1.

Writing skill is very important in students life, and is a

necessity (Wulyani, 2009; Graham and Perin, 2007).

2. One of the simple facts of life in the present time
is that the English language skills of a good
proportion of its citizens are seen as vital if a
country is to participate actively in the global
economy and to have access to the information
and knowledge that provide the basis for both
social and economic development (Burn &
Richard 2009:1 in Emilia:2010:1)

1. Students are frustated by seeing compositions
marked up they rarely incorporate all our
suggestons or corrections even when we ask them
to rewrite their paper (Dvorak; Osterholm; Zamel,
1995; Raimes: 1983).

2. Those teacher wo have learned how to alow
students some errors so as not to miss the
intended meaning often cannot do the same with a
written message (Chastain 1980:70)



5. Semke (1984) worked with students of German at
the same level but used a different experimental
design to examine for approach to correction: a)
on content rather than correcting b) correcting all
errors for students correction c) combining
comment and correction d) coding error for
student correction she found that only comment
without correction increase writing fluency and
langage proficiency
(lanjutan)

1. According to Osterholm (1986) process approach to teaching
writing views successful composition as an interaction between
the writer, the text, and the reader. In this concern, writing is
regarded as a mental process and a mean of communication
rather than a means of reinforcing the appropriate grammatical
and syntactic forms of spoken language (Richard, 1990).

2. Writing is regarded as predominantly to do with linguistic skills,
such as planning and drafting, and there is much less emphasis
on linguistic knowledge, such as knowledge about grammar and
text structure" (Badger & White 2000 p.154).

4. Learning does happens when students are, thinking, problem-
solving, constructing, transforming, investigating, creating,
analyzing, making choices, organizing, deciding, explaining,
talking, and communicating, sharing, representing, predicting,
interpreting, assessing, reflecting, taking responsibility, exploring,
asking, answering, recording, gaining new knowledge, and
applying new knowledge to new situations (Cameron et al. 1998,
p.6). The primary purpose of student assessment is to promote
learning. In other words, assessment drives learning.


5. The explosion of interest in alternative form of assessment was
driven by a growing dissatisfaction with traditional, multiple
choice form of testing, many researchers have argued that new
modes of assessment enhance deep approaches (Davies &
LeMahieu, 2003) to learning rather than traditional knowledge
reproduction tests, such as multiple-choice tests (Segers, et al.,
2008).
6. As an alternative, or authentic or performance based
assessment, Portfolio has long been known as a selected
collection of students work which demonstrates their
efforts, progress, and achievements in a specific area of
subject at a defined periods of time (Genesee & Upsur;
Weigle, 2002; Brown, 2004).

7. In the field of writing, Portfolio assessment can be defined as a
systematic collection of texts or students work, which include
first draft, second draft, even third draft, as well as writing
process checklist, self-assessment sheet with teacher feedback
and the final product (Sweet, 1993), that the writer has produced
over a certain period of tie (Hamp-lyons, 1991; p.262);

5. Teachers have already implemented the portfoloio assessment
regarding the process of collectiing, and selecting students work.
6. Self-and Peer assessment are not viewed as parts of the
portfolio assessment.
Penilaian portofolio merupakan penilaian atas
kumpulan artefak yang menunjukkan kemajuan dan
dihargai sebagai hasil kerja dari dunia nyata.
Penilaian portofolio bisa berangkat dari hasil kerja
peserta didik secara perorangan atau diproduksi
secara berkelompok, memerlukan refleksi peserta
didik, dan dievaluasi berdasarkan beberapa
dimensi.

Penilaian portofolio dilakukan dengan menggunakan langkah-
langkah seperti berikut ini.
1. Guru menjelaskan secara ringkas esensi penilaian portofolio.
2. Guru atau guru bersama peserta didik menentukan jenis
portofolio yang akan dibuat.
3. Peserta didik, baik sendiri maupun kelompok, mandiri atau di
bawah bimbingan guru menyusun portofolio pembelajaran.
4. Guru menghimpun dan menyimpan portofolio peserta didik
pada tempat yang sesuai, disertai catatan tanggal
pengumpulannya.
5. Guru menilai portofolio peserta didik dengan kriteria tertentu.
6. Jika memungkinkan, guru bersama peserta didik membahas
bersama dokumen portofolio yang dihasilkan.
7. Guru memberi umpan balik kepada peserta didik atas hasil
penilaian portofolio.