Dwi Yasthini Ni Made, 2014, Pengaruh Implementasi Asesmen Portofolio Terhadap Kemampuan Menulis Dalam Bahasa Inggris Ditinjau Dari Sikap Percaya Diri Siswa (Eksperimen Pada Siswa Kelas VIII Di SMP N 1 Payangan), Tesis, Jurusan Penelitian Dan Evaluasi Pendidikan, Program Pascasarjana Undiksha Singaraja.
Abstract
Penelitian ini bertujuan untuk mengetahui dan menganalisis pengaruh implementasi asesmen portofolio dan sikap percaya diri siswa terhadap kemampuan menulis dalam bahasa Inggris. Penelitian ini dilaksanakan di SMP N 1 Payangan melalui eksperimen dengan Post Test Only Control Group Design. Sampel penelitian berjumlah 88 orang siswa kelas VIII yang dipilih dengan tehnik random sampling. Data sikap percaya diri dikumpulkan dengan kuiseoner sikap percaya diri dan data kemampuan menulis dalam bahasa Inggris dikumpulkan dengan menggunakan tes kemampuan menulis teks recount bahasa Inggris. Data yang telah terkumpul dianalisis dengan analisis varians (ANAVA) dua jalan kemudian dilanjutkan dengan uji Tukey. Hasil penelitian menunjukkan bahwa: (1) Terdapat perbedaan kemampuan menulis teks recount bahasa Inggris antar siswa yang mengikuti pembelajaran dengan asesmen portofolio dan siswa yang mengikuti pembelajaran dengan pendekatan asesmen konvensional. (2) Terdapat pengaruh interaksi antara penerapan jenis asesmen dan sikap percaya diri terhadap kemampuan menulis teks recount bahasa Inggris. (3) Untuk siswa yang memiliki sikap percaya diri tinggi, kemampun menulis teks recount bahasa Inggris antara siswa yang mengikuti pembelajaran dengan dengan asesmen portofolio lebih tinggi daripada kemampuan menulis siswa yang mengikuti pembelajaran dengan asesmen konvensional. (4) Untuk siswa yang memiliki sikap percaya diri rendah, kemampun menulis teks siswa yang mengikuti pembelajaran dengan dengan asesmen konvensional lebih tinggi daripada kemampuan menulis siswa yang mengikuti pembelajaran dengan asesmen portofolio.
Kata Kunci : Asesmen Portofolio, Kemampuan Menulis Dalam Bahasa Inggris, Sikap Percaya Diri
This research aims to investigate and analyze the effect of portfolio assessment implementation and student’s self confidence toward English writing skill. This research was conducted in SMP N 1 Payangan through experiment using Post Test Only Control Group Design. Research sample was 88 students of class VIII selected using random sampling technique. Confidence data were collected by self confidence questionnaire and English writing skill data were obtained using recount English writing skill test. Data collected were analyzed using two-way analysis of variance (ANOVA) then continued with Tukey testing. Results show the followings: (1) there is a difference in recount English writing skill between students who followed learning using portfolio assessment and students who followed learning using conventional assessment approach.. (2) there is an interaction effect between types of assessment implemented and self confidence toward recount English writing skill. (3) For students who had high self confidence, recount English writing skill between students who followed learning using portfolio assessment was higher than English writing skill of students who followed learning using conventional assessment. (4). For students who had low self confidence, writing skill of students who followed learning using conventional assessment was higher than writing skill of students who followed by using portfolio assessment.
keyword : self confidence, english writing skill, portfolio assessment
Kata Kunci : Asesmen Portofolio, Kemampuan Menulis Dalam Bahasa Inggris, Sikap Percaya Diri
This research aims to investigate and analyze the effect of portfolio assessment implementation and student’s self confidence toward English writing skill. This research was conducted in SMP N 1 Payangan through experiment using Post Test Only Control Group Design. Research sample was 88 students of class VIII selected using random sampling technique. Confidence data were collected by self confidence questionnaire and English writing skill data were obtained using recount English writing skill test. Data collected were analyzed using two-way analysis of variance (ANOVA) then continued with Tukey testing. Results show the followings: (1) there is a difference in recount English writing skill between students who followed learning using portfolio assessment and students who followed learning using conventional assessment approach.. (2) there is an interaction effect between types of assessment implemented and self confidence toward recount English writing skill. (3) For students who had high self confidence, recount English writing skill between students who followed learning using portfolio assessment was higher than English writing skill of students who followed learning using conventional assessment. (4). For students who had low self confidence, writing skill of students who followed learning using conventional assessment was higher than writing skill of students who followed by using portfolio assessment.
keyword : self confidence, english writing skill, portfolio assessment
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PDFDOI: https://doi.org/10.23887/jpepi.v4i1.1174
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