description of MTs Sudirman Kopeng which consist

of the general situation of MTs Sudirman Kopeng, the identity of school, the

vision and mision MTs Sudirman Kopeng, the situation of educational

facilities, the situation of theacher and staff, the number of students of MTs

Sudirman Kopeng and the organization structure of MTs Sudirman Kopeng

Chapater four is the implementation of the studies which consist of

file note; The Procedure of Teaching Writing Skill of Descriptive Text

Portfolio, the implementation of CAR (cycle I, cycle II, cycle III and cycle

IV) and scores of students achievement, the comparison of students

improvement , and the comparison of the mean score amount words in cycle

I until cycle IV.

Chapter five is closure that consist of conclusion, implication and

suggestion.

Bibliogrphy

appendixes

CHAPTER II

THEORITICAL FRAME WORK

1. Writing

A. The Definition of Writing

Generally, writing is a way in sending message from the writer to the

reader. Similar to Donald Hall (1985:4) said on his book Writing Well that writing is pretentious and wordy, but a message comes through. Writing

also is a way the writer think or a way of thinking which is shared to the

reader, like Robert Scholes and Nancy R. Comley(1985:7) said that writing

is a way of thinking as well as a means of communication. Fred D.

White(1986:7) also said that writing is more than public communication; it

is a way of thinking.

Writing is an individual activity similar to Jo McDonough and

Christopher Shaw (1993:164) said that writing, like reading, is in many

ways an individual, solitary activity. Similarly, Trisha Phelps-Gunn and

Diana Phelps-Terasaki(1982:1) said that writing is a useful, effective,

enjoyble, and above all necessary component of the modern world. It

provides the pleasure of sending a personal message to a friend. It assumes

career and financial importance in the composition of a resume or a business

letter. They also said that writing is the most complex language mode, being

four time removed from inner language, and adds the component of written

expretion to the earlier abilities. To Myklebust (1960:23), writing is

composed of sucessful development in three other language modes, deriving

its fokus from aural, oral and visual receptive components.

From the opinions above, writing is the way of thinking or sending

message from the writer to the reader which becomes the part of language or

language skill and it also means comunication.

To express their idea the writer ussualy uses certain writing types they

need that able to give clear information to the reader. Pardiyono (2008:1-4)

states that every form of writen text should have clear objective that all

information, message or ideas must be packaged in one particular type of

text. The type intended are narration, description, exposition,

recount,procedure, anecdote, news item and discustion:

1. Narration

Narration is a story told to make a point. The purpose of narrative is to

amuse the reaser and give moral to the reader. It consist of conflict,

climax and resolution (Pardiyono,2008:93).

2. Description

It is type of writing in which the objective is to describe a certain

object, especially about person, place or thing. (Pardiyono,2008:56).

3. Expositon

Exposition is a method that explain or clarifies some one purpose by

presenting examples. Exposition is the common method of development

whether of his evokes spesific sensory ditail. For a description or

complies pertinent evidence foe an argument, he argument, he must

privide example to illustrate the purpose. (Pardiyono,2008:86).

4. Recount

Recount is a text created to provide information about past activities,

for example about vacation, week and activities, and other information.

(Pardiyono,2008:97).

5. Procedure

Procedure is a type of writing that used to explain an activity or a way

to do something in sequent steps(Pardiyono,2008:125).

6. Anecdote

Anecdote is a story about funny or silly events that have occured in

order to invite readers to share your emotions with the reader. Because

it is ridicolous, basically has a funny character. (Pardiyono,2008:104)

7. News item

News item is a type of writing that has the main function or

communication purpose is to inform readers or listener about events of

the day that are considered newsworthy or important

(Pardiyono,2008:246).

8. Discussion

Discussion is the type of writing that used to inform the ideas or

opinion of the writer. Through this discussion text, the writer offer ideas

neutrally and impartial to anyone but the side with the accuracy of

insight or idea itself (Pardiyono,2008:185)

B. Writing Strategies

If someone wants to write something and he/she wants to make a

perfect piece of writing , he/she has to know the proces of writing. Not all

writers write in the same way, but experienced writers can point to

particular elements that generally accur in the act of writing, even though

these elements may be combined in different ways. Robert Scholes ans

nancy R. Comley (1985:10) said that three phases in the proces of writing.

They are:

a. Prewriting, the most productive way to begin your writing task is to

collect your thoughts on paper without the presure of structurring your

experission inti its final form. Prewriting is your chance practice what

you have to say begin to worry how your audience will judge the

eventual form of your work. The writer must begin by chosing a

subject to write about. It means making a list to potential subjects. It

purposes to narrow the focus, to discover the limits that wall allow

working productively ( Robert scholes and nancy R.Comley,1985:16-

18)

b. Drafting, drafting is the point at which you begin to put youe ideas in

some kind or order and to invision a potential shape for the work your

will produce: a beginning, a middle, and an end. Before begin

drafting, some writers make an outline to remid themselves of how

they wish to order their ideas ( Robert scholes and nancy

R.Comley,1985:18-19).

c. Revising, the writers should revise after drafting, because to revise

their writing is important if they want to be a professional writer. It is

an advantage writerd call all have if they revise and rewrite before

they present their work to the reader. The professional writers secret

is revision and revision and revision( Robert scholes and nancy

R.Comley,1985:19).

In the other hand, Fred D. White (1986:32) said that thre are five stages of

proces of writing. Thre are:

a) Invent. To discover a topic, the important details about the topic, and what a writer mainly want to say about it.b) Gather and plan.

Retrieve details about the topic from a writers memory or from background reading. c) Organize and autline. Map out a writers idea in terms og begining, middle, and end; device a working (trial) outline

to maintain ciherence and thorough development. d) Write a first

draft. Develop your idea, concetrating more on content than on style

or correctness. e) Revise. Rework your draft to improve accuracy,

readability, and development. Revision can take place whenever your

want it to, but the most efficient time for it to occur is after you have

completed a preliminary draft.

2. Descriptive text

A. The Definition of Descriptive Text

Descriptive text is a text which describe person, mood, situation,

and etc. In words. Similar to Diane A. Wilbour(1966:41) said that

descriptive writing is to create a clear picture or impression of person,

place, or object. Free D. White (1986:61) also said that descriptive

text is drawing in words.

Descriptive text is also text which describes something that

appeal directly to the sense like John E. Warriner (1982:327) said that

descriptive paragraph is giving a picture in words that appeal directly

to the sense (sight, sound, smell, touch, taste). He said a descriptive

paragraph is normally full of vivid verbs and precise adjectives. It

depends on details, not action. To hold the readers interest.

Meanwhile, According to barnet and stubss (1983:160), Description represents in words our sensory impressions caught in a

moment of time. In much descriptive writing visual imagery

dominates. From the opinion about descriptive above, so the writer

concludes that the descriptive text is text which is describes person,

place, mood, situation, and etc., and it also describes an object that

appeal to the sense.

B. The Purpose of Descriptive Text

Based on the definition of descriptive above the purpose of

description is to present the reader with a picture of person, subject or

setting. Similar to Diane A. Wilbur (1966:41) said that the goal of

descriptive writing is to create a clear picture or impression of person,

place or object.

Meanwhile Fred D White (1986:61-62) said that there are

several aims of descriptive text:

a)To see means to help thereader to see the objects, person and

sensations you present, as you might guess, description is important

for all rhetorical aims, not just for expressiveness. b)To explain means

to explain the reader about a subject. For example: a science writer

will describe the shape of an airplane wing to help explain to readers

how mechanized flight is possible. c) To persuade means the writer

describes something to make readers interested. For example: an

attorney might describe the damage done to a bedroom window to

help prove forced entry and persuade the jury that accused commited

burglary. d) To re-create make a reader making something. Foe

example: the description allows the reader to re-create the experience

particulary the sensory pleasures of that experience in their own minds, thereby enhancing their delight in the subject at hand. e) To

demonstrate means the writer wants to demonstrate something to a

reader. When a writer describe the thawing of walden pond after a

long, cold winter is to demonstrate the animated quality of nature and

how its processes are more complex and beatiful than non observers

can realize.

3. Portfolio

a. 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).

According to burke (1997 in Johnson, 2010: 5), portfolio are

sometimes compared with scrabbooks. Although, both may contain

artifacts that are selected over time, portfolio contents can be

organized to assess competencies in a given standard, goal, or

objective and focus on how well the learner has achieved in that

area.

Additionally, portfolio assessment is a systematic collection

of students work and related material that depicts a students activities, accoplishments, and achievements in one more school

subject. The collection should include evidence of students

reflection and self-evaluation, guidelines for selecting the portfolio

contents, and criteria for judging the quality of the work. (

Valenzuela (2002:56). Sujiono (2010:6) states that portfolio is a

collection of student work that shows all the efforts of learners,

learning progress and achievement in particular field or more.

Irmawati Nasri (in Abidin,12/09/2011) defines that portfolio is an

organized collection of evidence accumulated over time on a

students or groups academic progress, achievements, skills, and attitudes.

b. The Purpose of Portfolio

Portfolio serves a variety of purposes. For example, they

may be used for developmental and culminating assessments, to

show case or display outsanding work, and to measure levels of

competency for certification, graduating requirements, and career

advancement. Barton and Colins (1997 in Johnson, 2010:6) have

highlighted the fact that portfolios are:

1. Another method to evaluate the success of a graduate.

2. A way to give students and faculty the opportunity to reflect on

students progress.

3. A method to translate the learning from instructors to students,

and

4. A way to allow instructors to evaluate a variety of specific

evidence when making global determinations about learner

competency.

c. The kinds of portfolio

There are several types of portfolio with different

objectives and diverse interest. Generally, the various types of

portfolios could meet most or all of the educational program and

learning in schools. Based on a literature, here some types of

portfolios (Sujiono,2010:9)

1. The documentation portfolio

This types is also known by 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 autcomes that have been identify (Sujiono,

2010:9).

2. The process portfolio

This approach in terms of documenting all stages of the

process of learning. This portfolio will show how students

angage in a specific knowledge or skills, and progress towards

the basic mastery and advanced (Sujiono, 2010:9).

3. 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 fotogafy, 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 ancluded (Sujiono, 2010:9).

d. Portfolio assigments techniques

In portfolio technique, thre are four phases (Sujiono, 2010:

32), namely:

1. Giving task phase

The activities of this phase are lectures give the tasks to the

students, including information about the working procedures

to be implemented and deadline in collecting the task.

2. Task implementation phase

The activites of this phase are students carrying out work to

be done and finished.

3. Structural duty and self-learning phase

The activities of this phase are student do the task assigned

by lecturers outside the lesson and lecturers monitoring these

activities.

4. Task responsibility phase

The activities of this phase are students accountable for the

execution of tasks to teachers and other frieds.

CHAPTER III

Description of MTs Sudirman Kopeng

A. The General Situation of MTs Sudirman Kopeng

The research was carried out in MTs Sudirman Kopeng, Getasan,

Semarang. This school is located in Plalar village, Kopeng, Getasan,

Semarang. The place selection was based on the consideration that its near the

place of researcher and the institution has never conducted research about

writing by using autobiography starts methods.

MTs Sudirman Kopeng is a junior high school which still consists of 3th

grade of the students. There are four classes of 7th

grade students, four classes

of 8th

grade students, and four classes of 9th

grade students. Beside the

classroom, there are other rooms that facilitate the teaching learning process,

such as laboratory and library rooms.

The research was done at first semester in 2013/2014 academic year. It

was conducted on July 2013.

B. The Identity of School

a. Name of school : Madrasah Tsanawiyah (MTs) Sudirman Kopeng

b. Address : Jl. Salatiga-Kopeng KM 12, sub district of

Getasan, Semarang Regency

c. Phone number : (0298) 318171

d. Email : [email protected]

e. Head Master : Drs. Mustain, M.PdI

f. Established : 1990

Operated : 1991

g. School status : state school

h. Wide of field : 15475 m2

i. Wide of building : 1.660,8 m2

C. The Vision dan Mission MTs. Sudirman kopeng

a. The vision

The forming of competitor educated which islami and have achievement.

b. The mission

To realize the school vision, mission which carried out MTS. Sudirman

Kopeng Getasan is:

1. Improving knowledge, understanding and experience of subject of

Islamic Religion theoretically and practice.

2. Improving knowledge and ability of professional educator and education

according to Science development and Technological.

3. Create MTs Sudirman Kopeng Getasan as one of school which based on

faith and piety (IMTAQ) and Science Technological (IPTEK).

D. The Situation of Educational Facilities

Here is the list of school infrastructure of MTs Sudirman Kopeng.

Infrastucture of Mts Sudirman Kopeng In Academic Year Of 2013/2014

Table 3.1

NO Facilities Total Number Condition

1. Classroom 12 Good

2. Head Master Room 1 Good

3. Teacher Room 2 Good

4. Administration Room 1 Good

5. Laboratory of Science 1 Good

6. Library 1 Good

7. Lab. of Computer 1 Good

8. Skiil Space 1 Good

9. Lab. of Language 1 Good

10. Consultation 1 Good

11. Hall of Meeting 1 Good

12. Osis Room 1 Good

13. Mushola 1 Good

14. Media Room 1 Good

15. Toilet 6 Good

16. Parking Area 1 Good

17. Security Post 1 Good

18. Cooperation 1 Good

19. Sport Field 1 Good

Source: MTs Sudirman Kopeng

E. The Situation of the Teacher and Staff

Here is the list of teacher and staff of MTs Sudirman Kopeng

Teacher of MTs Sudirman Kopeng

Table 3.2

NO NAME STATUS

1. Drs. Musta'in,M.PdI Head Master

2. Dra. Aminatun Arabic teacher

3. Saderi, S.Ag, M.PdI Islamic Teacher

4. Risnan, S.Ag Akhlaq Teacher

5. Sholihin, S.PdI Fiqih Teacher

6. Nurkus Budiyantomo,SH Technology Information

Teacher

7. Supriyadi, SP Sport Teacher

8. Yasin, S.Pd Education Teacher

9. Ira Robiyanti, SS English Teacher

10. Sri Lestariningsih,S.Pd History Teacher

11. Hariyani,Ssi Indonesian Language Teacher

12. Antoni Alif, A.Ma Javanese Language Teacher

13. Yahmi Dwi Astuti, S.Pd Mathematic Teacher

14. Euis Ekawati, S.Pd Science Teacher

15. Rosidi, S.Pd Art Teacher

16. Ika Noviyaningrum, S.Pd Mathematic Teacher

17. Nur Zainudin, S.PdI Counseling

Source : MTs Sudirman

F. The Number of Student of MTs Sudirman Kopeng

Here is the list of the number of students of MTs Sudirman Kopeng.

Students of MTs Sudirman Kopeng 2013-2014

Table 3.3

class male Female

VII 46 60 106

VIII 42 64 108

IX 40 58 98

128 182 312

G. The Organization Structure of MTs. Sudirman Kopeng

Here is the list the organization of MTs Sudirman Kopeng.

Organization of MTs Sudirman Kopeng.

Table 3.4

NO. NAMA JABATAN

1

2

3

4

5

Drs. H. Mustain, M.PdI

Yasin, S.Pd

Ira Robiyanti, SS

Risnan, S.Ag

Supriyadi, SP

Head Master

Curriculum

Treasurer

Public Relation

Infrastructure

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

Zakaria, S.PdI

Nurkus Budiyantomo, SH

Nur Yaenudin, S.PdI

Sholihin, S.PdI

Rohim, S.PdI

A. Arifin, S.PdI

Sri Lestyariningsih, S.Pd

Hariyani, SSi

Ika Noviyaningrum, S.Pd

Rosidi, S.Pd

Yahmi Dwi Astuti, S.Pd

Euis Ekawati, S.Pd

Dra. Aminatun

Saderi,S .Ag, M.PdI

Jumali

Qomarul Aziz

Muh Mujiyono

kuwadi

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Head of library

Administration

Administration

Security

CHAPTER IV

RESULT AND FINDINGS

In this chapter, the writer 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 36 students

writing skill by used a tema Home and Family. In the research the data consist of

execise portofolio.

A. The Procedure of Teaching Writing Skill of Descriptive Text The Used of

Portfolio

The procedure of teaching or the steps of teaching in this action research

was devided into fourth cycle; those are cycle 1, cycle 2, cycle 3 and cycle 4. Here

are the tables of procedure of teaching from cycle 1 until cycle 4:

The procedure of teaching in cycle 1

Table 4.1

Activity The Procedure Time

Motivation a. Greetings

b. The teacher motivated the students

which point to the basic

competence.

c. The teacher explained to the

students about the objectives of

learning.

10 minutes

Presentation a. The teacher explained to the

students about descriptive

30 minutes

paragraph.

b. The teacher explained how to

make descriptive paragraph by

used a tema home and family.

Exercise a. The teacher gave the test to the

students.

b. The students have done the

exercise.

20 minutes

Evaluation a. The teacher evaluated the

students error in the exercise.

b. The teacher gave to the students

suggestion about how to write

used home and family.

20 minutes


Table 4.2



b. The teacher motivated the

students.

10 minutes

Presentation a. The teacher explained how to

write descriptive text by used a

tema home and family.

30 minutes

b. Teacher revised and explained the

mistakes which are done by the

students on the last meeting.

Exercise a. The teacher gave the exercise to

the students.

20 minutes

Evaluation a. The teacher evaluated the result of

the exercise.

20 minutes


Table 4.3




students which point to the basic

competence.

c. The teacher explained to the

students about the objectives of

learning.

10 minutes

Presentation a. The teacher explained to the

students about descriptive

paragraph,

b. The teacher explained how to

make descriptive paragraph by

30 minutes

used home and family.

Exercise a. The teacher gave the test to the

students.

b. The students have done the

exercise.

20 minutes

Evaluation a. The teacher evaluated the

students error in the exercise.

b. The teacher gave to the students

suggestion about how to write

used a tema home and family.

20 minutes


Table 4.4




students.

10 minutes

Presentation a. The teacher explained how to

write descriptive text by used a

tema home and family.

b. 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.

20 minutes

Evaluation a. The teacher evaluated the result of

the exercise.

20 minutes

B. The Implementation of CAR

1. Cycle I

a) Planning

The first activity in this research is planning. The activities prepared:

1) Preparing materials:

example text monolog descriptive My Home

My home is big. There are are 3 bedrooms. My bedroom

is near the living room. Next to my bedroom is my parents

bedroom. It is big bedroom. There is a bathroom inside. The next

bedroom is for my guest. Sometimes my family comes to stay for

a night. They take a rest in that room. The kitchen is the back part

of my house. It is not big. There are refrigerator, gas stove, and

some kitchen utensils. My kitchen is very clean my mother

always sweeps the floor evereday. There is a small backyard

behind my home. In the corner of the backyard, there are a

bathroom and toilet. We plant some trees around the yard. My

mother also plants some vegetables.

2) Making lesson plan (RPP), and designing the steps in doing action

using RPP.

3) Preparing sheet for classroom observation.

4) Preparing teaching aids (board marker, paper sheet and picture,

and list of students of C class )

5) Preparing exercise portofolio

b) The implementation of the action

The first activity was conducted on Wednesday, July 24th

2013.

The teacher (the writer) entered C class of the eighth grade of MTs

Sudirman Kopeng, and greeted students, introduced myself, than he

checked attendece. The number in attendences at the time 36 students.

The next step, the teacher conveyed the learning objectives, and

then teachers are did apperception of writing by giving students question

about their experience of writing. Some students like to read the story but

did not like to writing a story because it was difficult. Then the teacher

asked again, why they had difficulty in writing story. Some student

responded that the most difficulty thing in writing was to fo find ideas to

make the story. There were also difficulties in developing an idea. From

the observation of researcher, the entuasiasm student in answering the

question from teachers only 8.33%(2 student).The teacher motivated the

students which point to the basic competence, gave information about the

material that would be learned. The teacher explained to the students

about descriptive paragraph. Students are gave the opportunity to ask

questions about material that was not been clear or tasks assigned. But

some students looked confused and others laughing nggak mudeng pak,

tolong diulangi lagi (we didnt understand, please explain once more).

The teacher tried to explain the materials again. After that the teacher

gave the exercise to the students, and the students are worked on writing

assignment based on the condition of their house. Final activity, the

teacher collected the students writing. Teacher concluded of learning

and closed the lesson.

c) Observation

In the first meeting in cycle I the writer gave exercise and observed

teaching learning process. By monitoring 36 students activities the writer

have seen that students were rather confused when they did not know some

definition of words or vocabularies. The class situation was rather quite

because they were not familiar with the new teacher. The writer seen that

the students were not ready yet. It has seen from the students attitudes that

were confused when the teacher greeted in English. This table showed the

students achievement score of exercise in cycle I.

SCORE OF EXERCISE IN CYCLE I

Table 4.5

NO NAME Score

1. Almidah 35

2. Alvian dayanti 60

3- Anggun nor cahyati 35

4. Anis safitri *75

5. Aria ningsih 35

6. Ayu lasmi lasmi gita dwi L 50

7. Choiriyah 35

8. Dhia salma oktafaaini 50

9. Dian fitria 35

10. Estriyanti 45

11. Fatimatalifia K 35

12. Fika alfiana 45

13. Hesti karismawati 45

14. Iin fitriani 50

15. Iin nur khasanah 35

16. Kholifatul arifah 60

17. Kuwatini 35

18. Lestari 35

19. Lia agustin 45

20. Lutfi arista yuliana 35

21. Nisroch ah jazuli 45

22. Nofi kadarwati M 45

23. Nur fitriyani 50

24. Nurun nahdiyah 50

25. Puspita prima A P 55

26. Rika afifah 55

27. Rita hidayanti 55

28. Rizcha sri dwiyana 35

29. Robini 35

30. Siyam 35

31. Sri badiah 55

32. Sri kartini 65

33. Sri kurnia hidayati 45

34. Sukma kinanti 45

35. Suryani 45

36. Taslimah 45

Total

1635

*: the students who past KKM ( 70 )

The table above showed the result of the students achievement in

exercise I. The content and grammar mastery were still less. That was

showed the result all of it. The mean score of words from was written of the

students in exercise I is 28 words.

Based on a result exercised of students on the cycle I, known the

students writing skills are still less.

d) Reflection

Based on the results of observation and evaluation, the

researchers conducted an analysis and reflection as follows:

1) There were some students who had not finished yet their test, it

may be caused the students had not been ready to learn descritive

text by using home and family portfolio.

2) There were some students who did not understand how to make

descriptive text by using home and family portfolio.

3) The researcher could manage the time and explain using a tema

home and family which clearly in cycle II.

4) The teacher must interact which the students and the students

should be active in giving the opinion, question and commenting

in cycle II.

2. Cycle II

a. Planning

The first activity in this research is planning. The activities prepared:


example text monolog descriptive

Text descriptive ( My father)

My father is Mr. Priyono. He is a farmer. He has 175 cm

tall. He is 50 years old. He has curly hair and black skin. But he

looks very handsome. Everybody love him because he is wise and

patient. He is religiuos and never leave pray together in the

mosque.

2) Making lesson plan (RPP), and designing the steps in doing

action using RPP.

3) Preparing sheet for classroom observation.

4) Preparing teaching aids (board marker, paper sheet and

picture, and list of students of C class )

5) Preparing exercise portofolio

b. The implementation of the action

On Thursday july 25th

2013 The teacher (the writer) entered C class

of the eighth grade of MTs Sudirman Kopeng. Teacher opened the lesson

with a greeting, greet students, ask how the students, and perform

presence. The number in attendenced at the time 36 students. Then,

teachers conditioned the class. The teacher conditioned classroom with

asked the students to prepare textbook and review the material yesterday.

Students are gave the opportunity to ask questions about material that

was not been clear or tasks assigned. But none students tried to ask and

shared the problem.

Next, teacher gave example descriptive text to the students and

ordered students to read descriptive text. Teacher ordered students to

found difficult vocabularies. Then the teacher ordered students to read

the text in front of the class but none wanted to read it. Teacher called

one of name in the students list and commanded one of students namely

Robini to read the text loudly and carefully OK sir answer Robini.

After she has finished that, some students ask, (pak artinya wise dan

patient apa pak?) what of the meaning of wise and patient sir? from Sri

kurnia hidayati. Ok thats good question, the teacher answer wise is

bijaksan and patient is sabar. The teacher ask to the students, any

question again? after that the teacher discussed the difficult

vocabularies and gave explanation about charateristic of descriptive text.

Then the teacher gave explanation how to make a good writing

appropriate with tema by using home and family. The teacher explained

the suggestion of how to used home and family in good writing. And

then students are gave the opportunity to ask questions about material

that was not been clear or tasks assigned. Some other laughing (

langsung praktek aja pak) perform immedietelly sir! Ok thats good

idea. The teacher gave paper sheet to the students. And the students look

enthusiasm. Before time was running out the teachers collected the paper

sheet and closing the lesson.

c) Reflection

In second meeting the writer gave exercise II which tema my father and

most of the students looked enthusiastic. They looked happy and enjoyed

with the teaching and learning process. Firstly, the class was passive after

the second meeting the class was conducive and students looked more

confidence until the end the lesson. The table showed score of students

achievement of exercise II in cycle II

SCORE OF EXERCISE IN CYCLE II

Table 4.6

NO NAME Score

1. Almidah 55


3- Anggun nor cahyati 60

4. Anis safitri *70

5. Aria ningsih 50

6. Ayu lasmi lasmi gita dwi L 50

7. Choiriyah 65

8. Dhia salma oktafaaini 65

9. Dian fitria 60

10. Estriyanti 60


12. Fika alfiana 55


14. Iin fitriani 50


16. Kholifatul arifah *75

17. Kuwatini 55

18. Lestari 60

19. Lia agustin 55






25. Puspita prima A P *75

26. Rika afifah 50



29. Robini 50

30. Siyam 50

31. Sri badiah 60

32. Sri kartini 60



35. Suryani 65

36. Taslimah 55

Total

2115


The table above showed the result of the students achievement

in exercise II. The content and grammar mastery were still less. That

was showed the result all of it. The mean score of words from was

write of the students in exercise II is 29 words.

d. Reflection

Based on the results of observation and evaluation, the

researchers conducted an analysis and reflection as follows:

1. Students should be active in giving the opinion, asking question

and commenting

2. Students were expected to have more interest and motivation in

learning process.

3. To encorage students to be more interested and motivated

teachers should not hestitate in giving praise or reward.

3. Cycle III

a. Planning


Text monolog berbentuk descriptive

One of the most interesting animals in the zoo is the giraffe. They

have about six meters tall.

The giraffe has big brown eyes. They are protected by very thick

lashes. This giraffe has brown spots on the skin. This coloring helps

protect the giraffe. It is also has two short horns on its head.

Like a camel, it can go for along time without dringking water.

One source of water is the leaves which it eats from trees. It is tall, so

girrafe can reach the tender leaves at the top of the tree.

The giraffe has two methods of self protection. If something

frightens an adult giraffe, it can gallop away at about fifty kilometers

per hour or stay to fight with its strong legs.

2) Make lesson plan (RPP), and designing the steps in doing action

using RPP.

3) Preparing sheet for classroom observation

4) To increase interest and motivation the students of taechers gives

rewards.

5) Preparing exercise III


On Wednesday, august 7th

, 2013, the action of cycle III carried out

in one meetings that brackish each meeting lasts for 2x40 minutes Held

from 07:15 to 08:35 oclock. The first activities. Teacher opened the

lesson by saying a greeting, greet students, and perform presence.

Teacher asked who was absent on that day. There were two students

absent because were sick and other without confirmation. Furthemore,

teachers motivated the students by describing the benefit of writing.

Some students interest in apperception that delivered by the teacher held,

especially when the teacher explained that writing can bring a lot of

money if the stories are posted and published in the magazine or news

paper. It was evident from the emergence of student responses to the

information conveyed by the teacher. In that activities, looked about of

66.66(23 students) active giving response. Furthemore, teachers shared

the story of the cycle II. The class became a little crowded as the students

discus the result writing by their friends. Then the students listened to the

result of reflection by teachers on students work . After that the teacher

chosed one of the student to reading the example descriptive text that is

Sri kartini. Every student have silence and attention when their friend

reading of the text. After she was finished, the teacher discuss about

descriptive text and the material. Students were gave opportunity to ask

question about material that was not been clear. Then, when the teacher

was explained, there are some student laughing jangan nulis lagi dong

pak ( dont writing again sir ). Perceive that the teacher gave reward to

student to increase and motivation of students in create descriptive text.

Teacher gave students motivation by explaining the benefits and

advantages of writing again. After all of the students be quite, the teacher

back the material. Then the teacher discuss the diffilcult vocabularies.

After that the teacher gave exercise III to the students to writing

descriptive text apropriate of tema my pets. The teacher collected the

assigments and clossed the lesson.

c) Observation

Teacher (the researcher) and colleague observed in the cycle III

where they were monitoring, teacher helped the students when they got

difficultied. Teacher tried to activated the students by make

conversation,discuss, asking and question the material is more atractive.

The students also looked more confident and enjoy in teaching learning

process. that is looked from the result exercise in cycle III.

SCORE OF EXERCISE IN CYCLE III

Table 4.7

NO NAME Score

1. Almidah 60


3. Anggun nor cahyati 65

4. Anis safitri 60

5. Aria ningsih 50

6. Ayu lasmi lasmi gita dwi L *70

7. Choiriyah 60

8. Dhia salma oktafaaini *70

9. Dian fitria 65

10. Estriyanti 60


12. Fika alfiana 65


14. Iin fitriani 55



17. Kuwatini 60

18. Lestari 65

19. Lia agustin 65






25. Puspita prima A P 65

26. Rika afifah 65



29. Robini 55

30. Siyam 60

31. Sri badiah 65

32. Sri kartini *70



35. Suryani *70

36. Taslimah 65

Total

2230



exercise III. The content and grammar mastery was fair. That was

showed the result all of it. The mean score of words from was written of

the students in exercise III is 40 words.

d) Reflection

Based on the result of observation and evaluation, the researcher

conducted the analysis and reflection. From the result of observation and

evaluation on the cycle II, it can be argued that students interest and

motivation in participating in learning to write is on the increase.

Tried giving rewards was shown to increase interest and

motivation of students to express their opinion, answer question or ask

question.

4. Cycle IV

a. Planning


Text monolog berbentuk descriptive

My name is muhamad salimin. I was born on may, 05th 1988 in

sumogawe magersari. I am the last son from tukiman yanto and

saliyem. I started study when i was five years old in 1st sumogawe

Elementary Schooll in my village. I was graduated in 2001 and he

continued his study in 5rd salatiga Junior High School (SMPN 5

salatiga).

In 2003 I continued study in 2nd salatiga Senior High School

(SMAN 2 salatiga). At that time, I was always active in an Internal

Organisation in my school, it called OSIS. I finished my study in

2006 and I continued again in State Islamic University of salatiga. I

took English Education Department on Tarbiyah and Teaching

Faculty. Now, he is in tweelve semester.

My hoby is playing game, especially game online, like counter

strike, perfect world and poker. I like sport too like footbaal and

badminton. Sometimes when I bored, picnic with my wife and my

child in some place is one my choise.

My faforite food is fried chiken and fried rice. Everiday in the

morning my wife always made fried rice and a cup cofee. I love my

wife somach, because she can do everything.

2) Make lesson plan (RPP), and designing the steps in doing action

using RPP.

3) Preparing sheet for classroom observation

4) To increase interest and motivation the students of taechers gives

rewards.

5) Preparing exercise IV portfolio.


The last meeting on august 21th

2013 cycle IV. Teacher opened the

lesson by saying a greeting, greet students, and perform presence. On

the day the student who entered as many as 36 student. The teacher

tried to motivate more to the students to improve their motivation and

gave a reward to the stdents who passed the KKM. Then the teacher

explained the objectives of learning to the students. The teacher

explained to the students about the most students error. The teacher

let to the students asked if they did not understand. Then the teacher

let to the students discussed the material. Most of them from the

students was active that it looked 69.44(25 students) gave respons

and comment from the material. Any students said kalau nulis lagi,

ada hadiahnya gak pak?( if writing again,any reward for me sir) The

teacher answer what is your name? Students answer Anggun pak?

OK Anggun because the day is the last meeting in my teaching in this

class, i have special for you that is dictionary. if you want to get

reward from me, you must writing correctly espesciallyAnggun! You

can do it ? and every students answer yes sir I can! After that, the

teacher discussed and answer several question of the students about

material. Then teacher gave 40 minutes to the students to do the

assigments. The teacher gave more time because to achieve

maximum result. After the students was finished, the teacher collect

the assigments and closed the lesson. Before the teacher close the

lesson the teacher apologice to the students if during he was teaching

the class he made some mistake.

c. Observation

In the last meeting the writer gave exercise writing about

descriptive which tema my self and most of the students looked enthusiastic.

They looked izzy and enjoyed with the teaching and learning process. this

table is the result score of exercise the students achievement.

SCORE OF EXERCISE IN CYCLE IV

Table 4.8

NO NAME Score

1. Almidah *70

2. Alvian dayanti *85

3. Anggun nor cahyati *75

4. Anis safitri *80

5. Aria ningsih 60

6. Ayu lasmi lasmi gita dwi L *70

7. Choiriyah *75

8. Dhia salma oktafaaini *75

9. Dian fitria *75

10. Estriyanti *70


12. Fika alfiana 65


14. Iin fitriani *70

15. Iin nur khasanah *75


17. Kuwatini 65

18. Lestari 60

19. Lia agustin 60

20. Lutfi arista yuliana *70

21. Nisroch ah jazuli *75



24. Nurun nahdiyah *75

25. Puspita prima A P *85

26. Rika afifah 65


28. Rizcha sri dwiyana *70

29. Robini 65

30. Siyam 65

31. Sri badiah *70

32. Sri kartini *80

33. Sri kurnia hidayati *75

34. Sukma kinanti *70

35. Suryani *75

36. Taslimah *70

Total

2535



exercise IV. The content and grammar mastery were good. That was

showed the result all of it. The mean score of words from was written of

the students in exercise IV is 59 words.

e) Reflection

Based on the result of observation and evaluation, the researcher

conducted the analysis and reflection. From the result of observation and

evaluation on the cycle IV, it was argued that students interest and

motivation in participating in learning to write is on the increase.

Tried giving rewards were shown to increase interestand

motivation of students to express their opinion, answer question or ask

question.

C. The criteria Score of students achievment

To get the writing score, the writer used the table of scoring writing

Table of scoring writing

Table 4.9

Component Score Criteria

Content 30-27

exellent to

very good

Knowledgeable,substantive,development

of thesis, relevant to assigned topic

26-22

good to

Average

Sure knowledge of subject adequante

range, limited, development of thesis,

mostly relevant to topic but lacks detail.

21-17

Fair to poor

Limited knowledge of subject, little

substance, in adequante development of

topic.

16- 13

Very poor

Does enough to evaluate not show

knowledge of subject, non-substantive,

partinent, ot not enough to evaluate

Form /

organization

20-18

exellent to

very good

Fluent expression , ideas, clearly

stated/supported, succint, weel

organized, logical sequencing, cohesive

17-14

Good to

average

Somewhat choppy, loosely organized but

main ideas stand out, limited support,

logical but incomplite sequencing

16-13 Non-fluent, ideas confused or

disconected, lack logical sequencing and

development

12-10

Very poor

Does not communicaten no organization,

or not enough to evaluate

Vocabulary

/ style

20-18

exellent to

very good

Sophisticated range, effective

word/idiom choice and usage, word from

mastery, appropriate register

17-14

Good to

Average

Adequante range, occasional arros of

word/idiom form, choice, usage but

meaning not obscured

13-10

Fair to poor

Limited range, frequent errors of

word/idiom form,choice, usage, meaning

confused or obscured

9-7

Very poor

Essentially translation, little knowledge

of english vocabulary, idiom, word form,

or not enough to evaluate

Grammar 25-22

exellent to

very good

Effective, complex constructions, few

errors of agreement, tense, number,

word, order/function, articles, pronouns,

preposition

21- 18

Good to

average

Effective but simple construction, minor

problem complex construction, several

errors agreement, tense, number, word,

order/function, articles pronouns,

preposition, but meaning seldom

obscurbed

17-11

Fair to poor

Major problem in simple/complex

construction, frequent error of negation,

agrrement, tense, number, word,

order/function, articles, pronouns,

preposition and or fragments, run-ons,

deletions, meaning confused or

obscurbed

10-5

Very poor

Virtually no mastery of sentence

construction rule, dominated by errors,

does not comunicate, or not enough to

evaluate

Mechanic 5

Excellent to

very good

Demonstrates mastery of conventions,

few error of spelling, punctustion,

capitalization, paragraphing

4 Occasional errors of spelling,

Good to

Average

punctuation, capitalization,

paragraphing, but meaning not

obscurbed

3

Fair to poor

Freequent errors of spelling punctuation,

capitalization, paragraphing, poor

handwriting, meaning confused or

obscurbed

2

Very poor

No mastery of convetions, dominated by

errors of spelling, punctuation,

capitalization, paragraphing, handwriting

illegible, or not enough to evaluate

Scoring profile by Jacobs et al.s (1981)

From the explanation above the researcher conlude that the criteria of

scoring:

Table 4.10

No Score Criteria

1. 89-100 Excelent

2. 79-88 Good

3. 66-78 Fair

4. 46-65 Poor

5. 0-45 Very poor

The students writing score Exercise I, Exercise II, Exercise III and

Exercise IV Table 4.11

NO NAME Score

Exercise

I

Exercise

II

Exercise

III

Exercise

IV

1. Almidah 35 55 60 *70

2. Alvian dayanti 60 55 60 *85

3- Anggun nor cahyati 35 60 65 *75

4. Anis safitri *75 *70 60 *80

5. Aria ningsih 35 50 50 60

6. Ayu lasmi lasmi gita

dwi L

50 50 70 *70

7. Choiriyah 35 65 60 *75

8. Dhia salma

oktafaaini 50 65 *70 *75

9. Dian fitria 35 60 65 *75

10. Estriyanti 45 60 60 *70

11. Fatimatalifia K 35 60 65 65

12. Fika alfiana 45 55 65 65

13. Hesti karismawati 45 55 55 60

14. Iin fitriani 50 50 55 *70

15. Iin nur khasanah 35 65 50 *75

16. Kholifatul arifah 60 *75 *75 *75

17. Kuwatini 35 55 60 65

18. Lestari 35 60 65 60

19. Lia agustin 45 55 65 60

20. Lutfi arista yuliana 35 60 65 *70

21. Nisroch ah jazuli 45 65 60 *75

22. Nofi kadarwati M 45 55 60 65

23. Nur fitriyani 50 50 60 65

24. Nurun nahdiyah 50 65 60 *75

25. Puspita prima A P 55 *75 65 *85

26. Rika afifah 55 50 65 65

27. Rita hidayanti 55 55 60 65

28. Rizcha sri dwiyana 35 60 55 *70

29. Robini 35 50 55 65

30. Siyam 35 50 60 65

31. Sri badiah 55 60 65 *70

32. Sri kartini 65 60 *70 *80

33. Sri kurnia hidayati 45 65 60 *75

34. Sukma kinanti 45 55 60 *70

35. Suryani 45 65 *70 *75

36. Taslimah 45 55 65 *70

Mean X = x

N

45.41

58.75

61.94

70,41


Here the graphic average of students score exercise I, exercise II,

exercise III and exercise IV.

The graphic of

the Students Score Table 4.12

In analysing numerical data, the writer compared the exercise result

each cycle. The mean score of the exercise was computed such following:

Mean : X = x

N

=1635

36

= 45,41

Next, after scoring the exercise I the writer calculated the result of

exercise II. It was to know the improvement from the exercise I and exercise

II result. However to measure that improvement, it was needed to know the

mean score of the class by used the formula as:

Mean : X = x

N

=2115

36

45,41

58,7561,94

70,41

0

10

20

30

40

50

60

70

80

exercise I exercise II exercise III exercise IV

= 58.75

Conclusion of cycle I Cycle II

After compared between the result of exercise 1 and exercise II, it

have seen that average score of students increased from 45.41 to 58.75. it

was concluded that the used of portfolio can improve the students writing

ability mastery.

The next is the mean exercise III cycle 3 was computed such

following:

Mean : X = x

N

=2230

36

=61.94

In the end of cycle IV, the mean of students score in writing exercise

IV gained 70.41. It was derived from:

Mean : X = x

N

=2535

36

= 70.41

Conclusion of cycle I cycle II, cycle III and cycle IV

Based on analysis on cycle I, cyle II, cycle III and cycle IV, the writer

concluded that used home and family portfolio can improved the students

ability writing mastery. It have seen that the score of exercise IV is higher

than exercise 1,exercise II and exercise III , and score exercise III and

exercise IV is increased from 61.94 to 70.41. It concluded that used home

and family portfolio was improve the students writing ability mastery.

D. The Comparison of the Students Improvement on Exercise I,

Exercise II, Exercise III and Exercise IV.

Based on that analyzed, the writer concluded that the used home

and family portfolio was improved the studens writing mastery in the

second grade primarly in 8c class. And the table showed the compared

improvement of the students from cycle I until cycle IV.

The students improvement on cycle I, cyle II, cycle III and cycle

IV Table 4.13

NO

Students

Improvement

cycle I and cycle II cyle III and cycle IV

Total of

Students

Percentage

%

Total of

Students

Percentage

%

1. Increase 29 80.55 31 86.11

2. Decrease 3 8.33 2 5.55

3. Constant 4 11.11 3 8.33

E. The comparison of the mean score amount words in exercise I,

exercise II, exercise III and exercise IV.

Based on the result of the studentsof in exercise I, exercise II,

exercise III and exercise IV the researcher concluded that the amount

words each cycle is increase. That showed exercise I the mean score is

28 words, exercise II the mean score is 29 words, exercise III is 40

words and exrcise IV the mean score is 59 words.

CHAPTER V

CLOSURE

After finished the whole steps of CAR, the writer arranged some

conclusions and suggestions based on the result of the research.

A. Conclusions

Based on the research carried out in VIII C grade at MTs Sudirman

Getasan academic year 2013/2014, it was concluded that The Use of Portfolio is

effective to enhance the studentss writing skill descriptive text. It was refered to

the following information:

1. Related to the achievement data, there were some progressions of the

students score from exercise I until exercise IV. In the exercise I, there

were one student (2,77%) who passed the KKM and the mean score of

exercise I are 45.41. Then in the result of exercise in cycle II, there were 3

students (8.33%) who passed the KKM and the mean score of exercise are

58.75. Next in the result of the exercise III in cycle III, there were 5

students (11.11%) who passed the KKM and the mean score of exercise

are 61.94. next in the result of exercise IV in cycle IV, there were 23

students (63.89%) who passed the KKM and the mean score of exercise IV

are 70.41.

2. Based on the result of the studentsof in exercise I, exercise II, exercise III

and exercise IV the researcher concluded that the amount words each cycle

was increased. That showed exercise I the mean score was 28 words,

exercise II the mean score was 29 words, exercise III was 40 words and

exrcise IV the mean score is 59 words. The Used of Portfolio was effective

to make the students more enthusistic to learning English. It have seen

from the situation before and after the teacher applied the portfolio. Before

the teacher applied portfolio the students looked bored and the situation in

the class was passive. However. After the teacher applied portfolio the

students become more active and teaching and learning process felt more

enjoyable.From the result of the research on the previous chapter shows

that using Portfolio made students easier in making descriptive paragraph,

and made them easier in exploring their idea in making descriptive

paragraph. The tema also was improve students achievement significantly

in writing skill of descriptive paragraph.

B. Implication

The result of the action research showed that the used of Portfolio

can improved the students writing skill. The implementation of used

Portfolio, particularly the Used Portfolio, in teaching and learning process

especially English lesson is resonable because it gave the students a great

motivation to be more active in learning writing skill.

C. Suggestions

Based on the classroom research result, the writer gave the

suggestion as follows:

1. In learning writing skill, the teachers were hoped more creative in teaching

their students in order to maximize teaching laearning process, and made

the students were not borring.

2. Teacher didnt teach their students monotonously, because it made them

bored. Teachers may used the other innovations in teaching and learning

process to improve students academic achievement.

3. Used Portfolio might be applied in English teaching learning process as

one of the innovations in teaching learning process, particularly the

attempt of improving students writing skill of descriptive text. Used

Portfolio made them easier in creating descriptive paragraph.

BIBLIOGRAPHY

Arikunto,Suharsimi. 1998. Prosedur Penelitian Suatu Pendekatan Praktek. Edisi

Revisi IV. Jakarta: Rineka Cipta

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Bull, Victoria. 2008.Oxford Learners Pocket Dictionary. Fourth Edition

Harif Setyawan, Anwar. 2010. The Use Hot Seat Game To Improve Students

Vocabulary Mastery Of The First Grade Of Sekolah Menengah Pertama

Negeri (SMP N) 2 Suruh 2010/2011. A Graduating Paper of State Islamic

Studies Institute Salatiga

Gelb, I.J, 1962. A Study of Writing. The University of Chicago Press, Chicago and

London

Ghait, Ghazi. Using Cooperative Learning to Facilitate Alternative Assesment.

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www.aub.edu.lb/fas/dep/faculty/Ghazy_Ghait/pages/research.aspx

Hopkins, 1993.David. A Teachers Guide to Classroom Research. Philadelphia:

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Johson, Ruth S. 2010. Developing Portfolio in Education. California:SAGE

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McDonough, Jo and Christopher Shaw. 1993. Materials and Methods In ELT,

Cambridge: Blackwell Publisher

Meleong, lexy. 2006. Metodologi Penelitian Kualitatif. Bandung: PT Remadja

karya.

Pardiyono. 2008. Pasti Bisa: Teaching Genre - Based Writing. yogyakarta: Andi

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Phelps-Gunn, Trisha and Diana Phelps-Terasaki. 1982. Writen Language

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Rogets II. 1980. The New Thesaurus. Boston. Houghton Mifflin Company

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Setiabudi, Agus.2011. The Use The Picture Serirs To Improve Writing Skill Of

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Grade Students Of Mts Negeri Sucen, Simo, Boyolali In The

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Sujiono, Yuliarni Nurani. 2010. Mengajar Dengan Portofolio. Jakarta: PT. Indeks

Syamsudin and Damianti, 2007. Met

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