CHAPTER I
INTRODUCTION
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”.
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