|Judul||:||THE RELATIONSHIP BETWEEN LEARNING MOTIVATION, PORTFOLIO BASED ASSESSMENT, AND STUDENTSâ€™ WRITING ABILITY ON THE SECOND SEMESTER OF ENGLISH EDUCATION STUDY PROGRAM AT FACULTY OF TEACHERS TRAINING AND EDUCATIONAL SCIENCES, PAKUAN UNIVERSITY, BOGOR|
Lungguh Halira Vonti. The study is aimed to reveal the relationship between learning motivation, portfolio based assessment with the students’ writing ability. The study was conducted in second semester of English Education Study Program in Faculty of Teachers Training and Educational Sciences, Pakuan University. The population of the study is the second semester of the English Department, Faculty of Teachers Training and Educational Sciences, Pakuan University. From the population, the sample of the study is two classes with 56 students. The method of the study is correlative study with the technique of data analysis multiple regression. The instruments used by the researcher are motivation questionnaire, portfolio project, questionnaire on students’ perception toward portfolio based assessment, and writing test.
From the study, it can be concluded that the students’ learning motivation has significant positive relationship with the students’ writing ability. It is shown from the high score of students’ writing test with the result of the students’ questionnaire on learning motivation. The sig score from the data analysis is 0.002 which is less than the sig table (0.05). The score shows that there is linear relationship between x1 (learning motivation) and Y (students’ writing ability). It means that the higher motivated the students are, the higher score they get in their writing test. The second result is the positive relationship between portfolio based assessment and the students’ writing ability. From the data analysis, it is found out that the students who got high score in their portfolio project, obtained high score in writing test. From the regression and correlation table of SPSS calculation, the sig score for the x2 (portfolio based assessment) compare with Y is 0.00. It is less than 0.05 from the coefficient score table. It means that there is also linear relationship between x2 and Y. To validate the data, the researcher also checked the score with the result of the questionnaire on the students’ perception toward the portfolio based assessment. Students who have positive perception toward the use of electronic portfolio also got high score both in portfolio project and writing test. Therefore, it is obvious that the combination of the two independent variables has significant positive relationship with the students’ writing ability. It is shown from the sig score obtained from the SPSS calculation of correlation and regression analysis. The sig score for the combination is 0.025 which is less than 0.05.
However, to use electronic portfolio, the teachers have to consider several things like the availability of the infrastructure needed like the internet connection and computers or notebooks. It is also important for the teachers to understand how to apply the technique and method in teaching writing by using this kind of assessment. Therefore, the effective and innovative way of assessing and teaching writing in the classroom can be developed.
Keywords: Portfolio, Assessment, Learning Motivation, Writing Ability
|Tahun||:||2016||Media Publikasi||:||jurnal nasional blm akreditasi|
|Kategori||:||Jurnal||No/Vol/Tahun||:||2 / 8 / 2016|
|PTN/S||:||Universitas Pakuan||Program Studi||:||PENDIDIKAN GURU SEKOLAH DASAR|
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