| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 47-48 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 22-25 |
| Abstraksi Narasi | : | Teaching and testing spoken English (SE) has an old history. In the early 1800s Carey (1906; cited in Sinha 1978:22) advertised that at his school near Calcutta, ``particular attention will be paid to the pronunciation `` of English. Teaching elocation, rhetoric, or SE, has until recently been an integral a part of the school curriculum. But as demand for English has grown and properly trained people have become scarce, clear goals and models have also disappeared as have the teaching and testing of SE except as an extra-curricular activity, even in countries like India. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 59 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 57-58 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 38-43 |
| Abstraksi Narasi | : | There is a wide body of theoretical research proposing the use of portfolios in ESL composition classes. The purpose of this article is to describe how I have applied existing theoretical research at the practical level in the intermediate/advanced composition classes because portfolios can measure the growth of students` abilities as writers, promote ownership of students` own writing, and, along with a scoring rubric, provide a mechanism by which students can assess their own strengths and weaknesses as writers. It is important for the reader to note that the following description of the process of portfolio development is one that has worked for me at the levels I have taught. This may not apply directly to other contexts; however, an important characteristic of portfolio development is its ``adaptability`` to other levels and contexts. According to Hamp-Lyons, a proponent of portfolio development, ``Multiple trait instruments are grounded in the context in which they are used, and they are therefore developed onsite for a specific purpose with a specific group of writers...`` (p.10). With this in mind, ESL composition teachers at the beginning, intermediate, or high advanced levels should seek to modify the following processes to accomplish their own specific goals. In describing my experience with portfolio development, I would like to start with the end product, the portfolios themselves. I will describe the essays that I require in the completed portfolios, the rationale for each essay, and, finally, the arrangement of the essays within the portfolio. Then, I will show the process---including outline, rough draft (s), peer comments, and revision(s)---by which students develop their portfolios. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 10-15 |
| Abstraksi Narasi | : | It is generally recognized that one of the main benefits of portfolio assessment is the promotion of learner reflection (Gottlieb 1995; O` Malley and Valdez Pierce 1996). As part the portfolio process, students are asked to think about their needs, goals, weaknesses, and strengths in language learning; they are often asked to select their best work and to explain why the work is valuable to them. Learner reflection in a portfolio makes an important contribution to the triangulation of information in the assessment process. This means that the contents of the portfolio are collected from three different sources--the student, the teacher, and third party (perhaps another teacher, a family member, or a peer). These multiple perspectives on the student`s performance contribute to the assessment process (Huerta-Macias 1995). For learners, a primary task in portfolios involves not only selecting work which demonstrates growth and achievement, but providing reflective analysis of their work as well. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 54-56 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 54 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 53 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 48-52 |
| Abstraksi Narasi | : | - |
Unduh Dokumen Berkas PDF Utama