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
47 respondents thought that they needed clear and specific instruction from their
teacher in order to make their portfolio well-arranged. 1,25 respondent thought that heshe did not need clear and specific instruction from thier teacher to help
them to make a good portfolio. Responding to the twentieth statement, “I enjoy writing and completing
my portfolio”, table 4.1 told us that 66 of 80 respondents gave positive response to that statement – 51 respondents chose ‘agree’, 15 repondents chose ‘strongly
agree’ and the rest 14 chose ‘disagree’. It meant 14 respondents 17,5 thought that writing and completing portfolio was not enjoyable. Meanwhile, 66
respondents 82,5 considered writing and completing portfolio was enjoyable. In table 4.1, we can see, 62,5 respondents were aware that portfolio is
used as an assessment tool in writing class, therefore, they put big effort to create good compositions. The other 37,5 respondents were not agree with that. The
detail for the amount of respondents can also be seen in table 4.1. Then, table 4.1 also potrayed that 7 of 80 respondents chose ‘strongly
agree’, 51 of 80 respondents chose ‘agree’, 21 of 80 respondents chose ‘disagree’ and 1 respondent chose ‘strongly disagree. It is showed that 72,5 respondents
did their portfolio at regular time for example weekly, biweekly, or monthly. Whereas 27,5 did not complete their portfolio at regular time.
The fifth statement of the last group of statements is “At the end of the course, my portfolio is complete nothing is missing”. Responding to that
statement, 20 of 80 respondents strongly agreed with the statements and 46 of 80 respondents agreed. Eleven respondents disagreed with the statement and three
48 respondents strongly disagreed. Table 4.1 revealed that 17,5 respondents did not
have their portfolio complete at the end of the course while 82,5 respondents admit that they had complete portfolio at the end of the course.
Then, in table 4.1 we can see that 12 of 80 respondents strongly agreed with statement ‘Writing portfolio makes me to be an active learner.” Fifty four of
eighty respondents agreed, twelve respondents disagreed, and one respondent strongly disagreed. One respondent abstain. In table 4.1 we can also see that
82,5 respondents felt that writing portfolio makes them to be active learners and 16,25 respondents did not feel the same.
The second last statement of close-ended question was “I am aware that portfolio is used as an assessment tool in writing class so that I put a big effort to
create a good composition.” Table 4.1 showed 13 of 80 respondents strongly agreed, 57 of 80 respondents agreed, 9 of 80 respondents disagreed and 1
respondent abstain. It is depicted that 87,5 respondents were aware that portfolio is used as an assessment tool in writing class so they put big effort in creating
good compositions, 11,25 respondents were not aware and 1,25 abstain. The last statement of close-ended question was “In writing portfolio, I am
aware that I am responsible for my own progress in learning.” Table 4.1 showed us that 18 of 80 respondents strongly agreed with that statement and 57 of 80
respondents agreed but 5 of 80 respondents disagreed with that statement. It meant most of the respondents admitted that in writing portfolio, they were aware of
their responsibility of their own learning progress.
