Tesis

The effects of working and showcase writing portfolio asessments on high school students’ writing achievement / Atmarita

Abstrak
Writing was not only problems for students but also teachers as well. The issues related to writing errors feedbacks and revisions were common in teaching and learning writing process and became the basic reason for undertaking this research. The study purposed to investigate the effects of two types of writing portfolios namely Working Writing Portfolio and Showcase Writing Portfolio in writing explanation text toward high school students. The study utilized quasi-experimental design in processing the treatments.There were two experimental groups in this study since each type of writing portfolio had different order of similar stages treating the subjects. The subjects were also taken from two different schools to avoid the possible threats in research process. Each group had 32 students. Both groups were given the explanation text as the compulsory genre for XI graders. The implementation of the treatments was started with introducing the writing portfolio to students observers and the raters. After obtaining the mutual vision about the study Pre-treatment was conducted. Then the treatments were given based on procedures planned in the teaching scenario. Of Working Writing Portfolio the treatment began with collection stage in which all the feedbacks from self peer and teacher were given. The treatment provided 2 distinguish topics for the students so each topic had its own self peer and teacher feedbacks. Then selection stage was done to choose the best works to be displayed as the highlight of student rsquo s portfolio keeping. Continuing to reflection stage students wrote reflective writing responding to learning activities and portfolio as a whole procedure. In this stage students also arranged their portfolio keeping and submitted the portfolios. Meanwhile Showcase Writing Portfolio treatment started with collection stage similarly to Working Writing Portfolio group. However the difference laid on feedback given in which the treatment only provided self and peer assessment per topic in collection stage. After conducting collection phase students did 1st reflection dealing with learning activities responses. Further students selected the best works from their previous stage. The selected writings were given feedback by teacher in selection step. Finishing revisions based on teacher rsquo s feedback students wrote their 2nd reflective writing to respond portfolio as a whole procedure. Finally they compiled their writings into portfolios and gathered them to their teacher. Analyzing the results the study used SPSS 23 version to calculate the data statistically. Of each group paired t test was operated. The results showed significant effect for each treatment. Comparing Working Writing Portfolio to Showcase Writing Portfolio effectiveness the research applied Independent Samples t tests to writing scores and portfolio scores and resulted p values on .028 and .120. Regarding 2-tailed research each side was compared to .025 of .05 significance level. The obtained p values were higher than .025. Dealing with effectiveness it signified that there was no significance difference between Working Writing Portfolio and Showcase Writing Portfolio. Moreover students rsquo responses in reflective writing provided several beneficial perspectives for future application of writing portfolio. Firstly students rsquo responses on learning activities provided students rsquo impressions about their learning accomplishment the importance of conducting portfolio learning activities learning transformation and adaptation throughout the process. The next responses related to students rsquo perspectives on portfolio as a whole procedure. The responses extended to three main ideas such as students rsquo preference of feedback sources proposition of future application and best practice during treatments. Finally several suggestions were provided for students teachers and next researchers. For students these treatments were meant to establish their writing habits so that in the future they can utilize the procedures recognizing their writing errors in their future works. On the other side teacher can take other artifacts rather than specific text only. Also the other suggestion for teachers is to specify the writing prompts rsquo directions avoiding imitation and plagiarism issues. The next researchers on the same interest are suggested to apply these treatments to higher level of education due to its time management and level of difficulty. Thus it will be valuable to take particular writing aspect as the focus that the references on particular writing aspect are advantageous for the academic writing field.

Informasi Detail

DDC

Rt 808.042 ATM t

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 0.

Deskripsi Fisik

xvii, 182 lembar : il. ; 30 cm.

Bahasa

Indonesia

No Reg

03465/KI/22

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang.

Subjek

1. BAHASA INGGRIS - MENULIS KEMAMPUAN
2. ENGLISH - WRITING ABILITY

Pembimbing

1. Mohammad Adnan Latief ; 2. Untari Praba Astuti

Lampiran Berkas