25 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’ perception on 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
The issue of assessing writing is often related to the use of portfolio assessment. Portfolio assessment is considered to be alternative assessment tool
which can cover the weaknesses of traditional assessment which is paper-and- pencil test. Portfolio assessment offers a lot of benefits for both teachers and
26 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
especially writing effectively by using this kind of alternative assessment. From those advantages of portfolio, the researcher formulates an
instrument which is used in this study to gather the data needed in order to answer research problem formulated previously. Then, after the data are gathered, the
researcher will analyze and synthesize the data with those theories about portfolio assessment.
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 focused on 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. During this study, there were actually more than four writing classes
which used portfolio as an assessment tool but the researcher only used four writing class as the object of the study. These four writing classes were chosen
Kategori