Update Portfolio: A Speaking Assessment

Update ON ADVANCED SPEAKING OF the STUDENTS’ AUTHENTIC ASSESSMENT

Compiled by: Sumardiono

A Documented Portfolio of Learning Results on Advanced Speaking As an Authentic Assessment to Check the Students’ Mastery on Speaking

Teacher Training College of PGRI Blitar

English Education Department Jalan Kalimantan No. 111 Blitar 66131 2015

Acknowledgment hankfulness to The Almighty, Alloh SWT, who have blessed me every second I breathe. For all the things, I am grateful of countless bless till I can accomplished to compile this portfolio. To my beloved prophet, Muhammad, who is always beautiful kept in my heart, is a good model to me to be better. econdly, I thank to my lovely students in Advanced Speaking class who have done the job in this semester so well and patiently. Indeed, a qualified learning does not exist unless we work together we center the process to our activities. To Kartika, a colleague who also teaches Advanced Speaking has helped me to share in compiling this portfolio. o Prof. Kasihani Kasbolah, Ph.D, I would like to thank the knowledge you share to me. Hopefully, everything is better. This portfolio is dedicated to you as a message to me in measuring the learning process through the witness which can record the learning process. Alloh Azza Wa Jalla will always save you in the best way. urely, all contents in this portfolio are far for being perfect. Constructive suggestion and advice would be good complements to its improvement. Happy reading and inspiring to design your own class.

Blitar, November 2015

Compiler

he Update Portfolio here means the compilation of the students’ works in Advanced Speaking. The students’ works are in form of wall magazine, daily diary, poster, and article. Wall magazine reports the observation results of culinary travelling. And, the daily diary records the prayer travelling conducted by the students during a week. The poster describes what the students watch in box office movies. In addition, the article elucidates the results of mini research conducted by the students. he compilation contains the description of what the students found in their individual works. It contains the media, the documentation, the description, and feedback to the students’ works. These contents can be used as the reflection and portfolio of what the students have done during the semester. Besides, the students can check their results as authentic assessment. The teachers and lecturers can also use it as the inspiration to determine the update teaching and learning materials in designing learning materials in EFL classroom. he use of this update portfolio in EFL classroom includes the record of the learning activities during a semester. Next, the materials in this portfolio can be documentation as a learning process to the students in looking at their achievement in a term. The contents of this portfolio also function to the teachers in high schools and colleges to reflect what they have taught during a semester. In Indonesia, the students’

competences and creativities are rarely documented as the witness of what is the real achievement in learning. The learning achievement is indeed about learning process and learning result. The learning result is nowadays classified into various ways in measure the students’ competences and skills. Meanwhile, the learning process is recently recorded with the direct scoring toward the students’ affectives and psychomotors. This portfolio can be used as the record of students’ records on learning process including the control of what they do during the learning process using the consultation process which is documented through the feedback toward what the students have done and achieved. hrough this update portfolio, it is expected the authentic assessment in measuring the students’ speaking skill can be recorded and reported so that the reflection and the improvement toward the education progress under the base of honesty and care can be achieved with a good quality of learning assessment. Therefore, this update portfolio can be a product of what the compiler has developed in making authentic assessment in learning.

n this portfolio, the students’ works are compiled based on the themes used in Semester Course Outline of Advanced Speaking. There are four themes, namely, culinary travelling, prayer travelling, update movie, and mini research. The four is divided into twelve meetings in the fifth semester. Every theme has three meetings which are presented in the last meeting using different media.

No 1

2

3

4

Theme(s)

Activities

Lecturing Technique

Media

Culinary

Job Description

Discussion

Wall

Travelling

Observation

Blended Learning

Magazine

Presentation

Presentation

Prayer

Job Description

Discussion

Travelling

Recording

Blended Learning

Presentation

Presentation

Job Description

Discussion

Watching Movie

Observation

Presentation

Presentation

Job Description

Discussion

Observation

Blended Learning

Presentation

Presentation

Update Movie

Mini Research

Daily Dairy

Poster

Article

(Adapted from SCO of Advanced Speaking, 2015) n each theme, the first meeting discusses the job description. The job description is required since in preparing the material to discuss in EFL classroom, the students need to have clear job description. In the second meeting, the students observe what they need to discuss in every theme. In this step, the lecturer uses blended learning. The students require consulting both traditionally and via online consulting like whatsapp and blackberry messenger. In the third meeting, the students

should prepare the media as the determined media like wall magazine, daily diary, poster, and article. Then, they should present what they have already observed using the media in front of the classroom. n this semester, the lecturer is not only to train the students’ speaking skill but also to enhance the students’ life skills including creativity and IT (Information and Technology) skill. The four presentation sessions are expected the more qualified presentations in the speaking class. From the presentations in each theme, the lecturer compiles the learning results as the appreciation of the students’ achievement through the update portfolio.

Table of Contents i

Acknowledgment

Themes in Advanced Speaking

Update Portfolio

ii

iv

Table of Contents

vi

Chapter 1 Culinary Travelling

Chapter 2 Prayer Travelling

Chapter 3 Update Movie

Chapter 4 Mini Research

References Writer’s Biography

Chapter 1 Culinary Travelling This first chapter elucidates the results of students’ travelling on culinary especially local culinary in Blitar. To promote the indigenous local, the lecturer lets the students to observe the various foods and beverages in Blitar. This is to make the students who are approximately youngsters proud of being Indonesian with various foods. The job description includes the design of interview concerning the foods, the description and documentation of the foods, and the way in presenting the observed foods. The students are supposed to observe the foods based on their interest. Some students observe the foods based on the regions in Blitar, some observe the traditional snacks, and some other students observe the special drinks in Blitar. The foods include, for instance, pecel, variety of cooked chicken, traditional drinks, donuts, etc. Those foods and drinks are observed then reported in form of wall magazine to the students. The wall magazines functions as the media of presenting of the observation results. The functions of this theme are to make the students love their own identity or character through the traditional foods and drinks they observe, force them to know better the foods and drinks they observe, and present their experiences in their traveling by observing the foods and drinks.

In the first theme, the lecturer hopes that students are able to: 1. Know the various culinary in Blitar (C1), 2. Explain the observation points to the audience (C2), 3. Compare the differences of the culinary in the different places the students observe (A4), and 4. Package the information and pictures of the culinary traveling into wall magazine (P3).

The presenting medium used in this theme is wall magazine. This is to ease the students in making the sense to the audience when they present their culinary traveling. Wall magazine here is created by the students’ creativity since the students have their own characteristics in making the presentation understandable. The wall magazine is completed using the pictures and information concerning the culinary they observe like the procedures in making the foods and drinks, descriptions of the observed culinary, and the distinction of the culinary they observe. Wall magazine is in a piece of paper which contains the pictures and information of the thing intending to show off. It functions as the medium in speaking English to interest the audience in the presentation using the surprising and interesting medium. By using the beautiful ornaments, the students are trained to attract the audience with various ways in speaking. This medium beautifies the students’ presentations.

This documentation contains the students’ portraits after presenting their observation result in front of the class. Here are the students’ documentations: This photo shows that the students have already finished presenting the culinary traveling.

The

students

vary the

wall

magazine with their creativity. In the step of making the wall magazine, the students consult the works to the lecturer. Some students share the idea of them to the lecturer in creating the wall magazine. The medium used by the students includes the colorful paper, traditional wooden tray, even plastic beads. The students print the pictures from traveling around Blitar in getting more information about foods and drinks in Blitar. Besides, the

information

is

packaged

beautifully to persuade the readers and audience to read wall magazine they make. The students then, perform in turn, in front of the class. The students

begin

to

describe

the

places and stalls they visit and explain the foods and drinks they enjoy for a week. The students have the various stories. They impress many things like the ways in making then foods and drinks and the

ingredients of the foods and snacks they have. For example, a student finds tahu lontong which is traditional food from fried tofu combined the fresh bean spouts, fried peanuts, and ketchup

sauce

served

with

lontong. In her observation, she finds that there are various ingredients

to

serve

tahu

lontong from several places selling tahu lontong in Blitar. Tahu

lontong

can

be

varied using various ingredients like

fried

shredded

coconut, cut celery, crispy, additional foods (perkedel, sate, etc). She finds this food is always sold from evening until night in Blitar. She also knows that there are some famous places selling

this

food

and

recommended tastes to the culinary lovers. The taste of

tahu

lontong

seems

nicer when the food is served with the hot tofu. The students also vary their wall magazine with various materials like batik, colorful paper, even the Styrofoam with ornaments from plastic beads. The students also vary the information

by printing it clearly and interestingly. They are guided during the making process to have the qualified wall magazines which interest the other students, as the audience. The picture below shows that the students create and present their wall magazine maximally. The performance of their wall magazine attracts the audience to know more about the content of the magazine besides listening to the presentation. Shortly, the presentation becomes powerful with the interesting media to the audience.

The product description here is the description of the students’ learning products. The products in this theme are the wall magazines containing of the information and the pictures from culinary traveling. Here are some wall magazines made by the students.

This magazine discuses bout soft drink, the soft drink which the students observe includes the soft drink sold in Blitar. The student records that the soft drink is basically the same but the variety in serving the soft drink to the customers is the main

key to sell it to the customers. The soft drink is actually the drink contains a drink that typically contains carbonated water, a sweetener and a natural or artificial flavoring. The sweetener may be sugar, high-fructose corn syrup, fruit juice, sugar substitutes (in the case of diet drinks) or some combination of these. Soft drinks may also contain caffeine, colorings, preservatives and other ingredients.

This magazine is made of the wooden tray; the student is creative to use the available goods in her house so that it can be useful and interesting to package the information and the pictures into wall magazine. Pecel as the observed object here is interestingly presented. The student finds that pecel has many variations including the main food of rice can be substituted using sawut (Javanese traditional food made of cassava). The crisps include the variety of peyek made of soy beans, peanuts, shrimps, etc. The sauce is varied using tumpang sauce (made of cooked tempe),

Rawon is a nice traditional food which is available in some cities in East Java. Even, in foreign countries, this food is sold by the Indonesian restaurants. In Blitar, rawon has some varieties in serving this cool food for generation to generation. Wright (2009) classifies it as the best soup in the world. Rawon or Nasi Rawon/Rawon Rice (when served with rice) is a strong rich tasting traditional Indonesian beef black soup. Originally from Surabaya in Indonesian province of East Java. It uses black nuts/keluak (Pangeum edule, fruits of kepayang tree) as the main spice which gives the strong nutty flavor and dark color to the soup. The soup is made of ground mixture of garlic, shallot, keluak, ginger, candlenut, turmeric, red chili and salt sauteed with oil until it gets aromatic. The sauteed mixture is then poured into boiled beef stock with diced beef. Lemongrass, galangal, bay leaves, kaffir lime leaves and sugar are then added as seasonings.[2] The special dark/black color of rawon comes from the keluak as the main spice. The soup is usually garnished with green onion and fried shallot, and served with rice, hence the name Rawon Rice or Nasi Rawon in Indonesian language, together with baby bean sprouts, salted preserved egg, shrimp crackers and sambal chili sauce on the side.

There is also a student presenting traditional snack named wajik. Wajik is a diamond-shaped kue or traditional snack made with steamed glutinous (sticky) rice and further cooked in palm sugar, coconut milk, and pandan leaves. Sometimes, it is sold in the traditional markets. In addition, this snack is still available since in some traditional ceremony, this snack is used as the complement in the foods served in those ceremonies. In Indonesian language the term wajik is used to describe the shape of rhombus or diamond-shape, consequently in a card game, the carreaux (tiles or diamonds) is translated as a wajik. In Blitar, wajik has several varieties like wajik klethik as the special snack from Blitar, wajik ketan, and wajik klethik of Nyonya Thien. Those varieties are from their forms and the basic materials used in making wajik. However, wajik is sweet snack which reflects the Javanese culinary as the Indonesian identity.

Just like other culinary traveling, tahu lontong is a night food available almost in Blitar city if hunger comes. Tahun lontong is made of combination of lontong and fried tofu. Lontong is a dish made of compressed rice cake in the form of a cylinder wrapped inside a banana leaf, commonly found in Indonesia. The rice rolled inside banana leaf and boiled, then cut into small cakes as staple food replacement of steamed rice. The texture is similar to those of ketupat, with the difference that ketupat container was made from weaved janur (young coconut leaf), while lontong uses banana leaf instead. The fried tofu is the simple but nice combination with the sauce of ketchup with the fresh bean sprouts, fried peanuts, and the cut celery. This food has variation like the serve using crisps and other additional foods like perkedel, sate, or fried chicken. This food is so famous and widely well spread in Blitar from evening until night. Culinary lovers usually eat this food at night.

Mie Ayam is also a traditional food which becomes familiar to the university students in Blitar. This food is an Indonesian common dish of yellow wheat noodle (bakmi in Indonesian) topped with diced chicken meat (ayam), seasoned with soy sauce, and usually served with a chicken broth soup. The name is shortened to mie ayam or mi ayam. Bakmi ayam is a popular Chinese Indonesian dish and common in Indonesian cities. It can be served in a restaurant or from a hawker's trolley. The yellow wheat noodle is boiled in water until it achieves an al dente texture and mixed in a bowl with cooking oil, soy sauce and garlic. The oil coats the noodle in order to separate the threads. The oil can be chicken fat, lard, or vegetable oil. The chicken meat is diced and cooked in soy sauce and other seasonings including garlic. The chicken meat might also be cooked with mushrooms. The seasoned chicken and mushroom mixture is placed on the noodles, and topped with chopped spring onions (green shallots). Bakmi ayam is usually served with a separate chicken broth, boiled chinese cabbage, and often wonton (Indonesian: pangsit) either crispy fried or in soup, and also bakso (meatballs). While Chinese variants might use pork fat or lard, the more common Indonesian mie ayam uses halal chicken fat or vegetable oil to cater to Muslim eaters. Additional condiments might include tong cay (salted preserved vegetables), bawang goreng (fried shallots), acar timun cabe rawit (pickled cucumber and birds eye chilli), sambal and tomato ketchup.

Soto is a traditional Indonesian soup mainly composed of broth, meat and vegetables. This food is sometimes considered Indonesia's national dish, as it is served from East Java, in a wide range of variations. Soto is omnipresent in Indonesia, available in many an open-air eateries and on many street corners to fine dining restaurants and luxurious hotels. Soto, especially soto ayam (chicken soto), is an Indonesian equivalent of chicken soup. Because it is always served warm with a tender texture, it is considered an Indonesian comfort food. However, in Blitar, soto has also variety as soto daging (meat soto). Some famous soto in Blitar are like Soto Daging Bok Ireng, Soto Ayam Cak Marli, Soto Sor Seri, Soto Daging Veteran, etc.

A student observes the culinary of the cooked chicken; she finds chicken is varied in many restaurants and food stalls in Blitar. From her traveling, she finds that the chicken can be cooked as many foods like chicken nuggets, baked chicken, fried chicken, steamed chicken, etc. The foods made of chicken are nice and tasty so that this food is a dish which can be found wherever everyone goes. This food is basically made of the chicken with the various seasonings and other ingredients.

Everyone must have a donut in their lives. This snack is an international snack which is easily found in all countries. The donut is popular in many countries and prepared in various forms as a sweet snack that can be homemade or purchased in bakeries, supermarkets, food stalls, and franchised specialty outlets.The ring donuts are formed by joining the ends of a long, skinny piece of dough into a ring or by using a donut cutter, which simultaneously cuts the outside and inside shape, leaving a donut-shaped piece of dough and a donut hole from dough removed from the center. This smaller piece of dough can be cooked or added back to the batch to make more donuts. A disk-shaped donut can also be stretched and pinched into a torus until the center breaks to form a hole. Alternatively, a donut depositor can be used to place a circle of liquid dough (batter) directly into the fryer. After frying, ring donuts are often topped. Raised donuts are generally covered with a glaze (icing). Cake donuts can also be glazed, or powdered with confectioner's sugar, or covered with cinnamon and granulated sugar. They are also often topped with cake frosting (top-side only) and sometimes sprinkled with coconut, chopped peanuts, or sprinkles

Fried rice is a dish of steamed rice stir-fried in a wok, often mixed with other ingredients, such as eggs, vegetables, and meat. It is sometimes served as the penultimate dish in Chinese banquets, just before dessert. As a homemade dish, fried rice is typically made with leftover ingredients (including vegetables and/or meat) from other dishes, leading to countless variations. Many popular varieties of fried rice have their own specific list of ingredients. In Blitar, the more famous varieties include Nasi Goreng Dono (Chinese fried rice), Nasi Goreng Jawa (Mayangkara), and Nasi Goreng Bung Karno. Elsewhere, most restaurants catering to vegetarian or Muslim clientele have invented their own varieties of fried rice including egg fried rice and the Indonesian spicy nasi goreng (fried rice).

Tea is an aromatic beverage commonly prepared by pouring hot or boiling water over cured leaves of tea. In Blitar, the tea is quite famous. Since in Blitar there is a tea garden, the production of tea in Blitar is familiarly spread. There is a tea café in Blitar, Ken Tea which is especially serving tea as the main drink to buy by the customers coming to the café. In culinary traveling of tea, the tea is served variously. Tea is combined with the milk, lemon, syrup, etc. The specific tea is also sold in Blitar such as White Tea, Green Tea, Black Tea, Shake Tea, and Milk Tea.

From those presentations of the students, there are some corrections to the students especially in Advanced Speaking. The students do mistakes in dictions, grammatical spoken language, pronunciation, fluency, and self-confidence. The students are not well used to making sentences using the appropriate words. For this problem, the students are trained using consultation before finishing the report and presenting the culinary traveling. Some students still use the principle of ‘speaking does not need grammar’. This makes the students do not speak with a good accuracy so that their speaking is somehow not understandable.

The students’ pronunciation progress is still stepping in the same place since some do not often listen to the listening materials. The activities they do are often far from listening to the western sources. At least, the students should listen to the western sources to listen to adapt so that the learning process of pronunciation can be well acquired. The students are trained to speak fluently by making the English area in

English class so that they are used to speaking English. Meanwhile, to improve the students’ self confidence, the lecturer always lets the students to have habit to say as the truthfulness and the honesty.