TABLE OF CONTENTS

TABLE OF CONTENTS


PAGE OF TITLE i
APPROVAL ii
ABSTRACT iii
ACKNOWLEDGEMENTS iv
TABLE OF CONTENTS v
LIST OF TABLES vii
LIST OF APPENDIX viii

CHAPTER I INTRODUCTION
1.1 Background of the Research 1
1.2 Formulation of the Problems 5
1.3 Objectives of the Research 5
1.4 Significance of the Research 5
1.5 The Limitation of the Research 6

CHAPTER II REVIEW OF THE RELATED LITERATURE
2.1 Teaching and Learning Process 7
2.2 Traditional Assessment 8
2.3 Strength of Traditional Assessment 9
2.4 Weakness of Traditional Assessment 9
2.5 Portfolio Assessment 10
2.5.1 Basic Principle of Assessment in Portfolio Assessment Model 12
2.5.2 Indicator of Portfolio Assessment 14
2.6 Strength of Portfolio Assessment 18
2.7 Weakness of Portfolio Assessment 23

CHAPTER III METHODOLOGY
3.1 Research Design 24
3.2 Subject of the Research 24
3.2.1 Population 24
3.2.2 Sample 25
3.2.2.1 Normality Test 26
3.2.2.2 Homogeneity Test 27
3.2.2.3 Analysis of Variance 28
3.3 Data Collection Method 29
3.3.1 Kind of the Data 29
3.3.2 Source of the Data 29
3.4 Technique of Data Analysis 31
3.5 Significance of the Difference between Two Means 32

CHAPTER IV FINDINGS AND DISCUSSION
4.1 Findings 33
4.2 Discussion 36

CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusions 40
5.2 Suggestions 40

BIBLIOGRAPHY 42
APPENDIX 44


















LIST OF TABLES


Table 2.1 Traditional and Portfolio Assessment 9
Table 2.2 Portfolio Rubric Scoring 16
Table 3.1 Ex Post Facto Design 24
Table 3.2 Numbers of Students at 1st Class of SMPN 4 Jambi
2004/2005 Academic Years 25
Table 3.3 List of Barlett Test 27
Table 3.4 Analysis of Variance (ANOVA) 29
Table 4.1 L0 and Ltable Values of First English Formative Test Score
of 1st Classes at First Semester at SMPN 4 Jambi 2004/2005
Academic Years 33
Table 4.2 Average and Standard Deviation of Final Test Score of the
Class with Traditional Assessment and Class with Portfolio
Assessment 35
















LIST OF APPENDIX


Appendix 1. Documentation of First Formative Test Score at
1st Semester for the 1st Class of SMPN 4 Jambi 44
Appendix 2. Normality Test for First Formative Test Score at
1st Semester for Class 1A SMPN 4 Jambi 45
Appendix 3. Normality Test for First Formative Test Score at
1st Semester for Class 1B SMPN 4 Jambi 46
Appendix 4. Normality Test for First Formative Test Score at
1st Semester for Class 1C SMPN 4 Jambi 47
Appendix 5. Homogeneity Test by Using Bartlett Test 48
Appendix 6. Analysis of Variance 49
Appendix 7. Documentation of Final Test Score at 1st Semester
for the 1st Class of SMPN 4 Jambi 50
Appendix 8. Significance of the Difference Between Two Means 51
Appendix 9. Examples of Portfolio 53

Appendix 5 Homogeneity Test by Using Bartlett Test

Appendix 5

Homogeneity Test by Using Bartlett Test
Subject df 1/df Si2 Log Si2 (df) Log Si2
1
2
3 41
44
39 0.0244
0.0227
0.0256 63.9907
78.4727
76.6769 1.8061
1.8947
1.8847 74.0501
83.3668
73.5033
Total 124 0.0727 - - 230.9202

Find total variance of all subject


Find value of B by using formula:
B = (Log S2) ∑ (ni-1) = (Log 73.1195)124 = 1.8640 x 124 = 231.1360
Bartlett test by using Chi-Square statistic
2 = (Ln 10) (B – ∑{(ni-1)Log Si2})
= 2.3026 (231.1360 – 230.9202) = 2.3026 x 0.2158 = 0.4969
ratio2 = 0.4969
By requiring significance level () at the 0.05 level and dk = k – 1 = 3 – 1 = 2, is gotten 2(1 - ) (dk) = 2(0.95) (2) = 2.92. So, ratio2 < table2 ; 0.4969 < 2.92; the result is: all of population variance is homogeny.




Appendix 6
Analysis of Variance
Calculate the mean of squares

= (2264 + 2418 + 2152)2 = 68342 = 367744.5354
42 + 45 + 40 127
Calculate a between-group sum of square

= (2264)2 + (2418)2 + (2152)2 - 367744.5354
42 45 40
= ( 122040.381 + 129927.2 + 115777.6) – 367744.5354
= 367745.181 – 367744.5354
= 0.6456
Calculate the sum of squares from all of groups
∑ X2 = X12 + X22 + X32 = 22642 + 24182 + 21522
= 5125696 + 5846724 + 4631104 = 15603524
Calculate a within-group sum of square
Dy = ∑ X2 – Ry – Ay = 15603524 - 367744.5354 - 0.6456 = 15235778.82
Make a table of analysis of variance (ANOVA)
Analysis of Variance (ANOVA)
Source of Variance Df Jk KT F
Means
Between Groups
Within Groups 1
2
124 367744.5354
0.6456
15235778.82 367744.5354
0.3228
122869.184 0.000002627
Total 131 - - -

From list of F distribution, with df for numerator = 2, df for denominator = 124 and significance at the level 0.05 (), is gotten Ftable = 3.0708. So, Fratio < Ftable It means that the English ability of the populations is not different.

Appendix 8 Significance of the Difference Between Two Means (T-test)

According to Ardhana (in Yasril, 1998: 50), to test difference between two means is used t-test formula:

In calculating S2 (estimate value of population variance) is using formula:


The degrees of freedom is n1 + n2 – 2 at the level of significance () 0.05. There is a significant difference if tratio > ttable.
The steps in calculating the t-test are arranged as bellow:
1. Count the estimate value of variance of the population

220109 - (2953)2 + 173970 – (2700)2
= 42 45
42 + 45 – 2

= 287.7056

2. Count the difference between two means, mean of the class with portfolio assessment and mean of the class with traditional assessment. The result is called as tratio

= 70.3059 – 60
287.7056 + 287.7056
42 45
= 10.3059
3.6392
= 2.833

3. Count the ttable than compare it with tratio
The degrees of freedom is n1 + n2 – 2 = 42 + 45 – 2 = 85 at the level of significance () 0.05. ttable = t ( 1 - ½  ) = t ( 1 – 0.025 )
For df = 85, t 0.975 = 1.992
tratio compare with ttable  tratio = 2.833 > ttable = 1.992.
From this result, it means that there is a significant difference between the students’ learning achievement with traditional assessment and portfolio assessment.





Appendix 9

Examples of Portfolio

Appendix 10 SUMMATIVE TEST

(Teacher made test for the 1st semester of the 1st Class at SMPN 4 Jambi 2004/2005 School Years)
I. Speaking Test
It is held on Monday, December 27th, 2004. Teacher had divided the students into groups. Then teacher asked each group to make conversation about “Introduction” and performed it in front of the class. Speaking Test for Class 1 A and 1 B are joined together.

II. Written Test
It is held on Tuesday, December 28th, 2004. The written test is arranged as follow:

A. Listen to the song and find words about job! Put the job words in their right places!

PENNY LANE
The Beatles
In Penny Lane there is a (1)_______________ showing photographs,
of every head he’s had the pleasure to know.
And all the people that come and go,
stop and say hello.

On the corner is a (2) _______________ with a motorcar,
the little children laugh at him behind his back.
And the (3) ___________________ never wears a mack,
in the pouring rain, very strange.

Penny Lane is in my ears and in my eyes.
There, beneath the blue, suburban skies,
I sit, and meanwhile back.

In Penny Lane there is a (4) ________________ with an hourglass,
and in his pocket is a portrait of the Queen.
He likes to keep his fire engine clean,
it’s a clean machine.

Penny Lane is in my ears and in my eyes.
A four of fish and finger pies,
in summer, meanwhile back.

Behind the shelter in the middle of a roundabout,
the pretty (5) ________________ is selling poppies from a tray.
And tho’ she feels as if she’s in a play,
she is anyway.

In Panny Lane the (6) _______________ shaves another customer,
we see the (7) _______________ sitting waiting for a trim.
And then the (8) _________________ rushes in,
from the pouring rain, very strange.
Penny Lane is in my ears and in my eyes.
There, beneath the blue, suburban skies,
I sit, and meanwhile back.
Penny Lane is in my ears and in my eyes.
There, beneath the blue, suburban skies,
Penny Lane.


B. Write a description about person at the picture!
















C. Choose the correct answer!
1. These are my friends. _______ ______ Vira and Anwar.
a. You are b. They are
c. We are d. She is
2. I have a sister. ________ _____ smart.
a. I am b. He is
c. She is d. It is
3. I have a dog. It has a house. ______ house is small.
a. My b. Your
c. Its d. Our
4. Friend : Hi, how are you?
You : _____________
a. Very well, and you? b. Thank you.
c. Nice to meet you. d. Have a nice day.
5. Look at the picture!

X : Excuse me, where is the Language Lab please?
Y : It is __________________________
a. Beside the Grade 1B room. b. In front of music room
c. Beside the library d. Between the hall and library
6. Andrew never _____________ about his schedule.
a. think b. thinks
c. thought d. is thought
7. How __________ Anna and July ___________ to school?
a. do, go b. does, go
c. are, go d. is, go
8. A living room is __________________
a. a place to wash b. a place to grow flower
c. a place to cook d. a place to relax to talk
9. A dining room is __________________
a. a place to eat b. a place to cook
c. a place to keep a car d. a place to sleep
10. We need ______________ sugar to make ________________ of coffee.
a. a loaf, a glass b. a spoon, a plate
c. a loaf, a plate d. a spoon, a cup
Answer the questions based on the following text for questions number 11 – 15!

11. Tania save their money _______________
a. before rest time b. at rest time
c. after rest time d. in the morning
12. How long is the bank open?
a. 3 hours b. less than 2 hours
c. 2 hours d. 4 hours
13. Tania buy her daily needs __________________
a. in the morning b. in the afternoon
c. in the evening d. before dinner
14. What does Tania do from 3:45 pm – 4:30 pm?
a. She goes to computer class b. She plays musical instrument
c. She accesses the internet d. She buys sports equipment
15. How long does Tania take a rest?
a. Forty-five minutes b. Thirty minutes
c. One hour d. One and a half hours



 Good Luck 



Appendix
RELIABILITY AND VALIDITY TEST
(BACHMAN AND PALMER (1996) FRAMEWORK OF EVALUATION)

The Bachman and Palmer 1996 framework evaluation of test usefulness will be used to evaluate the Teacher English made test for the 1st semester of the 1st class at SMPN 4 Jambi 2004/2005 School Years. The questions for logical evaluation of usefulness as posed by Bachman and Palmer will be identified in italics.

RELIABILITY
1) To what extent do characteristics of the test setting vary from one administration of the test to another?
All students take the tests without air-conditioning, comfortable classrooms with minimal background noise. All students did the speaking test in December 27th, 2004. Written test is held in December 28th, 2004.

2) To what extent do characteristics of the test rubric vary in an unmotivated way from one part of the test to another, or on different forms of the test?
Instructions and questions are clear for all questions, but the question ten part C is missed the word “of” (We need __________ sugar to make _________ of coffee. Choice of the answer: (a) a loaf, a glass; (b) a spoon, a plate; (c) a loaf, a plate; (d) a spoon, a cup).

3) To what extent do characteristics of the test input, vary in an unmotivated way from one part of the test to another and on different forms of the test?
The input is from text book which is used by the students based on the goals of the curriculum. This is satisfactory.

4) To what extent do characteristics of the expected response vary in an unmotivated way from one part of the test to another or on different forms of the test?
Response for speaking test is conversation. In written test, responses for part A are short answers, by putting the missing words through listening to the song. Responses for part B is writing a descriptive paragraph. The responses for part C are multiple choices. There are grammar questions, vocabulary questions, and reading questions. The vocabulary questions are mixed with the grammar questions. Questions 1 to 3 and 6 to 7 are grammar questions. Questions 4 to 5 and 8 to 10 are vocabulary questions. Thus 11 to 15 are reading questions. It would be far better, logical and easier for students if the grammar questions were clustered together.

5) To what extent do characteristics of the relationship between input and response vary in an unmotivated way to one part of the test to another, or in different forms of the test?
The input does not vary. But the responses are varies, they are conversation, finding a missing words through listening to the song, writing a descriptive paragraph, and multiple choices.
VALIDITY
6) Is the language ability construct for this test clear and unambiguously defined?
Yes, it is. There are reading, grammars, vocabulary, and conversational components, but they are a few written questions, which is not a valid interpretation of English ability at all.

7) Is the language ability construct for the test relevant to the purpose of the test?
The purpose of the semester test of the 1st class at SMPN 4 Jambi 2004/2005 School Years is to rank students and to set a pass level to proceed to 2nd class. Students are ranked and compared among classes. There is speaking, listening, and writing component to the test. A multiple choice test is going to test their reading, grammar, and vocabulary ability. It is active and passive test construct.

8) To what extent does the test taker reflect the construct definition?
The speaking test reflects conversational ability. The written test reflects listening ability, writing ability, reading ability, and grammatical ability.

9) To what extent do the scoring procedures reflect the construct definition?
It is fair to mark the students performed in speaking, writing, listening, and chose the correct answer in multiple choice. The multiple choices have at least one alternative correct answer. Only one answer is marked correct. In writing good test questions for multiple choice exams, evaluating multiple choice tests states, "Make sure there is only one correct answer".
Speaking, writing, listening, and multiple choices scores is adequate enough to assess a range of English skills, depth of skills, or to indicate if a student is ready to progress to the 2nd class.

10) Will the scores obtained from the test help us to make the desired interpretations about the test takers' language ability?
It is active and passive test. Although it is just a few questions, but the listening, speaking, and writing ability is tested. The results can help in interpreting learners' English ability.

11) What characteristics of the test setting are likely to cause different test takers to perform differently?
All students complete answers on a folio paper. All conditions are the same. This aspect is satisfactory.

12) What characteristics of the test rubric are likely to cause different test takers to perform differently?
The instructions for individual questions are in English and are basic in structure. But there is no instruction can cause test takers to perform differently.
13) What characteristics of the test input are likely to cause different test takers to perform differently?
Incorrect grammar, words, spelling, and punctuation are input that can cause problems with test takers. But this is not occurs in these tests. Incorrect grammar is just found in questions 10 part C. Incorrect test questions invalidate the test.

14) What characteristics of the expected response are likely to cause different test takers to perform differently?
Once again, having several possible correct answers in the question, whilst only marking one correct, can cause major problems with test takers. Response for speaking and writing test of each student are different according to their competence. These answers are scored by using rubric scoring. For listening and multiple choice questions are having one possible correct answer.

15) What characteristics of the relationship between input and response are likely to cause different test takers to perform differently?
The test construct included Indonesian boys' and girls' names which does not cause problems when trying to identify gender or subject. This is quite good. There is no question that has cultural bias. The questions have input commonly known to Indonesians.


AUTHENTICITY
16) To what extent does the description of tasks in the TLU [target language use] domain include information about the setting input, expected response and relationship between input and response?
The setting is included in some reading questions, but absent on grammatical and vocabulary questions. Question 7 epitomizes the confusion over expected response and input. The expected response by the test constructor is "a) which" [photographs]. However, "b) what" and even "c) whose" is grammatically acceptable. The expected response must match the input given in an authentic valid test. Kehoe (1995, para. 3) states, "As a rule one is concerned with writing stems that are clear and parsimonious, answers that are unequivocal and chosen by the students who do best on the test.." Question 28 lacks input for the response. There is no specific information to base the answer of "b". In essence, the TLU needs more contextual support and only one correct response. Question 42 relies heavily on knowledge of an Indonesian folk tale. Without knowledge of the folk tale, construction of the paragraph could differ from the expected response. There is a very small minority of students in Indonesia who do not know this folk tale, for example, foreign nationals sitting the tests.


17. To what extent do the characteristics of the test task correspond to those of the TLU tasks?
Conversational items tested as multiple choice items are far from authentic! Thus, question 53 in reality could be a, b, c, or d depending on context. There are also many grammatical mistakes making the test non authentic.

INTERACTIVENESS
18. To what extent does the task presuppose the appropriate area or level of topical knowledge, and to what extent can we expect the test takers to have this area or level of topical knowledge?
As previously mentioned question 42 presupposes topical knowledge of an Indonesian folk tale. Overall, the topical knowledge is appropriate for 14 to 15 year old students, for example, the areas of media, sickness, and sport. There is generally no great need to use specific topical knowledge to answer questions.

19. To what extent are the personal characteristics of the test takers included in the design statement?
The design is for final year students of junior high schools in Indonesia in the Jakarta district. It is assumed all test takers are Indonesian, aged 14 to 15, and all speak Indonesian. All have done the pre-UAN test and it is assumed all have completed nine years of formal schooling. It is to be noted that there is a tiny minority of foreign nationals who also sit the test, but the government assumes and expects that they get schooled in international schools.

20. To what extent are the characteristics of the test tasks suitable for test takers with the specified personal characteristics?
The test tasks are very much appropriate for the average and lower ability students. In this regard the test is suitable, but it fails to take into account the higher ability students to which the tasks are at a functional level far below their ability. That is, some students who achieve excellent results in native speaking English tests, for the same educational level in English, are tested on tasks that do not challenge nor address their level of ability. Year nine students at the school where I teach have performed well above average for the 2001 year 9/10 Australian English schools' competition test items, with one student scoring 100%. However many students from Indonesia fail the UAN test. Thus there is a big range of ability, whereas the test tasks do not cover the whole range.

21. Does the processing required in a test task involve a very narrow range of areas of language knowledge?
As discussed previously, the tasks engage a very limited range of language knowledge.

22. What language functions, other that the simple demonstration of language ability, are involved in processing the input and formulating a response?
None.

23. To what extent are the test tasks interdependent?
They are not. All questions are dependent on the specific questions or reading passage and are independent of other items.

24. How much opportunity for strategy involvement is provided?
A pre-UAN test is administered to all students under the same test conditions two weeks prior to the UAN test. There is also available a text with past year UAN test items available to teachers in all schools to prepare students. The construction of tests is very similar year to year and thus provides students and teachers with ample time to prepare.

25. Is this test likely to evoke an affective response that would make it relatively easy or difficult for the test takers to perform at their best?
No. The topics are culturally sensitive and non-emotive.

IMPACT
26. To what extent might the experience of taking the test or the feedback received affect characteristics of test takers that relate to language use?
This test is passive and the language to be tested is done so testing only understanding, neglecting higher skills such as processing, comparing, debating and even production of language. Hughes (2003, p. 1) claims, "If the skill of writing, for example, is tested only by multiple choice items then there is great pressure to practise such items rather than practise the skill of writing itself. This is clearly undesirable." The UAN test aims to test grammar, but students are not required to construct any sentences. The students are to learn conversational conventions, but not tested orally. Research by Hadiatmaja, cited by Somantri (2003, para. 6) observes that Indonesian school students learning English "are passive and receptive only [translation]." Thus the backwash effect of the UAN tests can be seen in students' passive and receptive skill focus with problems in construction of discourse in speaking and writing.

27. What provisions are there for involving test takers directly, or for collecting and utilizing feedback from test takers directly, or for collecting and utilizing feedback from test takers and the design and development of the tests?
There are no known provisions. Students do not have the opportunity to provide any feedback or have any input into the development of the test.

28. How relevant, complete, and meaningful is the feedback that is provided to test takers?
Correct answers, and students' responses are given showing their mistakes. A final score and school ranking is also given. There are just statistics and students are not given any explanation to why test items are correct. No information is given on their language ability or mastery of subject matter. It is difficult for the individual teacher to provide good feedback due to the amount of alternative correct answers.

29. Are decision procedures and criteria applied uniformly to all groups of test takers?
Yes. All schools follow the same criteria of the UAN score and scores are objective, independent on participation, attendance, attitude or other factors.

30. How relevant and appropriate are the test scores to the decisions to be made?
The test score is the single factor in determining the grade and to determine if the student can proceed to senior high school.

31. Are test takers fully informed about the procedures and criteria that will be used in making decisions?


32. Are these procedures and criteria actually followed in making the decisions?
Yes. There are no exceptions, though those who fail may sit for the test again.

33. How consistent are the areas of language ability to be measured with those that are included in teaching materials?
The teachings materials of teachers usually match the language ability to be measured, as is the case in the majority of schools. However, schools such as my school do not follow the national curriculum per se and go way beyond including active skills and including listening, speaking, and writing skills, in addition to the reading and grammar of the national curriculum. These schools, the teachers, and students feel uncomfortable with the test as it does not meet their learning content nor does it test most of their ability.

34. How consistent are the characteristics of the test and test tasks with the characteristics of teaching and learning activities?
This is dependent on the individual teacher. Due to the passive nature of the tests, a lot of students learn English in a passive manner and as a result Artsiyanti (2002, para. 6) claims, "Students do not know when structures [grammar] have to be used and how to apply them in everyday life [translation]." The test tasks contribute to a negative backwash effect in the classrooms.

35. How consistent is the purpose of the test with the values and goals of teachers and of the instructional program?
The test is far from achieving the goals of English at IPEKA. Due to its limitations in passive receptive skills it is also not consistent with goals of other schools' English courses, even though it is consistent with the national curriculum.

36. Are the interpretations we make of the test scores consistent with the values and goals of society and the education system?
If wages are a reflection on worth, society does not value the worth of teachers in Indonesia in comparison to western countries. The average wage of a teacher is Rp 700,000 to Rp 800,000 (just over $100 AUD) a month (Sistem pendidikan harus dirombak secara radikal, 2004). Schools are often dilapidated and some students cannot afford their tuition. Many language teachers do not have adequate mastery of English to teach effectively and efficiently in schools in Indonesia. Somehow test scores are regarded as highly valid and respected by most as the major measure of performance in English and as a means to determine the academic progression of students to the next level.

There are more pressing concerns here of terrorism, hunger, and work. The acceptance by society and the educational system of the test scores should not equate with the usefulness of the test. The UAN needs reform!

37. To what extent to the values and goals of the test developer coincide or conflict with those of society and the education system?
There is agreement with the education system and most of society.

38. What are the potential consequences, both positive and negative, for society and the education system, of using a test in this particular way?
The backwash effect contributes to passive learners and English speakers not confident in production of English, of which is the case in Indonesia today.

39. What is the most desirable positive consequence, or the best thing that could happen as a result of using the test in this particular way, and how likely is this is happen?
The test could act as a motivating factor for some in mastering passive English. This is still not likely.

40. What is the least desirable negative consequence, or the worst thing that could happen as a result of using the test in this particular way, and how likely is this to happen?
As mentioned previously, many students will learn an understanding of reading and grammar in a passive and receptive manner without learning active skills and to the exclusion of speaking, listening, and writing. This is highly likely as it is already evidenced throughout the country.

PRACTICALITY
41. What type and relative amounts of resources are required for: (a.) the design stage, (b.) the operationalization stage and, (c.) the administration stage?
There is not much money available for the UAN tests, nor time, nor expertise. The design is done by a few local English teachers with no resources provided by the government, apart from the syllabus and test construction design. The operation is done by a central team by Scanton computer marking. The administration of the tests is by individual schools.

42. What resources will be available for carrying out a. b. and c. above?
Teachers, computers, printers and paper are available. Resources are very limited in Indonesia due to its massive student population and limited budget.

CONCLUSION

The UAN is not very useful. It is not valid, authentic nor interactive and has negative impacts on learning. It is however, reasonably reliable and practical.

The purpose of the UAN is to measure a level of English competence to progress to senior high school. This obviously fails that. It is necessary first to determine the aim or goal of the test. Kitao and Kitao (1996b. para. 2) state, "The goal of the test is what you want to measure." There are many unmeasured skills that can be tested. Listening, writing, and speaking can all be assessed in addition to reading and grammar. In regard to grammar, Kitao and Kitao (1996a , conc. para.) state, "While the testing of grammatical knowledge is limited - - it does not necessarily indicate whether the testee can use the grammatical knowledge in a communicative situation - - it is sometimes necessary and useful."

Indonesian schools are moving towards an outcome based curriculum. A criterion reference test (CRT) could well be an excellent alternative to the present UAN test. Gorsuch (1997, para. 25) claims, "Only CRTs will allow teachers to set standards, measure achievement and give students valuable feedback at the course level." This could then present the opportunity for positive backwash so that students are active users of English and confident in all skills.

All in all the UAN fails to be useful because of its test construction which is riddled with mistakes and contains many alternative multiple choice answers that are correct. Hughes (2003, p.2) claims, "Students' true abilities are not always reflected in the test scores that they obtain." This is the case with the UAN test.

lampiran P O R T O F O L I O

P O R T O F O L I O



M A T A P E L A J A R A N
B A H A S A I N G G R I S
S E M E S T E R 1



NAMA SISWA
_________________________________
KELAS
__________________________________




SLTP NEGERI 4 JAMBI
TAHUN 2004
D A F T A R I S I

I. Dokumentasi Penilaian Formatif & Sumatif
II. Dokumentasi Penilaian Tugas Terstruktur
III. Dokumentasi Penilaian Perilaku Harian
IV. Dokumentasi Penilaian Laporan Aktivitas di Luar Sekolah (ALS)



















I. Dokumentasi Penilaian Formatif & Sumatif
Jenis Test No Tanggal Tema Nilai Paraf Guru Keterangan
FORMATIF 1.


2.


3.


4.


5.













Rata-rata
SUMATIF



Rata-Rata Nilai Formatif dan Sumatif










II. Dokumentasi Penilaian Tugas Terstruktur
No Jenis Tugas Aspek Penilaian Nilai Paraf Guru Keterangan
Awal Revisi
1. Pemahaman
Argumentasi
Kejelasan
Informasi
2. Pemahaman
Argumentasi
Kejelasan
Informasi
3. Pemahaman
Argumentasi
Kejelasan
Informasi
4. Pemahaman
Argumentasi
Kejelasan
Informasi
5. Pemahaman
Argumentasi
Kejelasan
Informasi
Rata-rata











III. Catatan Perilaku Harian
No. Perilaku yang Muncul (Positif (+) /Negatif (-) ) Paraf Guru
Agustus September Oktober November Desember
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Antusias dalam belajar

2 Aktif bertanya


3 Aktif menjawab pertanyaan

4 Gemar membaca di perpustakaan
5 Berpakaian rapi di sekolah

6 Sopan santun


7 Menghargai pendapat orang lain
8 Rajin mengerjakan tugas
9 Mudah diatur
(Tidak suka memberontak)

10
Tidak suka mencontek








IV. Dokumentasi Penilaian Laporan Aktivitas di Luar Sekolah (ALS)
No. Jenis Aktivitas Aspek Penilaian Nilai Paraf Guru Keterangan
Signifikansi
Intensitas
Frekuensi
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BIBLIOGRAPHY

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cover

STUDENT’S LEARNING ACHIEVEMENT WITH
TRADITIONAL ASSESSMENT AND PORTFOLIO ASSESSMENT




A THESIS














by

PARAMITA ISABELLA
NIM A1B205042




ENGLISH STUDY PROGRAM
LANGUAGE AND ARTS DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
JAMBI UNIVERSITY
2008

CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions
Researcher finds that in Class 1A there are 30.95 % get scores below 5.9 (unsatisfactory score), 33.33 % get scores in range 6.0 – 7.9 (adequate score), and 35,72 % get scores in range 8.0 – 100 (good score). While in Class 1B there are 46.67 % get scores below 5.9 (unsatisfactory score), 37.78 % get scores in range 6.0 – 7.9 (adequate score), and 15.55 % get scores in range 8.0–100 (good score).
After analyzing the data by using t-test at the level of significance () 0.05, is got tratio is bigger than ttable, that is tratio = 2.833 > ttable = 1.992, it shows that there is a significant difference between the students’ learning achievement with traditional assessment and portfolio assessment. It can be seen from means of the two classes, mean of the class with portfolio assessment is 70.31 and mean of the class with traditional assessment is 60.00.
It can be concluded that the student learning achievement with portfolio assessment is better than the student learning achievement with traditional assessment at the level of believe 95%.

5.2 Suggestions
This research describes the student’s learning achievement with traditional assessment and portfolio assessment. Based on the result of this research, researcher has the recommendation as follows:
1. In using portfolio assessment, teacher should have well preparation for the materials, assignments, and another activity, which is appropriate with the time allocation.
2. Portfolio assessment is better implemented in small class because teacher will be easier in managing the class.
3. Government should take a close look at teacher’s salary because this is out of proportion to teacher’s duty in complementing portfolio assessment.

CHAPTER IV FINDINGS AND DISCUSSION

4.1 Findings
To decide the sample of the research, researcher tabulates the first English daily test score (formative test score) at first semester in 2007/2008 academic years (in Appendix 1) and finds that:
(1) Those classes are normally distributed. The calculation is in Appendix 2, 3, and 4. The result is showed at the table below:
Table 4.1 L0 and Ltable Values of First English Formative Test Score of 1st Classes at First Semester at SMP 4 Jambi 2007/2008 Academic Years
Class L0 Ltable
1 A
1 B
1 C 0.1145
0.1156
0.1013 0.1367
0.1321
0.1401

L0 value is compared with Ltable value, it shows that all of classes have L0 < Ltable, it means that the population are normally distributed.

(2) Those classes are homogeny. From the calculation (Appendix 5), is gotten ratio2 = 0.4969 while table2 = 2.92 for significance () at the 0.05 level. So, ratio2 < table2 which means that all of the population have the homogeny variance at 95% belief level.

(3) Those classes have the same ability for English subject. From the calculation (Appendix 6) is gotten Fratio = 0.000002627, Ftable = 3.0708 with  = 0.05. So, Fratio < Ftable, it means that the English ability of the populations is not difference.
After calculating the normality, homogeneity, and analysis of variance, is found that class 1A, class 1B, and class 1C can be chosen as the subject of the research because they are normally distributed, homogeny, and have the same English ability.
Then the samples are chosen by using roll of papers. After lottery the roll of papers is gotten class 1A as the first group with portfolio assessment and class 1B as the second group with traditional assessment.
From the observation for a semester that started on 30th of August 2007 until 30th of December 2007, it could be found that class 1A and class 1B have the same teacher. The teacher gave the same material and the same process of learning except the process of assessment. Teacher used portfolio assessment during teaching and learning process for class 1A and used traditional assessment during teaching and learning process for class 1B.
To find how learning achievement in class with portfolio assessment and traditional assessment is and how the difference between those classes is, researcher analyzed the documentation of final test scores. The final test score can be seen at Appendix 7.
From the study, researcher get the mean ( X ) and standard deviation (s) of final test score both of the class with traditional assessment and the class with portfolio assessment. The mean and standard deviation of the score can be seen at the Table 4.2.
Table 4.2 Average and Standard Deviation of Final Test Score of The Class With Traditional Assessment and Class With Portfolio Assessment

Class 1A
With Portfolio Assessment Class 1B
With Traditional Assessment
N
Σ x
Σ x2
X
s
s2 42
2953
220109
70.3095
17.4503
304.5117 45
2700
173970
60
16.4938
272.0455

Explanation:
N = the number of the students
Σ x = the sum of the score
Σ x2 = the sum of the score’s square
X = mean
s = standard deviation
s2 = standard deviation’s square

It can be seen that there is difference between students’ learning achievement with portfolio assessment and traditional assessment. Mean of the students’ achievement with portfolio assessment is higher than mean of the students’ achievement with traditional assessment.
Final Test Score of Class 1A with Portfolio Assessment and Class 1B with Traditional Assessment is represented in Appendix. Researcher finds that in Class 1A there are 13 students (30.95 %) get scores below 5.9 (unsatisfactory score), 14 students (33.33 %) get scores in range 6.0 – 7.9 (adequate score), and 15 students (35,72 %) get scores in range 8.0 – 100 (good score). While in Class 1B there are 21 students (46.67 %) get scores below 5.9 (unsatisfactory score), 17 students (37.78 %) get scores in range 6.0 – 7.9 (adequate score), and 7 students (15.55 %) get scores in range 8.0 – 100 (good score).
From the percentages of the score of each class, the scores of Class 1A is in balance, but the scores of Class 1B is still low because almost 50% of the students in Class 1B get unsatisfactory scores.
To analyze how the difference between them is, whether there is a significant difference or not, researcher using t-test method. The calculating of t-test is in Appendix 8.
After analyzing the data by using t-test at the level of significance () 0.05, is got tratio is bigger than ttable, that is tratio = 2.833 > ttable = 1.992, it shows that there is a significant difference between the students’ learning achievement with traditional assessment and portfolio assessment.

4.2 Discussion
The differences of student’s learning achievement between the class with portfolio assessment and the class with traditional assessment are caused by the difference of assessment process at those classes. At class with traditional assessment, teacher and students do not make documentation of student’s score and do not record the student’s work. While, at class with portfolio assessment, teacher and students always make documentation of student’s score and record the student’s work, so both teacher and students know the student’s learning progress time to time.
Portfolio is usable for teacher, students, and parent. Teacher can use portfolio to analyze which material that should be explained again and which instruments that should be repaired. Teacher can send portfolio to parents to show the students’ learning progress, so parents know how to help the students to learn at home. Besides, portfolio is very important for student it self. Students can see their score time to time. Students can find feedback of their effort in learning. 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.
Besides, at the class with traditional assessment teacher never asks the students to make revision of their work. Students never do self or peer-assessment so they do not realize what their weakness in learning English is. While at the class with portfolio, teacher asks the students to make revision of their work, so the students are accustomed to make a best work. Because of the students’ work are documented, the students can see their work time to time, so they know what their weakness is, and it will motivates them to study hard and better. Self and peer-assessment in portfolio assessment process also give important role in motivating the students, because this is one of a good way to convince them about what they can do or what they cannot do in learning English. Then, it will be a tool for teacher and parents to help the students in learning English when the students meet a difficulty.
At class with portfolio, students were asked to make creativity and join in some positive activities. It will have certain score. After check-out the students work, teacher ask the students at class with portfolio assessment to make revision of their work and put the revision work on “Majalah Dinding”.
Teacher also asks the students at class with portfolio assessment to do self and peer-assessment. The result of self and peer-assessment shows what they can do and what they cannot do in learning English. From this kind of assessment teacher can know what the students’ difficulty is.
These findings are in lines with the opinion from Gronlund (in Rusoni, 2001) that portfolio have some advantages.
Based on the explanation above, researcher come to the conclusion that the students at class with portfolio will be prompted to have intrinsic motivation to learn English hard and better because they get enough feedback from the works that are documented in a file, so their learning achievement are better than the students’ learning achievement at class with traditional assessment.
Although there are some strength of portfolio assessment have been extolled in a number of sources, but it also has weakness, they are:
(1) Students need more time in doing the work;
Teacher gives many kinds of task in order the students become more creative in using English in real life. Besides, students should correct the errors in their work and make revision of the work. It needs more time consuming for the students to do all the work.
(2) Teacher needs more time in completing portfolio of the students;
In portfolio assessment process, students’ work should be given feedback as a motivation for the students. Therefore, teacher needs more time to check over the students’ work and give feedback to each work. Teacher also should assess students’ attitude in class. What should be done by the teacher is out of proportion to the number of the students in class and the salary of the teacher.
(3) School’ parties need more cost to give portfolio to each student.
To record the student’s work needs a kind of folder for each student.
Portfolios can fail if objectives are not clear, if guidelines are not given to students, or if systematic periodic review and feedback are not present.

CHAPTER III RESEARCH METHODOLOGY

3.1 Research Design
This research is conducted in Ex Post Facto design. According to Furchan (1982:50), ex post facto is a systematic empiric research where the researcher can’t set up the independent variable directly because it happened, or because of the independent variable can’t be manipulated.
Researcher does an observation without any manipulation; just choose the class that still uses traditional assessment and the class that uses portfolio assessment. The observation progresses at SMP 4 Jambi.
The design of this research can be seen at the table bellow:
Table 3.1 Ex Post Facto Design
Group Independent Variable Dependent Variable
1st
2nd (X)
- Y1
Y2
Source: Furchan (1982:404)
Explanation:
(X) : The using of portfolio assessment that have been run;
Y1 and Y2 : The students’ learning achievement

3.2 Subject of the Research
3.2.1 Population
According to Arikunto (2002:108), population is all of the subjects who are connected to the research. Gay (1987:102) gives clearer definition of population that is the group of interest to the researcher, the group to which she or he would like the results of the study to be generalizable. Population at this research is the 1st class of students of SMP 4 Jambi.
Table 3.2 Numbers of Students at 1st Class of SMP 4 Jambi
2007/2008 Academic Years
CLASS STUDENTS
MEN WOMEN TOTAL
1 A 24 18 42
1 B 25 20 45
1 C 20 20 40
1 D 21 20 41
1 E 22 18 40
1 F 23 19 42
1 G 21 20 41
1 H 23 20 43
1 I 17 25 42
TOTAL 196 180 376
Source: TU SMP 4 Jambi

3.2.2 Sample
Sample is a number of individuals for a study in such a way that the individuals represent the larger group from which they were selected (Arikunto, 2002:109). In this research, the sample is selecting by using clustered random sampling.
The steps to select the sample are arranged as bellow:
(1) Choose the class which use portfolio assessment as the first group.
Class 1A is the only one class that uses portfolio assessment. Researcher decides Class 1A as the first group.
(2) Choose other classes, which still use traditional assessment. To step up the credibility of ex post facto design should be used criteria to choose the sample (in Furchan, 1982:393) as the following:
a. Have the same English teacher with the first group;
b. Given the same material with the first group;
c. Given the same process of learning except the process of assessment;
d. Find that the classes are normally distributed, have homogeny variances, and have the same class average of English ability.
(To get this data, researcher asked the document of first English daily test score to the teacher then found mean and standard deviation of each class).
(3) The last step is choosing one class that uses traditional assessment by using roll of papers randomly.

3.2.2.1 Normality Test
To find the normal distribution of the classes, researcher uses Lilliefors Test. According to Sudjana (in Syafyendri’s thesis, 2002: 30), normality test is done to find whether the subject is normally distributed or not. The steps are arranged as bellow:
a. Arrange the score of summative test in a table by ordering the score from lower score to higher score;
b. Find standard scores from by using formula:

Explanation: = mean
s = standard deviation
c. By using list of standard normal distribution, find the chance F (Zi) = P (Zi), {F(Zi) = score of Zi that is finding in F table for z distribution subtract (-) with 0.5};
d. Find the proportion score of standard scores which is less then or the same with score Zi. It is denoted by S(Zi), S(Zi) = sum of Xi divide with n;
e. Calculate margin of F(Zi) – S(Zi), then decide the absolute score;
f. Choose the highest absolute score, which is denoted by Lo. If Lo < Ltable so the average score of students’ learning achievement is normally distributed.

3.2.2.2 Homogeneity Test
To find the homogeneity of the variances of each class, researcher uses Bartlett Test because the populations are more than two classes (in Elina’s Thesis, 2005:27). The steps are arranged as follow:
a. Calculate the values needed in Bartlett test as listed in table 3.3 bellow:
Table 3.3 List of Bartlett Test
Subject Df 1/df Si2 Log Si2 (df) Log Si2
1
2
k n1 – 1
n2 – 1
nk – 1 1/ n1 – 1
1/ n2 – 1
1/ nk – 1 S12
S22
Sk2 Log S12
Log S22
Log Sk2 (n1 – 1) Log S12
(n2 – 1) Log S22
(nk – 1) Log Sk2
Total ∑ (ni-1)
- - ∑{(ni-1)Log Si2}

b. Find total variance of all subject

c. Find value of B by using formula:
B = (Log S2) ∑ (ni-1)
d. Bartlett test by using Chi-Square statistic
2 = (Ln 10) (B – ∑{(ni-1)Log Si2})
It requires significance level () at the 0.05 level. If ratio2 < table2 so the result is: all of population variance is homogeny.

3.2.2.3 Analysis of Variance
According to Sudjana (in Elina’s thesis, 2005:29) to test that there is no difference of English ability among the populations is used analysis of Variance in one way classification. The steps are:
a. Calculate the mean of squares

b. Calculate a between-group sum of square

c. Calculate the sum of squares from all of groups
∑ X2 = X12 + X22 + X32
d. Calculate a within-group sum of square
Dy = ∑ X2 – Ry – Ay
e. Make a table of analysis of variance (ANOVA)

Table 3.4 Analysis of Variance (ANOVA)
Source of Variance Df Jk KT F
Means
Between Groups
Within Groups 1
k – 1
∑ (ni – 1) Ry
Ay
Dy R = Ry/1
A = Ay/(k-1)
D = Dy/∑(ni¬¬¬-1) A/D
Total ∑ni - - -

f. The criterion to make a decision is through the following statement:
If Fratio < Ftable with df for numerator k -1 and df for denominator ∑ (ni – 1) for significance at the level 0.05 (), it means that the English ability of the populations is not different.

3.3 Data Collection Method
3.3.1 Kind of the Data
The data in this research are from observation and documentation. The documentation involve the data about number of the students, English score at first daily test to know the average ability, and the score of final test to find the difference of students’ learning achievement between the two classes.

3.3.2 Source of the Data
Sources of the data in this research are:
1) TU (Tata Usaha) of SMP 4 Jambi, to get the data about numbers of the students of 1st class at SMP 4 Jambi in 2007/2008 academic years.
2) English teacher of 1st class at SMP 4 Jambi, to get document of the first English daily test (formative test) score at first semester in 2007/2008 academic years. Formative test was teacher made test.

3) English teacher of 1st class at SMP 4 Jambi, to get document of the final test (summative test) score at first semester in 2007/2008 academic years. Final test was teacher made test.
4) Observation of 1st class at SMP 4 Jambi, to know how teaching and learning process held, to find the differences of assessment process at the two classes.
a) The Class with Portfolio Assessment
The first step, teacher gave information to the students about the using of portfolio that would be conduct in this semester, then explained what portfolio assessment is. Each student was given peaces of paper, which contained the indicators of portfolio assessment. Those papers are put in a folder. Before teacher gave material, teacher did warming up by asking the students everything that was related to the material and then explained teaching learning goals to the students.
The second step, teacher explained the material. Then teacher gave some exercises to the students. While the students did the exercises, teacher assessed the students’ attitude. After students were finished, teacher and students discussed the exercises together.
The last step, teacher concluded the material and then gave a homework for the next meeting.
In the next meeting, teacher collected the homework and corrected it at home. It was returned to the students at the next meeting. Students, who did errors in their work, must make a revision. Score of the work were recorded on format of structured task in portfolio. All of students’ works were recorded in a folder, so both teacher and students could see the difference in finishing previous work and the revision.
b) The Class with Traditional Assessment
The first, teacher did warming up by asking the students everything that was related to the material and then explained teaching learning goals to the students.
Next, teacher explained the material. Then teacher gave some exercises to the students. After students were finished, teacher and students discussed the exercises together.
The last, teacher concluded the material and then gave a homework for the next meeting. Teacher did not ask the students to make revision of their works.

3.4 Technique of Data Analysis
In this research, researcher would conduct the data analysis through the following steps:
a. Doing tabulation to the first English daily test (formative test) score at first semester in 2007/2008 academic years.
b. Classifying the sample based on the result of the tabulation.
c. Analyzing the final test score. Goal of data analyze is to find whether there is a difference of the students’ learning achievement between the two class, by using t-test. According to Faisal (in Yasril, 1998: 47), there are some conditions must be shared by the data before doing t-test: (1) they must be interval data; (2) they have normal distribution; and (3) they have the same variance.
d. Interpreting the data that have been analyzed.

3.5 Significance of the Difference between Two Means
According to Ardhana (in Yasril, 1998: 50), to test difference between two means is used t-test formula:

Explanation:
= mean of the first group
= mean of the second group
= estimate value of population variance
= number of students at the first group
= number of students at the second group
In calculating S2 (estimate value of population variance) is using formula:

The degrees of freedom is n1 + n2 – 2 at the level of significance () 0.05. It will be said that there is a significant difference between the two classes if tratio > ttable.

CHAPTER II REVIEW OF THE RELATED LITERATURE

CHAPTER II
REVIEW OF THE RELATED LITERATURE

In order to sharpen the theoretical framework of this study, this chapter is devoted to review some relevant theories and studies concerning with teaching and learning process, traditional assessment, and portfolio assessment.

2.1 Teaching and Learning Process
Winkel (1989: 36) defines learning as a psychology activity that holds in active interaction with the environment, which produces many changes of knowledge, skills, and attitude. While, according to Slameto (1995: 2), psychologically, learning is a changing process as a result of the interaction with the environment to fulfil the needs in life. The changing is not only in increasing knowledge, but also skill, attitudes, the way of thinking, interest, adaptation, and the others. Learning is an activity done by everyone that can be hold anywhere and anytime.
From those definitions, apparently, learning is an activity done by human being as an effort to get knowledge (cognitive), to create attitudes (affective), and to raise concept and skills (psychomotor) as a result of the interaction with the environment. In learning process, the dominant activity is the interaction between teacher and the students (Sardiman, 1986:170).
According to Sudjana (in Djamarah, 1995: 45), the same as learning, teaching is a process. There are processes of controlling, organizing, motivating, guiding, facilitating, and giving feedback to the students in process teaching and learning. Teaching process is not only putting premium on product, but also on learning process. So, teacher needs evaluation’s instrument that can be used to assess all of students’ learning process step by step.

2.2 Traditional Assessment
Traditionally, assessment is held at the end of teaching-learning process. Its purpose is to know whether the students have understood the subject that is learned or not. Certain grade is used to decide the understanding degree of the students to the subject. If the students get a good grade at the test, it means that they passed. On the contrary, they didn’t pass if they get bad grade. This notion is the traditional notion of assessment (Budimansyah, 2002).
According to Solomon (2004), the traditional purpose of assessment is to summarize student knowledge and progress at the conclusion of a unit of study. Traditional assessment includes multiple-choice questions and asking students to respond the questions with short answers.
From those notions of assessment, it is clear that traditional purpose of teaching and learning process is in order the students can respond the questions with correct answers. 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 students’ memorization. This is seldom requiring students to apply what they know and can do in real-life situations. It encourages instruction of less important skills and passive learning.

Table 2.1 bellow represents differences between Traditional Assessment and Portfolio Assessment (Brown, 2004:13).
Table 2.1 Traditional and Portfolio Assessment
Traditional Assessment Portfolio Assessment
One-shot, standardized exams
Timed, multiple-choice format
Decontextualized test items
Scores suffice for feedback
Norm-referenced scores
Focus on the “right” answer
Summative
Oriented on product
Non-interactive performance
Fosters extrinsic motivation Continuous long-term assessment
Untimed, free-response format
Contextualized communicative tasks
Individualized feedback
Criterion-referenced scores
Open-ended, creative answers
Formative
Oriented to process
Interactive performance
Fosters intrinsic motivation


2.3 Strength of Traditional Assessment
Although alternative forms of assessment are currently popular, traditional assessment should not necessary be eliminated by other type of assessment because it do have strength over other forms of assessment. According to Watson and Taylor (1994), traditional tests are less time consuming than most other forms of assessment, even when they include higher level thinking items. It is also relatively easy to validate and determine internal consistency for traditional multiple choice test. Brown and Shavelson (in Watson and Taylor, 1994) say that traditional tests are valid for testing students’ factual knowledge.

2.4 Weakness of Traditional Assessment
The weakness of traditional assessment are described by Applebee (in Luitel, 2002) that the traditional notion of assessment cannot assess the student learning process realistically because it views the assessment as the notion of knowledge-out-of-action. It tends to prompt the students to overcome with basic skills only. Although basic skills may be important goals of education, they are often over-emphasized in an effort to raise test scores. Basic skills and minimum competencies become the overarching goal of schools and teachers as accountability and minimum competency exams concentrate on these areas (Bond, 1995).
In traditional assessment process, teachers give less attention and rarely to assess the student’s work in every meeting. 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.

2.5 Portfolio Assessment
There are many theorists who give definition about portfolio. According to Yasin (2001), in the beginning, portfolio is only collection of task, learning experience, exhibition, and assessment of own work result in art areas. From the collection, teacher assesses painting skill of the students. So that assessment result is not only from final test. Final test sometime is not shows the student’s ability because the students’ work at the final test can be influenced by the situation and condition at the time, for example the students is in pain or less concentration, so they can’t make good work.
Paulson et all in Kemp and Toperoff (1998) give definition about portfolio:
Portfolio is a purposeful collection of student work that exhibits the student’s efforts, progress, and achievements in one or more areas. The collection must include student participation in selecting contents, the criteria for selection, the criteria for judging merit, and evidence of student self-reflection.

In this way a portfolio is a living, growing collection of a student’s work. Each addition is carefully selected by the student for a specific reason which he will explain. The overall purpose of the portfolio is to enable the student to demonstrate to others learning and progress. The greatest value of portfolio is that, in building them, students become active participants in the learning process and its 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. According to Simon and Forgette-Giroux in Luitel (2002), the portfolio is a cumulative and ongoing collection of entries that are selected following a given framework, and reflected upon by the student, to assess his/her development of a specific but complex competency. Similarly, portfolio is also known as a record of the child’s process of learning that portrays
the learner’s style of thinking, questioning, analysis, production, creation, and the like (Grace, in Luitel, 2002). Commonly speaking, the 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.
According to Genesee and Upshur (in Brown, 2004:256), a portfolio is a purposeful collection of students’ work that demonstrates their efforts, progress, and achievements in given areas. Portfolios include materials such as: essays and compositions in draft and final forms; reports, project outlines; poetry and creative prose; artwork, photos, newspaper or magazine clippings; audio and/or video recording of representations or demonstrations; journals, diaries, and other personal reflections; test, test scores, and written homework exercises; notes on lectures; and self and peer-assessments (comments, evaluation, and checklists).
It can be summarized that portfolio is the collection of student work and documentation about the students learning progress (i.e., the students’ task, test, performance, and activity) regularly and continuously. Portfolio can be in form of the students’ work, the students’ answer to the teacher’s questions, anecdotal record of the students, report of the students’ activity, and the students’ composition or journal.

2.5.1 Basic Principle of Assessment in Portfolio Assessment Model
Portfolio assessment model relates to a number of assessment basic principles (Budimansyah, 2002). The assessment basic principles are:
(1) Principle of process and product assessment
Portfolio assessment model applies process and product of teaching and learning. The assessment of learning processes are got from anecdotal record about the students’ attitudes in learning, their enthusiastic, and many others. Another aspect of process assessment is assessing structured task from teacher whether the task is done well and seriously or not. Beside that, process assessment can be done by viewing the report of the students’ activity outside of school whether they have activity that supporting their learning process or not.
(2) Principle of periodic and continual assessment
Assessment should be done periodic and continue. Periodic assessment is conducted to facilitate the organization of learning results. While the goal of continual assessment is to view the growth and development of the students’ learning experienced.
The examples of periodic assessment are having formative test and summative test, having structured task at the end of a chapter, having anecdotal record in every meeting, and having the report of student’s activity out of school once in a month. It is doing continually from the first meeting until the end.
(3) Principle of fair assessment
In giving assessment should pay attention to individual differences. All of indicators in portfolio assessment are taken into consideration and each of them is giving score, so the result is describing the process. In other words, the student who has good learning experienced, he/she will have big opportunity to have success.
(4) Principle of social implication assessment
By learning the students should come up with such asocial implication, that means meaningful for the others. Learning is not only get a good grade or pass the examination, but it should have implication toward the students’ attitudes and skills. Portfolio assessment is not limited in assess cognitive aspect, but also affective and psychomotor, involves social implication. This learning experience is functionally needed in real life in the future. To enter real life system is needed provisions, not only a mark or a piece of licensed.

2.5.2 Indicator of Portfolio Assessment
There is no standard form of portfolio assessment, but generally it must content cognitive, affective, and psychomotor area. Teacher can improve it according to the needs (Budimansyah, 2002: 118). From the indicators, teacher can make a result fairly.
Portfolio may be contains of two subfolders, they are subfolder of collection of the student’s works and subfolder of documentation of the students score during the learning process. Portfolio’s content can be varied based on the goal, level of the students, and kinds of activity at class.
Format of the assessment in portfolio for English subject that is used by the teacher in this research contains of:

1. Documentation of Formative and Summative Test
Kind of Test No Date Theme Score Teacher’s Sign Note
FORMATIVE 1.
2.
3.
Etc.
SUMMATIVE

AVERAGE

Source: Budimansyah, 2002

2. Documentation of Student’s Work
No. Kinds of Task Assessment’s Aspect Score Teacher’s Sign Note
First Revision
1. Understanding: How well the student’s understanding toward the task
Argumentation: How well student’s argumentation in solving the problem
Explanation:
• arranged well
• written well
• easy to understand
Information:
• accurate
• complete
• important
2. Understanding
Argumentation
Explanation
Information
Etc. Understanding
Argumentation
Explanation
Information
Source: Budimansyah, 2002

Rusoni (2001) gives an example of rubric scoring that can be used for giving score to the student’s work:

Table 2.2 Portfolio Rubric Scoring
SCORE DESCRIPTION
8,1 – 10 • Student clearly understand about the task
• Student can give perfect argumentation in finishing the task
• Student can organize the explanation sharply
• Student can give accurate, complete and important information
6,6 – 8,0 • Student needs a little help to understand the task
• Student can give good argumentation but still need a help
• Student needs a help to organize the explanation
• Student can give good information
5,6 – 6,5 • The student needs enough help to understand the task
• Student can give argumentation if there is a help
• Student needs a help to organize the explanation
• There are many fault in giving information
4,1 – 5,5 • Student depends on teacher’s help to understand the task
• Student need a help to give argumentation
• Student always need a help to organize the explanation
• The Information is lack and there are many fault
0 – 4,0 • Student can not understand the task
• Student can not give argumentation in finishing the task
• Student can not organize the explanation
• The information is wrong and has no correlation with the task
Source: http://www.puskur.or.id/data/buku_PBK.pdf
3. Documentation of Anecdotal Record
No. The Appeared Attitude Assessment (Positive (+) /Negative (-) ) Teacher’s Sign
August Sept Etc.
1 2 3 4 1 2 3 4 1 2 3 4
1 Enthusiastic
2 Actively to ask and answer questions
3 Enjoy to read at library
4 Well-dressed
5 Politeness
6 Snobbish
7 Lazy
8 Etc.
Adapted from: Budimansyah, 2002
4. Documentation of Activity Out of School
No. Kinds of Activity Assessment’s Aspect Score Teacher’s Sign Note
1. Writing an essay for “Mading” Significantly: How close its mean to English subject
Intensity: How is the intensity of the activity
Frequency: How often is the activity done
Etc.
Source: Budimansyah, 2002
5. Self and Peer-Assessment
Example:















Source: J. Michael O’Malley and Lorraine Valdez Pierce, 1996:41-42
2.6 Strength of Portfolio Assessment
Portfolio assessment can be used for many necessities. It records the students’ learning process. Berenson and Certer in Rusoni (2001) stated that there are some portfolio assessment’s strengths:
(1) To make document of the student’s progress for certain period of times;
Result of the students work are recorded in a list and documented in a bundle. It will be evidence of the students’ learning process in certain period of times.
(2) To know part of teaching learning process that needs to be repaired;
By using portfolio, teacher can analyze which material that should be explained again, which instruments that should be repaired, and et cetera.
(3) To inspire self confident and motivation in learning;
Students would be more motivated in learning if the students know the result of their work as a feedback.
(4) To give rise to responsible to learn.
It came to the students that process of learning is more important than a mere of good score.
While according to Gronlund in Rusoni (2001), the strengths of portfolio assessment are:
(1) Can know clearly the student’s learning progress;
Result of the students work are recorded in a list and documented in a bundle. It will be evidence of the students’ learning process in certain period of times. Teacher, students, and parents can know clearly the student’s learning progress.
(2) Give positive influence in learning by stressing to the best student work;
Teacher assesses the students systematically and continually. Teacher gives attention to the students’ work and turns the students to correct errors in their previous work. The best work will be chose as an example for another student.
(3) Make comparisons between the present work with the last work that will give more motivation rather than make comparisons with peers’ work;
Students will be more motivated when they compare their own present work with the past work. Students can find that their effort in learning is really useful, and they can see it from their portfolio.
(4) Can develop the skill to give own assessment;
Sometimes teacher asks the students to make self-assessment. Teacher turns the students to see their ability in learning.
(5) Give opportunity to the students to work according to individual differences (i.e., the students write according to their level but still in the same goal);
Each student has their own ability. By using portfolio teacher gives opportunity to the students to work according to individual differences. Students can make creative work, like short story, poetry, comic, and et cetera, and collect it into portfolio or put it on “Majalah Dinding”.
(6) Become communication tool about the students’ learning progress for the students it self, parents, and the others.
Teacher can shows student’s portfolio to parents or another parties as an evidence of the student’s learning progress.
J kemp and D. Toperoff (1998) also give some ideas about it. They give some reasons why use portfolio assessment:
(1) Matches assessment to teaching
The products that are assessed are mainly products of class-work, and are not divorced from class activities like test items.
(2) Has clear goals
They are decided on at the beginning of instruction and are clear to teacher and students alike.
(3) Gives profile of learner abilities
Depth: It enables students to show quality work, which is done without pressure and time constraints and with the help of resources, reference materials, and collaboration with others.
Breadth: A wide range of skills can be demonstrated.
Growth: It shows efforts to improve and develop, and demonstrates progress over time.
(4) Is a tool for assessing a variety of skills
Written as well as oral and graphic products can easily be included.
(5) Develops awareness of own learning
Students have to reflect on their own progress and the quality of their work in relation to known goals.
(6) Caters to individuals in the heterogeneous class
Since it open-ended, students can show work on their own level. Since there is choice, it caters to different learning styles and allows expression of different strengths.
(7) Develops social skills
Students are also assessed on work done together, in pairs or groups, on project and assignments.
(8) Develops independent and active learners
Students must select and justify portfolio choices; monitor progress and set learning goals.
(9) Can improve motivation for learning and thus achievement
Empowerment of students to prove achievement has been found to be motivating.
(10) Is an efficient tool for demonstrating learning
Different kinds of products and records of progress fit conveniently into one package.
(11) Provides opportunity for student-teacher dialogue
Teacher can find the student’s problem in learning by the portfolio. To solve the problem teacher can dialogue with the student.

Brown (2004:257) gives a number of potential benefits of portfolio:
(1) Foster intrinsic motivation, responsibility, and ownership;
Using assessment portfolios that include English language learners not only provides improved information about student achievement but also makes a positive impact on teaching and student learning. The use of portfolio encourages students to take more motivation and responsibility for their own learning.

(2) Promote student-teacher interaction with the teacher as facilitator;
Portfolio is one of facilitation in learning. Feedback from teacher that presents on portfolio will be a motivation for students to give new responses.
(3) Celebrate the uniqueness of each students;
Each student has their own ability. By using portfolio teacher gives opportunity to the students to work according to individual differences. Students can make creative work, like short story, poetry, comic, and et cetera, and collect it into portfolio.
(4) Provide tangible evidence of a student’s work;
Result of the students work are recorded in a list and documented in a bundle. It will be evidence of the students’ learning process in certain period of times. Teacher, students, and parents can know clearly the student’s learning progress.
(5) Facilitate critical thinking, self-assessment, and revision processes;
Sometimes teacher asks the students to make self-assessment. Teacher turns the students to see their ability in learning. Teacher also turns the students to be careful in doing the work. Teacher asks the students to correct the errors in their work and then make the revision.
(6) Offer opportunities for collaborative work with peers; and
Students are also assessed on work done together, in pairs or groups, on project and assignments.
(7) Permit assessment of multiple dimensions of language learning.
Written as well as oral and graphic products can easily be included.
2.7 Weakness of Portfolio Assessment
Although there are some Strength of portfolio assessment have been extolled in a number of sources, but it also has weakness, they are:
(1) Students need more time in doing the work;
Teacher gives many kinds of task in order the students become more creative in using English in real life. Besides, students should correct the errors in their work and make revision of the work.
(2) Teacher needs more time in completing portfolio of the students;
In portfolio assessment process, students’ work should be given feedback as a motivation for the students. So, teacher needs more time to check over the students’ work and give feedback to each work. Teacher also should assess students’ attitude in class.
(3) School’ parties need more cost to give portfolio to each student.
To record the student’s work needs kind of folder for each student.
Portfolios can fail if objectives are not clear, if guidelines are not given to students, or if systematic periodic review and feedback are not present.

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”.
1.2 Formulation of the Problems
The problems of this research are:
(1) How is the student’s learning achievement with traditional assessment?
(2) How is the student’s learning achievement with portfolio assessment?
(3) How is the difference between the student’s learning achievement with traditional assessment and portfolio assessment?

1.3 Objectives of the Research
Based on the research questions above, the main purposes of this research are to find out the following:
(1) To describe the student’s learning achievement with traditional assessment.
(2) To describe the student’s learning achievement with portfolio assessment.
(3) To find out the difference between the student’s learning achievement with traditional assessment and portfolio assessment.

1.4 Significance of the Research
The result of this research might be significant for education field, in the form of giving information to the teachers and the students about how portfolio is implemented at school especially at SMP 4 Jambi. Furthermore, it might be able to help the teachers and the students understand benefits and weakness of using portfolio assessment. It also can be a reference for further research, especially a research about portfolio assessment.


1.5 The Limitation of the Research
This research is limited to the following problems:
(1) The lesson that will be studied in this research is English subject for the 1st semester of the 1st Class at SLTPN 4 Jambi.
(2) The subjects who are involved at this research are the students of the 1st class who still use traditional assessment and also the students who have used portfolio assessment at SLTPN 4 Jambi.

Documentation of Final Test Score of Class

Documentation of Final Test Score of Class 1A Documentation of Final Test Score of Class 1B
Reading, Listening, Writing, and Speaking Reading, Listening, Writing, and Speaking
(Using Scoring Rubric) (Using Scoring Rubric)

Students Reading Listening Writing Speaking Average Students Reading Listening Writing Speaking Average
1 50 40 30 40 40 1 40 30 40 30 35
2 45 40 45 30 40 2 40 32 38 30 35
3 48 42 50 40 45 3 42 35 40 35 38
4 42 45 50 43 45 4 42 35 42 33 38
5 50 47 50 45 48 5 45 33 41 33 38
6 50 47 50 45 48 6 45 32 42 33 38
7 60 45 50 45 50 7 50 40 30 40 40
8 60 45 50 45 50 8 45 40 45 30 40
9 55 50 50 45 50 9 45 38 45 32 40
10 60 52 53 55 55 10 47 40 47 38 43
11 60 51 53 56 55 11 50 44 40 38 43
12 60 55 57 60 58 12 55 39 40 38 43
13 60 57 57 58 58 13 60 45 50 45 50
14 60 60 60 60 60 14 60 45 50 45 50
15 60 58 62 60 60 15 60 48 54 50 53
16 65 60 70 65 65 16 60 50 55 55 55
17 67 70 70 65 68 17 60 52 57 51 55
18 70 65 70 67 68 18 60 52 57 51 55
19 68 65 72 75 70 19 60 53 60 59 58
20 68 70 72 70 70 20 60 55 60 57 58
21 70 70 70 70 70 21 60 55 60 57 58
22 70 72 68 70 70 22 60 57 60 63 60
23 70 72 68 70 70 23 60 57 60 63 60
24 74 75 73 78 75 24 60 60 60 60 60
25 75 75 72 78 75 25 60 58 62 60 60
26 80 77 80 75 78 26 62 60 65 65 63
27 80 80 77 75 78 27 62 65 62 63 63
28 80 78 82 80 80 28 63 65 67 65 65
29 82 78 80 80 80 29 63 67 65 65 65
30 83 80 80 77 80 30 65 65 67 63 65
31 83 82 85 82 83 31 65 67 63 65 65
32 82 82 85 83 83 32 68 65 72 75 70
33 83 85 87 85 85 33 68 70 72 70 70
34 85 85 85 85 85 34 70 74 75 73 73
35 90 87 93 90 90 35 72 73 75 72 73
36 90 87 93 90 90 36 74 75 73 78 75
37 90 90 92 88 90 37 75 75 72 78 75
38 93 95 97 95 95 38 77 70 78 75 75
39 97 93 95 95 95 39 80 80 80 80 80
40 97 97 100 98 98 40 80 78 82 80 80
41 100 100 100 100 100 41 82 78 80 80 80
42 100 100 100 100 100 42 83 80 80 77 80
Total 3012 2904 2983 2913 2953 43 83 85 87 85 85
44 97 93 95 95 95
45 100 100 100 100 100
Total 2815 2610 2745 2630 2700

MT- Akcknoledgment

ACKOWLEDGEMENTS


Bismillahirrohmanirrohim

Praise be upon to Allah SWT: The Lord of the Universe, that under his blessing and great guidance, I eventually able to complete this thesis as one of the requirements of achieving the degree of Sarjana Pendidikan at English Study Program, Language and Arts Department, Faculty of Teacher Training and Education of Jambi University.
In accomplishing this thesis, I deservedly would like to acknowledge my deepest appreciation to the following persons who have helped and supported me to finish my thesis:
1. Drs. Yon Adlis, M.Pd, as the first supervisor who has given his charm ideas, suggestion and many other things which were useful in completing this thesis.
2. Drs. Marzul Hidayat, M.A., as the second supervisor who has given his correction, beneficial opinion and encouragement in the process of writing this thesis. He also gives his warm support and advises me to be more patient on finishing this thesis.
3. Drs. Syahrial, M.Ed, Dra. Rosinta Norawati, M.A., and Dra. Yelia, M.A. as the examiners team in the seminar of thesis proposal and in the thesis examination., for their time, contribution of thoughtful and ideas toward the development of this thesis.
4. Drs. Makmur, M.Hum as the academic advisor who has guided during the study in the Faculty of Teacher Training and Education.
5. All of English Study Program lecturers who had taught during the study in the Faculty of Teacher Training and Education.
6. All of her classmates in English Department. Thanks for the nice relation and enjoy class.
I would like to express my appreciation and faithful gratitude to my beloved mom, dad, brother and sisters, and also my beloved candidate husband, who voluntary spend their endless love and time for praying, take care of me and support me to finish writing this thesis.
Finally, researcher hopes the readers could contribute developmental criticism and suggestion to improve this thesis.


The Researcher

mini thesis _ Abstract

A B S T R A C T

Isabella, Paramita. 2008. Student’s Learning Achievement with Traditional Assessment and Portfolio Assessment. A Thesis. English Study Program of Language and Arts Department. Faculty of Teacher Training and Education, Jambi University. The First Advisor, Drs. Yon Adlis, M.Pd. The Second Advisor, Drs. Marzul Hidayat, M.A.

Traditionally, assessment is held at the conclusion of a unit of study. Certain grade is used to decide the understanding degree of the students to the subject. Traditional assessment includes multiple-choice questions and asking students to respond the questions with short answers.

Portfolio assessment 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.

The purposes of this research are to describe the student’s learning achievement with traditional assessment and portfolio assessment, and then find out the difference between the student’s learning achievement with traditional assessment and portfolio assessment.

The design of this research is ex post facto. The population is the 1^st class of students of SMP 4 Jambi. In selecting the sample is used clustered random sampling. The students of class 1A and 1B of SMP 4 Jambi are chosen as the sample. The data collection is done by observation and collecting the documentation. T-test is used to analysis the difference between the students’ learning achievement with traditional assessment and portfolio assessment

Based on the analysis, the researcher finds that mean of the class with traditional assessment is 60.00 and mean of the class with portfolio assessment is 70.31. By using t-test at the level of significance (a) 0.05, is got t_ratio is bigger than t_table, that is t_ratio = 2.833 > t_table = 1.992, it shows that there is a significant difference between the students’ learning achievement with traditional assessment and portfolio assessment.

It can be concluded that the student learning achievement with portfolio assessment is better than the student learning achievement with traditional assessment at the level of believe 95%. But portfolio assessment is better implemented in small class because teacher will be easier in managing the class.