SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2019

Ukuran Huruf:  Kecil  Sedang  Besar


Moh . Taufik


Key Words: Self-Assessment, E-Portfolio, Writing Skill.

            Writing skill in one of English macro skills that EFL students need to master. Its complexity is considered higher than the three other English macro skills, namely listening, speaking, and reading. Through an initial study conducted at MAN Sumenep, East Java, it was found that the students faced some difficulties in developing their writing skill which resulted in a low score of writing quality. Thus, the present research aimed to develop the learners’ writing skill through frequent self-assessment using students’ e-portfolio.

            The present research was Classroom Action research. The subjects were 25 students of the tenth grade of science (X MIPA 1) of MAN Sumenep covering 5 male and 20 female students, academic year of 2018/2019. The instruments used to collect the data were an interview, a writing test, observation sheets of teaching and learning, field notes, and a questionnaire.

            There were five steps conducted during the leaning process. The first step was to review and to develop students’ knowledge of Narrative text. The reviewing and development step was conducted through lecturing, and group or class discussion. The second step was introducing the idea of self-assessment and e-portfolio, and giving intensive training on its implementation. During this stage, students were given elaboration what self-assessment and e-portfolio are, and how they may contribute to their learning development. Furthermore, students were invited to simulate the step in dealing with self-assessment. The researcher provided them with a narrative text in which some writing errors were initially set. By the help of the researcher, students tried to identify the mistakes by relying on the expectations on the self-assessment. After some writing mistakes were found, students by the help of the researcher revised the text.

The third step of the strategy was assigning the students to write a narrative text and revise it for at least three times based on the self-assessment. Then, the next step was to give an administrative feedback and a chance for students to share ideas. In this stage, students are given the chance to let the classmates and the researcher know some difficulties that they faced when dealing with self-assessment and e-portfolio. Finally, the fifth step was responding to the students’ ideas. The researcher together with the students discussed how to solve the problems.

            The findings showed that the implementation of self-assessment and e-portfolio could improve students’ writing quality. It showed that there were 72% of students whose score reached 75. It covered 18 out of 25 students. The data was based on the analysis of students’ written narrative on the e-portfolio. In addition, the data from the field notes and the observation sheet of teaching and learning activities showed that most of the students were actively engaged in learning activities. They were eager to share ideas and to deliver questions to both of the teacher and the classmates. Moreover, the data derived from the questionnaire showed that students expressed positive attitudes to self-assessment and e-portfolio by 74%. Some of them admitted that self-assessment and e-portfolio helped them understand their writing better and were planning to do self-assessment and to keep e-portfolio for their academic future needs.

            To sum up, the implementation of continuous self-assessment using students’ e-portfolio could help students develop their writing skill. Finally, It is recommended that self-assessment and e-portfoliocould be implemented as an additional technique in developing students’ writing skill, and to be considered as an optional source for further research regarding self-assessment and e-portfolio.