The Development of Portfolio Based Short Text Writing Assessment Instrument in 11th Grade of Senior High School (SMAN 1) Panai Tengah

_________________________________________________________ DOI: https://doi.org/10.33258/biolae.v2i2.278 Abstract: This research produces a portfolio-based short story writing assessment instrument. The research method used is the Research and Development method which refers to the development of Borg and Gall (in Tegeh et al, 2014: 7-13). The module development process is carried out with three stages: a preliminary study stage, initial product development and product trials. The results showed that the feasibility assessment by material experts consisted of 4 aspects namely content feasibility aspects obtained an average of 77 with effective criteria, aspects of the feasibility of the presentation obtained an average of 92.5 with very effective criteria, aspects of language eligibility obtained on average 77 with effective criteria, and aspects of contextual assessment obtained an average of 79.9 with effective criteria, evaluation of eligibility by instrument evaluation experts obtained an average of 85 with very effective criteria. The assessment interprets the meaning of the short story text, both verbally and in writing fulfilling the reliable criteria with a reliability of 0.7, the Assessment identifies the abstract, orientation, complications, resolution, evaluation, and koda meets the reliable criteria with a reliability of 0.7 and the assessment of writing the story text short meet the reliable criteria with a reliability of 0.97. This research impacts on the use of portfolio-based short story writing assessment instruments.


I. Introduction
The quality of education is a concern that the government is always seeking to improve. Quality control of education is essentially controlling the quality of human resources in the system. Quality control requires information about the state of learners in schools to support the implementation of educational programs so that the results can be achieved optimally. (Umma, 2020).
Assessment of the learning process so far has often been ignored, at least received less attention than the assessment of learning outcomes. Whereas education is not merely results oriented, but also process. Therefore, the assessment of learning outcomes and learning processes must be carried out in a balanced manner and if possible can be carried out simultaneously.
Assessment of the learning process and results is carried out by the teacher as an integral part of the learning activity process. That is, assessment is inseparable in the preparation and implementation of learning. Assessment of the learning process and outcomes aims to assess the effectiveness and efficiency of teaching activities as material for improvement and refinement of the program and its implementation. The object and target of the process evaluation and learning outcomes are the components of the learning system itself. This is supported by research conducted by Sri Juwariyah in her journal (2015) No: 93 entitled "Assessment in Indonesian Language Writing Learning".
Various assessment techniques can be carried out by the teacher to find out the success of student learning. However, there is no one assessment technique that is most appropriate for all competencies at any time. The assessment technique used is highly dependent on the competency to be assessed.
In general, assessment of learning outcomes can be done by tests, self-assessment (peer assessment), peer assessment, work assessment (project assessment), project assessment, assessment of student work (product assessment), attitude assessment, and portfolio assessment (portfolio assessment). Each assessment technique has limitations.
Portfolio techniques can support the skills of teachers and encourage them to consider in depth various efforts so that students can progress and succeed in accordance with the expected goals. Through portfolio assignment techniques students can reflect and be responsible for the progress of learning, assessment of their learning outcomes and also their own learning. Portfolios can also provide credible evidence to parents and their environment towards students' learning achievement.
The focus of the tasks of learning activities in the portfolio is problem solving, thinking and understanding, writing, communication, and students' own views of themselves as learners. Assignments given to students in portfolio assessment are assignments in the context of everyday life. Portfolio assessment is also an assessment of a collection of artifacts. The focus of portfolio assessment is a collection of student work individually or in groups in a certain learning period.
Short stories as one type of literary work that is very popular among the people. Short stories as stories in the form of short prose. Short has a very relative meaning, in this case it can be interpreted to be read once sitting. Writing short stories has the goal to express the feelings of the writer and also to channel the problems of human life that often weigh on the minds of others or the writer himself. Short story is one of teaching material that can improve students' writing skills.

Basic Definition of Assessment
Assessment (assessment) has a different meaning from evaluation. The Task Group on Assessment and Testing (TGAT) describes assessment as all the methods used to assess the performance of individuals or groups. Popham (in Widoyoko, 2016: 4) defines that "Assessment in the context of education as a formal effort to determine the status of students with regard to various educational interests". Boyer & Ewel (in Widoyoko, 2016: 4) defines that "assessment is a process that provides information about individual students, about curriculum or programs, about institutions or everything related to the institutional system".
Measurement data in the form of numbers or scores about the characteristics of the object being measured. Therefore, the result of the assessment is the meaning or decision of the score or number obtained from the measurement results. The meaning or decision depends on the purpose and standard or evaluation criteria. If the assessment aims to determine graduation, then based on the score the measurement results can be interpreted or decided "pass" or "not pass". If the research aims at acceptance selection, then based on the score the measurement results can be decided "accepted" or "rejected". If the assessment aims to determine achievement, the meaning of the score can be "achieved", "less", or "not achieved". If to determine quality, the score can mean "very good", "good", "enough", "less", or "very less". If the research aims to determine the quality of discipline, the scores / numbers range from "very disciplined", "disciplined", "less disciplined", to "undisciplined". And various other assessment standards.

Authentic Assessment
Curriculum Center (in Majid, 2014: 56) argued that authentic assessment (authentic assessment) is a process of collecting, reporting, and using information about student learning outcomes by applying the principles of assessment, ongoing implementation, authentic evidence, accurate, and consistent as public accountability. This is in line with Johnson's opinion (in Majid, 2014: 56), which says that authentic assessment provides broad opportunities for students to show what has been learned and what has been mastered during the learning process. Furthermore Johnson (in Majid, 2014: 56) said that authentic assessment focuses on goals, involves direct learning, builds cooperation, and instills a higher level of thinking. Through the tasks given, students will show their mastery of the goals and depth of understanding, and at the same time it is hoped that they will be able to improve understanding and self-improvement.
The term authentic assessment is often aligned with the meaning of performance assessment, alternative assessment, direct assessment, and realistic assessment. Authentic assessment is called performance appraisal or performance-based assessment because in this assessment directly measures the actual performance (real) students in certain things, students are asked to do meaningful tasks using real world or authentic tasks or contexts. Authentic assessment is said to be an alternative assessment because it can function as an alternative to replace traditional assessment. Authentic assessment is said to be an assessment because it provides more direct evidence of the meaningful application of knowledge and skills in a realworld context. Authentic assessment is also said to be realistic assessment or related to application in real life.

Portfolio Assessment
Portfolio assessment is a new approach that is often introduced by education experts to be carried out in schools in addition to the assessment approach that has long been used. The term portfolio was first used by photographers and artists. Through a portfolio of photographers can show prospective their work to customers by showing the collection of work they have.
Widoyoko (2016: 96) defines a portfolio as a collection of student work in a certain period of time that shows effort, development, and learning achievement. A certain period of time starts from a collection of works in one semester or one year. A portfolio is usually the chosen work of a student. Determination of a student's chosen work that is considered best determined jointly between the teacher and students. In determining this, surely the criteria for a work must be agreed upon as a good work. The work can be in the form of concrete actions that reflect students' concern for their environment. Widoyoko (2016: 97-98) believes that giving assignments to students whose results will be assessed in portfolio assessment must pay attention to the following matters: a. The assignment given must be in accordance with the competencies and learning objectives to be measured. b. Student work that is used as a portfolio in the form of test results, daily student behavior, structured assignment results, documentation of student activities outside of school that support learning activities c. The portfolio assignments include aspects: title, learning objectives, scope of study, job description, and assessment criteria. d. Job descriptions contain activities that train students to develop competencies in all aspects (attitudes, knowledge, skills). e. Job descriptions are open, in the sense of accommodating the production of diverse portfolios. f. Sentences used in the job description use communicative language and are easily carried out by students. g. Tools and materials used in completing portfolio assignments are available in the student environment and are easily obtained. Kosasih (20011: 431) stated "Short stories are short essays in the form of prose. In a short story separated a part of the life of a character, which is full of disputes, touching or pleasant events, and contains an impression that is not easily forgotten ". Nugroho Notosusanto (in Tarigan, 1985: 176) argues, Short Story is a story that is about 5000 words in length or about 17 pages of quarto space that is centered and complete in itself. To determine the length of a short story is difficult for a common size, the short story is finished reading in 10 to 20 minutes. If the short story may be up to 1½ or 2 hours.

Short story
The characteristics of the short story according to Lubis (in Tarigan, 1985: 177), including the following: 1) The short story must contain the author's interpretation of his concept of life both directly and indirectly; 2) In a short story, an incident must master the storyline; 3) Short stories must have someone who must be the principal or main character; 4) Short stories must have an interesting effect or impression. 5) The structure of the short story is generally shaped by (1) the introduction of the story, (2) the ascending to conflict, (3) the peak of the conflict, (4) the decline, and (5) the settlement. There are parts that call it abstract terms, orientation, complications, evaluation, resolution, and code.

III. Research Methods
The study was conducted at Panai Tengah 1 High School, located on Jl. Like Labuhan Bilik, Kab. Labuhan Batu. The research will be conducted in the 2019/2020 Learning Year which is planned starting from the collection of knowledge data to the writing as a whole. The subjects in this study were teachers and 11 grade students of Senior High School (SMAN 1) Panai Tengah with a total of 30 students.
Research on the development of portfolio assessment instruments is based on needs analysis which refers to learning process activities. This research uses the type of research development (Research and Development), because it is in accordance with the objectives to be achieved. The instrument development procedure uses the step of research and development of Borg, & Gall (I Made Tegeh et al, 2014: 7) which have been developed into ten stages.

The Process of Developing an Assessment Instrument for Writing Short Portfolio Based Texts
The process of developing portfolio-based short story writing instrument assessment shows 73.3% of students are not familiar with portfolio-based assessment instruments. This shows students need portfolio-based assessment instruments in writing short text. Furthermore, 66.6% of students obtained data stating that so far they only used existing assessment instruments, published by the government without any other handbook. This proves that so far learning in schools has only focused on instruments already in the test book. Further data shows that 93.3% of students need this assessment instrument, mainly on portfolio-based. This means that students need this assessment instrument as an alternative to assist them in learning to write short text.

a. Phase I Preliminary Study
The process of implementing the development of assessment instruments in stage I, namely generating ideas / ideas by carrying out preliminary studies. The preliminary study was carried out by conducting a field survey (needs analysis) of the literature survey. Needs analysis is the process of determining the priority of educational needs, gathering information, and solving problems. To determine the results of the field survey (needs analysis) obtained by distributing questionnaires to 2 Indonesian language teachers and 30 students at the school by first describing the definition of portfolio-based assessment instruments on the questionnaire in order to have an overview of the questions in the questionnaire submitted. The results of the questionnaire distributed to teachers and students obtained the following conclusions.
The results of the questionnaire distributed to teachers and students obtained the following conclusions. 1) Some teachers (50%) said they did not know the assessment instruments developed and some students (73.3%) said they did not know the assessment instruments developed. 2) Some teachers (50%) stated that they had not used an assessment instrument developed in short story writing learning process and some students (66.6%) students stated that they had not used an assessment instrument developed in accordance with the 2013 curriculum.

b. Phase II Initial Product Development
The initial stage of product development is the validation of the contents of the material and evaluation, product revision and assessment and suggestions by the teacher. Based on the development stages of Borg and Gall, this stage is the development stage to obtain input from material experts, evaluation experts, and assessment and advice of Indonesian Language teachers.
The initial product of the assessment instrument developed was an instrument in the form of an instrument to write portfolio-based short story text material for 11 grade outlining the following: 1) Cover 2) Preface; 3)

c. Phase III Conducting Trial
Phase III tests the assessment instruments through 3 trial processes: 1) individual trials, 2) small group trials, and 3) limited field trials. Individual trials were conducted at Senior High School (SMAN 1) Panai Tengah on three students of 11 grade. The purpose of this individual trial is to identify product deficiencies and student responses to the product being developed. Data on the results of individual student responses to the assessment instruments that have been developed can be seen in table 1 below.

11
Using this assessment instrument can make learning short story text material fun 83,3 Effective Average Amount

81,8 Effective
The results of the individual trial evaluation above concluded that the assessment instruments developed were included in the "Effective" criteria with an average total percentage of 81.8 Individual trials were carried out to determine the student's initial response and to identify product deficiencies against the product developed before the test. Try a small group.
A small group trial was conducted at SMA Negeri 1 Panai Tengah. Trials were conducted on nine students with high, medium and low abilities to find out the students' perceptions of products that were developed and were revised from weaknesses after individual trials were conducted. Data on the results of the responses of small group trial students to the assessment instruments in the form of instruments that have been developed can be seen in table 2 as follows. The results of small group trials on students' perceptions of assessment instruments that have been developed show an average percentage of 85.4% with the criteria "Very Effective". These results are obtained after an improvement or revision of the individual trials so that the assessment instruments are revised again from the arrangement of the material and the use of language that is more easily understood by students.
Limited field trials were conducted at SMA Negeri 1 Panai Tengah. Trials were conducted on 30 students with high, medium and low abilities. Limited field trials produce data that will be used to find out how the benefits of the product for students. Data on the results of the response of field test students is limited to the assessment instruments that have been developed in the form of instruments concluded that the assessment instruments included in the criteria "Very Effective" with an average percentage score of 87.7%. Data on the results of responses from field trial students to limited assessment instruments can be seen in table 3 and the complete data in the appendix. The results of limited field trials on students' perceptions of assessment instruments that have been developed show an average percentage of 87.7% with the criteria of "Very Effective". This means that the instruments developed have increased development and can meet the demands of learning needs. This limited field trial assessment becomes the final stage of the trial product portfolio writing instruments short story based portfolio of 11 th grade.

Eligibility Test Instrument for Short Portfolio Based Text Writing Developed in 11 th grade Students of Senior High School (SMAN 1) Panai Tengah a. Material Expert Validation
Feasibility of content is the appropriateness of the substance or content of the material presented or exposed in the developed valuation instrument. The assessment instrument for writing short text that was developed got a good response from the material experts on the aspect of content eligibility. This is evident from the results of the validation and assessment after data analysis of each sub-component and indicators on the aspect of content eligibility. The overall average on the content eligibility aspect is declared "Effective" with a total percentage of 77%. Thus, assessment instruments developed on the aspect of content eligibility are stated to have met the demands of learning. This can be seen from each score obtained. Data validation results by material experts on the feasibility of the contents can be seen in the following table 4. The percentage criteria for the appearance of indicators on the Assessment Instrument that has been developed.

No
Feasibility Level Score Score 1 Very effective 4 86-100% 2 Effective 3 75-85% 3 Less effective 2 64-74% 4 Ineffective 1 <65% Based on the data presented in the above table, the average number of overall aspects of content eligibility is in the "effective" criteria with a total percentage of 77%. This is inseparable from the acquisition of scores on each subcomponent of content eligibility. The components of content eligibility include: a) the suitability of the material with BC, b) the accuracy of the material, c) the materiality of the material, and d) encouraging curiosity.
Feasibility of presentation is on the systematic and sequence of presentation of learning material in the developed assessment instruments. In the aspect of feasibility, the presentation of the assessment instruments developed also received a good response from the material experts. This can be seen from the results of validation and assessment after data analysis of each sub-component and indicators on the feasibility aspects of the presentation. The overall average in terms of presentation eligibility is stated as "Very Effective" in total 92.5% percentage. Thus, instruments developed in the feasibility aspect of the presentation are -631-stated to have met the demands of learning. This can be seen from each score obtained. Data validation results by material experts on the feasibility of presentation can be seen in table 5. Based on the data presented in the table above, the average number of overall aspects of the eligibility of the presentation falls within the "Very Effective" criteria with a total percentage of 92.5%. This is inseparable from the acquisition of scores on each subcomponent of the eligibility of the presentation.
Language Feasibility is the feasibility of using the language used to express ideas in the developed assessment instruments. The aspect of language appropriateness in the assessment instruments developed received good responses from material experts. This can be seen from the results of validation and assessment after data analysis of each sub-component and indicators on aspects of language feasibility. The overall average number of aspects of language eligibility is declared "Effective" with a total percentage of 77.7%. Thus, assessment instruments developed on aspects of language eligibility are stated to have met the demands of learning. This can be seen from each score obtained. Data validation results by material experts on the feasibility of the presentation can be seen in table 6 below. Based on the data presented in table 4.6 above, the average number of overall aspects of language eligibility is in the "Effective" criteria with a total percentage of 77.7%. This is inseparable from the acquisition of scores on each sub-component of language eligibility.

b. Evaluation Expert Validation
The evaluation of learning evaluation was conducted by Dr. Surya Masniari Hutagalung, M.Pd., and Prof. Dr. Sumarno, M.Pd., who is a Lecturer at Medan State University. The assessment was conducted to obtain information on the quality of the assessment instruments developed to improve the quality of learning in SMA Negeri 1 Panai Tengah on writing short story texts. The results of the validation and evaluation by the evaluation experts on the assessment instruments developed received good responses. This can be seen from the results of the validation and assessment after data analysis of each subcomponent and indicators on the instrument's feasibility aspects. The overall average on the instrument's eligibility aspect was stated to be "Very effective" with a total percentage of 85%. Thus, the assessment instruments developed were stated to have met the demands of learning. This can be seen from each score obtained. Data validation results by evaluation experts can be seen in table 7. Based on the data presented in the above table, the average number of overall aspects of the appraisal of the appraisal instrument is in the "very effective" criteria with a total percentage of 85%.

V. Conclusion
The process of developing Portfolio-based short story writing assessment instruments is carried out with three stages: a preliminary study stage, initial product development and product trials. In the preliminary study stage, a needs analysis for teachers and students is conducted. The results of the needs analysis showed that 100% of teachers needed an assessment instrument as an instrument in learning Indonesian. In the initial product development stage, product design and product validation are carried out to 2 material experts, 2 evaluation experts. After the validation process, the product is declared eligible to be tested. In the third stage product trials are carried out in three ways namely individual trials, small group trials and limited field trials. Individual trials get an average percentage of 81.8 with the category "Effective", small group trials get an average percentage of 85.4 with the category "Very Effective". Limited field trials received an average percentage of 87.7 in the "Very Effective" category.