PENGARUH IMPLEMENTASI PEMBELAJARAN BERBASIS ASESMEN PORTOFOLIO TERHADAP KEMAMPUAN MENULIS (WRITING) DALAM BAHASA INGGRIS DITINJAU DARI BAKAT VERBAL PADA SISWA KELAS VIII (Studi Experimen pada Siswa Kelas VIII SMP Negeri 2 Ubud)

Abstract

Abstrak

Penelitian ini bertujuan untuk mengetahui: (1) pengaruh implementasi asesmen portofolio terhadap kemampuan menulis siswa; (2) pengaruh interaksi antara asesmen portofolio dengan bakat verbal terhadap kemampuan menulis siswa; (3) perbedaan kemampuan menulis antara siswa yang memiliki bakat verbal tinggi dengan bakat verbal yang rendah; (4) pengaruh  implementasi assessment portofolio pada siswa yang memiliki bakat verbal tinggi terhadap kemampuan menulis ; dan (5) pengaruh implementasi assessment portofolio pada siswa yang memiliki bakat verbal rendah terhadap kemampuan menulis siswa di SMP Negeri 2 Ubud.  Penelitian ini termasuk jenis penelitian eksperimen dengan rancangan the post-test only control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 2 Ubud semester 2 tahun pelajaran 2012/2013 yang terdiri dari delapan kelas, dimana hanya dua kelas yang diambil sebagai sampel penelitian, yakni kelas VIII G dan VIII H. Data yang diperoleh dianalisis dengan analisis varians dua jalur, dilanjutkan dengan uji Tukey. Hasilnya menunjukan bahwa; (1) Kemampuan menulis siswa yang mengikuti pembelajaran berbasis asesmen portofolio lebih tinggi daripada siswa yang mengikuti pembelajaran berbasis asesmen konvensional, (F_hitung=10,046:< α = 0,05); (2) Terdapat pengaruh interaksi antara jenis asesmen dan bakat verbal terhadap kemampuan menulis pada siswa SMP Negeri 2 Ubud, (F_AB= 58.479:< (α = 0,05); (3)Pada siswa yang memiliki bakat verbal tinggi, kemampuan menulis siswa yang mengikuti pembelajaran berbasis asesmen portofolio lebih tinggi daripada siswa yang mengikuti pembelajaran berbasis asesmen konvensional, (Q-_hitung= 10.528< (α = 0,05); (4)Pada siswa yang memiliki bakat verbal rendah, kemampuan menulis siswa yang mengikuti pembelajaran berbasis asesmen konvensional lebih tinggi daripada siswa yang mengikuti pembelajaran berbasis asesmen portofolio, (Q-_hitung =4.387< (α = 0,05). Oleh karena itu, disarankan untuk menerapkan asesmen portofolio dengan mempertimbangkan bakat verbal siswa. Kata Kunci: Asesmen Portofolio, Bakat Verbal, Kemampuan Menulis. Kata Kunci: Asesmen Portofolio, Bakat Verbal, Kemampuan Menulis.

Abstract

This study aimed at finding out and analyzing: 1) the effect of portfolio assessment implementation towards the students’ ability in writing; 2) the effect of interaction between portfolio assessments with verbal aptitude toward the students’ ability in writing; 3) the difference of writing ability among students with high verbal aptitude and students with lower verbal aptitude; 4) the effect of portfolio assessment implementation towards students’ ability in writing; and 5) the effect of portfolio assessment implementation towards students with high verbal aptitude and students with low verbal aptitude at SMP Negeri 2 Ubud. This study belongs to an experimental research with the post-test only control group design. The populations were the eighth grade students of SMP Negeri 2 Ubud in the second semester in the school year 2012/2013, consisted of eight classes. Only two classes that used in this study as the sample that were VIII G and VIII H classes. Class VIII G as the control group, and Class VIII H as the experimental group. Determination of samples appointed stratified random sampling. The data were collected by conducted writing ability test and verbal aptitude test. The data were analyzed by two-ways analysis of variance, which was followed by Tukey test to determine which group was better than others. The result showed that; (1) the writing ability of the students who learned through the portfolio assessment teaching model was better than the students who learned through the conventional assessment (F_Aobserved=10,046 :< α = 0, 05); (2) there was an interaction effect of the type of assessment and verbal aptitude upon writing ability in the students of SMP Negeri 2 Ubud, (F_AB= 58.479:< (α = 0,05); (3) The students with higher verbal aptitude, the writing who learned through conventional assessment teaching model was higher than, who learned through portfolio assessment, (Q-_observed= 10.528< (α = 0,05); (4) In the students with a low verbal aptitude, the means score in the writing ability of those who learned through a conventional assessment-based teaching model was higher than that of those who learned through a portfolio assessment-based teaching model ( _A22=71.222> _A12=62.000). Therefore, it is advice for the student’s to apply portfolio assessment by considering the student’s verbal aptitude. Key words: Portfolio Assessment, Verbal Aptitude, Writing ability.