READING PORTFOLIO AS A SUPPLEMENTARY ACTIVITY TO LEVERAGE STUDENTS’ READING COMPETENCY
DOI:
https://doi.org/10.33884/basisupb.v7i2.1850Kata Kunci:
Reading Skill, Reading portfolio, ReadingAbstrak
Membaca sebagai salah satu keterampilan yang membentuk kompetensi bahasa Inggris, memiliki porsi khusus dalam kurikulum program studi bahasa Inggris di perguruan tinggi. Di kelas Membaca, siswa dilatih untuk terbiasa membaca teks bahasa Inggris melalui penerapan keterampilan membaca. Namun, alokasi waktu yang direkomendasikan dalam kurikulum tidak cukup untuk mencapai target maksimum, kegiatan ekstra yang bisa dilakukan di luar kelas harus diberikan, seperti reading portfolio. Makalah ini berupaya untuk membahas komponen-komponen reading portfolioyang baik, serta keunggulan (strengths) dan kelemahan (weaknesses) dari kegiatan membaca tambahan yang diberikan kepada mahasiswa program Tadris Bahasa Inggris IAIN Purwokerto. Data dikumpulkan dengan mendokumentasikan temuan penelitian sebelumnya tentang kriteria portofolio bacaan yang baik, mewawancarai sampel, dan mengamati proses reading portfolioyang diberikan kepada mahasiswa IAIN Purwokerto. Hasilnya kemudian dijelaskan dalam laporan deskriptif.
Referensi
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Coombe, C., & Barlow, L. (2004). The reflective portfolio: Two case studies from the United Arab Emirates. English Teaching Forum, 42(1), 18–23.
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Fiktorius, T. (2012). Portfolio assessment in English language teaching (ELT). Academia. Edu.
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Hosni, J. Al. (2017). New Perspective on Portfolios in EFL Classrooms: Portfolio as an Autobiographical Text. Studies in English Language Teaching, 5(4), 771. https://doi.org/10.22158/selt.v5n4p771
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Stoeckel, T., Reagan, N., & Hann, F. (2012). Extensive reading quizzes and reading attitudes. TESOL Quarterly, 46(1), 187–198.
Toprak, E. L., & Almacıoğlu, G. (2009). Three reading phases and their applications in the teaching of english as a foreign language in reading classes with young learners. Journal of Language and Linguistic Studies, 5(1), 20–36.
Valencia, S. (1990). Assessment: A portfolio approach to classroom reading assessment: The whys, whats, and hows. The Reading Teacher, 43(4), 338–340.
Wu, T.-T., Huang, Y.-M., Chao, H.-C., & Park, J. H. (2014). Personlized English Reading Sequencing Based on Learning Portfolio Analysis. Inf. Sci., 257, 248–263. https://doi.org/10.1016/j.ins.2011.07.021
Yurdabakan, I., & Erdoğan, T. (2009). The Effects of Portfolio Assessment on Reading, Listening and Writing Skills of Secondary School Prep Class Students. Journal of International Social Research, 2(9).
Charvade, M. R., Jahandar, S., & Khodabandehlou, M. (2012). The Impact of Portfolio Assessment on EFL Learners’ Reading Comprehension Ability. English Language Teaching, 5(7), 129–139. https://eric.ed.gov/?id=EJ1079679
Cirocki, A. (2013). The reading portfolio: A tool for both learning and assessment in the secondary school EFL classroom. International Journal of Innovation in English Language Teaching and Research, 2(2), 223.
Coombe, C., & Barlow, L. (2004). The reflective portfolio: Two case studies from the United Arab Emirates. English Teaching Forum, 42(1), 18–23.
Day, R. (2015). Extending Extensive Reading. Reading in a Foreign Language, 27(2), 294–301.
Day, R. R., & Robb, T. (2015). Extensive reading. Language Learning beyond the Classroom, 3–12.
Demiroz, H. (2007). Critical reading its key concepts, and importance in foreign language education. Jokkef, 16, 66–78.
Fiktorius, T. (2012). Portfolio assessment in English language teaching (ELT). Academia. Edu.
https://www.academia.edu/2324141/Portfolio_Assessment_in_English_Language_Teaching_ELT_
Grabe, W., & Stoller, F. L. (2020). Teaching and researching reading (Third Edit). New York: Routledge.
Hosni, J. Al. (2017). New Perspective on Portfolios in EFL Classrooms: Portfolio as an Autobiographical Text. Studies in English Language Teaching, 5(4), 771. https://doi.org/10.22158/selt.v5n4p771
Javanmard, Y., & Farahani, H. (2012). Investigating Using Portfolio Assessment and Learning English Language in Qom Secondary Schools. Global Journal of Human Social Sciences, 12, 53.
Kim, Y. H. (2013). The Effect of Task-based Cooperative Learning Method on EFL Learners’ Reading Anxiety in Reading Class. English Literature, 18(1), 379–412.
LPM, I. P. (2016). Panduan Akademik IAIN Purwokerto 2016-2017. Purwokerto: IAIN Purwokerto.
Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from “Case Study Research in Education.” San Fransisco: Jossey-Bass Publishers.
Moore, N., Knight, G., & Kiburz, C. (2014). Developing an assessed reading portfolio to improve reading habits and raise test results Developing an Assessed Reading Portfolio to Improve Reading Habits and Raise Test Results. 214–237.
Murat, Ö., Yenal, T. H., & Yenal, A. (2012). Opinions of the physical education and sports candidate teachers about reading 1. International Journal of Human Science.
Ng, Q. R., Renandya, W. A., & Chong, M. Y. C. (2019). Extensive reading: Theory, research and implementation. Teflin Journal, 30(2), 171–186. https://doi.org/10.15639/teflinjournal.v30i2/171-186
Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1995). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses (Vol. 17). Peter Lang.
Rayner, K., Pollatsek, A., Ashby, J., & Clifton Jr, C. (2012). Psychology of reading (Second Edi). New York: Psychology Press.
Sartika, F. D., Afifah, N., & Anggraini, Y. (2020). the Correlation Between Students’ Reading Habit and Their Reading Comprehension. Jurnal Basis, 7(1), 207. https://doi.org/10.33884/basisupb.v7i1.1856
Shihab, I. A. (2011). Reading as critical thinking. Asian Social Science, 7(8), 209–218. https://doi.org/10.5539/ass.v7n8p209
Silverman, D. (2016). Qualitative research. Los Angeles: Sage.
Stoeckel, T., Reagan, N., & Hann, F. (2012). Extensive reading quizzes and reading attitudes. TESOL Quarterly, 46(1), 187–198.
Toprak, E. L., & Almacıoğlu, G. (2009). Three reading phases and their applications in the teaching of english as a foreign language in reading classes with young learners. Journal of Language and Linguistic Studies, 5(1), 20–36.
Valencia, S. (1990). Assessment: A portfolio approach to classroom reading assessment: The whys, whats, and hows. The Reading Teacher, 43(4), 338–340.
Wu, T.-T., Huang, Y.-M., Chao, H.-C., & Park, J. H. (2014). Personlized English Reading Sequencing Based on Learning Portfolio Analysis. Inf. Sci., 257, 248–263. https://doi.org/10.1016/j.ins.2011.07.021
Yurdabakan, I., & Erdoğan, T. (2009). The Effects of Portfolio Assessment on Reading, Listening and Writing Skills of Secondary School Prep Class Students. Journal of International Social Research, 2(9).
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Diterbitkan
2020-10-23
Terbitan
Bagian
BASIS VOLUME 7 NO 2 OKTOBER 2020
Lisensi
