THE EFFECT OF PORTFOLIO ASSESSMENT ON STUDENTS’ WRITING ACHIEVEMENT AT SENIOR HIGH SCHOOL (An Experimental Study at the Eleventh Grades of SMA Al-Irsyad Tegal)

MAHARANI, PARASDITA AJENG (2025) THE EFFECT OF PORTFOLIO ASSESSMENT ON STUDENTS’ WRITING ACHIEVEMENT AT SENIOR HIGH SCHOOL (An Experimental Study at the Eleventh Grades of SMA Al-Irsyad Tegal). Skripsi thesis, Universitas Pancasakti Tegal.

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Abstract

ABSTRACT Stated that writing can be considered as the most difficult skill since there are many aspects such us punctuation, spelling, and grammar. The students have to pay attention to those aspects to produce good writing. Considering that doing writing is not only about how the students put the words in a paper. But also organize ideas to persuade, inform, and entertain readers. In writing learning, students are expected to be able to transfer ideas in writen from correctly. But, in fact, some students have not mastered this skill. In the teaching of writing, alternative assessment is in direct contrasts to what is known as traditional assessment, standardized assessment, etc. students, teacher, and sometimes parents are involved in this assessment. Portfolio assessment is used to encourage students’ involvement and improvement in their learning process.This research examines the impact of portfolio assessment on the writing achievement of eleventh-grade students at SMA Al-Irsyad Tegal. Two groups participated in the study: Class A, which applied portfolio assessment, and Class B, which utilized a game-based approach (portfolio games) in writing instruction. The study aimed to assess the effectiveness of portfolio assessment in improving students' writing abilities in five major aspects Content, Organization, Vocabulary, Grammar, and Mechanics. A pre-test and post-test were administered to both groups to measure the changes in writing performance over the course of the intervention. The results indicate that portfolio assessment significantly enhanced students' writing achievements, particularly in the areas of Content and Grammar. The structured and reflective nature of portfolio assessment allowed students to revise and improve their writing consistently, fostering a deeper understanding of grammar rules and better organization of ideas. On the other hand, the game-based approach, although motivating, showed more varied results, with some students performing well while others struggled, especially in grammar and organization. These findings highlight the advantages of using a process-based assessment model, such as portfolio assessment, in improving students' writing skills, suggesting that it is more effective in providing consistent, long-term improvements compared to more gamified instructional methods. Keywords: Portfolio Assessment, Writing Achievement, Experimental Study

Item Type:	Karya Ilmiah (Skripsi)
Subjects:	L Education > L Education (General)
Divisions:	Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Bahasa Inggris
Depositing User:	Handri . .
Date Deposited:	16 Apr 2025 03:53
Last Modified:	16 Apr 2025 03:53
URI:	http://repository.upstegal.ac.id/id/eprint/10508

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