Teaching Writing Using Electronic Portfolio
in the Multimedia Lab at
Wuri Soedjatmiko
Johanes Leonardi Taloko
This
paper attempts to share the teaching of descriptive writing using electronic
portfolio (e-portfolio) in the multimedia lab where students can write according to their own pace. Given individual electronic
folders, the can continue writing whenever they want. The students can revise
their first draft following comments given by the tutor or peers, or continue
to the next assignment put in the tutor’s folder. Microsoft Word also provides
tools, “tract changes” and “insert and view comments”, which enable students to
freely and responsibly accept or reject suggestions given by the tutor. As a
result, corrections, comments and revisions have caused improvements in
describing things in more detailed ways, and less on the grammar and vocabulary
mastery. However, only 25% of the students think their progress relates to an
ability to better describe things; the rest believe their improvements are more
in grammar and vocabulary mastery. E-portfolio provides a lot of practice,
which enables the students to directly read comments and corrections given by
the tutor and peers. Another significant finding is that the tutor must use
various delivery techniques to cope with students’ different learning
preferences.
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Soedjatmiko, W., & Taloko,
J. L. (2003). Teaching writing using electronic portfolio in the
multimedia lab at
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