8 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 andor 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 their abilities, the progress they think 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. Boud 1991 and Brew 1999 as cited in Marhaeni 2005: 1 add,
self-assessment is students’ involvement in assessing process where students identify the criteria and try to evaluate their own works by making judgments
9 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.
Based on experts’ explanations above, we can say that self-assessment means students evaluate themselves by analyzing their own works, identifying
their skills and weaknesses, and setting their own learning objectivesgoals to make a good progress in their learning. Self-assessment makes students
responsible for the whole learning process of their own.
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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.
They add, “perception is the way stimuli are selected and grouped by a person so that can be meaningfully interpreted” 1985: 85 .
Perception is always started from stimuli. It is the process where stimuli is gathered, organized, and grouped. The process continues when this grouped
stimuli is interpreted into behavioural response. This process can be clearly seen in figure 2.1.
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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
Behavioural response
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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 in LLT 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
Result
