35
Table 3.4 Table Used to Analyze Open-ended Questions Result
No Question
Result n
Example of Respondents’ Answer
1 What do you think about the
use of portfolio in writing class? Does it give benefits
for you? Why and why not?
2 In your opinion, which parts
of the writing skill can be improved using portfolios?
Explain your answer.
3 What would you suggest
changing or improving for the implementation of
portfolio assessment in writing class to make the
assessment effective?
3.6 Research Procedure
To conduct this study, the researcher used some steps, which were: 3.6.1
Identifying the Problem. Since the beginning, the researcher was interested to conduct the study on
portfolio assessments because she perceived that portfolio assessment is good to be implemented in writing class and she wanted to know students’ perception
toward the implementation of portfolio assessment in writing class. She also wanted to know the benefits students could get through the use of portfolio
assessment in their writing classes. Therefore, one research problem was generated which is “What is students’ perception toward the implementation of
portfolio assessment in writing class?” 3.6.2
Reviewing of Library Data Having generating a research problem, the researcher started to collect
some data which can support this study. The researcher looked for some books
36 about assessment, portfolio and research. The researcher also browsed the internet
to find some online books, journals, and articles which related to this research. 3.6.3
Identifying the Research Method At the beginning, the researcher wanted to use document analysis method.
After having several consultations with the sponsor, finally, the researcher decided to use survey method with questionnaire as the only research instrument.
3.6.4 Identifying the Research Participant
Having generating research problem and research method, then the researcher started to identify research participant. At the beginning, the researcher
wanted to distribute the questionnaire randomly to the students of Sanata Dharma University who have ever used portfolio assessment in their writing class. After
discuss this with the sponsor, then, the researcher decided to chose students of certain writing class which use portfolio assessment to be research participants.
Since this study was conducted during the even semester in Sanata Dharma University, the researcher looked for some writing classes which use
portfolio assessment as an assessment tool. The researcher found four writing classes which used portfolio assessment. Two classes used E-portfolio namely
Paragraph Writing Class B and Paragraph Writing Class E. Two other classes used manual portfolio namely Short Essay Class A and Short Essay Class F.
3.6.5 Preparing the Research Instrument
Next step was preparing research instrument. When identifying research method, the researcher has decided to use questionnaire as research instrument. At
37 the beginning, the questionnaire only included ten close-ended questions on the
advantages of portfolio and four open-ended questions. Then, the researcher tried to find some examples of the questionnaire
about portfolio assessment. The researcher found two examples of questionnaire used in similar studies previously so the researcher adapted these two
questionnaires. From the theories about portfolio stated in the review of literature in Chapter II and combined with the two previous questionnaires which were
adapted, the researcher then improved the research instrument into a questionnaire with 26 close-ended questions and 3 open-ended questions.
3.6.6 Asking Permission To Conduct The Study
Having a lot of consultation about research instrument and after the research instrument is fixed, the researcher started to ask the lecturers of writing
classes chosen whether she is allowed to gather data in their class or not. When asking for the permission to these lecturers, the researcher brought a permission
letter from Sanata Dharma University signed by the head of Teachers Training and Education Faculty to be given to the lecturers of writing class chosen.
3.6.7 Gathering and Analyzing the Data
After the researcher is allowed by the lecturers to gather the data in their writing classes, the researcher started to do data gathering. The questionnaires
were distributed to the students inside of the classroom at the end of the semester. Gaining some data needed for the result, the researcher then started to synthesize
and analyze the raw data. With these data then the researcher started to write chapter four.
