INVESTIGATING THE USE OF PORTFOLIO ASSESSMENT IN ENGLISH CLASSROOMS.
INVESTIGATING THE USE OF PORTFOLIO ASSESSMENT IN ENGLISH CLASSROOMS
(A Case Study in One Private Senior High School in Bandung)
A THESIS
Submitted in Partial Fulfillment of the Requirements for Master’s Degree in English Education
By: Rahmi Safitri
1201323
DEPARTMENT OF ENGLISH EDUCATION
SCHOOL OF POSTGRADUATE STUDIES
INDONESIA UNIVERSITY OF EDUCATION
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INVESTIGATING THE USE OF PORTFOLIO ASSESSMENT IN
ENGLISH CLASSROOMS
(A Case Study in One Private Senior High School in Bandung)
Oleh Rahmi Safitri
S.Pd UPI Bandung, 2005
Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Jurusan Pendidikan Bahasa Inggris
© Didi Sukyadi 2014 Universitas Pendidikan Indonesia
November 2014
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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APPROVAL SHEET
Thesis Title:
INVESTIGATING THE USE OF PORTFOLIO ASSESSMENT IN ENGLISH CLASSROOMS
(A Case Study in One of the Private Senior High Schools in Bandung)
By Rahmi Safitri
1201323
Approved by Supervisor,
Prof. Dr. Hj. Nenden Sri Lengkanawati, M.Pd
The Head of English Education Department School of Graduate Studies
Indonesia University of Education
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ABSTRACT
This study was conducted to investigate the use of portfolio in the classroom in one private senior high school in Bandung, and to identify the obstacles faced by the teacher and students in implementing the portfolio assessment. This study employed a case study research design. The data were obtained through observation in which the researcher acted as a non- participant observer, a set of open and close questionnaire and semi-structured interviews. The data were analyzed qualitatively and quantitatively. Quantitative data were used to analyze the result of
questionnaire through percentage in order to find out students’ respond in
implementing portfolio. Qualitative data were used to describe the result of classroom observations and interviews to answer question related with the implementation of portfolio assessment in the classroom and to find out the obstacles faced by the teacher and students. The result from observation revealed that teacher had implemented some stages in implementing portfolio. The stages were deciding a purpose or theme, introducing and showing the example of portfolio, specifying portfolio content, developing and appropriate scoring system, assessing and giving feedback to students. Data from observation also showed that teacher had implemented self-assessment which was one of important aspects in portfolio and this was supported by data from interview that said self-assessment was used to gain students’ understanding of their own strengths and weaknesses. Moreover, data from questionnaire indicated that students had positive responses through the implementation of portfolio and it was supported by data from interview which showed that creating portfolio made them realize their strengths and weaknesses in learning English and made their skill specifically in writing and speaking increased. However, there were some limitations in this study, the limitations were seen from the obstacles faced by both students and
teacher. Students’ obstacles happened when they had to finish the self -assessment, some important documents lost thus they couldn’t create their portfolio as their expectation, and cost problem which they had to spend some expenses for making their portfolio looked better than others and to make it as complete as possible. Meanwhile, the obstacles faced by the teacher were the limitation of time in checking and giving feedback to
students’ tasks and the missing stages indicated that teacher didn’t fully
understand about the implementation of portfolio due to his knowledge of portfolio has not been adequate. Therefore, teacher should read some sources related with portfolio and when government hold a training teacher doesn’t come with an empty head.
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ABSTRAK
Penelitian ini ditujukan untuk menginvestigasi penggunaan portfolio di dalam kelas di salah satu sekolah menengah atas di Bandung, dan untuk mengidentifikasi kesulitan yang dihadapi oleh guru dan siswa dalam menerapkan penilaian portfolio. Penelitian ini menggunakan metode penelitian studi kasus. Data didapatkan melalui observasi, kuesioner dan wawancara. Data dianalisis secara kualitatif dan kuantitatif. Kuantitatif data digunakan untuk menganalisis data kuesioner melalui persentase yang bertujuan untuk mengetahui respon siswa dalam penerapan portfolio. Kualitatif data digunakan untuk mendeskripsikan hasil dari observasi kelas dan hasil wawancara guna menjawab pertanyaan yang berkaitan dengan penerapan portfolio didalam kelas dan untuk menemukan hambatan yang dihadapi oleh guru dan siswa. Hasil dari observasi menunjukkan bahwa guru telah melaksanakan beberapa tahap dalam proses pelaksanaan portfolio. Tahap-tahap tersebut ialah menentukan tujuan atau tema, memperkenalkan dan menunjukkan contoh portfolio, menentukan isi portfolio, mengembangkan sistem penilaian yang sesuai, memberikan penilaian dan masukan kepada siswa. Data dari observasi menunjukkan bahwa guru melaksanakan self-assessment (penilaian diri) yang merupakan salah satu aspek penting dalam portfolio dan hal ini didukung oleh data dari wawancara yang menyatakan bahwa self-assessment digunakan untuk mendapatkan pemahaman siswa atas kekurangan dan kelebihan diri mereka sendiri. Data dari kuesioner mengindikasikan bahwa siswa memiliki respon yang positif terhadap penerapan portfolio. Sementara itu, masalah yang dihadapi oleh siswa terjadi saat mereka harus menyelesaikan self-assessment, hilangnya beberapa dokumen yang harus dikumpulkan dan biaya yang harus dikeluarkan untuk membuat portfolio secara baik. Dilain pihak, masalah yang dihadapi guru ialah terbatasnya waktu untuk memeriksa tugas siswa satu per satu dan hilangnya beberapa tahap dalam proses penerapan portfolio mengindikasikan bahwa guru tidak memahami sepenuhnya bagaimana menerapkan portfolio didalam kelas. Hal ini dikarenakan kurangnya pengetahuan mereka atas portfolio. Oleh karena itu, guru seharusnya membaca beberapa sumber yang berkaitan dengan portfolio sehingga saat pemerintah mengadakan pelatihan, guru tidak datang dengan kepala kosong.
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TABLE OF CONTENTS
Declaration ... i
Acknowledgement ... ii
Abstract ... iii
Table of contents ... iv
List of Tables ... vii
List of Figures ... viii
List of Appendixes ... ix
CHAPTER I INTRODUCTION ... 1
1.1 Background of the problems ... 1
1.2 Research Questions ... 4
1.3 Purposes of the Research ... 4
1.4 Significances of the Research ... ... 4
1.5 Clarification of Terms ... 5
1.5.1 Portfolio... ... 5
1.5.2 Assessment ... 5
1.5.3 Portfolio Assessment ... 6
1.6 Thesis Organization ... 6
CHAPTER II THEORETICAL FRAMEWORK ... 8
2.1 Definitions of Portfolio and Portfolio Assessment ... 8
2.2 Basic Principles of Portfolio ... 9
2.3 Purposes of Portfolio Assessment ... 12
2.4 Types of Portfolio ... 14
2.5 The Processes of Developing Portfolio Assessment ... 17
2.6 Advantages of Using Portfolio ... 28
2.7 Related Research Findings ... 30
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CHAPTER III RESEARCH METHODOLOGY ... 33
3.1 Research Design ... 33
3.2 Research Site and Participant ... 37
3.2.1 Research Site ... 37
3.2.2 Participants ... 37
3.3 Data Collection ... 37
3.3.1 Instrumentation ... 38
a. Observation ... 38
b. Questionnaire ... 41
c. Interview ... 44
3.3.2 Procedure ... 48
a. Observation ... 48
b. Questionnaire ... 49
c. Interview ... 50
3.4 Data Analysis ... 51
3.4.1 Quantitative Data ... 51
3.4.2 Qualitative Data ... 55
3.4.2.1 Observation ... 57
3.4.2.2 Questionnaire ... 57
3.4.2.3 Interview ... 57
3.5 Concluding Remark ... 58
CHAPTER IV FINDINGS AND DISCUSSION ... 59
4.1 The Implementation of Portfolio Assessment in the Classroom .... 59
4.1.1 Data from Observation and Interview ... 60
4.2 The Obstacles Faced by Teacher ... 76
4.3 Students’ Problem during Completing Portfolio ... 78
4.3.1 Students’ point of view about portfolio assessment ... 78
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4.4 Concluding Remark ... 91
CHAPTER V CONCLUSION AND SUGGESTIONS ... 92
5.1 Conclusion of the findings ... 92
5.2 Suggestions ... 94
5.2.1 For teacher who are interested in portfolio assessment ... 95
5.2.2 For Next Further Study ... 96
BIBLIOGRAPHY ... 97 APPENDIXES
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CHAPTER I
INTRODUCTION
This chapter presents an overview of the research. This chapter consists of seven sections; background of the problems, research questions, purpose of the research, significance of the research, research methodology, clarification of terms, and organization of paper.
1.1 Background of the Problem
The implementation of National Examination (NE) in Indonesia in principle has good purposes, as stated in Law No. 20 of 2003 on National Education System Article 58 paragraph (2) which states that with UN, the government is able to do standardization and mapping: which area or which school that still needs attention, needs improvement, and treatment/ support. The results of the test as stated in the law no 20, 2013 are also used for gaining feedback, looking back whether the learning activities is successful or not, evaluating whether the intended purpose is achieved, measuring how big the achievements are, finding what constraints are seeing in the field, and defining the purpose which has not been achieved yet. The analyses of the test results are used as a consideration to determine future policy, such as curriculum, learning tools, teaching staff, even learning paradigm (Ministry of Education, 2013).
However the NE made the education system in Indonesia tends to be product oriented rather than process oriented (Sutarsyah, 2011). This can be seen from the fact that many learning activities focus only on how to solve the problems correctly in
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order to pass and get a diploma instead of focusing on how to gain the competencies
or skills that are needed in students’ lives.
Questions in the NE that are in the form of an objective test are not able to measure all the competencies that require skills such processes mindset, creativity, and argumentative reason (Sutarsyah, 2011). Therefore alternative assessment is needed to ensure that the assessment should be professional, open, educational, effective and in accordance with socio-cultural context. The report of assessment also should be objective, accountable and informative (The Ministry of Education, 2013). The regulation no 66, 2013 sees assessment as a process of collecting and processing information to measure student achievement of learning outcomes which one of them is portfolio-based assessment.
Portfolio-based assessment is an assessment conducted to assess the overall learning process entities including assignment of individual learners and/or groups within and/ or outside the classroom. Another definition states that Portfolio assessment is an assessment that is done by assessing the entire collection of
students’ work in a particular field that is reflective - integrative to know the interests, growth, achievement, and/or creativity of learners in a given period of time (The Ministry of Education, 2013). If the focus of the assessment is to display students’ best work then it will become student portfolio.
A student portfolio is a systematic collection of student work and related material that depicts a student's activities, accomplishments, and achievements in one or more school subjects. The collection should include evidence of student reflection and self-evaluation, guidelines for selecting the portfolio contents, and criteria for judging the quality of the work. The goal of this portfolio is to help students assemble their tasks which illustrate their talents, represent their writing capabilities, and tell their stories of school achievement (Venn, 2002). Therefore, it can be said that
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portfolio assessment is not only a kind of students’ collection of work but also consist of reflective writing. Reflective writing shows students’ self-assessment. The use of self-assessment promotes the learners to get involved in learning process (O’Malley and Pierce, 1996; Kohonen, 1999). By reflecting their own learning (self-assessment), students begin to identify the strengths and weaknesses in their work and it will lead students to improve their critical thinking ability in learning process.
The previous research has been done by some researchers such as Soewandi (2007) who states that portfolio assessment is a collection of student work that is determined by the teacher and students as part of an effort to achieve the learning objectives or achieve specified competencies in the curriculum.
Damiani (2004) who did her research among senior high school students found that portfolio assessment empowered students in three domains; cognitive, social and psychological factors. It also said that portfolio assessment would reach its goal if it was carried out effectively.
Other research on portfolio assessment proposed by Davis & Ponnamperuma (2005) and Bryant & Timmins (2002) showed the effect of implementing portfolio in classroom. They stated that portfolio was good to be applied in classroom setting since the portfolio assessment led the learners to be active participants, it directed student learning toward the curriculum outcomes. Students also knew their strengths and weaknesses in learning the subject. Meanwhile there were some challenges that should be faced by teachers and students if that was their first time in implementing portfolio in their classroom. The challenges were writing reflection and self-assessment.
Based on the previous research, it shows that portfolio assessment gives positive effects in learning process and plays significant role in assessment system. Due to that reason, this study tries to find out how teacher implement the portfolio
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assessment in the classroom, what the obstacles faced by both students and teacher in implementing portfolio assessment.
1.2 Research Question
In line with the focus of the study, this study attempts to address the following questions:
1. How does teacher implement portfolio in the classroom?
2. What are the obstacles faced by teacher in implementing portfolio assessment?
3. What are the obstacles faced by students while completing portfolio assessment?
1.3 Purpose of the Study
Based on the research question above, the purposes of this study are as follows:
1. To investigate the use of portfolio assessment in the classroom.
2. To identify the obstacles faced by the teacher in implementing portfolio assessment in classrooms.
3. To identify the obstacles faced by students in completing portfolio assessment.
1.4 Significance of the Study
There are significances that this study may offer. Theoretically, the result of this study will be great importance to enrich the literature on understanding the
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implementation of portfolio assessment related with the Regulation of Ministry of Education and Culture number 66, 2013 and the way to assess it.
Practically, the result of this study will be useful for teacher to gain more information about portfolio assessment. This study gives information of good
portfolio assessment that fulfills the principles of assessing students’ learning
outcomes. This study also shows how portfolio should be implemented in the classroom and what the steps are to implement the portfolio assessment.
The information about obstacles faced by both students and teacher can be a guide for those who are interested in portfolio in order to minimalize the obstacles or to find out the solution in order to resolve those obstacles.
This study can also be used as a guide for school stakeholder or even government to analyze the effectiveness of using portfolio as an assessment. Therefore
government can develop new method to assess students’ learning outcome if the
result of the study is not really satisfying.
1.5 Clarification of the Terms
The following terms are provided in order to understand the case presented in this paper.
1.5.1 Portfolio
The term of portfolio refers to the collection or document of students’ works or
products (Arter, 1992). Portfolio is a collection of evidence of students’ progress or
group progress, the achievement evidence, the skills, and students’ behavior.
Portfolio can show the previous work and the current work of students that the data of
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Portfolio in this study refers to how the collection of students’ best work is
collected in order to show their progress in learning process and also to record what the students have learned and achieved.
1.5.2 Assessment
Assessment in this study refers to how assessment is used to evaluate students’
progress through specific assessment, which is portfolio. The assessment in this study
concerns about students’ performance and ability, and the degree of their knowledge or skill.
1.5.3 Portfolio Assessment
Portfolio assessment has been defined by Kemp & Toperoff (1998) as a form
of assessment consisting purposeful collection of student’s work that exhibits the students’ efforts, progress and achievements in one or more areas.
Portfolio assessment in this study refers to the type of assessment used by teacher in assessing and evaluating students’ progress of learning.
1.6 Thesis Organization
The organization of the thesis will be in five chapters. Chapter one contains the background of the study, followed by research questions, purpose, and its significance to the research. In addition, the chapter also presents some clarification of the terms and thesis organization.
Chapter two highlights the detailed theories and frameworks of portfolio assessment including some views of the experts, the purpose of portfolio assessment, the types of portfolio, and the stages to develop portfolio assessment. This chapter
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also reveals how to establish an effective portfolio assessment, and some related research findings.
Chapter three emphasizes on the methodology of the research elaborating data collection, research design, the procedure of the research, research sites, research participants, the phases of gathering data collection and some instruments used in the research, and how to analyze the data collection.
Chapter four deals with the discussion of data analysis obtained from the research site, exploration of questionnaire, interviews, and observation used in the investigation and some findings which come up in the process of investigation.
The last chapter, chapter five, conveys the overview of the findings consisting some conclusions, suggestions and recommendations for the improvement of portfolio assessment.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter deals with the discussion of steps taken by the researcher in conducting the research. There are four sections in this chapter. The first section is research design. It presents the methodology used and illustrates how the study is carried out. The second section relates to research site and participants involved in the study. The data collection including the instrument employed and the procedure are discussed in the third section. The fourth section elaborates on how the data gathered is analyzed and interpreted
3.1 Research Design
Research Design stated by Yin (1984) says that it is a plan that guide researcher in the process of collecting, analyzing and interpreting data. Furthermore, he said that one of the factors determined research design is the research question. Therefore, in line with the research questions and purposes of the research which investigate the implementation of portfolio assessment and try to find out the obstacles faced by teacher and students in constructing portfolio assessment, this study employs qualitative design which emphasizes on observing, describing, interpreting and understanding the status of a group, a set of condition or how events take place in the real world or in the present (Nazir, 2003) and descriptive study which explains and describes the situation of an object completely and entirely, that is appropriate with the condition and the situation in the time of the research happened (Nazir, 2003).
Whitney (1960) cited in Nazir (2003) states that descriptive method is the finding of fact with correct interpretation. In other words, it can be said that descriptive method is applied to determine the existence of phenomenon by
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describing them explicitly. Another definition comes from Hadari (1990) cited in (Defianty, 2007) says that descriptive study is concerned with condition or relationship that exist, opinion that are held, and process that are going on. Meanwhile, the data of the study may be originated from various sources among other documents and data processing which elaborate the finding into textual form (Alwasilah, Pokoknya Kualitatif, 2002) in its natural setting (Denzin & Lincoln, 1994). Moreover, Fraenkel & Wallen (2008) describe that qualitative research is a study that investigates the quality of relationship, activities, situations or materials. In relationship with this study, it investigates the implementation of portfolio assessment in the classroom. Fraenkel & Wallen (2003) present five distinctive characteristics of qualitative research (p.431-433).
1. Qualitative research employs the natural setting as the source of data. The researchers attempt to observe, describe and interpret settings as they are, while maintaining what Patton (2001, p. 55) calls as an “emphatic neutrality”. The researchers go directly to the particular settings of interest in which they observe and collect their data, as Bogdan & Biklen (1992) point out that the researchers feel that human behaviors can be nest understood in the actual settings in which they occur. Du to that reason, this study employs classroom as the natural setting where researcher observes, describes and interprets the setting without changing anything.
2. Qualitative data are collected in the form of words or pictures rather than numbers. Therefore, the data collected can include field notes, interview transcripts, official records, personal comments, and anything else that reflect the actual behaviors of subjects. The data in this study are in the form of filed notes of classroom observation, and interview transcripts.
3. Qualitative researchers are interested in process as well as product. Thus, their research typically contains highly detailed rich descriptions on how things occur: for instance, how people interact with each other, how people’s belief and
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attitudes are translated into certain actions or how something is implemented particular setting. This study, in line with the research questions, which focuses on the implementation of portfolio is interested in analyzing the process of portfolio implemented in classroom and this study also tries to find out the obstacles faced by teacher and students in the process of completing portfolio.
4. Qualitative researchers tend to analyze their data inductively. They do not usually search out or reject the hypotheses formulated beforehand, as quantitative researchers normally do. In other words, qualitative researchers are not putting together a puzzle whose picture they already know. They are constructing a picture that takes shape, as they collect and examine the parts (Fraenkel & Wallen, 2003, p. 432). The data collected through classroom observation and interview are analyzed inductively and described as detail as possible in order to give clear picture of what is happened to the participants in their natural setting.
5. Qualitative researcher’s major concern is how people make sense out of their lives. They want to know the assumptions, motives, goals, and value that the participants in a study have or share. This study tries to figure out the obstacle faced by teacher while implementing portfolio assessment in the classroom and by students in completing portfolio.
There are some varieties of approaches to qualitative research. Case study is one form of qualitative research, and thus case study is often discussed within the context of qualitative research and this study employs a case study. A case study is employed in this study to gain in-depth understanding of the implementation of portfolio assessment in the classroom. As stated by Merriam (1998) case study is an examination of a specific phenomenon such as program, an event, a person, a process, an institution or a social group which presents a detailed account of phenomenon under study, as it exists in its naturally occurring environment (Johnson,
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1992) . In addition, (Shuttlerworth, 2008) states that case-study focuses on specific and interesting case.
An explanatory case study used when little is known about the case being investigated since it was aimed to seek the wholeness and integrity of the case (Punch) cited in Silverman (2005). It can also be considered as a case study dealing with a single case or a small case (Merriam, 1998), and typically emphasizing features that make one person or organization different from others which takes place in a natural setting, such as a classroom, neighborhood, or private home (Fraenkel & Wallen, 2003).
By the explanation above, it can be said that case study aims to describes the context and population of the study, to discover the extent to which program has been implemented, to provide feedback of a formative type, and to confirm the process by which the program has the effect to the event or the participants.
The strengths of case study are, as Merriam (1998) explains, that it offers a mean of investigating complex social units consisting of multiple variables of potential importance in understanding the phenomenon (p. 40). Case study are typically done in real-life situations, resulting in a rich and holistic account of a phenomenon, a process that offers insights and illuminates meanings that expand its readers’ experiences. Accordingly, case study is the preferred method when the researcher seeks as comprehensive an understanding of an event or situation as possible. Due to that reason, case study is used in this study to describe the implementation of portfolio assessment in the classroom.
In order to establish trustworthiness, several data collection techniques are employed as a form of methodological triangulation (Mason, 1996 in Silverman, 2005). The techniques comprising the information were gained through observation, interview, questionnaire, and document analysis. In this study, the research only dealt
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with analyzing the implementation of portfolio assessment from two classes and one teacher in a private senior high school in north Bandung. The result, then were not used to generalize the general condition of the whole senior high school in north Bandung.
3.2 Research Site and Participants 3.2.1 Research Site
The site of this study was one of the private schools in North Bandung. The school was chosen because the researcher used to be a teacher in that school therefore it would be easy to get the access to conduct the research. Furthermore, this school had already implemented the portfolio as an assessment since the KTSP curriculum.
3.2.2 Participants
Two categories of participants were involved in this study. The first participant was one English teacher in the second grade of senior high school. The teacher was chosen because he had agreed to be the participant in the study and because only one teacher who applied portfolio assessment in that school, there was only one teacher whose the class would be observed.
The second participants in this study were students in two classes in the second grade. These classes were selected based on some reasons: the teachers taught in these two classes, the teacher chose the classes for the researcher. Each class consists of 30 to 32 students. The classes were one social class and one science class. The students’ conditions in these classes were quite different. The social class tends to be more active students rather than in science class however in completing the given tasks, science class was more responsible and diligent with their tasks. It was proven by the way they obeyed teacher’s instruction particularly in collecting the progress of their portfolio. Most of them collected it on time.
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Broadly speaking, there are some techniques used in collecting qualitative data, such as observation, interview, document review, and document analysis (Best & Kahan, Research in Education, 2005). Gray (1990) says a study which is designed as qualitative and descriptive study usually collecting the data through observation, interview, document analysis and questionnaire.
3.3.1 Instrumentation
In this study, the observation and interview techniques were employed to collect the data with additional of questionnaire to figure out the students’ point of view about the implementation of portfolio assessment and the obstacles faced by them. The data collection method will be described as follow:
a. Observation
Observation used in collecting the data aimed to accommodate the whole information needed in the research. Observation was taken in natural situation, as Gay, Mills, & Airasian (2009) say that it is important to take study in its natural environment as lived by participants without altering or manipulating it. By observing the class, more objective information will be obtained (Gay, Mills and Airasian, 2009).
Observation is commonly used in qualitative research because of its advantages. They are: (1) making a better understanding of the context (the particular setting in the classroom of applying portfolio), (2) offering an opportunity to gain information on sensitive topics, such as students’ reaction of tasks given by teacher in the classroom, (3) providing the resources otherwise unattainable – observer’s impression, feeling, reflection and introspection (Patton, 1980). These can be part of
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meaningful data to allow for understanding and interpreting the events and behaviors with a holistic perspective.
In collecting and gaining accurate data, filed notes were used during the observation. Any events or activities happened in classroom was reconstructed into field notes (Fraenkel and Wallen, 2008). Field notes used to give description about condition in the classroom as accurately and as comprehensively as possible. Dealing with that matter, Creswell (2008) pictures field notes into two basic types of information: descriptive field notes: it records a description of events, activities and people. Descriptive information is also about what the researcher see or hear on site. It provides the data necessary to address the research questions, such as specific actions undertaken by participants in implementing portfolio assessment in his classroom. The other type of information is reflective field notes: it records personal thoughts of the researcher’s insights, hunches or board ideas or themes that emerge during the observation. Reflective filed notes is a type of filed notes that helped not only to clarify patterns that might be present or connections between pieces of data, but also to keep on track and remain self-conscious of the development of this research (Glaser & Strauss, 1967)
During observation, it is hardly to capture everything happening in the classroom. Therefore, it is necessary to focus on certain kinds of activities and events that provide the particular information and insights helpful for answering the research questions of the study (Cha, 2006). Therefore, some strategies are needed not only to help sensitize the observer to certain kinds of events, activities and behaviors relevant to the purpose of the study, but also make the observation work manageable (Patton, 1987). Merriam (1998) suggests some elements to be the focus on observation (what to observe):
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1. The physical setting: A close observation on physical environment (e.g., classroom) is indispensable in this study, since it can affect students’ feelings and behaviors. For instance, a particular classroom setting facilitating group work can promote a higher level of student-to-student interactions during class.
2. The participants: Participants is one of important element in observation. The participants in this study were not only the teacher but also the students. Researchers observed teacher’s behavior as well as students to find out whether the implementation of portfolio assessment in that classroom was conducted like what it should be or there was still misunderstanding about the concept of portfolio.
3. Activities and interaction: The observation was made on specific activities and behaviors of all participants relevant to the implementation of portfolio assessment. For example, the activities observed were related with the process stage of portfolio in the classroom. It included how teacher introduced portfolio to the students, how they considered the sample put in the portfolio.
4. Researcher’s own behaviors: Merriam (1998) points out that the thoughts, comments, roles of the observer are as important as those of participants. Since the observation is not merely a close look on the scene with perfect neutrality, but involves a cognitive process that cannot totally exclude subjectivity of the observer (Fraenkel & Wallen). It is necessary to note what the observer is thinking about what is going on in observation.
To ensure the validity of the data, there are some strategies which can be used to meet the research validity in qualitative research such as triangulation, member checks, long-term observation, peer-examination, participatory or collaborative
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modes of research and researcher’s biases, thick description and multisite design (Meriam, 1998) cited in Alwasilah (2000).
To validate the data, the study employed a thick description by which attempts to provide detail description of where the study conducted, who were involved in the study and how the study conducted. Hence, the readers might be able to see how far the findings can be applied in their own situations (Merriam, 1998: p. 211).
The example of observation filed notes is presented below: Table 3.1
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Observational Field Notes (adapted from Creswell & Merriam, 1998) b. Questionnaire
Questionnaire is the most common instrument used in descriptive method. It is extensively used to collect the data about phenomena that are not directly observable such as inner experience, opinions, perception, values, interest and the like (Alwasilah, 2002) or when factual information is desired (Best, 1950, p. 167). Questionnaire is a short of statements written in a paper and delivered to the respondent to get their opinion about the problem that is researched by the researcher. The advantage in using questionnaire in the research is the respondent free to express their feeling without any pressure from anyone (Alwasilah, 2002: 152). The questionnaire was designed in this study as one of the instruments to reveal students’
Observational Field Notes Day/ Date :
Observer : Time : Setting : Participants :
Length of Observation :
Activity Teacher’s Action Researcher’s Note (Comments)
Yes No
a) Introducing the idea of portfolio to the class.
b) Consider what samples / specifying portfolio content. c) Determine how samples will be
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opinion about the implementation of portfolio assessment and to find out the obstacles faced by the students during designing and completing portfolio. The questionnaire was divided into two forms.
Form A was closed-questionnaire. The closed form questionnaire is the check responses that provide for marking a yes/no, a short response, or checking an item from a list of suggested responses (Best, 1950: 168). Form A was consisted of thirty statements with five optional answers: Strongly Agree (SA), Agree (A), Uncertain (UC), Disagree (DA), and Strongly Disagree (SDA). This form was arranged with the scale of attitude because attitude scale was used when opinions rather than facts were desired. The technique in giving score towards students’ responses used Likert Scale and each statement in the questionnaire consisted of values from 1 to 5. Likert Scale was very easy constructed and scored for measuring perception or attitudes (Linn & Gronlund, 1995, p. 285). Based on the Likert scale, each statement in the questionnaire consisted of values from 1 – 5 which 5 is the most positive one.
Table 3.2
The Scoring System of the questionnaire Statements Strongly
Agree (SA)
Agree (A)
Uncertain (U)
Disagree (DA)
Strongly Disagree (SDA)
Positive 5 4 3 2 1
Negative 1 2 3 4 5
Before constructing the statements for the questionnaire, the framework had been made and the categories were based on the Sperling’s theory (1982), which consisted of students’ personal feelings, attitude, drive and goals, the sensory nature of the stimulus, the background or the setting of the stimulus and students’ learning
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experience. The complete framework can be seen in Appendix 1. The table below shows the framework of the statements.
Table 3.3
The Framework of Students’ Questionnaire
No Categories Indicator Item number Total
1 Students’
personal feelings, attitude, drive and goals
Students personal feeling toward the English subject and the implementation of portfolio assessment
1 – 5 15
Students’ attitude and drive toward the implementation of portfolio
6 - 9
Students’ learning goals toward the implementation of portfolio
10 - 15
2 The sensory nature of the stimulus
The implementation of portfolio assessment in improving students’ English competence
16 - 20 5
3 The background or setting of the stimulus
Students’ learning process 21 4
Teachers’ role in implementing portfolio
22
Process of assessing the portfolio 23 - 24 4 Students’ learning
experience
The advantages of implementing portfolio assessment in learning
25-28 4
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Form B of the questionnaire was an open-questionnaire. It is a type of questionnaire calls for a free response in the respondent’s own words (Best, 1950: 169). This form was consisted of four questions. The data gathered were used to support the data in form A. The questionnaire was written in Bahasa Indonesia to ensure complete understanding of the items by participants.
c. Interview
Interview or personal interview is the oldest and best known method of obtaining information directly from an individual. Interview is used to get the data that could not find through the observation and to figure out participants’ point of view about the issues that was being researched. Interview is a process in collecting information to achieve the research purpose by doing a conversation between the interviewer and the person being interviewed face to face (Nazir, 2003). It means that interview is a process of conversation in form of asking and answering question between two people face to face.
Interview is a powerful technique that helps researchers produce very rich and valuable data (Wang, 2002) with deeper meaning and elaboration (Cha, 2006). Interview found the additional information that appears during observation in the classroom. Interview also can clarify questions, pursue promising lines of inquiry, give the interviewees an opportunity to qualify or expand on their answers (Linn and Gronlund, 1995), facilitates access to people’s experiences and their conceptions of experiences (Wang, 2002) and examine attitudes, interest, feelings, concerns and values more easily (Gay, Mills and Peter Airasian, 2009).
Furthermore, the researcher used semi-structured interview to develop interview questions easily. As stated by Stainback & Stainback (1998, p. 52) that semi-structured interview is generally considered as the best way to learn about the
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perceptions of participants. It has a fairly open framework, thereby allowing a great deal of flexibility in the kind of information that interviewees choose to give (Patton, 1990) and the questions are more flexible worded (Merriam, 1998: 73). Therefore, researcher only uses general guidelines (Sugiyono, 2010) in asking the questions. In brief, general questions function as the key words which lead the questions became wider and enables both the interviewer and the interviewee discuss the issues in a flexible way. This flexibility during the interview is important in qualitative research because it allows the researcher to respond to the situation at hand while bringing up information that the researcher might not anticipate, potentially shedding a whole new insight onto a problem (Merriam, 1998; Fraenkel & Wallen, 2003).
Nunan (1992) expounds that semi-structures interview provides three advantages for researcher. First it provides the interviewee a degree of power and control over the course of the interview. Second, it gives the interviewer a great deal of flexibility and the last one is it gives one privileged access to other people’s lives.
There are no definite numbers in choosing the number of participants in interview; the most important thing is the nominal of participants is based on how important the participant for the research. The participant is chosen until the researcher gets the redundancy (Alwasilah, 2002).
On the process of interviewing, audio-taping was done during the conversation. Audio-tapes are convenient and reliable and they ensure that the original data is available at any time. Then, taped data collection was transcribed. The framework of interview with the teacher, as follows:
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Table 3.4
Teacher’s Interview Guideline
No Point
1. The understanding of portfolio and portfolio assessment 2. Deciding a purpose or theme.
3. Specifying portfolio content.
4. Deciding the form and organization of portfolio 5. Deciding the audience
6. Deciding and constructing rubric scoring system for each skill 7. The training of portfolio assessment
8. The implementation of portfolio assessment 9. The advantages of portfolio assessment 10. The disadvantages of portfolio assessment
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Interview with students was aimed to gain further information related with the statements in the questionnaire. Questionnaire which provided only statements without reason therefore, it needs further information to find out students’ reasons why they choose that column. The guidelines of interviews for students stated below:
Table 3.5
Students’ Interview Guidelines
No Point
1. Students’ feeling toward English lesson 2. Student’s knowledge of portfolio
3. Various tasks in portfolio
4. Students’ opinion about the implementation of portfolio
5. Teacher instruction and explanation about the aims and way to do the task 6. The choice of portfolio content
7. Providing example before giving students assignments 8. The advantages of using portfolio assessment
9. Obstacles faced by students in doing and finishing portfolio 10. Solving the difficulties in doing and finishing portfolio
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11. Teacher’s feedback
12. Students’ preferences in finishing the tasks and students’ role in learning process
3.3.2 Procedure a. Observation
The observation of this study was made in natural settings in the classroom of the participants with the data were collected twice a week in two classes on Monday and Friday for two months with 90 minutes per meeting. The purposes of observation enabled researcher to describe in detail the process of implementation of portfolio assessment in the classroom, the activities that took place in the setting, and the meaning of the activities as perceived. Then the researcher observed how portfolio assessment was implemented in the classroom including all the activities done by the teacher and the students during the English classroom subject.
The observation was conducted four times: 23 of April, 16, 20, and 23 of May 2014. It was based on how many times teacher taught one topic. The first visiting of the researcher into the classroom on 23 of April was regarded as pre-observation and introducing the researcher to the students. At that that time, researcher intended to know the situation and the condition of teaching and learning activities in the classroom. It was also aimed to recognize the students in order to build closer relationship with the students. In this first meeting, the researcher only attended in the classroom and observed the teaching and learning process without taking a note and videotaping. The last three visiting of the researcher in the classroom was regarded as
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the main observation (see Table 3.6). The long gap happened between the first visiting and the last three visiting due to the National Examination.
Table 3.6
Table of Observation Visit
No Date Phase of Study Time Description
1. Wednesday, April 23, 2014
Pre – Observation 14.30 – 15.50 Introducing the situation and condition of the class 2. Friday,
May 16 2014
Main Observation 08.00 – 09.20 The beginning of new topic
3. Tuesday, May 20 2014
Main Observation 11.00 – 1.30 Peer assessment and discussion of the topic
4. Friday, March 23, 2014
Main Observation 08.00 – 09.20 The evaluation from teacher
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During the observation, researcher took a field notes. In this case, the researcher wrote account of what she heard, saw and experienced during the teaching and learning process. The example of observational field notes is served in Table 3.1
b. Questionnaire
The questionnaire was distributed on 23 of May 2014 into sixty students in two classrooms. The questionnaire consists of 28 statements in closed-questionnaire and four open-questionnaires.
In closed-questionnaire students were asked to put a thick in one of the columns written SA (strongly agree), A (agree), U (Uncertain), DA (Disagree), SDA (strongly disagree) which each number has a particular statement. In open questionnaire, students were able to answer the questions based on their perception without any limitation of the answers. The questions in open-questionnaire were aimed to answer the third question in research questions. Therefore, the questions related with the obstacles faced by students, how students overcome the problems and what the advantages of completing portfolio assessment are for them.
In distributing questionnaire, firstly researcher explained the purpose of asking students to participate in filling the questionnaire. Then, the specific term such as portfolio were explained since the teacher told before that he didn’t tell that term to the students. After that, in one day the questionnaire was distributed in two classes. During the activity, students seemed quite understand about the statement and there was no further questions related with the statements or questions in the questionnaire. Finish with distributing and collecting the questionnaire, it was then the time to analyze the data using specific formula which would be explained further in data analysis part.
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In this study, interview was important because the research was interested in the past events that were impossible to observe and also mapping the process of the portfolio implementation in the classroom under investigation.
The interviews, for teachers, were intended to seek teacher’s perception on the implementation of portfolio assessment and the obstacles faced by teachers. The interview with teacher was conducted after classes on 26th May 2014. During the interview, the researcher asked sixteen questions related with teacher’s understanding of portfolio and portfolio assessment; the way teacher decides a purpose; how teacher specifying portfolio content and deciding the form, organization and the audience; how teacher decide and construct rubric scoring system, the advantages and disadvantages; and the problems faced by teacher. Along with this, the researcher found out the process of implementation of portfolio assessment through observation in the classroom.
Student interviews were used to seek further information from the student’s responses in the questionnaire especially in finding the obstacles faced by students. The interview was conducted to three students in one classroom on 23rd May 2014. There were around fourteen until nineteen questions. The interviewed were done in order to gain further explanation and information related with the statements in the questionnaire.
3.4 Data Analysis
Data analysis is the process of systematically searching and arranging the numbers of data or materials that the investigator accumulate to increase their own
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understanding of them and to enable to present what have been discovered to the other (Boarden and Biklen cited in Alwasilah (2002:153)). The data gained were analyzed both quantitatively and qualitatively.
Quantitative research talks about quantity and some data of analysis were presented in the forms of percentages. The quantitative data were obtained from the closed-questionnaire and the open-questionnaire and the interview were analyzed using qualitative method. Qualitative method explained the data investigated and the analysis that was mostly presented interpretatively.
3.4.1 Quantitative Data
In quantitative data, the questionnaire that had been made must do the validity and reliability test. Validity and reliability are important in research because if both of them do not recognize it will be fatal in giving the conclusion or giving reasons of the relationship between the variable (Nazir, 2003). Validity refers to the adequacy and appropriateness of the interpretations made from assessment, with regard to a particular use (Linn and Gronlund, 1995: 147). Therefore, validity is concerned with the specific use of assessment results and the soundness of the interpretation of those results. Reliability refers to the consistency of assessment results (Linn and Gronlund, 1995). Reliability is needed to obtain valid result, statement that reliable does not mean valid, yet statement that valid must be reliable.
To obtain the data for validity and reliability testing, the questionnaire was conducted to the population but not the sample to find out the result. After that, the result was calculated to find out the statement in the questionnaire was valid and reliable or not before conducted to the sample. For measuring validity and reliability for the questionnaire with Likert Scale, the result of questionnaire was calculated by
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formula. The calculation of questionnaire was technically done by Alpha-formula through SPSS 21 for Windows program. The total items of questionnaire tried out are 28 questions. The score of validity for each item is r count, which can be
seen from the corrected item-total correlation table from SPSS data output (see appendix). Each item was valid if its r count > r table. The questionnaire was conducted
toward 45 respondents with the level of significant 5 % and the degree of freedom (dƒ) n-2 or (45-2=43), so r table was 0.301. The result of computation of validity for each item could be seen on appendix. The result of computation, showed there were 7 questions which are not valid since r count < r table. Thus, there are only 23 questions
used.
Moreover, the calculation of Alpha Cronbach can also be used to analyze the reliability of instrument. Table 3.7 show the computation result of reliability for questionnaire.
Table 3.7
Reliability Statistics
Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items
.885 .883 28
As Nugroho (2005) cited in Resmiati (2004) says that a research instrument is stated having high reliability if the coefficient of Alpha Cronbach ≥ 0.6. From table
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3.7 above, it can be seen that the coefficient of Alpha Cronbach is 0.885, which was higher than 0.60 (0.885 ≥ 0.60). Concisely, the construction of questionnaire was reliable.
After the validity and reliability testing finished, the data gathered from the questionnaire were tabulating and presenting through some stages were employed as follows:
1. Examining the data obtained from the questionnaire.
2. Selecting and classifying the data derived from the questionnaire into groups of factors two simplify the tabulation and interpretation based on percentages statistics. To ease the interpretation of the data the respondents’ answers were classified into five classifications. The formula used to classify is
Interval range = range
Total level (Sudjana, 1997)
For students’ questionnaire, the highest total score expected was 140 while the lowest total score expected was 28, so the interval range was:
Interval range = 140-28 = 22.4
5
So based on the calculation, the classification is depicted as follow: Table 3.8
Classification of Students’ Perception Questionnaire
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1 28 – 50.3 Extremely negative
2 50.4 – 72.8 Negative
3 72.9 – 95.3 Fair
4 95.4 – 117.8 Positive
5 117.9 - 140 Extremely positive
3. Calculating the frequency (fo) of the respondents who answer each of items or statements. Then, it is calculating the percentage (%) of each total frequency of the respondents’ answers to the item by using the formula below:
Percentage (%) = Total respondent who answer an item (fo) x 100% Total respondents (n) (Sudjana, 1997) Interpreting the result of percentage (%) calculation based on the total frequency (fo) of each item.
4. Classifying the data to be interpreted, therefore it is using reference according to Sudjana (1997) as follows:
Table 3.9
Percentage Classification
No Percentage Classification
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2 00,01 – 24,99% a few of
3 25,00 – 49,99% nearly half of
4 50% half of
5 50,01 – 74,00% best part of
6 75,00 – 99,99% nearly all of
7 100% all of
3.4.2 Qualitative Data
In data analysis, the data analyzed using Miles and Huberman’s framework: data reduction, data display and conclusion or verification.
1) Data reduction
On the research process, lots of complex information was gained by the researcher. Thus, the data gathered was selectively analyzed based on the importance point related to the research and the unimportant data were eliminated. It is in line with Miles and Huberman (1984) cited in Sugiyono (2010) that summarizing, selecting and focusing in the important data should be done as part of the data reduction process.
The data were collected through several methods, such as observation, interview, and questionnaire. The observation was used to gain the process done by the teacher related with the implementation of portfolio assessment. The processes which are observed included the way teacher introduce the idea of portfolio in the
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classroom, how teacher consider the content of student’s portfolio, how teacher give clear and detailed explanation about the portfolio includes the example of each task, how teacher give students some times to finish the portfolio, and how teacher share and respond student’s questions related with scoring rubric.
The interview limited only to one teacher and three students in the classroom since the focus of the study was the implementation of portfolio assessment specific in the classroom. The three students were chosen based on their capability in English lesson; the low leaner, middle learner and fast leaner in order to get as accurate data as possible from all students’ level.
The questionnaire was used in order to get the opinion from all the participants related with the implementation of portfolio. The limitation of time to interview all the participants encouraged researcher to develop questionnaire and the interview was used for asking clarification of students’ answer in questionnaire.
2) Data display
Next step is describing the data in narrative text and displayed it into a summary table. A table was aimed to organize and arrange in a clear pattern, therefore the data can be understood easily (Miles and Huberman, 1984 cited in Sugiyono, 2010). In this step, data from interview and observation were transcribed, coded, classified, interpreted (Alwasilah, 2002) and re-read to make sure that the transcription had matched the data. Data from observation also analyzed as soon as the observation carried out, otherwise researcher might lose visual detail that might be important and might be forgotten if it is postponed to be analyzed (Maxwell, 1996).
The analysis of each research instrument was presented in a form of descriptive explanation. The data gained from the three instruments were
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checked by using triangulation to enhance research reliability and validity. The argument is supported by Denzin (1978) and Patton (1990) who say that triangulation is useful to overcome the intrinsic bias that comes from methods, single-observer, and single-theory-studies. The explanation of each method will be described below:
3.4.2.1 Observation
In analyzing the data, observation sheet and field notes were used to get deeper comprehension of the class activity. The result of analysis will be described comprehensively with the literature in chapter 4.
3.4.2.2 Questionnaire
The data from questionnaire used to find out students’ perception around the implementation of portfolio to their interest of learning English, the effect of portfolio to their score, the advantages and disadvantages of portfolio, the problems faced by students during completing portfolio and the way students overcome those problems.
3.4.2.3 Interview
The data gained from teacher and some students were recorded by using voice-recorder. To analyze the data, the researcher transcribed the interview first, translated them to English and then interpreted the data into the some main issues based on the research questions: the implementation of portfolio assessment and the obstacles faced by both teacher and students. The final step was by linking those data with proper literature, which was presented in the next chapter.
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3) Conclusion drawing or verifying
The final step is answering and elaborating the research question through the conclusion from the data display. All the explanation related with finding will be described and explained in the next chapter with appropriate literature as a reference.
3.5 Concluding Remark
This chapter has presented the research method of study which covers: research design, site and participants, data collection which was divided into instrumentations and procedure, and data analysis. This study attempted to find out the process of implementation of portfolio in the classroom and to discover the obstacles faced by students and teacher in completing and conducting portfolio.
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CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter consists of two major parts. The first discusses the conclusion of the findings. The second part is a suggestion for further researchers who are interested in taking research in portfolio field.
5.1 Conclusion of the findings
The implementation of portfolio assessment in the classroom lied on the teacher’s understanding of the portfolio assessment which reflected the way they implemented this assessment in the classroom.
The findings from three times classroom observation found that were several activities when portfolio assessment was implemented in the classroom. Meanwhile, due to lack of understanding on classroom based assessment particularly portfolio assessment, teacher did not implement this assessment exactly like what have been proposed by Kemp and Toperrof (1998) and Pierce and O’Malley (1992).
They state some stages related with the good criteria of developing portfolio assessment. The criteria are: 1) Deciding a purpose or theme, 2) Introducing the idea of port of the class, 3) Specifying portfolio content, 4) Giving clear and detailed guidelines for portfolio presentation, 5) Notifying other interested party, 6) Having preparation period, 7) Developing an appropriate scoring system, 8) Sharing the scoring system with the students, 9) Assessing the portfolio and giving feedback, 10) Engaging the learner in discussion of product, 11) Having follow up.
From all those eleven stages, teacher missed or skipped some stages. The stages that were missed were notifying other interested party, and having follow up.
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These stages were missed in purpose due to the differences of teaching style from one teacher to the others. Hence there was only one teacher who applied portfolio assessment in that school. According to the teacher, the lack of training or workshop from government about portfolio assessment makes some teachers feel confused with this method and that becomes the reason why teacher did not want to use portfolio.
Follow up could not be done because of the same reason. The exhibition only held in the classroom watched by the teachers and the students but no other parties such as parents or headmaster.
In specifying portfolio content, teacher gave a freedom to the students to choose the content of their portfolio. Teacher just said the content should be students’ best work. Free students to choose sometimes can be a problem not only for the students but also for the teacher. Students who are their first time compiling portfolio will get confused about what is meant by best work while on the other side teacher will have difficulty in assessing students’ portfolio since there were no specific criteria of the content.
Implementing portfolio was not an easy task. In doing this, teacher still faces some problems. The problem was the limitation of time for teacher to assess students’ portfolio. Teacher said with a lot of tasks that should be finished as a teacher such as writing lesson plan made the time for assessing students’ portfolio decrease and the result of this was teacher did not give his best effort to check and give feedback to the students. The other problem was lack of training from government specifically in portfolio assessment. Staff development and examiner training are crucial for the implementation of portfolio assessment and to achieve acceptable inter-rater reliability.
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The findings from questionnaire and interview stated that students were interested in the subject because of the teacher. The teacher has successfully built the enjoyable situation during the teaching and learning process that made students did not feel boring when they came to the class. The students agreed the subject gave so many knowledge and information that will be useful for them in the future.
The data gained from the questionnaire and interview indicated most of the students felt glad with the implementation of portfolio. Portfolio was a useful assessment but not enjoyable. It was useful because students got some benefits from creating and compiling portfolio. For instance, they could improve their speaking and writing skills with presented the group’s discussion in front of their friend. They learnt to be more creative, active, being more autonomous and learn to manage their time well since they had to create and to compile their portfolio by themselves although some assignments are done in group, still to finish their portfolio they did it alone. On the other hands, portfolio was not an enjoyable assignment because it was a boring job and consumed a lot of their time while at the same time they had other assignments to be finished. Portfolio also improved the relationship with their friends since the assignment mostly worked in a group. Portfolio worked in a group motivated the students to learn better than before.
In creating portfolio, students faced some problems. The students said the common problems were finding out the theories that support their topic, lacking of ideas that prevented them to write portfolio regularly. The other problems were losing the documentation of group work, doing the selection of all the tasks to put in the portfolio and organizing the content of portfolio in order to make it easy to read. Feeling lazy to finish the assignment was also one of the problems felt by students. Some students mentioned they had spent more expenses to decorate their portfolio in order to create a unique portfolio. In other words, the problems faced by the students
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