IMPLEMENTING PORTFOLIO TO IMPROVE STUDENTS’ WRITING ABILITY IN RECOUNT TEXT AT THE 8TH GRADE STUDENTS OF SMPN 1 NGANTRU TULUNGAGUNG

YULIANI PERTIWI, 126203211084 and DWI ASTUTI WAHYU NURHAYATI, 197602222009012003 (2025) IMPLEMENTING PORTFOLIO TO IMPROVE STUDENTS’ WRITING ABILITY IN RECOUNT TEXT AT THE 8TH GRADE STUDENTS OF SMPN 1 NGANTRU TULUNGAGUNG. [ Skripsi ]

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Abstract

The thesis entitled "Implementing Portfolio to Improve Students’ Writing Ability in Recount Text at the 8th Grade Students of SMPN 1 Ngantru Tulungagung" was written by Yuliani Pertiwi, Student ID Number. 126203211084, English Education Study Program, Faculty of Tarbiyah and Teacher Training, supervised by Dr. Dwi Astuti Wahyu Nurhayati, S.S., M. Pd. Keywords: portfolio, recount text, english language teaching (ELT) The teaching of writing recount texts in English at the junior high school level remains a critical area demanding effective assessment methods to improve student learning outcomes and address diverse student needs. Traditional assessment techniques often fail to capture students' ongoing progress and varied proficiency levels, especially in classes with large sizes and heterogeneous abilities. The main aim of the study is to investigate the implementation of portfolio assessment in teaching writing recount texts to eighth-grade students at SMPN 1 Ngantru Tulungagung. Portfolio assessment was chosen as the method for this study due to its potential to provide a comprehensive, formative evaluation of students’ writing abilities over time. The use of recount texts aligns with the curriculum focus on narrative skills important for personal and academic expression. By employing portfolios, students are encouraged to engage in iterative writing processes, including drafting, revising, and self-assessment, which are integral to developing higher-order writing competencies. The study was designed as Classroom Action Research (CAR) and analyzed using a qualitative descriptive approach. This research was conducted in a single cycle due to the clear and significant improvement observed in students' writing performance following the implementation of the portfolio method. Data were collected through observations, portfolio documentation, and supported by an assessment design that included indicators of knowledge and skills related to recount writing. The results of the study indicate that the use of the portfolio approach effectively enhanced students' writing quality and participation. All success criteria in this research were met, supporting the decision to conclude the Classroom Action Research (CAR) cycle. More than 71% of the students succeeded in achieving writing quality at the "Good" category or higher. Additionally, 85.7% of the students showed improvement in their writing skills, confirming that the implementation of the portfolio played a significant role in the development of these skills. Student participation also reached a minimum level of 3 by the end of the cycle, indicating increased students’ engagement during the learning process.

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