THE BENEFITS OF PORTFOLIO ASSESSMENT IN TEACHING PRACTICUM COURSE: DO THE STUDENTS AGREE WITH IT?
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Ferryna Okky Dewanti
112008134
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
THE BENEFITS OF PORTFOLIO ASSESSMENT IN TEACHING PRACTICUM COURSE: DO THE STUDENTS AGREE WITH IT?
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Ferryna Okky Dewanti
112008134
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright@ 2013 Ferryna Okky Dewanti and Hendro S. Husada, M.A.
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana University, Salatiga.
THE BENEFITS OF PORTFOLIO ASSESSMENT IN TEACHING PRACTICUM COURSE: DO THE STUDENTS AGREE WITH IT?
Ferryna Okky Dewanti
Abstract
Portfolio has been regarded as a beneficial tool of assessment to assess complex aspects in teacher education. This study examined whether the students agreed with the benefits of portfolio assessment in Teaching Practicum Course at English Department, Faculty of Language and Literature (FLL), Satya Wacana Christian University (SWCU). The research question was “Do the students agree with the benefit of the use of portfolio assessment in Teaching Practicum course at the FLL, Satya Wacana Christian University”. The participants of this study were 25 students who took teaching practicum course in semester 2 2011/2012. The data were collected from a questionnaire which was adapted from Azam & Iqbals’ study (2006) and interview. The result of this study found that 83.50% students agreed on the benefits of portfolio assessment used in teaching practicum class. From the interview, it was revealed that reflection had a great deal on the success of portfolio assessment. Furthermore, time and continuous supervision were essentials to gain benefit of portfolio assessment.
Key words: portfolio assessment, teaching practice
INTRODUCTION
Portfolio assessment (PA) is one form of alternative assessment that is increasingly being
used in higher education and replaces traditional forms of teacher based assessment. In the early
of its history, portfolio was first used as a media to display the artists, painters, photographers,
and architects’ professional works (Azam & Iqbal, 2006). Since portfolio has many benefits,
portfolio has been widely used not only in the art and architecture field but also in the field of
science, language, and teacher education. Its contents also vary depending on the purpose and the
context of the use of portfolio. In educational field, portfolio acts not only as a media to display
assess students’ learning which enables the teachers to cover up the lacking point of traditional
assessment such as a single test at the end of the course. The main problem is the characteristic
of language proficiency which is multifaceted. As the result, it is difficult to make a single test
that could assess the students’ learning accurately. Because of that, educators start to find a new
authentic method of assessment named portfolio (Hassaskhah & Sharifi, 2011).
There are several definitions of portfolio. According to Paulson, Paulson and Mayer
(1991) portfolio is a set of students’ work which demonstrates their efforts, progress and
achievement in one or more areas. It also requires students’ participation in selecting the
materials, the criteria for selection, the criteria for judging merit and the evidence of students’
self-reflection. In this point, portfolio promotes students involvement in learning process since it
requires more students’ participation. For student teachers, portfolio can also be described as a
‘dossier’ where they can reflect their teaching, their function, and their development as teachers
(Mansvelder-Longayroux, Beijaard, Verloop, & Vermunt, 2006). From the definitions above, it
is implicitly stated that reflection is an essential part of the portfolio. Along with that, Davis &
Ponnamperuma (2005) stress that if there is no reflection from the creator at all, it cannot be
regarded as portfolio but logbook.
Martinez-Lirola and Rubio (2009) surveyed students’ perception on portfolio in three
courses in two different Spanish universities to provide students’ perspectives about the
advantages, the disadvantages and learning efficacy of portfolio. Based on this study, they
reported the benefits of portfolio assessment in 6 aspects: the development of attitudinal
competencies, curricular elements: methodology and evaluation, learning efficiency, learning
awareness, development of writing and critical thinking skills, and development of autonomous
Another recent study on portfolio was conducted by Yang (2003) in Taiwan. In this
Study, Yang examined which assessment tool – portfolios or traditional pen-and-paper test was
more effective in facilitating EFL students’ learning and autonomy. As the result of the study,
portfolio was found to be more effective since portfolio raised students’ awareness about
learning strategies, facilitated their learning process, and enhanced their self-directed learning.
Portfolio helped students to find their own style of learning and it was reported that portfolio
made them become closer to what they had actually learned and understood about why they had
to learn that subject.
Hassaskhah and Sharifi (2011) stated that portfolio encourages students to become
autonomous learners by allowing students to select, reflect and revise their own work and giving
the opportunity to produce substantive revisions. Zou (2003) suggests the teacher to use learning
portfolio instead of assessment portfolio when the students have not been yet familiar with the
form of portfolio.
In addition, Strakova (2009) conducted a study about the implementation of European
Portfolio for student teachers for language and tried to find its benefit for pre-service teacher
training. It was reported that portfolio led the students to be more prepared to perform the real
teaching. Portfolio is seen as an excellent device that directs to a reflective process, deepens the
insight into the teaching and learning process, enables one to become aware of the details of a
teacher´s work and encourages trainees to develop competence. Those components seems to be
forgotten, whereas, it is actually an important point in the development of teacher to-be.
One more study about portfolio assessment in teacher education was done by Azam &
Iqbal (2006) which found that well-established portfolio assessment is an effective tool of
makes them become more prepared in future teaching. This study also found that the students’
views portfolio was beneficial on their professional development aspect and their views about
portfolio as an effective assessment during teaching practicum course.
Along with the advantages of portfolio, the disadvantages always entail. As cited from
Davis and Ponnamperuma (2005) portfolio also gave several negative effects. First, portfolio
became not reliable if students were unwilling to reveal their weaknesses (when portfolio was
used in summative assessment). Second, teacher had difficulties to verify whether or not the
content of students’ portfolio submitted was their own work. Third, students also needed a long
time to complete their portfolio and at the same time the teacher also had to take a long time in
assessing students’ portfolios. Finally, Yang (2003) also found that portfolio was useless when
the students were not yet familiar with it.
Portfolio in Teacher Education
Portfolio was introduced in teacher education in the 1980s and has been increasingly used
nowadays (Lyons, 1998). In teacher education, learning portfolio and portfolio assessment types
were commonly used. Portfolio is vital for student teachers since it enables them to present their
learning process in concrete terms, to demonstrate it using information about their teaching
practice and their course, and to think about their learning in a focused and structured way (Wolf
& Dietz, 1998). It is also a great device where student teachers can improve their teaching skill
by evaluating and reflecting from what they have done in the previous teachings.
Furthermore, portfolio assessment is regarded as an ‘ongoing process’ where the teacher
evaluates the progress of students’ learning at certain period of time (Gosselin, 1998). Those
characters of portfolio make it suitable to be used in teacher education considering the fact that
The content of the portfolio includes student’s teacher experiences from teaching practice
and the course that is important to improve their teaching skill. The content selected depends on
the student teacher which makes the portfolio becomes personal.
Above all, theories and studies initiated that portfolio is an appropriate tool to assess
students’ teaching performances. Developing portfolio is also beneficial for the student teachers
during teaching practicum course since it increases students’ interest in teaching and their
involement also improve their professional development and reflective thinking. To be
highlighted, portfolio assessment should be well-administered to gain its benefit.
Portfolio in Teaching Practicum Course
Teaching practicum in Faculty of Language and Literature in Satya Wacana Christian
University is a required course. The objectives of this course are to give students’ first-hand
experience in becoming a teacher and to develop students’ professional philosophy for their
future. (Faculty of Language and Literature Satya Wacana Christian University, 2008) The
students initially join micro teaching sessions, and for the rest of the course, they get the
opportunity to practice their teaching skills and interpersonal skills in real school environment.
They deal with different groups of people at school and have to write a report based on their
observations, teaching periods, and experiences in dealing with those people.
Besides, student teachers are assessed based on their performances in teaching by their
peers and their mentor teacher, also, they have to compile teaching portfolio to be graded. The
portfolio must consist of evidence of teaching such as teaching statement, teaching
responsibilities, lesson plans, teaching reflection journals, peer assessment forms, teaching
evaluations, student’s work, and audio visual aids. Student teachers can also include photos and
Several research findings and related theories clearly showed that portfolio is beneficial
for students. However, the advantages given by portfolio were different depends on the
implementation of the school who administered it. In some cases, portfolio gave a great benefit
and vice versa. Furthermore, based on the researchers’ experiences, it was hard to develop a
good portfolio in teaching practicum course. This made the researcher question students’ views
on the benefits of developing portfolio in teaching practicum course since most of the students
had limited time to complete it. Whereas, a good portfolio takes a long time to complete. This
study aimed at finding out whether or not the students agree with the benefit of the use of
portfolio assessment in Teaching Practicum course at the Faculty of Language and Literature,
Satya Wacana Christian University. Considering the aim and the participants on this study, this
study would adapt the questionnaire used in Azam & Iqbal’s study (2006) where most of the
benefits of portfolio assessment in teaching course were presented.
This study also provided a clear view whether the students felt that portfolio assessment
in teaching practicum course was beneficial for them or not. This may bring several
contributions on the better implementation of PA in teaching practicum course. The result of this
study could be use by the school teachers to evaluate the implementation of PA and make sure
that all students get its benefits. Still, this study may help the faculty to decide whether or not
portfolio assessment in Teaching Practicum could be deleted, maintained, or improved according
to the objective of the course. The researcher also expected that the students’ voice related to use
of portfolio assessment could be used as a means to improve the quality of the course in the
At last, the research question that would be answered was “Do the students agree with the
benefit of the use of portfolio assessment in Teaching Practicum course at the Faculty of
Language and Literature, Satya Wacana Christian University?”
THE STUDY
Context of the study
This study was conducted at the Teaching Practicum classes at Faculty of Language and
Literature (FLL), Satya Wacana Christian University (SWCU) in Salatiga. Since Teaching
Practicum took place in the schools around Salatiga, Bahasa Indonesia was used more as a
medium of instruction in the class rather than English. Before taking Teaching Practicum class,
the students have been familiar with the use of portfolio since it had been implemented in several
other courses.
Participants
The participants of this study were 25 students who took teaching practicum classes
offered in semester 2 2011/2012 at the FLL, SWCU. The participants were randomly chosen.
Their age ranged from 21 to 24 years old and they were Indonesians. The participants had been
studying at FLL for at least three years and I assumed that they had had many experiences with
portfolio before taking teaching practicum class.
Data Collection
One of the instruments for collecting the data was the questionnaire. The questionnaire
was adapted from Azzam & Iqbal’s study (2006) whose one of the purposes was to find
Indonesia was the participants’ mother tongue, the questionnaire was made in Bahasa Indonesia
to avoid misunderstanding. The questionnaire was divided into three parts. The first part asked
the participants’ identities, i.e. their student number, gender and English learning period in FLL.
The second part consisted of 13 statements and one open ended question. The statements
were divided into 3 aspects: statement number 1, 2, 3 and 13 asked the advantages of portfolio in
their professional development as a teacher, statement number 4 and 5 dealt with portfolio as an
effective assessment and statement number 6, 7, 8, 9, 10, 11, and 12 asked about general
advantages of portfolio in teaching practicum class. To answer the questionnaire, the
participants’ responses were set to 4 Likert scales; strongly disagree, disagree, agree, and
strongly agree. The open ended question asked the participants’ critic or suggestion on the
application of portfolio in teaching practicum class. The third part asked whether or not the
participants were willing to be interviewed to elaborate their answers if needed.
To make sure that the questionnaire was easy to understand, I had piloted it to five
students who took teaching practicum course in semester 2 2011/2012 academic year. The
purpose was to make sure the participants really understood the questionnaire and there would
not be any problem in its administration.
The second instrument was a semi – structured interview. The interview was done after
all the questionnaires had been collected. The interview was used to find futher information
about their questionnaire’s answers. Six participants consisted of 3 males and 3 females were
interviewed. The interview was audio recorded and done in the participants’ native language
(Bahasa Indonesia) so that the problem of communication could be avoided. Thirteen questions
on the interviews were based on the participants’ answers on their questionnaires, it asked the
portfolio meningkatkan kreatifitas mengajar and. Apa alasannya?” (In the questionnaire, you
agreed with the statement ‘portfolio increased your creativity’ can you explain your reason?).
One more question asked if only they wanted to add some critic or suggestion about the
application of portfolio in teaching practicum class.
Data Analysis
After all the data of the questionnaire were gathered, I divided the statements in
questionnaire into three topics; portfolio and professional development as a teacher (statement 1,
2, 3, and 13), portfolio as an effective assessment (statement 4 and 5), and general advantages of
portfolio in teaching practicum class (statement 6, 7, 8, 9, 10, 11, and 12).
Second, I classified the answers of each statement into 2 categories; support and deny.
The strongly agree and agree responses mean that the participants support the statement and
inversely. After that, the responses of each statement were counted and made into percentages.
Third, I sum up the participants’ answer on questions number 14 and transcribed the interview
data. I also highlighted appropriate answers which supported the finding.
At last, I analyzed the data based on three topics: portfolio and professional development
as a teacher, portfolio as an effective assessment, and the general advantages of portfolio in
teaching practicum class. I used descriptive narrative analysis to analyze the participants’
responses. The analysis was not only discussed the major finding but also both categories of
responses and supported by the interview data. Finally, based on the analysis of all data, the
conclusion was drawn.
FINDING AND DISCUSSION
To answer the research Question “Do the students agree with the benefit of the use of
University”, it was found that 96.00% students agreed that PA gave effect on their professional
development as a teacher, 90.00% students agreed that PA was an effective assessment during
teaching practicum course, and 64.50% students agreed with the general advantages of PA
during teaching practicum course. In sum, 83.50% students agreed with the benefit of the use of
portfolio assessment in Teaching Practicum course.
PA and Professional Development
The finding showed that 96.00% students agreed that PA helped them on their
professional development as a teacher. A similar result was found in Sithole’s (2011) study
which concluded that PA enhanced their creativity, reflective practice and professional
development.
Table 1. The use of PA and students’ professional development
Statements Agree Disagree
Developing portfolio for assessing teaching was an effective way to document my professional growth
Portfolio kept record of my learning and professional growth during teaching practice
Constructing portfolio helped me to track my progress during teaching practice
Portfolio is a tool for my professional development as a language teacher
100.00%
This study revealed that all students were already familiar with portfolio assessment
which was very essential to the application of PA. It was proven by the finding that no one
denied if developing PA was an effective way to document their professional growth and kept
record on their learning and professional growth during teaching practice. Responses from the
interview also indicated that student teachers already understood what portfolio was and its
purposes and had known what they needed to include in their portfolio:
Student 4: “I put everything related to my teaching into my portfolio such as journals, lesson plan and peer observation which reflects my teaching during TP”
As stated by Zou (2003) that PA was best used when the student have been familiar with
the form of portfolio. The responses also exposed that the student’s opinions were in line with
the definition of portfolio as a ‘dossier’ of participants’ work (Mansvelder-Longayroux,
Beijaard, Verloop, & Vermunt, 2006). Furthermore, the ability to give detailed information about
students’ professional development made PA an effective tool to enhanced professional
development (Birgin & Baki, 2007). The students also realized that Portfolio was an effective
media to display their teaching experiences as it was used in its early history (Azzam & Iqbal,
2006).
Portfolio also helped the students to track their progress during teaching practice as
confirmed by 88.00% students. This result was in line with Doolittle’s (1994) argument. Besides
portfolio was a record of an ‘ongoing process’ which enabled them to show their efforts,
progress, and achievements over a period of time, reflection has also a big role on it. Journal and
comments from teacher and peers helped them to analyze their teaching performance from time
to time:
Student 3: “…there are comments from the teacher that enables me to analyze whether I have done well or what aspect still need to improve for the next teaching.”
Student 1: “I made journal reflection where I sum up my teaching performance, write my strength and weakness and see if I already cover my weakness in the next teaching practice or not.”
Reflection was very important that without its presence, there would not be a portfolio
but a logbook (Davis & Ponnampenuma, 2005). They who felt that portfolio gave nothing to
track their progress might not take the reflection process seriously.
The three previous statements leaded 96.00% students to confirm that portfolio was a tool
for their professional development as language teachers. From the interview data, they reported
that portfolio kept record their teaching evidences and enabled them to reflect on it to increase
Student 4: “portfolio is like an album where I share my experiences during teaching practice. In the future when I become a teacher and face difficulties I will be looking at my portfolio if there is similar case and how to cope with that kind of problem.”
PA as an effective assessment
This study strengthened the previous studies (Ashcroft & Hall, 2006; Azzam & Iqbal,
2006) which found that PA was an effective assessment.
Table 2. The use of PA as an effective assessment
Statements Agree Disagree
portfolio is an effective way of assessment during teaching practice portfolio is a tool for self-assessment
84.00% 96.00%
16.00% 4.00%
The ability of portfolio to served both process and product of learning instead of only the
product of learning was one factor that made portfolio effective to be used in teacher education.
The students felt that through portfolio, they could deliver their struggle, thought, experiences,
point of view also difficulties faced during teaching practice. By then, they hoped that their
teaching would be assessed objectively. For examples:
Student 2: “Trough portfolio, I could tell the teacher what actually happened and what I felt during teaching process, my confusion also my struggle which could not be seen through observation so the teacher could assess us based on our success in handling problem occurred.”
Student 5: “… if the teacher did not come when we were teaching, they still could assess us by looking through our teaching journal and the other evidence of teaching.”
It had been argued that portfolio promote self-assessment (Birgin & Baki, 2007; Sithole,
2011). As surveyed by Lirola & Rubio (2009) the contents of portfolio such as reflective note
and comments from both teachers and peers enhanced the development of students’ critical
thinking and learning awareness. They became more aware of their competence as a teacher. The
students expressed that developing portfolio gave them opportunities to reflect and thought about
what they had done which was called a self-assessment.
General advantages of PA in teaching practicum course
Similar to the result on Azzam & Iqbal’s (2006) study, this study found that portfolio was
advantageous during the teaching practice activity.
Table 3. General advantages of PA in teaching practicum course..
Statements Agree Disagree
portfolio enhanced my involvement in teaching practice portfolio increased my interest in teaching practice activity portfolio increased my creativity
portfolio grew my confidence for teaching in future
portfolio made a better interaction with supervising and advising teachers during teaching practice
portfolio helped me to apply pedagogical theories in real classroom portfolio helped me to improve the teaching learning in my classroom
48.00%
Whereas the previous studies found that developing portfolio increased students’
involvement (Azzam & Iqbal, 2006; Pugach, M.C., Longwell-Grice, H., Ford, A., & Surma,
M.A., in press), the finding of this study was surprisingly showed inversely. 52.00% students
argued that portfolio had no connection with their involvement during teaching practice. It was
found that students did not give enough time to develop a proper portfolio.
Student 4: “I compiled my portfolio one day before it was submitted, I just collected all my lesson plans and made journals based on my memories so it did not give any effect (being active) to me during my teaching practicum.”
Student 6: “I think it depends on the person’ interest. If they were interested in teaching I thought they would become more involved in teaching practice activity.”
From the interview data it was revealed that time and the absence of continuous
supervision from the teacher was the main reason of the students’ disagreement. Besides, they
thought that students’ interest might give more effect on their involvement. This reason was also
related to the finding where 60.00% students did not feel that portfolio increased their interest in
teaching practice.
Strijbos, Meeus, & Libotton (2007) argued that to obtain the optimal benefit, continuous
supervision was needed. Time and commitment were also important factors to be considered,
beside students’ positive attitude toward the use of portfolio was needed to gain better
achievement (Cakan, Mihladis & Gocmen-taskin, 2010; Sparapani, Abel, Easton, Edwards, &
Herbster, 1996). In addition, the teaching praticum was done in many schools and the views on
PA were also varied among school teachers resulting in the slight differences of students’
agreement that portfolio gave effect on students’ involvement and interest in teaching.
Furthermore, the level of understanding and knowledge on PA were different from one teacher to
another. The seriousness in implementing portfolio should also be adress to both students and
school teachers, otherwise those factors might deminish the benefits of portfolio.
On the other hand, there were 48.00% students felt that developing portfolio enhanced
their involvement during teaching practice. One participant’s response revealed that in order to
display her best works, student tried to find as many as experiences where at the end she chose
what was the best to be displayed on her portfolio:
Student 1: “I always try my best and find as many experiences as I could related to teaching practice so that I have many things to put in the portfolio. This will make mine looks good.”
40.00% students agreed that PA gave effect on their interest in teaching during the
teaching practice. Similar to what was stressed by Mullin (1998), there was a student who argued
that portfolio gave a new insight which made her interested in teaching activity. The process of
reflecting and analyzing their own-strengths and weaknesses made her realized that what she
thought was not always right:
The power of reflection showed a great deal on the success of PA. While analyzing their
previous performance through portfolio, their creativity increased and it helped them in
implementing some pedagogical theories in the real classroom. Those two findings are strongly
interrelated. The percentages of both statements are also the same which was 76.00% students
agreed with. Students felt that developing portfolio made them think more to find the best theory
to teach a certain materials. Moreover,this study also found that there was a correlation between
students’ involvement and students’ creativity:
Student 1: “Since I got to repeat one material, I always find different method as creative as I can to make my students interested in my teaching and to find which one works best”
Student 2: “I always tried different ways of teaching also adapted many theories and see the suitable one”
Student 6: “in my view, became more involved in teaching practice here was where I always tried to make variations in teaching which could be seen in my portfolio. For example I made a different activity to teach the same material in different classes. I thought it was great since it forced me to develop my creativity as a teacher.”
Inversely, there were 24.00% students thought that PA was neither increased their
creativity nor helped them to implement some pedagogical theories in real classroom. One of the
students confessed that they did not develop portfolio but just compiled their teaching artifact
into one folder. This indicated that the teacher’s control to make sure that the students developed
their PA well was low.
Student 5: “I made portfolio at the end of the course and I thought it was nothing on it.
Student 4: “Sometimes, I discussed with my supervisor to find a suitable technique to teach certain material. The point was my school teacher did not make portfolio as an essential thing and we never talked about it until it the due day it should be submitted. So for me, portfolio had no connection with it.”
Like Strakova’s (2009) study, this study found that 60.00% students felt that portfolio
artifacts made them realize what they had achieved or not and what thing should be done or
avoided in the next teaching.
Student 6: “developing portfolio made me become more aware of my strength and weakness in my teaching activity. Knowing those made me becomes more prepared since I could imagine problems occurred in the class and be ready to solve them.”
Agreement among students on the benefit of PA on their confidence was slightly
different. It was found that 40.00% students denied it. This might happen because of the failure
implementation of PA at schools. The same student who did not gain the benefit of PA on his
interest in teaching and creativity declared that he also felt that PA was nothing. He also
suggested that the school teacher had to give more attention to their students’ portfolio. He also
realized that PA might be beneficial when it was used not only as a requirement of the course but
also as a media to learn. At this point, the control of the school and the university should be
maintained well to make sure that PA had been implemented well in each school (Hasasskah &
Sharifi, 2011).
Student 4: “I think it depended more on the characteristic of each person not portfolio.”
The combination of creative, high self-esteemed and well prepared teacher would lead to
a better teaching learning activity. It is not a surprise when it was found that 80.00% students
agreed that portfolio helped them to improve their teaching learning in their classroom. This
finding also established in a study done by Azzam & Iqbal (2006).
To add the advantages of portfolio assessment in teaching practicum course, Bataineha,
Al-Karasneha, Batainehb, & Fahmi (2007) found that establishing a portfolio made them have a
good relationship with others around them. Considering that a good implementation of portfolio
should involve students, teachers and peers to discuss the developments of the students, a better
Student 2: “When I was developing my portfolio, I often met my supervisor to get her advises which made our interaction become more intense.”
Whereas, when the teacher failed to treat PA properly, it would give no effect on their
relations with the students. Although the number of students who denied that PA had correlation
with their interaction to their supervisor was only 28.00%, this finding should be highlighted to
make PA became more beneficial. Not only the students but also the teachers had to understand
and be familiar with PA. Besides, the students, school teachers and the faculty had to have the
same vision and mission in implementing PA.
Student 5: “when I ask about the portfolio my supervisor just said that I had to follow the guideline from the faculty. After that I never talk about portfolio so I think it did not affect our interaction.”
CONCLUSION
This study had a purpose to investigate the students’ agreement with the benefit of the
use of portfolio assessment in Teaching Practicum course at the FLL, Satya Wacana Christian
University. The result showed that 83.50% students agreed with the benefit of the use of
portfolio assessment in Teaching Practicum course. 96.00% students agreed that PA gave effect
on their professional development as a teacher, 90.00% students agreed that PA was an effective
assessment during teaching practicum course, and 64.50% students agreed with the general
advantages of PA during teaching practicum course.
This study established that reflection played an important role which brought benefit on
the use of PA during teaching practice as confirmed by several studies before. This finding also
emphasized Davis & Ponnampenuma’s (ibid) argument that portfolio was not only a compilation
of students’ work, the presence of reflection should be the main noticed. Students’ understanding
toward PA was also high which enabled them to achieve benefits on the use of PA. Time
it was the biggest caused to diminish the benefit of PA. Furthermore, the teaching practice was
done in several schools, the implementation of PA was varied and could not be generalized. This
might be the caused why there was a slight difference agreement among students.
The implication of this study is that the teachers and the faculty have to plan and
implement PA carefully in teaching practicum course. This is to guarantee that the students will
get its benefits. Obviously, this study had some limitations. This study only investigated the
benefit of PA from the students view and the data was only gathered from the students. Whereas,
it is better to involve the school teachers to confirm their view and make sure how they
implemented PA in their school. For further study, it was urgently needed to find out how the
school teachers view toward the use of portfolio as an assessment. This was to make sure that
students, school teachers and the faculty have the same perspective, vision and mission in the use
of portfolio during the teaching practice also make sure that all student teachers get the benefit of
PA.
Acknowledgement
This thesis would not have been completed without the help and support from many
people. Initially, I want to give my big thanks to God because with his greatness I can finish my
thesis. I would also like to extend my appreciation to my mom, dad, little sister, little brother and
Wira Adi Wicaksa for the never endless support.
Moreover, I would like to express my sincere gratitude to Mr. Hendro Setiawan Husada,
S.Pd., M.A. as my supervisor, I thank to his kindness in giving good suggestions and the
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APPENDIX
Questionnaire
A survey on Portfolio in Teaching Practicum Class
Questionnaire ini diperlukan untuk melengkapi data thesis tentang portfolio assessment di kelas PPL. Tujuan dari penelitian ini adalah untuk mengatahui apakah partisipan setuju dengan
manfaat - manfaat dari pengaplikasian portfolio di kelas PPL. Indentitas anda sebagai
subject penelitian akan dirahasiakan serta jawaban yang anda gunakan tidak akan saya salah gunakan. Jawablah questionnaire dibawah ini dengan jujur. Tidak ada jawaban benar atau salah serta jawaban tidak akan mempengaruhi nilai. Terima kasih.
I. Identitas
Jenis Kelamin : (Pria/ Wanita)
NIM :
Saya sudah belajar di FBS selama ….. tahun
II. Berilah tanda ( V ) pada kolom yang telah tersedia pada pernyataan di bawah ini. Berikan juga alas an di tempat yang disediakan.
Statement Sangat
1. Portfolio adalah metode yang efektif untuk mendokumentasikan perkembangan mengajar saya.
2. Portfolio menyimpan bukti bukti pembelajaran dan perkembangan saya sebagai guru selama PPL.
3. Dengan portfolio saya bisa memantau kemajuan saya selama PPL.
4. Portfolio adalah sarana evaluasi yang efektif selama PPL.
5. Dengan portfolio saya dapat menilai kemampuan mengajar saya.
6. Portfolio menjadikan saya lebih aktif selama PPL.
7. Portfolio meningkatkan rasa ketertarikan saya terhadap aktifitas praktik mengajar. 8. Portfolio meningkatkan kreatifitas
9. Portfolio meningkatkan rasa percaya diri saya untuk mengajar.
10.Dengan menyusun portfolio, saya dapat lebih berinteraksi dengan guru pamong saya.
11.Portfolio membantu saya mengaplikasikan ilmu yang saya dapatkan ke dalam kelas yang sesungguhnya.
12.Portfolio membantu saya untuk meningkatkan kegiatan belajar mengajar dalam kelas saya.
13.Portfolio adalah sarana untuk meningkatkan kemampuan mengajar saya sebagai guru bahasa inggris.
14.Berikanlah kritik atau saran agar pengaplikasian portfolio di kelas PPL lebih efektif!
III. Apakah anda bersedia untuk diinterview ketika saya membutuhkan penjelasan lebih lanjut mengenai pendapat anda tentang portfolio di kelas PPL? Mohon tuliskan nomor yang dapat dihubungi.
