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
11
3. I feel the content of the portfolio including its
organization and details is important. -
3 19 54 24
4. I think reflection and self-evaluation is the most
important part of the portfolio. 1
6 29 48 16
5. The handout’s introduction of the portfolio in the
course was not clear enough. 3
33 47 14 3 6.
Looking at previous students’ portfolio samples gave me a better idea about portfolios
- 7
26 46 21 7.
I still don’t understand why we need to compile a portfolio.
18 27 34 15 6
For example, from the item 1 of the questionnaire, 83 of participants agreed or strongly agreed that compiling a portfolio needs a clear organizing concept, and item 2
reveals that 58 total of agree and strongly agree of the participants know and have a clear concept about how to compile a portfolio. Also, from the item 3 which shows that a great
number of students 78 of the participants agreed and strongly agreed when they were asked whether or not they understand that the content of portfolio is important. However, in
item 7 the number of the participants who claim that they understand why they need to compile a portfolio decreased to 45, and only 21 of the subjects who agreed or strongly
agreed stated that they still don’t know why they need to compile a portfolio while the rest of the participants 34 were neutral or have no ideas toward this statement “they understand
why they need to compile a portfolio”. Students’ attitudes towards the real practice in preparing portfolio Items 1, 2, 3, 4 and
5 in questionnaires clearly shows that they have positive attitudes towards implementing portfolio in Academic reading class. Table II below describes participants’ attitudes toward
the real practice in preparing portfolio.
Table II. Participants’ attitudes toward the real practice in preparing portfolio No.
Statements SD
DA N
A SA
1. I reflected on and evaluated my learning in each
aspect when compiling the portfolio 1
9 28 54 8
12
