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 ...............................................................................................................

DECLARATION ............................................................................................

ii

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

iii

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

iv

MOTTO ..........................................................................................................

DEDICATION ................................................................................................

vi

ACKNOWLEDGEMENT ...............................................................................

vii

ABSTRACT .....................................................................................................

ix

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

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

xiii

CHAPTER I

INTRODUCTION
A. Background of the Study ...............................................

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

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

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

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

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

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

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

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

13

CHAPTER II

CHAPTER III

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

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 ..............................................

CHAPTER V

61

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 4.2 procedure of teaching in cycle 2 ...............................................

33

FIGURE 4.3 procedure of teaching in cycle 3 ...............................................

34

FIGURE 4.4 procedure of teaching in cycle 4 ...............................................

35

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

38

FIGURE 4.6 Score of Exercise in cycle 2......................................................

43

FIGURE 4.7 Score of Exercise in cycle 3......................................................

47

FIGURE 4.8 Score of Exercise in cycle 4......................................................

51

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,1985:1618)
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

: mtssudirmangetasan@gmail.com

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

Good

3.

Teacher Room

Good

4.

Administration Room

Good

5.

Laboratory of Science

Good

6.

Library

Good

7.

Lab. of Computer

Good

8.

Skiil Space

Good

9.

Lab. of Language

Good

10.

Consultation

Good

11.

Hall of Meeting

Good

12.

Osis Room

Good

13.

Mushola

Good

14.

Media Room

Good

15.

Toilet

Good

16.

Parking Area

Good

17.

Security Post

Good

18.

Cooperation

Good

19.

Sport Field

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

NO.
1

Here is the list the organization of MTs Sudirman Kopeng.

Organization of MTs Sudirman Kopeng.
Table 3.4
NAMA
JABATAN
Drs. H. Mustain, M.PdI
Head Master

Yasin, S.Pd

Curriculum

Ira Robiyanti, SS

Treasurer

Risnan, S.Ag

Public Relation

Supriyadi, SP

Infrastructure

Zakaria, S.PdI

Teacher

Nurkus Budiyantomo, SH

Teacher

Nur Yaenudin, S.PdI

Teacher

Sholihin, S.PdI

Teacher

10

Rohim, S.PdI

Teacher

11

A. Arifin, S.PdI

Teacher

12

Sri Lestyariningsih, S.Pd

Teacher

13

Hariyani, SSi

Teacher

14

Ika Noviyaningrum, S.Pd

Teacher

15

Rosidi, S.Pd

Teacher

16

Yahmi Dwi Astuti, S.Pd

Teacher

17

Euis Ekawati, S.Pd

Teacher

18

Dra. Aminatun

Teacher

19

Saderi,S .Ag, M.PdI

Teacher

20

Jumali

Head of library

21

Qomarul Aziz

Administration

22

Muh Mujiyono

Administration

23

kuwadi

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
Motivation

The Procedure

Time

a. Greetings

10 minutes

b. The teacher motivated the students

which

point

to

the

basic

competence.
c. The teacher explained to the
students about the objectives of
learning.
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

20 minutes

students.
b. The

students

have

done

the

exercise.
Evaluation

a. The

teacher

evaluated

the

20 minutes

students error in the exercise.

b. The teacher gave to the students
suggestion about how to write
used home and family.

The procedure of teaching in cycle 2

Table 4.2
Activity
Motivation

The Procedure

Time

a. Greetings
b. The

teacher

10 minutes
motivated

the

students.
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

20 minutes

the students.
Evaluation

a. The teacher evaluated the result of

20 minutes

the exercise.

The procedure of teaching in cycle 3

Table 4.3
Activity
Motivation

The Procedure

Time

a. Greetings
b. The

10 minutes

teacher

motivated

the

students which point to the basic

competence.
c. The teacher explained to the
students about the objectives of
learning.
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

20 minutes

students.
b. The

students

have

done

the

exercise.
Evaluation

a. The

teacher

evaluated

the

20 minutes

students error in the exercise.

b. The teacher gave to the students
suggestion about how to write
used a tema home and family.

The procedure of teaching in cycle 4

Table 4.4
Activity
Motivation

The Procedure

Time

a. Greetings
b. The

teacher

10 minutes
motivated

the

students.
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

20 minutes

the students.
Evaluation

a. The teacher evaluated the result of

20 minutes

the exercise.

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
1.
2.
34.
5.
6.

NAME

Score

Almidah
Alvian dayanti
Anggun nor cahyati
Anis safitri
Aria ningsih
Ayu lasmi lasmi gita dwi L

35
60
35
*75
35
50

7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.

Choiriyah
Dhia salma oktafaaini
Dian fitria
Estriyanti
Fatimatalifia K
Fika alfiana
Hesti karismawati
Iin fitriani
Iin nur khasanah
Kholifatul arifah
Kuwatini
Lestari
Lia agustin
Lutfi arista yuliana
Nisroch ah jazuli
Nofi kadarwati M
Nur fitriyani
Nurun nahdiyah
Puspita prima A P
Rika afifah
Rita hidayanti
Rizcha sri dwiyana
Robini
Siyam
Sri badiah
Sri kartini
Sri kurnia hidayati
Sukma kinanti
Suryani
Taslimah

Total

35
50
35
45
35
45
45
50
35
60
35
35
45
35
45
45
50
50
55
55
55
35
35
35
55
65
45
45
45
45
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:
1) Preparing materials:
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.
2.
34.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.

Almidah
Alvian dayanti
Anggun nor cahyati
Anis safitri
Aria ningsih
Ayu lasmi lasmi gita dwi L
Choiriyah
Dhia salma oktafaaini
Dian fitria
Estriyanti
Fatimatalifia K
Fika alfiana
Hesti karismawati
Iin fitriani
Iin nur khasanah
Kholifatul arifah
Kuwatini
Lestari
Lia agustin
Lutfi arista yuliana
Nisroch ah jazuli
Nofi kadarwati M
Nur fitriyani
Nurun nahdiyah
Puspita prima A P
Rika afifah
Rita hidayanti
Rizcha sri dwiyana
Robini
Siyam
Sri badiah
Sri kartini
Sri kurnia hidayati
Sukma kinanti
Suryani
Taslimah

55
55
60
*70
50
50
65
65
60
60
60
55
55
50
65
*75
55
60
55
60
65
55
50
65
*75
50
55
60
50
50
60
60
65
55
65
55

2115

Total
*: the students who past KKM ( 70 )

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
1) Preparing materials:
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

b. The implementation of the action

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.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.

Almidah
Alvian dayanti
Anggun nor cahyati
Anis safitri
Aria ningsih
Ayu lasmi lasmi gita dwi L
Choiriyah
Dhia salma oktafaaini
Dian fitria
Estriyanti
Fatimatalifia K
Fika alfiana
Hesti karismawati
Iin fitriani
Iin nur khasanah
Kholifatul arifah
Kuwatini
Lestari
Lia agustin
Lutfi arista yuliana
Nisroch ah jazuli

60
60
65
60
50
*70
60
*70
65
60
65
65
55
55
50
*75
60
65
65
65
60

22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.

Nofi kadarwati M
Nur fitriyani
Nurun nahdiyah
Puspita prima A P
Rika afifah
Rita hidayanti
Rizcha sri dwiyana
Robini
Siyam
Sri badiah
Sri kartini
Sri kurnia hidayati
Sukma kinanti
Suryani
Taslimah
Total

60
60
60
65
65
60
55
55
60
65
*70
60
60
*70
65
2230

*: the students who past KKM ( 70 )

The table above showed the result of the students achievement in
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
1) Preparing materials:
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.

b. The implementation of the action

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.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

Almidah
Alvian dayanti
Anggun nor cahyati
Anis safitri
Aria ningsih
Ayu lasmi lasmi gita dwi L
Choiriyah
Dhia salma oktafaaini
Dian fitria
Estriyanti
Fatimatalifia K
Fika alfiana
Hesti karismawati
Iin fitriani

*70
*85
*75
*80
60
*70
*75
*75
*75
*70
65
65
60
*70

15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.

Iin nur khasanah

Kholifatul arifah
Kuwatini
Lestari
Lia agustin
Lutfi arista yuliana
Nisroch ah jazuli
Nofi kadarwati M
Nur fitriyani
Nurun nahdiyah
Puspita prima A P
Rika afifah
Rita hidayanti
Rizcha sri dwiyana
Robini
Siyam
Sri badiah
Sri kartini
Sri kurnia hidayati
Sukma kinanti
Suryani
Taslimah
Total

*75
*75
65
60
60
*70
*75
65
65
*75
*85
65
65
*70
65
65
*70
*80
*75
*70
*75
*70
2535

*: the students who past KKM ( 70 )

The table above showed the result of the students achievement in
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
Content

Score
30-27
exellent to

Criteria
Knowledgeable,substantive,development
of thesis, relevant to assigned topic

very good
26-22

Sure knowledge of subject adequante

good to

range, limited, development of thesis,

Average

mostly relevant to topic but lacks detail.

21-17

Limited knowledge of subject, little

Fair to poor

substance, in adequante development of

topic.

16- 13

Does enough to evaluate not show

Very poor

knowledge of subject, non-substantive,

partinent, ot not enough to evaluate

Form /
organization

20-18

Fluent

expression

ideas,

succint,

clearly

exellent to

stated/supported,

weel

very good

organized, logical sequencing, cohesive

17-14

Somewhat choppy, loosely organized but

Good to

main ideas stand out, limited support,

average

logical but incomplite sequencing

16-13

Non-fluent,

ideas

confused

or

disconected, lack logical sequencing and

development
12-10
Very poor
Vocabulary
/ style

20-18

Does not communicaten no organization,

or not enough to evaluate
Sophisticated

range,

effective

exellent to

word/idiom choice and usage, word from

very good

mastery, appropriate register

17-14

Adequante range, occasional arros of

Good to

word/idiom form, choice, usage but

Average

meaning not obscured

13-10
Fair to poor

Limited

range,

frequent

errors

of

word/idiom form,choice, usage, meaning

confused or obscured

9-7

Essentially translation, little knowledge

Very poor

of english vocabulary, idiom, word form,

or not enough to evaluate

Grammar

25-22

Effective, complex constructions, few

exellent to

errors of agreement, tense, number,

very good

word, order/function, articles, pronouns,

preposition
21- 18

Effective but simple construction, minor

Good to

problem complex construction, several

average

errors agreement, tense, number, word,

order/function,
preposition,

articles
but

pronouns,

meaning

seldom

obscurbed
17-11
Fair to poor

Major

problem

in

simple/complex

construction, frequent error of negation,

agrrement,

tense,

order/function,

number,

articles,

word,

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

Demonstrates mastery of conventions,

Excellent to

few error of spelling, punctustion,

very good

capitalization, paragraphing

Occasional

errors

of

spelling,

Good to

punctuation,

Average

paragraphing,

capitalization,
but

meaning

not

obscurbed
3

Freequent errors of spelling punctuation,

Fair to poor

capitalization,
handwriting,

paragraphing,
meaning

poor

confused

or

obscurbed
2

No mastery of convetions, dominated by

Very poor

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
1.
2.
3.
4.
5.

Score
89-100
79-88
66-78
46-65
0-45

Criteria
Excelent
Good
Fair
Poor
Very poor

The students writing score Exercise I, Exercise II, Exercise III and
Exercise IV
Table 4.11
NO

NAME
Exercise
I

Score
Exercise
Exercise
II
III

Exercise
IV

1.
2.
34.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.

Almidah
Alvian dayanti
Anggun nor cahyati
Anis safitri
Aria ningsih
Ayu lasmi lasmi gita
dwi L
Choiriyah
Dhia salma
oktafaaini
Dian fitria
Estriyanti
Fatimatalifia K
Fika alfiana
Hesti karismawati
Iin fitriani
Iin nur khasanah
Kholifatul arifah
Kuwatini
Lestari
Lia agustin
Lutfi arista yuliana
Nisroch ah jazuli
Nofi kadarwati M
Nur fitriyani
Nurun nahdiyah
Puspita prima A P
Rika afifah
Rita hidayanti
Rizcha sri dwiyana
Robini
Siyam
Sri badiah
Sri kartini
Sri kurnia hidayati
Sukma kinanti
Suryani
Taslimah

Mean X =

x
N

35
60
35
*75
35
50

55
55
60
*70
50
50

60
60
65
60
50
70

*70
*85
*75
*80
60
*70

35
50

65
65

60
*70

*75
*75

35
45
35
45
45
50
35
60
35
35
45
35
45
45
50
50
55
55
55
35
35
35
55
65
45
45
45
45

60
60
60
55
55
50
65
*75
55
60
55
60
65
55
50
65
*75
50
55
60
50
50
60
60
65
55
65
55

65
60
65
65
55
55
50
*75
60
65
65
65
60
60
60
60
65
65
60
55
55
60
65
*70
60
60
*70
65

*75
*70
65
65
60
*70
*75
*75
65
60
60
*70
*75
65
65
*75
*85
65
65
*70
65
65
*70
*80
*75
*70
*75
*70

45.41

58.75

61.94

70,41

*: the students who past KKM ( 70 )

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

80

70,41

70
58,75

60
50

61,94

45,41

40
30
20
10
0
exercise I

exercise II

exercise III

exercise IV

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

= 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
cycle I and cycle II

cyle III and cycle IV

Students
NO

Total of

Percentage Total of

Percentage

Improvement
Students

Students

1.

Increase

29

80.55

31

86.11

2.

Decrease

8.33

5.55

3.

Constant

11.11

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.

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Pict. 1The Situation Of Teaching And Learning Activity

Pict.2 student doing exercise

Pict. 3 teacher requested one of students to read in front of the class

Pict. 4Teacher explain how to make desriptive text using home and family