Research Participants Data Gathering Technique

34 Table 3.2 Table Used to Present Close-ended Questions Result Feature State ment Σn Respondents answering: Total Strongly Agree Agree Dis- agree Strongly Disagree n n n n n Students’ opinion on the advatages of portfolio 1 ... 12 Students’ opinion on portfolio as self- assessment tool 13 ... 18 Students’ opinion on the use of portfolio 19 ... 26 3.5.2 Analyzing the Open-ended Questions To analyze the data from the open-ended questions, first, the researcher used table 3.3 to present all the raw data. Then, the researcher classified and synthesized the answers from all of the respondents into table 3.4. After that, the researcher discussed the research result, analyzed and synthesized it with the theories in chapter II and drew the conclusions afterwards. Table 3.3 Table Used to Present Open-ended Questions Result Respon dents Question 1 2 3 What do you think about the use of portfolio in writing class? Does it give benefits for you? Why and why not? In your opinion, which parts of the writing skill can be improved using portfolios? Explain your answer. What would you suggest changing or improving for the implementation of portfolio assessment in writing class to make the assessment effective? 1 2 ... 80 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