Portfolio-Based Timed-Handwriting Technique (PBTHT) Implementation in Writing Class: A Narrative Analysis

Abstract

---This study is a narrative analysis of the Portfolio-Based Timed-Handwriting Technique (PBTHT) implementation in Writing Class. It narrates the story of a purposively selected individual student’s experiences and perspectives in completing writing tasks with PBTHT. On a blank sheet of paper, the student has to compose a single independent paragraph on an assigned topic with PBTHT which is administered weekly at the beginning of class. Only 15 minutes is allocated to complete the task without any help. After retyping, discussion, feedback, and revision processes, all compositions are compiled into a digital portfolio. This study examines the digital portfolio artifacts and conducts in-depth chats via WA and e-mails with the student which covers the implementation of the PBTHT process, efforts, and reflection in completing the paragraph-based writing tasks. This study shows that firstly all PBTHT steps have been well accomplished by the student by doing all stages in detailed and serious manners. Secondly, the writing progress can be well seen and monitored through the portfolio. Next, PBTHT is positively perceived. Concerns, efforts, and reflections on PBTHT implementation are clearly and fairly stated for student’s writing skills improvement. The findings imply some contributions toward the improvement of the student’s writing skills.