43 ‘strongly agree’ and 56 of 80 respondents chose ‘agree’. One of the respondents
did not get benefit from reviewing others’ portfolio. In table 4.1, we can see 98,75 respondents did learn from others when they were reviewing others’
portfolio. Then, table 4.1 informed that 40 of 80 respondents gave positive response
to statement number eight, “Peer-feedback on my portfolio is very useful to improve my writing ability”, by choosing ‘strongly agree’ and 36 of 80
respondents also gave positive response by choosing ‘agree’. Meanwhile, 4 of 80 respondents disagreed with that statement. It meant that 95 respondents
admitted that they needed peer-feedback in their portfolio to improve their work. Whereas the other 5 did not think that they need feedback from their peer in
their portfolio to improve their writing ability. After students received feedback from their peer, they always revised their
work. Table 4.1 said that 15 of 80 respondents strongly agreed and 52 of 80 respondents agreed. Thirteen respondents showed that they did not always revise
their work after they get peer-feedback by choosing ‘disagree’. It meant about 83,75 students revised their work after they get feedback from their peer and the
other 16,25 did not revise their work after they get peer-feedback. In addition to peer-feedback, teacher-feedback also needed in portfolio to
improve students’ writing skill. Table 4.1 revealed that 46 of 80 respondents chose ‘strongly agree’, 29 of 80 respondents chose ‘agree’, 4 of 80 respondents
chose ‘disagree’, and 1 respondent chose ‘strongly disagree’. It meant 6,25 of the respondents did not think that teacher-feedback was needed in their portfolio
44 but 93,75 respondents thought that not only peer-feedback was needed to help
students improve their writing skill but also teacher-feedback. Table 4.1 also presented that responding to statement “I always revise my
work after I get feedback from my teacher”, 22 of 80 respondents chose ‘strongly agree’, 47 of 80 respondents chose ‘agree’, 10 of 80 respondents chose ‘disagree’,
and 1 respondent was abstain. It meant about 27,5 respondents always revised their work after they receive feedback from their teacher, 58,75 almost always
revised their work and 12,5 hardly ever revised their work after they receive teacher-feedback.
Statement 12 of close-ended questions on the questionnaire said that “Portfolio is very useful as additional learning tool.” Table 4.1 informed that 76 of
80 respondents gave positive response to the statement – 13 of 80 respondents chose ‘strongly agree’ and 63 of 80 respondents chose ‘agree’. Three respondents
chose ‘disagree’ and a respondent was abstain. It meant 5 respondents did not think that portfolio is very useful as additional learning tool and 95 respondents
thought that it is very useful as additional learning tool.
4.1.2 Students’ Opinion on Portfolio as Self-Assessment Tool
Getting to know students’ opinion about the advantages of portfolio, next, the researcher needed to find out students’ opinion on portfolio as self-assessment
tool, whether they know portfolio is one of the self-assessment tools or not and whether they do self-assessment through portfolio or not. Therefore, here, the
researcher explains statement 13 to 18 about students’ opinion on portfolio as self- assessment tool.
45 From Table 4.1 we can see that there were 2 of 80 respodents abstain and
3 of 80 respondents disagreed with statement “Portfolio allows me to make reflection on my learning.” Thirteen students chose ‘strongly agree’ and the other
62 students chose ‘agree’. It means 75 of 80 respondents gave positive response to this statement. Table 4.1 also illustrated that 93,75 respondents admitted that
portfolio did allow them to make reflection on their learning but the rest 3,75 respondents thought the opposite and 2,5 respondents did not have opinion.
Table 4.1 also depicted that 27 of 80 respondents strongly agreed that portfolio helped them to recognise their strengths and weaknesses in writing.
Forty eight respondents agreed but four respondents disagreed. Even, one respondent strongly disagreed. It meant most of the students admitted that
portfolio helped them to recognise their strengths and weaknesses in writing. Then, responding to the statement “By using portfolio, I can learn from
myself from my mistakes”, only 1 respondent disagreed. Seventy nine of eighty respondents gave positive response. It was seen from 30 students who chose
‘strongly agree’ and 49 students choose ‘agree’. Table 4.1 clarified that 98,75 students learnt from their mistake by writing portfolio.
Next, table 4.1 depicted that most of the respondents 91,25 believed that portfolio helped them to develop their strengths. Only 7,5 of the
respondents thought that portfolio did not help them to improve their strengths in writing. In table 4.1, we can see 18 of 80 respondents chose ‘strongly agree’, 55 of
80 respondents chose ‘agree’, 6 of 80 respondents chose ‘disagree’, and 1 respondent abstain.
46 Moreover, table 4.1 explained that 76 of 80 respondents admitted that
portfolio helped them to reduce or even remove their weaknesses in writing, but 3 respondents perceive that portfolio could not helped them in removing their
weeaknesses. One respondent strongly disagreed if portfolio could help himher removing their weaknesses in writing.
The last statement of the second group of statements said that “Portfolio helps me to be an autonomous learners as I can analyse problems on my own”.
Table 4.1 showed that 74 of 80 respondents gave positive response – 14 respondents chose ‘strongly agree’ and 60 respondents chose ‘agree’. Meanwhile,
6 respodents chose ‘disagree’. It meant most of the respondents 92,5 admitted that they can analyse problems by themselves by writing portfolio and portfolio
do help them to be autonomous learners.
4.1.3 Students’ Opinion on the Use of Portfolio Assessment
In order to figure out students’ perception toward the implementation of portfolio assessment in writing class, the researcher needed to know students’
opinion on the use of portfolio assessment. Students’ opinion on the use of portfolio assessment can be figure out from the result of close-ended question
number 19-26 and the result of open-ended question number 27-28. Here are the analysis.
“A clear and specific instruction from my teacher helps me to make a good portfolio,” was the first statement of the last group of questions. Responding to
those statement, 35 of 80 respondents chose ‘strongly agree’, 44 of 80 chose ‘agree’ and 1 respondent chose ‘disagree’. Table 4.1 clarified, 98,75
