STUDENTS’ PERCEPTIONS TOWARD
THE IMPLEMENTATION OF PORTFOLIO-BASED ASSESSMENT IN
THE ACADEMIC READING COURSE
THESIS
Partial in Submitted Fullfillment of the Requirements for the Degree of
Sarjana Pendidikan
Wahyu Bangkit Prastowo 112009058
ENGLISH LANGUAGE TEACHING
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
STUDENTS’ PERCEPTIONS TOWARD
THE IMPLEMENTATION OF PORTFOLIO-BASED ASSESSMENT
IN THE ACADEMIC READING COURSE
THESIS
Partial in Submitted Fullfillment of the Requirements for the Degree of
Sarjana Pendidikan
Wahyu Bangkit Prastowo 112009058
ENGLISH LANGUAGE TEACHING
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
STUDENTS’ PERCEPTIONS TOWARD
THE IMPLEMENTATION OF PORTFOLIO-BASED ASSESSMENT
IN THE ACADEMIC READING COURSE
THESIS
Partial in Submitted Fullfillment of the Requirements for the Degree of
Sarjana Pendidikan
Wahyu Bangkit Prastowo 112009058
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Copyright@ 2013. Wahyu Bangkit Prastowo and Dra.Martha Nandari M.A
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STUDENTS’ PERCEPTIONS TOWARD THE IMPLEMENTATION PORTFOLIO-BASED ASSESSMENT IN THE ACADEMIC READING COURSE
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STUDENTS’ PERCEPTIONS TOWARD
THE IMPLEMENTATION OF PORTFOLIO-BASED ASSESSMENT IN
THE ACADEMIC READING COURSE
Wahyu Bangkit Prastowo
Abstract
Portfolio-based assessment, is now increasingly and widely implemented in the higher education level, such as, in the university level. As it is strongly argued by Michelson & Mandell (2004) that portfolio actively engage learners in understanding the relationship between the culture of academic knowledge in higher education and that is required in the workplace. The purpose of this study was to find out the students’ perceptions toward the implementation of portfolio-based assessment in the academic reading course. The participants of the study were 100 intermediate level EFL students at the Faculty of Language and Literature (FLL) of Satya Wacana Christian University (SWCU) Salatiga, who have already taken Academic Reading course. A portfolio attitude questionnaire was mainly used as the main and the only instrument to collect the data in this study. The results of the study indicated that the participants of this study generally prefer to be evaluated by portfolio-based assessment rather than be assessed by traditional paper-pencil tests, and also most of the participants believed that portfolio-based assessment also contributes to their English learning processes. It was also found out that a number of the participants have positive attitudes towards portfolio assessment in their academic reading course.
Key words: Portfolio assessment, portfolio, students’ perceptions
INTRODUCTION
In every teaching and learning process, assessment is considered as one of the most
important thing which is to be done by the teachers. The basic purpose of the assessment is to
know all information about students’ performance in the teaching and learning process. From
the assessment the teachers will automatically know whether the students have achieved
certain goals which have been set up or not.
There are several ways in assessing or measuring students’ achievements in their
learning, one of which is commonly used by the teachers in the higher education, for
instance, in the university level, is portfolio-based assessment. The emergence and the use of
portfolio-based assessment as a tool to measure students’ achievement in learning is viewed
as a good way in measuring the students’ progress in learning. As it is defined by Fred .G, &
John A. S. (2007, p.99) that “a portfolio is a purposeful collection of students’ work that
demonstrates to students and others their effort, progress, and achievements in given areas”.
It means that the portfolio will give clear description about every single student’s
performance in their learning process.
Such assessment, the portfolio-based assessment, is now increasingly and widely
implemented in the higher education level, such as, in the university level. It is strongly
argued by Michelson & Mandell (2004) that portfolio actively engage learners in
understanding the relationship between the culture of academic knowledge in higher
education and that required in the workplace (Michelson and Mandell 2004). In Satya
Wacana Christian University (SWCU) Salatiga, one of its faculties, the Faculty of Language
and Literature (FLL), for instance, has already adopted and implemented the portfolio-based
assessment to some of its courses. One of which has used and implemented such assessment
is academic reading course. Academic reading is one of the courses at the FLL SWCU which
has implemented portfolio-based assessment as one of its criteria in assessing students’
achievement and progress in learning.
Academic reading course is one of the pre-requisite reading courses at the FLL
SWCU and is the last reading course for the students after previously they have taken others
reading courses, such as, Extensive reading, Reading skills, Reading across genre, etc. In
academic reading, the students are forced to be able to read intensively, think critically, and
write journals (paraphrase, summary) academically where all those things will be compiled in
portfolio. The compilation of the students’ work in portfolio will surely be assessed by the
teacher.
However, it is not easy for the students to arrange the compilation of their work into a
form of portfolio. The students need to keep all the journals during the course in one semester
which consists of, such as, in class activities, paraphrase, summary, etc. At the end of the
course, they need to arrange and submit it in a form of portfolio. Thus, the students may have
different perceptions toward the implementation of such assessment; some will agree while
the others may totally disagree. The students may find portfolio as a measurement tool which
is time-consuming, can increase the burden to their studies, but the other may find portfolio
contribute to their active learning.
Through this paper, the writer wanted to know and deeply found out the students’
perceptions toward the implementation of the portfolio-based assessment in one of the
courses in English Department which is Academic reading course.
The research question and sub-research questions which need to be answered are:
What are the FLL SWCU students’ perceptions toward the implementation of
portfolio-based assessment in academic reading course?
a. How do the students understand the term of portfolio-based assessment?
b. How are the students’ attitudes toward the real practice in preparing portfolio?
c. What are the benefits/advantages and disadvantages that the students may get
from the implementation of portfolio-based assessment in academic reading
course?
The result of the study hopefully could be used as consideration for the teachers
whether or not the portfolio-based assessment can be implemented in certain courses, such as,
academic reading courses. Besides, it might be useful for the teachers and serve as a guide for
creating an assessment tool which is appropriate for the students at the FLL SWCU based on
the curriculum of standard in FLL SWCU.
A. What is assessment?
Dietel, Herman and Knuth’s study (as cited in Dikli, 2003) argued that assessment is
“any method used to better understand the current knowledge that a student possesses”.
Moreover, assessment is one of the crucial components of the instruction. People within the
educational community, i.e. policymakers, educators, students, parents, administrators, have
different ideas regarding the implementation of assessment strategies Dietel, et al (1991). In
one hand, according Lee.S, Park, H, & Choi, J. (2011) stated in his book about Neill et al.,
(1995) who said that assessment is a process of collecting and maintaining information about
the students’ progress in learning which show them how to make decisions and actions. In
every teaching and learning process, teachers should evaluate their students’ progress in
learning to see whether they have already comprehended and achieved the goals of certain
subjects that the teachers give. That is the reason of why assessment is considered as the most
important part in teaching and learning process since it is an instrument to measure students’
achievements in the learning process, (Dietel et al.,1991).
B. Types of assessment
There are two major types of assessment which are commonly used in teaching and
learning process, especially in evaluating students’ achievement in learning. They are
traditional assessments which are also known as standardized test and portfolios assessment
which are parts of alternative assessments.
1. Traditional Assessment (Standardized Test)
Traditional assessment or traditional standardized assessment can be defined as
evaluations that include standardized and classrooms achievement test. They are mostly
closed-ended items, such as true/false; multiple choices, fill-in the blank, short answers, and essays (“Tutoring and APA, “n.d). According to Bailey (1998), traditional assessments are
indirect and inauthentic.” Also, according to Dikli .S, (2003) mentioned about Mitchell
(1992, in Law and Eckes, 1995, p. 29) who underline the same issue that testing or
standardized test can be defined as “single-occasion, unidimensional, timed exercise, usually
in multiple choice or short-answer form.” Furthermore, he adds that this kind of assessment
tool has been so long time implemented in the past in the traditional classroom setting where
the purpose is to measure students’ attainment during the learning process.
2.
Alternative assessment – Portfolios
One of the alternative assessment tools which are mostly used as the evaluation tools
is portfolios. Fred .G, & John A. S., (2007, p.99) defines that “a portfolio is a purposeful
collection of students’ work that demonstrate to students and others their effort, progress, and
achievements in given areas.” Also, according to Bailey. M, (1998, p. 216) stated that “…the
collection must include student participation in selecting contents, the criteria for judging
merit, and evidence of student self- reflection”. Besides, it is similarly to what is proposed by
Mustafa (2010) who states that portfolio is defined as a regular and well-conducted collection
of a student’s works that can be considered as the direct evidence of a student’s efforts,
accomplishments and advancement throughout a period of time. In the broader definition of
portfolio, it is considered to be “a purposeful collection of student work that exhibits student's
efforts, progress, and achievements” (Snavely and Wright, 2003; p.3) as well as a teaching
tool which helps the development of language skills of the student.
Portfolios have been one of the most pervasive innovations recommended by
educational reformers of the 1980s and 1990s. Also, the goal of all assessments is to
document or certify knowledge gained or skills developed by students (Grace, 1992, p.1).
From that obvious statements, teachers instructed students to choose representative pieces of
work from classroom assignments and to place them in folders. Adam (1998) views that
continuous feedback for them. On the one hand, portfolio is also a strong device that helps
students to gain important abilities such as self assessment, critical thinking and monitoring
one’s own learning (Austrias, 1994; Micklo, 1997).
C. The advantages and disadvantages of portfolio-based assessment
1. The advantages of Portfolio-based assessment
The effectiveness of portfolio-based assessment can be seen from the advantages that
it reveals. One good of the advantages of portfolio is that portfolio provides the teacher clear
description of his/her students, especially their achievement in learning, Gerber. R &
Bezuidenhout, A. (2002). Moreover, Mustafa, (2010, p. 224) asserts Gosselin (1998)’s
argument that: Portfolio can be used to examine and record learner progress at certain
intervals in the learning process. The teacher can monitor his/her students through the work
that they received from the collection of works in portfolio itself. So, this will make the
teachers be able to know more about their students’ weakness and strength so that they know
what to improve in their teaching and learning in order to increase students’ progress in
learning.
Margery .H, (2005) reveals the advantages of Portfolio as a method of learning and
assessment. The findings show that the portfolio-based assessment provides some advantages
in the below:
- Assessing and promoting critical thinking
- Encouraging students to become accountable and responsible for their own learning
(i.e.,self-directed, active, peer-supported, adult learning).
- Accomodating diverse learning styles, though they are not suitable for all learning
styles.
- Monitoring and assessing students’ progress over time.
- Promoting creativity and problem solving
- Assessing attitudes and professional and personal development.
2. The disadvantages of portfolio-based assessment
However, there are also some findings which mention and reveal the disadvantages of
implementing such assessment in teaching and learning process. Margery .H,(2005) reveals
the disadvantages of portfolios as a method of learning and assessment. They are all
mentioned below:
- When portfolios are used for summative assessment, students may be reluctant to
reveal weaknesses.
- Portfolios are personal documents and ethical issues of privacy and confidentiality
may arise when they are used for assessment.
- Difficulties may arise in verifying whether the material submitted is the
candidate’s own work.
- Portfolios take a long time to complete and assess.
- The portfolio process involves a large amount of paperwork.
The findings above shows that when portfolio-based assessment is implemented to
assess the students’ performance and achievement in their learning, it has both side which are
the advantages and disadvantages. In the case of portfolio-based assessment, there are other
findings which show its effectiveness on improving students’ reading ability. One study of
private English Language Institution students in Rasht by Charvade, Jahandar.&
Khodabandehlou. (2012) showed that portfolio assessment has a positive effect on EFL
learners' reading comprehension ability. The findings of this study are in agreement with the
existing studies in the literature which revealed that portfolio assessment methods could
enhance students' achievements. It is also in line with the findings of all the studies showing
the usefulness of involving students in the process of their own assessment as well as
providing feedback in instruction.
Also, another finding done by Calfee and Perfumo (1993) stressed that the use of
portfolio-based assessment is important for the teacher to show the learners’ ability and
competence, rather than only choosing the correct answers that the learners usually do when
they are doing test and especially portfolio assessment provides more information about the
learners, rather than just doing mechanical grading. Moreover, it follows that portfolio adjusts
the students to produce various types of more authentic works and insist them to be more
creative. Besides, portfolio assessment gives the learners more freedom and helps them
develop and improve higher order thinking skills and meta-cognitive strategies. It follows
that the portfolio assessment in language teaching "is a device used to assess various
language samples that the learner compiles”. Shohamy and Walton (1992: p.14).
One study about the students’ perceptions toward the implementation of
portfolio-based assessment by Mustafa (2010), finds other results. The results of the survey confirm
that the participants of this study generally have positive attitudes towards portfolio
assessment. For instance, in terms of understanding the portfolio process, more than half of
the subjects (56.4 %) state that they know how and why to compile a portfolio in their
courses. Additionally, 40.8 % of the subjects assert that portfolio sharing activities were
beneficial to their understanding of portfolio preparation process. Such activities contribute to
their understanding of portfolio preparation process, whereas, 23.5 % of them state that such
activities do not contribute to their understanding of portfolio preparation process. In terms of
students’ beliefs on and reactions to actual practice in preparing portfolio, only 38.9% of
them find portfolio’s actual practice as an unsuccessful teaching and evaluation procedure.
The writer hoped that by finishing this study, the result of this study could be used as
a consideration for the teachers/lecturers before they come to decide what assessment they
will apply or implement in the teaching and learning. Besides, it is also hoped that it could be
used by the learners as a guidance when they will do the portfolio.
THE STUDY
A. Context of the Study
The setting of the study took place in a Private University which is located in Salatiga,
Central Java, Indonesia. One of its faculties in this university, English Department, had
adopted and implemented portfolio-based assessment to one of its courses and of which is
Academic Reading course. The subject of this small study was the Faculty of Language and
Literature (FLL) students who had taken Academic Reading course. The Academic Reading
course was a three-hour reading course where the portfolio became the main assessment
instrument in this course. The reason of choosing this faculty was its high standing in the
region as an English language faculty with an excellent reputation and the high quality of the
students itself.
B. Participants
The subjects of the research were 100 intermediate level students from any
“angkatan” who were selected to be given questionnaires in response to some questions
provided. Since the gender was not a variable in this study, the subjects were not grouped in
terms of gender. However, the equal numbers of students from both genders were selected.
The participants chosen were the Faculty of Language and Literature (FLL) students from
any “angkatan” who had taken Academic reading course. Those who had successfully passed
or failed this course will be given questionnaires purposively since the study hoped to find
out the students’ perceptions toward portfolio-based assessment.
C. Instruments
In this study the questionnaires was used as the main instrument to collect the main
data regarding to the students’ perception toward the use of portfolio-based assessment in the
Academic Reading course. As in the study by Yang (as cited in Mustafa C. 2010) the present
study used a portfolio use attitude questionnaire. The questionnaire was close-ended
questionnaires which included 22 statements that students rated on a five-point scale from
strongly disagree (1) up to strongly agree (5). The items in the questionnaire investigated
students’ attitudes related to the use of portfolio in three areas; participants’ awareness about
the portfolio (7 items), participants’ attitudes toward the real practice of portfolio (5 items),
and participants’ attitudes toward the advantages and disadvantages of portfolios (10 items).
The questionnaire is shown in the APPENDIX.
D. Data Collection Procedure
In this study, the data were gathered through a portfolio attitude questionnaire, some
close-ended questions accompanied by the portfolio attitude questionnaire for the
participants. After having a written permission from the school administration, the
questionnaires were given to all of the 100 subjects in the same college. The participants were
taken from 4 different classes whom the participants had already taken academic reading and
done portfolio in that course. The time given will be approximately 15-20 minutes for the
participants. The subjects were given the questionnaire forms by the researcher.
E. Data Analysis
In the data analysis procedure, in order to answer the research question, the
frequencies of each statement were calculated and analyzed manually by counting for each
category. Regarding to find out the result, students’ responses to the open ended questions
were categorized as positive, negative, and neutral towards the use of portfolio and then the
frequency of the responds was calculated. The data was analyzed by indicating the five points
on the scale. However, to see the positive and negative response of the subjects, the end
points were combined for the interpretation. Accordingly, the analysis was interpreted using
‘strongly disagree’ (SD) and ‘disagree’ (D) as well as ‘agree’ (A) and ‘strongly agree’
together. Finally, after finishing the calculation and analyzing of the data, the writer then
summarized and fond out the result.
DISCUSSION
The aim of this paper is to find out the students’ perceptions toward the use of
portfolio-based assessment in academic the reading course. Barootchi and Keshavaraz (2002)
examined whether portfolio assessment contributes to EFL learners’ achievement or not.
Although some of the items show students’ negative attitudes toward the implementation of
portfolio, generally it reveals that most of students have a clear understanding of what
portfolio assessment is. The following table (Table I), is the sums up of the participants’
awareness of the portfolio assessment.
*Notes:
SA: Strongly Agree
N: Neutral
SD : Strongly Disagree
A : Agree D : Disagree
Table 1. Participants’ awareness about the portfolio
No. Statements SD DA N A SA
3. I feel the content of the portfolio (including its organization and details) is important.
- 3% 19% 54% 24%
4. I think reflection and self-evaluation is the most important part of the portfolio.
1% 6% 29% 48% 16%
5. The handout’s introduction of the portfolio in the course was not clear enough.
3% 33% 47% 14% 3%
6. Looking at previous students’ portfolio samples gave me a better idea about portfolios
- 7% 26% 46% 21%
7. I still don’t understand why we need to compile a portfolio.
18% 27% 34% 15% 6%
For example, from the item 1 of the questionnaire, 83 % of participants agreed or
strongly agreed that compiling a portfolio needs a clear organizing concept, and item 2
reveals that 58 % (total of agree and strongly agree) of the participants know and have a clear
concept about how to compile a portfolio. Also, from the item 3 which shows that a great
number of students (78 % of the participants agreed and strongly agreed when they were
asked whether or not they understand that the content of portfolio is important. However, in
item 7 the number of the participants who claim that they understand why they need to
compile a portfolio decreased to 45%, and only 21 % of the subjects who agreed or strongly
agreed stated that they still don’t know why they need to compile a portfolio while the rest of
the participants (34% )were neutral or have no ideas toward this statement “they understand
why they need to compile a portfolio”.
Students’ attitudes towards the real practice in preparing portfolio (Items 1, 2, 3, 4 and
5 in questionnaires) clearly shows that they have positive attitudes towards implementing
portfolio in Academic reading class. Table II below describes participants’ attitudes toward
the real practice in preparing portfolio.
Table II. Participants’ attitudes toward the real practice in preparing portfolio
No. Statements SD DA N A SA
1. I reflected on and evaluated my learning in each aspect when compiling the portfolio
1% 9% 28% 54% 8%
2. I have completed most of the learning goals I set up in my portfolio
1% 5% 29% 61% 4%
3. The goal I originally set up in the portfolio was too difficult and I couldn’t reach it.
7% 33% 46% 14% -
4. I added appropriate explanations to the samples or records, which I included in the portfolio.
3% 9% 29% 55% 4%
5. Using portfolio in this course contribute my learning experience
2% 3% 17% 62% 16%
It is clearly stated in table II that from the item 1, more than half of the participants
(62 %) who agreed or strongly agreed admitted that they reflect and evaluate their learning in
Academic reading when they are compiling the portfolio. Moreover, students’ response to the
item 2 reveals that the participants who agreed or strongly agreed that they have completed
most of their learning goals they set up in the portfolio increased to 65 % while there are 29
% of the participants who are neutral or have no ideas whether they have completed the goals
or not and only 6 % of the participants have not completed the goals yet. Additionally, in
item 5 the number increased to 78 % of the participants who agreed or strongly agreed that
portfolio can contribute their learning experience in Academic reading course. However, item
3 confirms the negative result. In this item, the number of the participants who are neutral or
have no ideas whether they could reach the goal in portfolio or not reach 46 %, and 14 % of
them agreed or strongly agreed that they could not reach the goal in portfolio.
The students’ perceptions of the advantages and disadvantages of portfolio assessment
in Academic reading course as shown in items 3, 4, 5, 6, 7, 8, and 9 in the questionnaires are
various. Although there are some items which reveal that the students show negative attitudes
toward the advantages of the portfolio, still most of the participants find portfolio assessment
as a favorable instrument in both assessment and teaching. Table III illustrates the
participants’ perceptions of the advantages and disadvantages of using portfolio in Academic
reading course.
Table III. Participants’ attitudes toward the advantages and disadvantages of portfolio
No. Statements SD DA N A SA
1. It takes me a lot of time to compile a portfolio 3% 13% 32% 37% 15%
2. The portfolio increased the burden of my study. 3% 17% 38% 29% 13%
3. The portfolio allowed me to choose what I like to read or listen to according to my personal interest.
3% 8% 33% 52% 4%
4. The portfolio increased my willingness to learn actively.
2% 13% 37% 44% 4%
5. The portfolio helped me understand my strengths and weaknesses in English.
1% 9% 26% 50% 14%
6. I feel portfolio can present my learning results. 2% !2% 17% 58% 11%
7. When compiling a portfolio, I had a chance to reflect my English learning in this semester.
- 12% 22% 61% 11%
8. I feel the portfolio is not helpful to my learning 16% 43% 29% 11% 1%
9. I prefer to be evaluated by portfolios. 3% 15% 40% 37% 5%
10. I prefer to be evaluated by paper and pencil tests. 8% 18% 45% 20% 9%
For instance, item 3 of the questionnaires reveals that 56 % of the participants, who
agreed or strongly agreed, believe that portfolio allow the students to choose what they like to
learn (read/write) according to their own interests while the number of the students who
disagreed or strongly disagreed to this item only attain 11%. Also, in item 4 the participants
who agreed or strongly agreed to the statement “the participants feel that portfolio can
increase their willingness to learn English actively” are higher (48 %) than those who
disagreed or strongly disagreed (15%), and the rest of the participants (37%) are neutral or
have no ideas about it. Similarly, participants’ responses to item 5 “portfolio helped them
understand their strengths and weaknesses in English, especially in learning Academic
reading course” reveal that the number of the participants who agreed or strongly agreed
increased to 64 % while there are only 10% of the participants who disagreed or strongly
disagreed to this item. Additionally, in item 6 confirm that 69% of the participants agreed or
strongly agreed when they were asked whether they can present their learning result through
the portfolio or not. Similar results are also seen in other items. For instance, item 7 reveals
that the number increased to 72 % of the participant who agreed or strongly agreed that they
can reflect their English learning in Academic reading during this semester through portfolio.
However, in item 8, the participants’ response decreased to 59 % of participants who
disagreed or strongly disagreed that portfolio is not helpful to their learning. Also, there are
some items which reveals students’ negative attitude toward the advantages of portfolio. For
instance, item 1 shows that more than half of the participants (52 %) agreed or strongly
agreed that portfolio takes a lot of time to compile (time consuming) while there are only
16% of the participants who disagreed or strongly disagreed that it is time consuming.
However, the item 2 shows that there are less than half (42%) of the participants who
agreed or strongly agreed that the portfolio increase the burden of their study. Nevertheless,
the students prefer to be evaluated by portfolio rather than by paper-pencil test which is
shown from the percentage of item 9 and 10. In item 9, it is revealed that 42 % of the
participants tend to choose portfolio as a measurement tool while in item 10 there are only 29
% of the participants who want to be evaluated by using traditional tests. These two items
(item 9 and 10) clearly represent students’ preference which measurement tool they like the
most.
The results of the questionnaires confirm that the participants have clear
understanding of how the students should compile the portfolio and awareness toward the use
of portfolio in the academic reading course. For instance, in terms of clearance of organizing
concept of portfolio, almost all of the participants (83 %) agreed or strongly agreed that
compiling a portfolio needs a clear organizing concept. However, not all of them (only 58 %)
agreed or strongly agreed that they had a clear concept and understanding about how they
should compile portfolio. It means that when it comes to the application of the portfolio, the
number of the participants who agreed and strongly agreed decreases. Moreover, regarding to
the term of students’ awareness and understanding toward the implementation of portfolio in
academic reading course, there were even less than half of the participants (45 %) who
disagreed or strongly disagreed that they understand why they need to compile a portfolio in
this course, and only 21 % of the participants who agreed or strongly agreed that they still
don’t know why they need to compile a portfolio while the rest of the participants (34%)
were neutral or have no ideas toward this statement. The reason behind this belief might be
confusion among students about the explanation from their lecturer about how a portfolio
should be compiled.
The findings of the questionnaire about the students’ attitudes toward the real practice
in preparing portfolio also show positive results. For example, in terms of the learning goals
that they set in portfolio, more than half of total participants (65 %) who agreed or strongly
agreed stated that they have completed most of their learning goals they set up in the
portfolio. However, in terms of the difficulties they found in achieving the goals they set up
in portfolio, the number of the participants who disagree or strongly disagree were
decreasing. 40 % of participants assert that they do not have any difficulties in achieving the
goals they set up in portfolio, while there were only 14 % (A) who affirm that they could not
achieve the goals they set up in portfolio and the rest of the participants (46 %) were
neutral(N) or do not have any ideas toward this belief. However, in terms of the portfolio
contribution toward students learning the questionnaires show positive results. The result
shows that 78 % of the participants who agreed or strongly agreed confirm that using
portfolio can contribute to their learning experience in the academic reading course.
In terms of advantages and disadvantages that the portfolio-based assessment
revealed, the participants mostly show positive attitudes toward the questionnaires. Most of
the participants find that portfolio give them more benefits/advantages than the
disadvantages. For instance, in terms of the freedom of learning style that the portfolio allow
to students, more than half of the participants (56 %)who agreed or strongly agreed believe
that portfolio allow the students to choose what they like to learn (read/write) according to
their own interests. Similarly, 48 % of the participants agreed or strongly agreed that portfolio
can increase their willingness to learn English actively while only 15 % of the participants
disagreed that portfolio can increase their willingness to learn actively and the rest of the
participants (37%) were neutral or have no ideas about it. Similarly, 64 % of the participants
agreed or strongly agreed that portfolio helped them understand their strengths and
weaknesses in English, especially in learning academic reading course. However, in terms of
the time that the portfolio may take to compile, the participants show negative attitudes. For
instance, 52 % of the participants agreed or strongly agreed that portfolio takes a lot of time
to compile (time consuming). However, in terms of the burden that the participants may get
from portfolio, the number of the participants who agreed or strongly agreed that the portfolio
increase the burden of their study decreased to 42 %. The reason behind this belief might be a
misconception that they find portfolio preparation processes a burden their studies.
CONCLUSION AND SUGGESTION
From the data collected about students’ perceptions toward the implementation of
portfolio-based assessment in academic reading course, it is clear that the participants of this
study are aware of the advantages and disadvantages of the portfolio-based assessment.
However, the data shows that the participants do not fully understand when it comes to the
real practice or implementation of portfolio-based assessment. They still got problems in
preparing portfolio since it may take a long time (time consuming) which may also increase
the burden to their studies. However, the finding shows that almost half of the total
traditional paper-pencil tests. Regarding the fact that compiling portfolio is time consuming
and contributes burden to their studies, the institutions or the instructors/teachers should
provide extra time for students to prepare portfolio. Additionally, the students may not
recognize that portfolio is a “creation” (Cook-Benjamin, 2001) and needs extra attention in
every phase of it. Therefore, students should be guided about portfolio preparation process
and lecturers should display some sample of portfolios during this portfolio preparation
instruction process.
However, the implementation of portfolio-based assessment into learning and student
assessment process needs clear and careful planning. It needs time to prepare the evaluation,
presentation, peer evaluation and completing the final evaluation by the lecturer. In order to
implement such kind of assessment into English courses, especially into Academic reading
course, the lecturers and/or institutions should give students the concept of autonomous
learning. Also, lecturers should encourage students to implement portfolio to show their
achievement throughout the learning process.
Nevertheless, it might be the most important aspect when teachers are going to
implement portfolio-based assessment into Academic reading course that they should clearly
explain to the students the advantages of preparing portfolio both as a learning tool and as an
alternative assessment instrument. In other words, the clearer the explanation from the
teacher about how portfolio should be arranged and compiled, the better the students’
portfolios will be. Additionally, the explanation and the guidance from the teacher will be
very needed by the students to avoid the confusion in doing such kind of assessment in the
course.
The present study reveals the Faculty of Language and Literature (FLL) students’,
specifically the Academic Reading students’ perceptions toward the portfolio assessment in
the Academic reading course. The results show that participants find portfolio as a supportive
instrument that give them extra duties while compiling it. Besides, the responses of the
participants also show that the students believe the benefits of compiling a portfolio in their
Academic reading course. However, portfolio-based assessment as an assessment tool
requires the FLL students to prepare their work over and over again and think critically about
their products.
As a final suggestion for the further studies, it can be claimed that the portfolio-based
assessment in EFL contexts still requires further studies that find out the usefulness and
benefits of this assessments in the real teaching and learning process. For example, find out in
what way portfolio can help students achive their learning goals in their study so that later
concerning the results of the further studies, the portfolio-based assessment can be offered as
an alternative assessment in all courses at FLL of SWCU, at least in the skills courses.
ACKNOWLEDGEMENT
Here, I would express my thankfulness to those who have become part of finishing my thesis
and study. Firstly, I would like to express my gratitude to my Heavenly Father for always
giving me strength and answering my prayers. You are the reason why I could finish up my
thesis. My appreciation also to my supervisor, Ibu Martha Nandari, M.A who has kindly
given me guidance to do my thesis, and also my examiner, Mas Petrus Ari
Santoso,S.Pd.,M.A. who has also spared his precious time to read and examine my thesis. My
student advisor, Mas Christian Rudianto, MA-Ling and other English Department lecturers
who have been kindly sharing their knowledge during my study in ED. My lovely family; my
father Daniel Jaswanto, S.Pd, who has been patiently and wisely giving me advises and
courages, and my mother Esther Mulyani, S.Pd, who has been very strong and inspiring to
me, my brother, Bontit who has helped me a lot in finishing my study in ED, also my sister-in
law, Mbak Oris, who has given me many helps in doing this thesis, especially for the
references. Special thanks to Niners Touring Club (NTC) family (Deo, Yustian, Ainul,
Cyrillus, Ucup, Deri, Topik, Koplo, and Felix) for becoming another family of mine and
teaching me lessons I do not get from college. Let’s keep riding wherever we are later.
Special regards also for all of Niners (2009) family without exceptance, “We are Niners Born
to be the Winners” Finally, I just want to say, for what will happen and for what has done
there are always reason behind. And You all are the reasons. Also, for what you have started,
you should end up at the end. Thank You.
Wahyu Bangkit Prastowo
REFERENCES
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directions.Heinle: Heinle Publishers
Calfee, R., & Perfumo, P. (1993). Student portfolios: Opportunities for a revolution in assessment. Journal of Reading, 36(1), 532-537. Retrieved on Wednesday, October
17, 2012 from: books.google.com/books?isbn=0125541554
Charvade,K.R., Jahandar. S., & Khodabandehlou. M.(2012). The Impact of Portfolio Assessment on EFL Learners' Reading Comprehension Ability. 129-139. Retrieved on Wednesday, October 17, 2012 from: www.ccsenetorg/elt
Dietel, R. J., Herman, J. L., & Knuth, R. A. (1991). What does research say about assessment? NCREL, Oak Brook. Available online: http://www.ncrel.org/sdrs/areas/stw_esys/4assess.htm
Dikli, S. (2003). Assessment at a distance: Traditional vs. Alternative Assessments. The
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APPENDIX
Dear EDers,
I am taking a thesis right now and conducting a research on “Students’ perceptions toward the implementation of portfolio-based assessment in Academic reading course”. I would be very grateful if you would kindly answer the questionnaires provided below. Please
choose the best choices that really represent your answer by putting a thick (√) in the one of
the columns provided. You only need to write down your student number, and “Angkatan”.
You can answer it freely because it will not affect any grades or your GPA.
Std.No :
1. Compiling a portfolio needs a clear organizing concept 2. I have a clear concept about how to compile a portfolio.
3. I feel the content of the portfolio (including its organization and details) is important.
4. I think reflection and self-evaluation is the most important part of the portfolio.
5. The handout’s introduction of the portfolio in the course was not clear enough.
6. Looking at previous students’ portfolio samples gave me a better idea about portfolios
7. I still don’t understand why we need to compile a portfolio.
Participants’ attitudes toward the real practice in preparing portfolio
No. Statements SD DA N A SA
1. I reflected on and evaluated my learning in each aspect when compiling the portfolio
2. I have completed most of the learning goals I set up in my portfolio
difficult and I couldn’t reach it.
4. I added appropriate explanations to the samples or records, which I included in the portfolio.
5. Using portfolio in this course contribute my learning experience
Participants’ attitudes toward the advantages and disadvantages of portfolio
No. Statements SD DA N A SA
1. It takes me a lot of time to compile a portfolio 2. The portfolio increased the burden of my study.
3. The portfolio allowed me to choose what I like to read or listen to according to my personal interest.
4. The portfolio increased my willingness to learn actively. 5. The portfolio helped me understand my strengths and
weaknesses in English.
6. I feel portfolio can present my learning results.
7. When compiling a portfolio, I had a chance to reflect my English learning in this semester.
8. I feel the portfolio is not helpful to my learning
9. I prefer to be evaluated by portfolios.
10. I prefer to be evaluated by paper and pencil tests.
Thank You
