STUDENTS’ PERCEPTION TOWARDTHE IMPLEMENTATION OF PORTFOLIO ASSESSMENT IN WRITING CLASS
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the
Sarjana Pendidikan
Degree
in English Language Education
By
Yenny Setyawati Student Number: 061214100
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
STUDENTS’ PERCEPTION TOWARDTHE IMPLEMENTATION
OF PORTFOLIO ASSESSMENT IN WRITING CLASS
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the
Sarjana Pendidikan
Degree
in English Language Education
By
Yenny Setyawati Student Number: 061214100
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
A-Thesis on
ST$DEFFTS' -FERCEPTION TIOW*RD fiffi ,Iil/FIEAfiENTATION
UT'FC'RTFOLTO
CLA,SS
a,.J,
Sponsor
tu
ii
{"" ?fi*"*
c?
iv
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, November 22, 2010 The Writer
v
This thesis is dedicated to:
-
Jesus Christ and Holy Mary
-
My Wonderful Family
vi
ABSTRACT
Setyawati, Yenny. 2010. Students’ Perception toward the Implementation of Portfolio Assessment in Writing Class. Yogyakarta: Sanata Dharma University.
In this modern era, writing seems to be an important skill that people should possess. As global community, people need to have the ability to write effectively since writing plays an important role in people’s life. That is why writing should be taught and assessed well in language teaching. The assessment of writing using a test seems to be inadequate because writing test has some disadvantages. Therefore, teacher needs to find an alternative assessment which can cover the disadvantages of writing test. Portfolio is considered to be one of the alternative assessments. Basically, portfolio is a good assessment tool but in fact a lot of students do not realize it. Because of that, the researcher conducted this study which is intended to investigate students’ perception toward the implementation of portfolio assessment in writing class. This study had one research problem formulated: What is students’ perception toward the implementation of portfolio assessment in writing class?
In this study, the researcher used survey method. To gather the data, only one instrument used, that is questionnaire. The questionnaire included twenty six statements and three open ended questions about portfolio assessment. The questionnaires were distributed from May 12th, 2010 until May 18th, 2010 to the students of Paragraph Writing Class B, Paragraph Writing Class C, Short Essay II Class A and Short Essay II Class F in Sanata Dharma University. Those four writing classes were chosen because they were suitable with the researcher’s criteria about portfolio assessment–students did the writing assignment regularly during the semester and at the end of the semester, they have to collect all their assignment they have made and submit it to the lecturer. Total respondents in this study were eighty students.
The data analysis showed that most of the respondents had positive perception toward the implementation of portfolio assessment in writing class. All the respondents had a notion that portfolio assessment is useful and beneficial and is good to be implemented in writing class. Although portfolio gives so many benefits, still it has some weaknesses. However, portfolio assessment helped students to improve their English well, especially in writing.
vii
ABSTRAK
Setyawati, Yenny. 2010. Students’ Perception toward the Implementation of Portfolio Assessment in Writing Class. Yogyakarta: Universitas Sanata Dharma.
Dalam era modern, menulis merupakan sebuah keterampilan yang harus dimiliki oleh masyarakat. Sebagai komunitas global, masyarakat harus memiliki kemampuan menulis secara efektif karena menulis memegang peranan penting dalam hidup manusia. Oleh karena itu, menulis harus bisa diajarkan dan dinilai dengan baik dalam pembelajaran bahasa. Penilaian menulis menggunakan test nampaknya kurang memadahi karena test memiliki beberapa kelemahan. Maka, guru harus bisa menemukan sistem penilaian alternatif yang dapat melengkapi kekurangan ini. Portfolio dianggap dapat menjadi salah satu dari sistem penilaian alternatif tersebut. Pada dasarnya, portfolio merupakan sistem penilaian yang bagus namun kenyataannya banyak siswa tidak menyadari akan hal ini. Oleh sebab itu, peneliti mengadakan penelitian ini yang bertujuan untuk meneliti persepsi siswa terhadap implementasi portfolio dalam kelas menulis. Penelitian ini memiliki satu permasalahan yang difurmulasikan yaitu: Bagaimanakah persepsi siswa terhadap implementasi portfolio dalam kelas menulis?
Dalam penelitian ini, peneliti menggunakan metode survey. Untuk mengumpulkan data, hanya satu instrument penelitian yang digunakan yaitu kuesioner. Kuesioner yang digunakan memiliki dua puluh enam pernyataan dan tiga pertanyaan terbuka tentang portfolio. Kuesioner dibagikan sejak tanggal 12 Mei 2010 hingga 18 Mei 2010 kepada siswa-siswa dari Paragraph Writing Class B, Paragraph Writing Class C, Short Essay II Class A and Short Essay II Class F di Universitas Sanata Dharma. Keempat kelas menulis tersebut dipilih karena keempatnya memenuhi kriteria-kriteria yang ditetapkan oleh peneliti mengenai portfolio yaitu selama satu semester, siswa secara rutin menulis karangan-karangan dan pada akhir semester, mereka harus mengumpulkan semua tugas yang telah mereka buat selama satu semester dan mengumpulkannya kepada dosen. Total jumlah responden dalam penelitian ini adalah delapan puluh siswa.
Dari analisis data dapat dilihat bahwa sebagian besar responden memiliki persepsi yang baik terhadap implementasi portfolio dalam kelas menulis. Bahkan seluruh responden berpendapat bahwa portfolio sangat berguna dan menguntungkan bila diimplementasikan dalam kelas menulis. Walaupun portfolio memiliki beberapa keunggulan, namun tetap saja portfolio memiliki beberapa kelemahan. Namun, bagaimanapun juga, portfolio tetap saja dapat membantu siswa dalam meningkatkan kemampuan bahasa Inggris mereka khususnya kemampuan menulis.
viii
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Yenny Setyawati
Nomor Mahasiswa : 061214100
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENTS’ PERCEPTION TOWARDTHE IMPLEMENTATION
OF PORTFOLIO ASSESSMENT IN WRITING CLASS
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, me-ngalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta
Pada tanggal: 22 November 2010 Yang menyatakan
ix
ACKNOWLEDGMENTS
Foremost, I would like to express my greatest gratitude to God Almighty for all his blessing, grace, and love. From the beginning, He has guided me to finish my study in English Language Education Study Program, Sanata Dharma University and finish this thesis. He has also helped me to overcome all the problems and strengthened me when I started to feel desperate and stressful.
In finishing this thesis, I also received some helps and supports from these following people to whom I would like to express my gratefulness. Without helps and supports from these people, this thesis would never completed.
First, I would like to thank the chairperson of English Language Education Study Program, C. Tutyandari, S.Pd., M.Pd. as my major sponsor for spending her time for me and giving me beneficial advices and corrections, helpful assistance, great support and encouragement from the beginning when I first joined her RELT class, Thesis Writing class, until I finished this thesis.
Second, I would also like to express my gratitude to all PBI lecturers for guiding me and teaching me well during my study in English Language Education Study Program, Sanata Dharma University, especially Made Frida Yulia, S.Pd., M.Pd. for guiding and helping me during my study. I also thank Henny Herawati, S.Pd., M.Hum. and Drs. Antonius Herujiyanto, M.A., Ph.D. for doing their job well as my academic advisor, Gregorius Punto Aji, S.Pd., M.Hum., Fidelis Chosa Kastuhandani, S.Pd. and Chrysogorus Siddha M, S.Pd. for allowing me to distribute questionnaires in their classes, and Yuseva Ariyani Iswandari, S.Pd., M.Ed. for answering all my questions and proofreading this thesis. I also send my gratitude to Maria Martarina Pramudani and Chatarina Artilantari who have helped me a lot during my study.
x
has given to me and for always supporting me and giving me a hand.
Finally, I would like to thank my best, best friends, Ayum, Rika, Susan, Idoeth, Rina, Ruzna, Deinza, and Danny for their help, support, cooperation and for the beautiful friendship they have given to me. The last, I thank all off my respondents to whom I was so indebted because they were willing to cooperate with me in finishing this thesis by filling out the questionnaires.
Yogyakarta, August 20, 2010
xi
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
STATEMENT OF WORK’S ORIGINALITY ... iv
DEDICATION PAGE ... v
ABSTRACT ... vi
ABSTRAK... vii
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS... viii ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xv
LIST OF FIGURES ... xvi
LIST OF APPENDICES ... xvii
CHAPTER I. INTRODUCTION ... 1
1.1 Research Background…... 1
1.2 Problem Formulation ... 4
1.3 Problem Limitation ... 4
1.4 Research Objectives…... 5
1.5 Research Benefits…... 5
xii
CHAPTER II. REVIEW OF RELATED LITERATURE ... 10
2.1 Theoretical Description ... 10
2.1.1Perception ………... 10
2.1.2 Assessment in English as a Foreign Language (EFL) Classes ... 12 2.1.3 Assessing Writing ... 13
2.1.4 Portfolios ... 15
2.1.4.1 Definition ... 16
2.1.4.2 The advantages of implementing portfolio assessment in assessing writing ... 17 2.1.4.3 Traditional Assessment vs Portfolios Assessment ... 18
2.1.5 Self-Assessment in Assessing Writing ... 20
2.1.5.1 Definition ... 20
2.1.5.2 The advantages of self-assessment ………..………… 21
2.1.5.3 Self-assessment in portfolio assessment ………….……… 22
2.2 Review of Related Studies ... 23
2.2.1Teachers’ Perception on the Use of Portfolio... 23
2.2.2Students’ Perception on The Use of Portfolio... 25
2.3Theoretical Framework ………... 25
CHAPTER III. METHODOLOGY ... 27
3.1 Research Method ... 27
3.2 Research Instrument ... 28
3.3 Research Participants ... 32
3.4 Data Gathering Technique ... 32
3.5 Data Analysis Technique ... 33
3.5.1 Analyzing the Close-ended Questions ... 33
3.5.2 Analyzing the Open-ended Questions ... 34
3.6 Research Procedure ... 35
3.6.1 Identifying the Problem ... 35
xiii
3.6.3 Identifying the Research Method ... 36
3.6.4 Identifying the Research Participant ... 36
3.6.5 Preparing the Research Instrument ... 36
3.6.6 Asking Permission To Conduct The Study ... 37
3.6.7 Gathering and Analyzing the Data ... 37
3.6.8 Drawing Conclusion ... 38
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 39
4.1 Research Result ... 39
4.1.1 Students’Opinion on the Advantages of Portfolio ... 41
4.1.2 Students’Opinion on Portfolio as Self-Assessment Tool ... 44
4.1.3 Students’Opinion on the Use of Portfolio Assessment ... 46
4.1.4 Portfolio Assessment Class Scenario ... 50
4.2 Discussion ... 53
4.2.1Students’Opinion on the Advantages of Portfolio………… 53
4.2.2 Students’Opinion on Portfolio as Self-Assessment Tool ... 54
4.2.3 Students’Opinion on the Use of Portfolio Assessment ... 55
4.2.3.1 Portfolio gives students the opportunity to write more…... 55
4.2.3.2 Portfolio helped students to identify their strengths and weaknesses ………... 56 4.2.3.3 Portfolio gives students the opportunity to revise their work……… 56 4.2.3.4 Portfolio makes students to be autonomous learners…….. 57
4.2.3.5 Portfolio helped students to be critical……… 57
4.2.3.6Portfolio improves students’ writing skill ………... 57
4.2.4 Portfolio Assessment Class Scenario ... 58
4.2.4.1Explain about the portfolio ……….. 59
4.2.4.2 Provide folder to keep the portfolio ……… 59 4.2.4.3 Give feedback and correction/revision on students’
xiv
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 62
5.1 Conclusions ... 62
5.2 Suggestions ... 63
5.2.1 Suggestions for Teachers ... 64
5.2.1.1 Explaining the students about portfolio itself ... 64
5.2.1.2 Giving clear feedback for the students ... 64
5.2.1.3 Discussingstudents’ mistakesin class ... 65
5.2.1.4 Providing a folder or file manager for students to keep their portfolio ... 65 5.2.1.5 Creatingclear scoring rubric for students’ portfolio ... 65
5.2.1.6 Combining portfolio assessment with traditional assessment ... 67 5.2.2 Suggestions for Students ... 67
5.2.2.1 Studying about the portfolio itself ... 67
5.2.2.2 Doing and keeping the portfolio well ... 68
5.2.2.3 Cooperating well with other students ... 68
5.2.3 Suggestions for Future Researchers ... 69
REFERENCES ... 71
xv
LIST OF TABLES
Table Page
2.1 The Difference between Traditional Concept and New Concept of Assessment ...
15
3.1 List of Statements and Questions Used for the Questionnaire ... 30
3.2 Table Used to Present Close-ended Questions Result……….. 34
3.3 Table Used to Present Open-ended QuestionsResult ………... 34
3.4 Table Used to Analyze Open-ended QuestionsResult ………. 35
4.1 The Result of the Close-Ended Questions ... 40
4.2 The Result of the Open-Ended Questions (Number 27-28) ……... 50
4.3 The Result of the Open-Ended Questions(Number 29) …... 52
xvi
LIST OF FIGURES
Figure Page
xvii
LIST OF APPENDICES
Appendix Page
I. Letter of Permission ... 76
II. Examples of Questionnaire ………. 80
III. QuestionnaireBlueprint ………..…... 83
IV. Questionnaire ... 85
1
CHAPTER I
INTRODUCTION
This chapter includes six main parts which are research background, problem formulation, problem limitation, research objective, research benefits, and definition of terms that are going to be discussed as follows.
1.1 Research Background
Writing seems to be an important skill that we should possess in this globalization era. We as global community need to have the ability to write effectively since it is “becoming widely recognized as an important skill for educational, business and personal reasons” (Weigle, 2002). Therefore, in language teaching, writing should be taught effectively. In addition, a teacher should also find the appropriate assessment to measure the skill of writing.
Dikli (2003, p. 15) traditional assessment measures what students can do at particular time instead of measuring students’ progress from time to time. However, test scorecannot be used to show students’ progress over time.
Many teachers seem to understand this situation that traditional assessment has some weaknesses and is not enough to measure their students’ learning. Therefore, teachers start to find a good alternative assessment which can cover the limitation of traditional assessment (test). A good alternative assessment according to Hatfield, Edwards, and Bitter (1997: 107) as cited in Lee, P. Y. (2006: 345) should have one or more of these characteristics: (1) Students perform, create, and produce; (2) Tasks require problem solving or higher-order thinking; (3) Problems are contextualized; (4) Tasks are often time-consuming and need days to complete; (5) Scoring rubrics or scoring guides are required.
According to Dikli (2003: 14), there are two common types of alternative assessment which are project and portfolio. Project requires students to display what they know about certain topics for example in the form of presentation multimedia, artwork, role-play, etc. Project may have some characteristics of good alternative assessment stated by Hatfield, Edwards, and Bitter (1997: 107) above but when we look up the definition of project and the explanation above, project may not be suitable to be used as an alternative assessment in assessing writing because it does not measure students’progress during the lesson.
Portfolio is students’ collection of their works that shows their progress
weaknesses. From the definition of portfolio above, we know that portfolio is suitable to be used as an alternative assessment in assessing writing because by using portfolio, it is possible for teachers to focus on both the process and the result.
Moreover, portfolio also has some characteristics of a good alternative assessment. Portfolio requires students to create and produce. Using portfolio, students are obligated to create and produce a set of compositions on various topics during the course. Not only that, portfolio is often time consuming. Producing a good portfolio, students must use more time rather than creating a composition on an examination day. Students need some time to develop their ideas, produce their compositions, check their portfolio, revise their portfolio, check it again, and revise it again. Then, portfolio requires scoring rubrics. Teachers must have scoring rubrics/scoring guides so that the assessment become clear and the teachers will be able to assess their student objectively. It is clear that portfolio is one of the good alternative assessments that is suitable to be implemented in assessing writing.
and future teachers can consider using portfolio as an alternative assessment in assessing writing.
Although portfolio is believed to be one of the suitable alternative assessments to be implemented in assessing writing, still portfolio seems to be less accepted by the students. Students seem to underestimate this kind of assessment. Students do not know what actually portfolio is and what the functions of portfolio are. That is what the writer is going to study in this research. This research focuses on the students’ perception toward the implementation of portfolio assessment in writing class. Through this study, the researcher wants to figure out students’ attitude and theiropinion toward portfolio assessment.
1.2 Problem Formulation
There is only one problem that the writer formulates in this study. The problem of this study is: what is students’ perception towardthe implementation of portfolio assessment in writing class? From this problem formulation, the researcher expands the discussion to students’ perception toward portfolio assessment in writing class, students’ reason of having good or bad perception toward portfolio assessment and students’ suggestions for the better implementation of portfolio assessment in writing class.
1.3 Problem Limitation
the end of the lesson including all the drafts of each work. Then, the discussion continues to the discussion on students’ perception toward the implementation of portfolio assessment in writing class. Students here refer to the students of Sanata Dharma University especially students from the year 2008 and 2009 who took writing class at even semester in academic year 2009/2010 which uses portfolio as assessment tool.
1.4 Research Objectives
The objective of this study is to describe whether students have good perception toward portfolio in writing class. Then, the next objective is to find out why students have good/bad perception toward portfolio. This study also has an objective to make students state some suggestions for the implementation of portfolio assessment in assessing writing so that the next implementation of portfolio will be better.
1.5 Research Benefits
This study is expected to give contribution to: 1.5.1 The English Teachers
teachers of English can manage well how to use portfolio in their assessment and how to make portfolio well-accepted by the students.
1.5.2 Other Researchers
The result of this study might give other researchers clear description of portfolio assessment and the implementation of portfolio in assessing writing. This study, also, hopefully will encourage other researchers to conduct further study on similar topic.
1.5.3 Students of English Language Education Study Program
For students of English Language Education Study Program who probably read this thesis in the future, this study might broaden their knowledge of English language teaching especially on the assessment in English language teaching. After reading this study, the readers will get to know some things related to the implementation of portfolio assessment.
1.6 Definition of Terms
To avoid misleading and to have the same understading between the researcher and the readers, the researcher provides some definition of terms used in this study. The researcher defines some terms as follows.
1.6.1 Perception
“Perception is our sensory experience of the world around us. Perception
around them as the result of experiencing something. Huffman, Vernoy, M., and Vernoy, J. in their bookPsychology in Actionexplain when people receive some sensory data, they will always try to organize those data and then interpret it into something that is familiar with their mental pattern (2000: 107).
Based on these experts’ explanations, in this study, the writer formulates the definition of perception as someone’s point of view and opinion that he/she obtains from interpreting something about what she/he ever experienced in his/her environtment. For example, in this study the researcher wants to conduct research on students’ perception toward the implementation of portfolio assessment in writing class. In other words, it can be said that the researcher wants to conduct research which investigate the opinion of the students about portfolio assessment that they have ever experienced in their writing class.
1.6.2 Assessment
Rayment (2006: 2) describes assessment as a method and process. She explains assessment is a method used in learning to measure how far the learning process happen, also to gain and collect feedback on the teaching-learning process. She adds, assessment is also process of evaluating students’ within an educational context and the process of documenting students’ knowledge, skill, and attitude.
1.6.3 Portfolio
Campbell, Melenyzer, Nettles, and Wyman (2000), define portfolio as“an organized, goal driven documentation of students’ professional growth and
achieved competence in the complex act called teaching.”According to Northwest Evaluation Association as cited in Weigle (2002: 198) portfolio is “a purposeful collection of students’ work that exhibits to the students (and/or others) the
student’s effort, progress, or achievement in a given area” (1991: 1, cited in
Wolcott, 1998). Cited in Chen (2004: 1), McNamara and Deane explaine that portfolio is “one of the assessments which provides more complete picture of students’ ability, effort, and progress which also allows students to have greater voice in their language learning process” (1995: p.21).
In this research, portfolio is defined as the collection of students’ works from the beginning of the course until the end of the course. Since this study focuses on the use of portfolio in assessing writing, portfolio here includes the draft of students’ work.
1.6.4 Self-assessment
As cited in Wen-ming and Xiao-zhen (2008: 20), self-assessment can be defined as “information about the learners provided by the learners themselves,
about how their works have met the criteria. Rayment (2002: 55) said that self-assessment is “a powerful part of assessment for learning” because it can motivate students to learn more, to identify and evaluate their own skills and weaknesses.
10
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter aims at discussing the theories underlying this study. This chapter consists of three parts which are theoretical description, review of related studies and theoretical framework.
2.1 Theoretical Description
This section discusses some relevant theories about perception, assessment and portfolio. Here are the theories which are relevant to the topic.
2.1.1 Perception
In our daily life, people might be familiar with the term perception. Some people might say perception is vision, reaction, idea, conception, or reaction about something that we have experienced before. Nevertheles, Yapias, Iizuka, Hayashi, Yim, and Burke (2004: 6) explain that perception is the process in which people gather sensory information, organize it, and interpret it. That explanation about perception is almost the same with Altman, Valenzi, and Hodgetts’ explanation. Theyadd, “perception is the way stimuli are selected and grouped by a person so that can be meaningfully interpreted” (1985: 85) .
Figure 2.1 The Perceptual Process by Altman, Valenzi, and Hodgetts
According to Altman, Valenzi, and Hodgetts (1985: 86), someone’s perception can be influenced by some factors namely selection of stimuli, organization of stimuli, the situation, and the person’s self-concept. Selection of stimuli means when people receive a lot of stimuli, they only focus on small part of stimuli (p.86). Next factor influencing perception is organization of stimuli. Based on figure 2.1 above, after people receive some stimuli, they will select it. Then, the selected information will be organized to be something meaningful. Altman, Valenzi, and Hodgetts (p.87) say that “arrangement of stimuli affects our perception”. The ability to organize and arrage the selected stimuli is different from one person to another. Thus, we can say that organization of stimuli influence someone’s perception.
The third factor influencing perception is the situation. “A person’s familiarity with, or expectation about, a situation, as well as his or her past experience, affect what that person perceives” (p.89). Each person has different background, culture, and experience. People’s behaviour on certain situation of course will be influenced by their background, culture, and experience. The last factor is self-concept. Self-concept is person’s image felt and perceived by himself or herself (p.90). For example, people may think that they are educated. The thought about themselves who are educated will influence their perception about something.
Stimuli
Sensors’ selection of stimuli
Perception, organization, and
interpretation of stimuli
2.1.2 Assessment in English as a Foreign Language (EFL) Classes
One of the activities which are done in EFL classroom is assessment. According to Peregoy and Boyle, assessment is a procedure used to evaluate students’ learning. This procedure can also be used to measure students’
achievement and development (2004: 108). According to Nunan (2003), assessment is “the act of collecting information and making judgment on learner’s knowledge and ability” as cited by Prabandari inLLT Journal(2005: 109).
Suskie, in her book,Assessing Student Learning(2004: 3), formulates the definition of assessment as follow which is also illustrated in figure 2.1.
“Assessment is the ongoing process of: establishing clear, measurable expected outcomes of students learning; ensuring that students have sufficient opportunities to achieve those outcomes; systematically gathering, analyzing, and interpreting evidence to determine how well student learning matches our expectations; and using the resulting information to understand and improve students’ learning.”
1. Establish Learning Goals
3. Assess Student Learning
Figure 2.1 The Ongoing Process of Assessment According to Suskie
2. Provide Learning Opportunities 4. Use the
Rayment has different opinion. Sheformulates assessment as a “process of evaluating students within an educational context” (2006: 2). Based on the experts’ definitions about assessment above, we may say that in the teaching-learning process one thing that teacher needs to do is evaluating students’ learning. It is important to be done because it can help teacher toknow students’ development and achievement during the teaching-learning process. Then, the result of evaluating students’ learning can be used to decide whether such teaching method and technique still can be used or not? Thus, assessment becomes a crucial step in teaching because this is the only way for the teacher to evaluatestudents’ progress in learning.
There are a lot of methods of assessment used in assessing language. Teachers and/or future teachers must be able to decide which method which fits best with their students and their learning objectives so that they can measure their students’ learningwell.
2.1.3 Assessing Writing
demonstrate learners' full range of intuitions and knowledge, sufficiency with first-draft work, and exclusion of development” (Wolf, 1989as cited in Alimemaj and Ahmetaj, 2010).
Moreover, “testing situation itself often produces anxiety within the student such that they are unable to think clearly” (Huerta-Macias, 1995). They add “the student may also be facing extenuating circumstances (e.g., personal problems or illness) at the time she/he is being tested; this also hampers the student’s performance on the test”. Students may be failed in a test not because they do not study before the exam but because they are stressful, nervous, and/or sick during the test that makes them cannot do the test well.
Knowing that traditional assessment has some disadvantages, we cannot deny that it also has some advantages. Lianghuo as cited in Lee, P. Y. (2006: 346-347) mentions some advantages of traditional assessment which are it is easy to design, it is easy to administer, it can have good coverage in content, it is good for testing factual knowledge and specific skills, it is easy to mark and grade, it is more objective, it is easy to analyze and report, it is well established, and it is also well accepted. Considering its advantages, it is clear that teachers can still apply traditional paper-and-pencil test. Paper-and-pencil test can still play an important role in assessing writing but teachers have to find a new way of assessment to cover the limitations of traditional assessment and to compensate what traditional assessment cannot achieve.
instead of applying the traditional one. The following Table 2.1 shows the features of traditional concept and new concept of assessment stated by Fan Lianghuo from The National Institute of Education as cited in Lee, P. Y. (2006: 344) that teachers have to consider in choosing the appropriate alternative assessment.
Table 2.1 The Difference between Traditional Concept and New Concept of Assessment Student
assessment Traditional concept New concept
What to be assessed
Cognitive domain (mainly knowledge and skill) and the result of learning
Both cognitive and affective domains (knowledge, skill, ability and disposition) and both the result and process of learning
Where it is conducted
Within classroom Within and/or outside classroom
When students work on the tasks
During in-class time During and/or after class time
How it is conducted
Conventional way (paper-and pencil or written test)
Both conventional and alternative ways How long the
process takes
A block of time (e.g., one or two class periods)
It depends on the tasks. It could be days, weeks, months, or even years What purposes it
usually serves
Single (most important: grading and reporting students’ learning results)
Multiple (most important: improving teaching and learning)
The alternative assessment that we choose should be able to measure both cognitive and affective domain, measure both the result and the process of learning, be conducted whithin and/or outside classroom, be conducted both conventional and alternative ways, have multiple purposes, take some times to finish, and be done by the students during and/or after class time.
2.1.4 Portfolios
2.1.4.1 Definition
There are numerous definitions of portfolio. From the definition of terms in chapter I, the researcher concluded that portfolio is the collection of students’ written work from the beginning of the lesson until the end of the lesson including all the drafts and the revisions. For example, every week students are ask to write a composition on certain topic, and then they have to check each others’
composition and give feedback to their friends’ composition. After that, they
submit their composition to their teacher in order to receive a feedback from the teacher. Receiving feedback from both their friend and teacher, students are then required to revise their assignment. After all, at the end of the semester, students have to submit all of their assignments that they have made during the semester. Finally, portfolio is the collection of all students’ assignments that they have made
during the semester–the compositions and the revisions.
O'Malley and Pierce (1996) as cited in Apple and Shimo (2004: 54) differentiate portfolio in three separate categories namely showcase portfolio (students-selected pieces which they believe represent their best work), collection portfolios (contain all the drafts and the final product of all student works) and assessment portfolios (require students to select works for assessment according to certain criteria given by the instructor).
Cited in Barton and Collins (1996: 4-5), there are four types of portfolio which are artifacts, reproductions, attestations, and productions (Collins, 1991).
Attestations are the documentation that teachers generate about the students’ academic progress (e.g. teacher written feedback of students’ presentation). Thelast, productions, are the documentation of students’ preparation for the portfolio. This includes goal statements, reflections, andcaptions.” (Barton and Collins, 4-5)
Hamp-Lyons and Condon (2002) as cited in Weigle (2002: 199) mention nine characteristics of portfolio: 1) portfolio is a collection of written works, rather than a single writing sample; 2) portfolio enables the writer to display his/her writing performance; 3) portfolio shows students the learning situation and what students have accomplished within their learning; 4) portfolio is delayed assessment, it gives students opportunity and motivation to revise their work; 5) portfolio lets students to select the pieces to be included in portfolio; 6) portfolio offers opportunities for student-centered control; 7) portfolio involves reflection and self assessment; 8) portfolio measures students’ growth along specific parameters; and 9) portfolio provides a means for measuring development over time.
In this study, the writer will only focus on the second category of portfolio which is collection portfolios. Also, the writer only focus on the first type of portfolio which is artifacts.
portfolios that are: (1) portfolio allows students to evaluate their work which means students involve in the assessment process; (2) portfolio enables self reflection; (3) portfolio enhances students’ learning and autonomy; (4) portfolio
encourages students to be more responsible about their own learning; and (5) portfolio changes students’ perspective of the teacher’s role and their own role.
Apple & Shimo, 2005; Hamp-Lyons & Condon, 2000; Shimo, 2003 as cited in Apple and Shimo (2004: 77) add some benefits of portfolio assessment which are portfolio enables self-assessment that makes students aware of their strengths, weaknesses, also, improvement that they have made during the lesson. At the end of the lesson, when students see their collection of works, from teacher and peer feedback, they will notice the stregths and weaknesses they have, also the improvement that they have made during the lesson. Hung (2004) states that “portfolio shows what the students can do rather than they cannot do, it gives richer picture of the students’ ability and understanding, and it demonstrates the growth of competence while reducing stress”. Nunes (2004) adds some benefits which were portfolio assessment can “foster students’ reflection, help students monitor their own learning, and be a useful pedagogical tool that it facilitates the adoption of a more learner-centered as well as the integration of assessment, teaching and learning with the curriculum.”
2.1.4.3 Traditional assessment vs portfolios assessment
Niami (2008) compared and contrasted portfolio to traditional assessment as follows:
“First, portfolios measure student's ability over time, while in traditional assessment it is measured at one time. Second, portfolio assessment is done by teacher and student and the student is aware of criteria, while traditional assessment is done by teacher alone and the student is often unaware of criteria. Third, portfolio assessment is embedded in instruction but traditional assessment is conducted outside instruction. Fourth, portfolio assessment captures many facets of language learning performance, while traditional assessment does not capture the range of student's ability. Fifth, portfolio evaluation stresses improvement, effort, and achievement, while traditional assessment only focuses on results. In other words, portfolio evaluation is process-oriented, while traditional assessment is product-oriented. Finally, portfolios connect learning, assessment, and instruction whereas these aspects are separated in traditional assessment. In brief, portfolios are considered a better tool for student learning.”
Based on the explanation above, we can conclude that portfolio assessment is learner-centered and process-oriented assessment. Since it is a learner-centered, it means students are aware of the assessment criteria that students should be responsible for their own learning. Whereas traditional assessment is teacher-centered and product-oriented - teacher is the one who is responsible for the assessment and one thing that the students should do is just doing the test.
2.1.5 Self-Assessment in Assessing Writing 2.1.5.1 Definition
The issue of self-assessment refers to students’ effort in providing some information about their learning, their progress, their achievement, about “what they are making and what they think they can or cannot do yet with what they have learned in a course” (Blanche and Merino, 1989) as cited in Yang and Xu (2005). Harris and McCann, 1994 (cited in Yang and Xu, 2005) describe self-assessment as “useful information about students’ expectations and needs, their problems and worries, how they feel about their own (learning) process, their reaction to the materials and methods being used, what they think about the course in general.” Based on the definitions above, we can conclude that self-assessment is the way students see their learning and how they react to it.
In another journal, Harris (1997: 20) considers self-assessment “encourages the students to become part of the whole process of language learning, and to be aware of his/her progress”as cited in Chunlei and Chen (2005: 8). It means self-assessment encourages learning autonomy for students. Students are responsible for their own learning.
development-oriented self-assessment. Performance-oriented self-assessment “samples the test takers’ performance at one particular point in time” (Saito); whereas, development-oriented self-assessment “assesses the participants for an extended period in order to detect changes and patterns of development over time” (p.1). Portfolio assessment is included in this definition.
2.1.5.2 The advantages of self-assessment
Self-assessment has some benefits which are: (1) encourages students to become independent learners (Wenden, 2001 as cited in Yang and Xu, 2005); (2) increases students’ motivation in learning (Geeslin, 2003; Wenden, 2001; Angelo & Crosss, 1993 as cited in Yang and Xu, 2005); (3) allows students to monitor their progress (Yang and Xu, 2005); (4) makes students to pay more attention in their assessment (Rollheiser and Ross, 2005 as cited in Marhaeni); and (5) raises students’ awareness (Blanche, 1988 as cited in Chunlei and Chen, 2005).
All of these students’ efforts clearly show that self-assessment encourages students to be autonomous and independent learners. Self-assessment does give some benefits for the students. Therefore, self-assessment should be integrated into the English classroom everyday.
2.1.5.3 Self-assessment in portfolio assessment
There are three basic elements of portfolio which are students’ artifacts,
assessment criteria, and self-assessment (Wyaatt III and Looper, 1999 as cited in Marhaeni, n.d). Students’ artifacts show the development and progress that students have made during the lesson. Assessment criteria are guideline for the students to create a good assignment which meet the requirements. Finally, self-assessment helps students to achieve the self-assessment criteria. Self-self-assessment provides information for students about what they are good at and what they are less good at, about their skills they have and the weaknesses that they have to get rid of, and about the progress they have made. With this information, students will be able to produce better assignments which meet the assessment criteria.
are aware of the assessment criteria, they will be able to produce better assignments and make a good progress during the teaching-learning progress.
2.2 Review of Related Studies
This part explains some related studies on portfolio assessment that have been done by the experts. During this study, the researcher found four research articles similar to this study. One of these fouronline journals discusses teachers’ perception on the use of portfoio which title isTeachers’ Perspective on Portfolio Assessment in EFL Writing Classroom. This journal is written by Shao-Ting Alan Hung. The other three discuss students’ perception on the use of portfolio which are Matthew Apple and Etsuko Shimo’s Perception of Portfolio Assessment in EFL Cassrooms, Davis et all’s Student Perception of a Portfolio Assessment
Process, and S Elango’sPortfolio as a Learning Tool: Students’ Perspective. Based on those four journals found by the researcher, this part will be devided into two sections which are teachers’ perception on the use of portfolio
and students’ perception on the use of portfolio.
2.2.1 Teachers’ Perception on the Use of Portfolio
who hardly ever participate in the activities in class but still get good grades” Hung (2005).
Hung (2005) explains that traditional examination is not the best way for assessing students’learning. Teachers have to find alternative assessment that can be used together with this traditional assessment. In this study, it is explained that portfolio is considered as one of this authentic assessment. Portfolios can be used to witness students’ growth over a period of time. They show “what students can do rather thanthey can not do” (Hung, 2005). Teachers also agree that portfolios emerge autonomous learning. Students will be able to know their strengths and weakneses and they can control their own learning. Students can set their own learning objective and motivate themselves to achieve this objective.
In order to make portfolio assessment effective, Hung (2005) explains that teachers have to: First, give clear explanation on the implementation of portfolio. From Hung’s study it is found that students who are knowing that portfolio plays a role as an assessment tools for their writing classes aware writing process as their responsible. Students are motivated to give the best effort for completing their portfolio. Second, provide a clear and specific rubrics/criteria to assess their students’ portfolio. “Clear criteria motivate students and make the assessment more attainable” (Hung, 2005).
conclude his study with a suggestion to combine traditional paper-and-pencil test with portfolio assessment.
2.2.2 Students’ Perception on The Use of Portfolio
In conducting a research on students’ perceptionon the use of portfolio, all the experts use the same research intrument to gather the data which is questionnaire. Davis et all and S Elango et all conducted the study in medical training field. Whereas Matthew Apple and Etsuko Shimo conduct the study on EFL classroom in Japan.
The three research articles conclude the same thing that students give a good response on the use of portfolio as an assessment tools though the implementation of portfolio sometimes need days to finish, complicated, and stressfull. Students believe that portfolio “hightened their understanding of the exit learning outcomes and enabled reflection on their work” (Davis et all, 2009). Moreover, portfolio encourages students to develop. Cognitively, students develop their writing skill through portfolio: they can learn from their own mistakes or from others. Affectively, portfolio guides students to be more autonomous and active in learning.
2.3 Theoretical Framework
students. For the teachers, portfolio helps them to assess both cognitive and affective domains. Learners who have a good affective domain will try to make their portfolio as good as possible and teacher can measure the cognitive domain through the quality of their students’ portfolio.
For the students, portfolio enables self-assessment– it is possible for the students to learn from their mistakes and correct it by theirself. This certainly will make students be autonomous learners. Moreover, portfolio focuses on the process instead of the result. Since portfolio focuses on the process instead of the result, portfolio can be used to monitors students’ progress in writing. Portfolio shows students their strengths and weaknesses in writing. By showing students’ strengths and weaknesses, portfolio can be used to help students to improve their writing ability. Another advantage of portfolio is it motivates and gives students the opportunity to revise their composition before final exam is given. In brief, portfolio gives us so many advantages compared to traditional assessment. Teacher will be able to measure students’ progress in language learning
27
CHAPTER III
METHODOLOGY
This chapter discusses the methodology used to conduct the research. This chapter is divided into six main discussions which are the discussion of research method, research instrument, research participants, data collection, data analysis and research procedure.
3.1 Research Method
Research method used in this study was survey method. According to Ary et al (2002: 374) “survey is a research techniques in which data are gathered by asking questions of a group of individuals called respondents”. In this study, the researcher focusedon students’ perception toward portfolio. Since the researcher focused on students’ perception toward portfolio, survey method is the suitable method to use.
Due to the use of this kind of method, the researcher used questionnaire as the research instrument. “The questionnaire is the instrument to gain the information relating to facts, feelings, and so on” (Ary, et al, 2002). Using questionnaire, the researcher asked some questions about the implementation of portfolio assessment in writing class to groups of writing class students.
because these writing classes were suitable with the researcher’s criteria about the
implementation of portfolio assessment in writing classes. These four writing classes had similar pattern of portfolio implementation. At the beginning of the semester, the lecturer had set some topics. During the semester, the students created some compositions about these topics and every week they had regular activities which were writing, checking others’ composition, giving feedback, and revising their composition. Then, at the end of the semester, students submitted their portfolio which consisted of their drafts, compositions, and revisions that they have made during the semester to the lecturer and it was the lecturer who would assess their portfolio. Since not all of the writing class students were distributed the questionnaire, we can say that this study used sample survey. Sample survey is “a study that studies only a portion of the population” (Ary, et al, 2002). The kind of sampling used was purposive sampling. Purposive sampling is the selection of subject based on certain criteria (Patton, 1990) – object which meet the criteria were used as subject of the study whereas object which do not meet the criteria were rejected.
3.2 Research Instrument
portfolio. In the questionnaire, the researcher only stated the advantages of portfolio so that it will be clearer for her to differentiate the participants who have positive perception and negative perception – students who choose ‘agree’ or ‘strongly agree’ had positive perception toward the implementation of portfolio
assessment in writing class and vice versa.
From the two example of the questionnaires used in previous study and some theories about portfolio described by the experts in chapter II, the researcher also generated some open-ended questions. These open-ended questions were used to find students’ reason for having positive/negative perception toward the implementation of portfolio assessment in writing class and to find students’ suggestions for further implementation of portfolio assessment in assessing writing.
Table 3.1 List of Statements and Questions Used for the Questionnaire
No Statement/Question
1 Portfolio helps me to monitor my progress in writing. 2 Portfolio helps me to improve my writing ability.
3 Writing portfolio helps me to monitor my learning goals.
4 In writing portfolio, I can plan my own learning progress to achieve the learning goals.
5 Portfolio gives me an opportunity to revise my composition before final exam is given.
6 Writing portfolio helps me to raise my motivation to revise my composition before final exam is given.
7 Reviewing others’ portfolios is very useful for I can learn from others. 8 Peer-feedback on my portfolio is very useful to improve my writing
ability.
9 I always revise my work after I get feedback from my peer.
10 Teacher-feedback on my portfolio is very useful to improve my writing ability.
11 I always revise my work after I get feedback from my teacher. 12 Portfolio is very useful as additional learning tool.
13 Portfolio allows me to make reflection on my learning.
14 Portfolio helps me to recognise my strengths and weaknesses in writing. 15 By using portfolio, I can learn from myself (from my mistakes).
16 Portfolio helps me to develop my strengths.
17 Portfolio helps me to reduce or even remove my weaknesses in writing. 18 Portfolio helps me to be an autonomous learners as I can analyse
problems on my own.
19 A clear and specific instruction from my teacher helps me to make a good portfolio.
20 I enjoy writing and completing my portfolio. 21 Portfolio is not a stressful process.
22 I do my portfolio at regular time (weekly, monthly or every two weeks). 23 At the end of the course, my portfolio is complete (nothing is missing). 24 Writing portfolio makes me to be an active learner.
25 I am aware that portfolio is used as an assessment tool in writing class so that I put a big effort to create a good composition.
26 In writing portfolio, I am aware that I am responsible for my own progress in learning.
27 What do you think about the use of portfolio in writing class? Does it give benefits for you? Why and why not?
28 In your opinion, which parts of the writing skill can be improved using portfolios? Explain your answer.
The questionnaire included twenty six close-ended questions and three open-ended questions (blueprint of the questionnaire could be seen in the appendix). All of the first twelve close-ended questions were statements about the advantages of portfolio assessment. Students who thought that portfolio is beneficial and useful would give positive response to these statements by choosing ‘strongly agree’ or ‘agree’. The next six statements were used to find out
students’ opinion toward portfolio as self-assessment tool. Respoding to these statements, students would choose ‘strongly agree’ or ‘agree’ if they tought that portfolio could be used as self-assessment tool. The last eight close-ended questions were used to investigatestudents’ attitude towardthe implementation of portfolio assessment. Students who had positive attitude toward portfolio assessment would give response to these statements by choosing ‘strongly agree’ or ‘agree’.
In addition to those twenty six close-ended questions, the researcher also formulated three open-ended questions. The first open-ended question was used to investigate students’ perception toward the implementation of portfolio assessment in writing class. In the close-ended questions, there were some statements which said that portfolio could improve students’ writing skill.
The researcher distributed the questionnaire to the students of writing class in English Education Study Program of Sanata Dharma University. The writing classes chosen were classes which implemented portfolio asessment as an assessment tool. This questionnaire is used to find out students’ opinion/perception toward portfolio and to know their reason for having positive or negative perception toward the implementation of portfolio assessment.
3.3 Research Participants
This portfolio research was conducted in the year of 2010. This study took place in Sanata Dharma University, Yogyakarta. The participants of this study were some writing class students of English Language Education Study Program of Sanata Dharma University from the year 2008-2009.
3.4 Data Gathering Technique
3.5 Data Analysis Technique
Here, the researcher explained how the researcher would analyse the research result of this study.
3.5.1 Analyzing the Close-ended Questions
To analyze the data gained from questionnaire, the researcher counted the amount of the students answering ‘strongly agree’, ‘agree’, ‘disagree’, and
‘strongly disagree’.Then, the researcher put the result into the Table 3.2.
The amount of respondents answered ‘strongly agree’ would be write
down on the column “Strongly Agree” in Table 3.2. Then, total participants who agreed with the statements would be write down on column “Agree”; whereas, total participants who did not agree with the statements would be noted on the column “Disagree”. Column “Strongly Agree” were used to record the amount of
participants who responded to the statements by choosing ‘strongly disagree’.
Column “Σn” showed total participants who took the questionnaire. Meanwhile, column “Total” showed the amount of participants who gave response to the
Table 3.2 Table Used to Present Close-ended Questions Result
Feature State ment Σn
Respondents answering: Total Strongly Agree Agree Dis-agree Strongly Disagree
n % n % n % n % n %
Students’opinion on the advatages of portfolio
1 ... 12 Students’ opinion on
portfolio as self-assessment tool
13 ... 18 Students’opinion on the use of portfolio
19 ... 26
3.5.2 Analyzing the Open-ended Questions
To analyze the data from the open-ended questions, first, the researcher used table 3.3 to present all the raw data. Then, the researcher classified and synthesized the answers from all of the respondents into table 3.4. After that, the researcher discussed the research result, analyzed and synthesized it with the theories in chapter II and drew the conclusions afterwards.
Table 3.3 Table Used to Present Open-ended Questions Result
Respon dents
Question
1 2 3
What do you think about the use of portfolio in writing
class? Does it give benefits for you? Why
and why not?
In your opinion, which parts of the writing skill can be
improved using portfolios? Explain
your answer.
What would you suggest changing or improving for
the implementation of portfolio assessment in writing class to make the
assessment effective?
Table 3.4 Table Used to Analyze Open-ended Questions Result
No Question Result n % Example of
Respondents’ Answer
1
What do you think about the use of portfolio in writing class? Does it give benefits for you? Why and why not?
2
In your opinion, which parts of the writing skill can be improved using portfolios? Explain your answer.
3
What would you suggest changing or improving for the implementation of portfolio assessment in writing class to make the assessment effective?
3.6 Research Procedure
To conduct this study, the researcher used some steps, which were: 3.6.1 Identifying the Problem.
Since the beginning, the researcher was interested to conduct the study on portfolio assessments because she perceived that portfolio assessment is good to be implemented in writing class and she wanted to know students’ perception
toward the implementation of portfolio assessment in writing class. She also wanted to know the benefits students could get through the use of portfolio assessment in their writing classes. Therefore, one research problem was generated which is “What is students’ perception toward the implementation of portfolio assessment in writing class?”
3.6.2 Reviewing of Library Data
about assessment, portfolio and research. The researcher also browsed the internet to find some online books, journals, and articles which related to this research. 3.6.3 Identifying the Research Method
At the beginning, the researcher wanted to use document analysis method. After having several consultations with the sponsor, finally, the researcher decided to use survey method with questionnaire as the only research instrument. 3.6.4 Identifying the Research Participant
Having generating research problem and research method, then the researcher started to identify research participant. At the beginning, the researcher wanted to distribute the questionnaire randomly to the students of Sanata Dharma University who have ever used portfolio assessment in their writing class. After discuss this with the sponsor, then, the researcher decided to chose students of certain writing class which use portfolio assessment to be research participants.
Since this study was conducted during the even semester in Sanata Dharma University, the researcher looked for some writing classes which use portfolio assessment as an assessment tool. The researcher found four writing classes which used portfolio assessment. Two classes used E-portfolio namely Paragraph Writing Class B and Paragraph Writing Class E. Two other classes used manual portfolio namely Short Essay Class A and Short Essay Class F. 3.6.5 Preparing the Research Instrument
the beginning, the questionnaire only included ten close-ended questions on the advantages of portfolio and four open-ended questions.
Then, the researcher tried to find some examples of the questionnaire about portfolio assessment. The researcher found two examples of questionnaire used in similar studies previously so the researcher adapted these two questionnaires. From the theories about portfolio stated in the review of literature in Chapter II and combined with the two previous questionnaires which were adapted, the researcher then improved the research instrument into a questionnaire with 26 close-ended questions and 3 open-ended questions.
3.6.6 Asking Permission To Conduct The Study
Having a lot of consultation about research instrument and after the research instrument is fixed, the researcher started to ask the lecturers of writing classes chosen whether she is allowed to gather data in their class or not. When asking for the permission to these lecturers, the researcher brought a permission letter from Sanata Dharma University signed by the head of Teachers Training and Education Faculty to be given to the lecturers of writing class chosen.
3.6.7 Gathering and Analyzing the Data
3.6.8 Drawing Conclusion.
39
CHAPTER IV
RESEARCH RESULTS AND DISCUSSIONS
This chapter presents and discusses the research results. The data presented are the raw data gained from the result of the distributed questionnaires. This study is aimed at answering research problem presented in chapter one. Therefore, the data are analyzed and discussed to show students’ perception
toward the implementation of portfolio assessment in writing class.
4.1 Research Results
The data were collected from the questionnaires distributed to the writing classes students of Sanata Dharma University that used portfolio as an assessment tool. There were four writing classes which used portfolio assessment namely Paragraph Writing Class B, Paragraph Writing Class E, Short Essay II Class A and Short Essay II Class F. The questionnaires were distributed at the end of the even semester in academic year 2009/2010 exactly from May 12th, 2010 until May 18th, 2010. From ninety six questionnaires distributed to the students, only eighty questionnaires were given back to the researcher.
Students who choose ‘agree’ or ‘strongly agree’ show that they have
positive response on the statement and students who choose ‘disagree’ or
The following are the result of the questionnaire on close-ended questions.
Table 4.1 The Result of the Close-Ended Questions
Feature State ment Σn
Strongly
Agree Agree Disagree
Strongly Disagree
Total
n % n % n % n % n %
Students’ opinion on the advantages of portfolio.
1 80 23 28,75 55 68,75 2 2,50 0 0,00 80 100,00 2 80 20 25,00 59 73,75 1 1,25 0 0,00 80 100,00 3 80 15 18,75 63 78,75 1 1,25 0 0,00 79 98,75 4 80 16 20,00 60 75,00 3 3,75 0 0,00 79 98,75 5 80 21 26,25 57 71,25 2 2,50 0 0,00 80 100,00 6 80 20 25,00 53 66,25 7 8,75 0 0,00 80 100,00 7 80 23 28,75 56 70,00 1 1,25 0 0,00 80 100,00 8 80 40 50,00 36 45,00 4 5,00 0 0,00 80 100,00 9 80 15 18,75 52 65,00 13 16,25 0 0,00 80 100,00 10 80 46 57,50 29 36,25 4 5,00 1 1,25 80 100,00 11 80 22 27,50 47 58,75 10 12,50 0 0,00 79 98,75 12 80 13 16,25 63 78,75 3 3,75 0 0,00 79 98,75 Students’ opinion on portfolio as self-assessment tool.
13 80 13 16,25 62 77,50 3 3,75 0 0,00 78 97,50 14 80 27 33,75 48 60,00 4 5,00 1 1,25 80 100,00 15 80 30 37,50 49 61,25 1 1,25 0 0,00 80 100,00 16 80 18 22,50 55 68,75 6 7,50 0 0,00 79 98,75 17 80 16 20,00 60 75,00 3 3,75 1 1,25 80 100,00 18 80 14 17,50 60 75,00 6 7,50 0 0,00 80 100,00
Students’
opinion on the use of portfolio assessment.
19 80 35 43,75 44 55,00 1 1,25 0 0,00 80 100,00 20 80 15 18,75 51 63,75 14 17,50 0 0,00 80 100,00 21 80 5 6,25 45 56,25 28 35,00 2 2,50 80 100,00 22 80 7 8,75 51 63,75 21 26,25 1 1,25 80 100,00 23 80 20 25,00 46 57,50 11 13,75 3 3,75 80 100,00 24 80 12 15,00 54 67,50 12 15,00 1 1,25 79 98,75 25 80 13 16,25 57 71,25 9 11,25 0 0,00 79 98,75 26 80 18 22,50 57 71,25 5 6,25 0 0,00 80 100,00
n = amount of the respondents
The result of the questionnaire from the table above will be explained more as follows.
4.1.1 Students’Opinion on the Advantages of Portfolio
In order to figure out students’ perception toward the implementation of portfolio assessment in writing class, first of all the researcher needed to find out students’ opinion about the strengths/benefits of portfolio. Therefore, at this point,
the reseacher discussed one by one the first twelve statements on students’ opinion toward the advantages of portfolio.
From the table 4.1 above, we know that 23 of 80 respondents strongly agreed with the first statement. Then, 55 of 80 respondents agreed and the rest two respondents disagreed. It meant 97,5% of the respondents thought that portfolio helped them to monitor their progress in writing and 2,5% thought the opposite.
In table 4.1, we can also see that 98,75% of the respondents thought that portfolio helped them improve their ability in writing. Twenty of eighty respondents strongly agreed with the statement and fifty nine of the respondents agreed. Only one respondent thought that portfolio could not help him/her to improve his/her writing ability. It meant almost all the respondents improved their writing ability through writing portfolio.
Responding to the statement “Writing portfolio helps me to monitor my
Table 4.1 also showed that 60 of 80 respondents chose ‘agree’ in responding the fourth statement which was “In writing portfolio, I can plan my own learning progress to achieve the learning goals.” Sixteen of the respondents
chose ‘strongly agree’. Three respondents disagreed with the statement and one respondent was abstain. It is explained in table 4.1 that most of the respondents planned their own learning progress in writing portfolio to achieve the learning goals.
Then, table 4.1 showed that in responding the fifth statements, “Portfolio gives me an opportunity to revise my composition before final exam is given”,57 of 80respondents chose ‘agree’, 21of 80respondents chose ‘strongly agree’, and the rest two respondents chos
