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
10
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
1. Compiling a portfolio needs a clear organizing
concept 1
- 16 53 30
2. I have a clear concept about how to compile a
portfolio. -
6 36 48 10
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