E-Portofolio Recording With Teachers' Feedback to Develop EFL Students' Speaking in Seventh Grade Students of SMP PGRI 10 Jakarta

sudjoko [et. all]; prof.dr.h. gunawan suryoputro, m.hum; herri mulyono, ph.d;

Speaking ability is needed in this century. On the other hand, Indonesian’s Curriculum does not give sufficient time to evaluate their students. Teachers are given only 45 minutes per week. Teachers have to think a way that can be effective for learning course, as for, evaluation process teachers can use virtual activities
This study aims of this study is to describe the use of recording in electronic portfolio to assess the ability to speak English. This study investigated how learners work on the tasks, the opinions of learners and how a teacher provides feedback to learners in assessing the ability to speak using e-portfolio recording.
The study involved twenty students from three different classes and used a qualitative research design conducted at SMP PGRI 10 Jakarta from August 2017 to October 2017. Three types of instruments were applied for this study: observation, questionnaire (Adapted from the Classroom Anxiety Scale Foreign Language by Linkert) and reflective journal. Data were collected by collecting students' reflective journals and screenshots of feedback from teachers received by learners in social media, Facebook. Data collection was collaborated with questionnaires. These data were transcribed and coded using the categorization of the Kose’s coding strategy (2006). The data were also obtained by quantifying the questionnaire to find out the opinions of learners in conducting an evaluation of the ability to speak using the recording in an electronic portfolio. The first findings revealed that learners have differences in the way they do English speaking recording such as memorizing (by 54%). Learners also showed a high motivation in the use of recording in electronics portfolio of 62%. Second, learners were agree with the use of e-portfolio recording was more interesting (by 53%). Finally, learners believed the feedback given by teachers in the speech process can improve their speaking skills (at the level of the task level).