Portfolio assessment: Learning outcomes and students’ attitudes

Teguh Sulistyo, Katharina Poptrisia Nona Eltris, Siti Mafulah, Suhartawan Budianto, Saiful Saiful, Dwi Fita Heriyawati

Abstract


This paper is aimed at (1) investigating whether the implementation of portfolio assessment had an impact on students’ writing ability, and (2) obtaining the students’ attitudes towards portfolios. The method used in this study was quasi-experimental research design, and the data were collected through a set of writing tests (pre-test and post-test) and a questionnaire. The results show that the implementation of portfolio assessment increased the students’ writing ability. It was also found that the students’ knowledge of global issues (content and organization) also increased more significantly than the local issues (grammar, vocabulary, and mechanics). In addition, the results of the questionnaire proved that the secondary level students had positive attitudes towards the implementation of the portfolio assessment. Therefore, it is suggested that the portfolio assessment should be implemented in the teaching-learning process especially in English writing since it could give regular feedback, and help the students in monitoring their writing progress.


Keywords


portfolio assessment, writing ability, local issues, global issues, students’ attitudes

Full Text:

PDF

References


Applebee, A. N., & Langer, J. A. (1983). Instructional scaffolding: Reading and writing as natural language activities. Language Arts, 60, 168–175.

Aydin, S. (2010). A qualitative research on portfolio keeping in English as a Foreign Language writing. The Qualitative Report, 15(3), 475-488.

Berliana, A., Saun, S., & Tiarina, Y. (2013). A portfolio-based writing assessment on students’ ability in writing a descriptive text. Journal of English Language Teaching, 1(2), 333–340.

Brown, H. D. (2000). Teaching by principles: An interactive approach to language pedagogy (2 ed.). Longman.

Chung, S. J. (2012). Portfolio assessment in ESL academic writing: Examining the effect of reflection in the writing process. (Master's thesis), University of Illinois at Urbana-Champaign, Urbana.

Efendi, Z., Usman, B., & Muslem, A. (2017). Implementation of portfolio assessment in teaching English. English Education Journal (EEJ), 8(2), 187–198.

Eridafithri. (2015). The application of portfolios to assess progress in writing of EFL students at secondary schools in Banda Aceh. Studies in English Language and Education, 2(1), 1-15.

Ghoorchaei, B., Tavakoli, M., & Ansari, D. N. (2010). The impact of portfolio assessment on Iranian EFL students’ essay writing: A process-oriented approach. Journal of Language Studies, 10(3), 35–51.

Hamp-Lyons, L., & Condon, W. (2000). Assessing the portfolio: Principles for practice, theory, and research. Hampton Press.

Karani, E. (2008). Area of problems in writing recount text. Jurnal Pendidikan Inovatif, 4(1), 10-13.

Kemendikbud. (2016). Panduan penilaian oleh pendidik dan satuan pendidikan untuk satuan Sekolah Menengah Pertama [Guidance assessment by educators and education units for junior high schools]. Kementerian Pendidikan dan Kebudayaan.

Khodashenas, M. R., Farahani, S. K., & Amouzegar, E. (2013). The effect of keeping portfolio on writing ability of advanced EFL learners. International Journal of Language Learning and Applied Linguistics World, 4, 80–88.

Lam, R. (2015). Convergence and divergence of process and portfolio approaches to L2 writing instruction: Issues and implications. RELC Journal, 46(3), 1–16.

Lucas, R. I. G. (2007). Portfolio assessment a study on p portfolio-evaluation scheme as an effective student self. The Asia Pacific-Education Researcher, 16(1), 23–32.

Lundstrom, K., & Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewer’s own writing. Journal of Second Language Writing, 18, 30–43.

Moya, S. S., & Malley, J. M. O. (1994). A portfolio assessment model for ESL. The Journal of Educational Issues of Language Minority Students, 13(3), 1–16.

Muslim, I. M. (2014). Helping EFL students improve their writing. International Journal of Humanities and Social Science, 4(2), 105–112.

Nassirdoost, P. (2015). The impact of portfolio assessment on EFL learners’ vocabulary achievement and motivation. Journal for the Study of English Linguistics, 3(1), 38–50.

Negari, G. M. (2011). A study on strategy instruction and EFL learners’ writing skill. International Journal of English Linguistics, 1(2), 299–307.

Obeiah, S. F., & Bataineh, R. F. (2016). The effect of portfolio-based assessment on Jordanian EFL learners’ writing performance. Bellaterra Journal of Teaching & Learning Language & Literature, 9(1), 32–46.

Omidi, A., & Yarahmedzehi, N. (2016). The impact of portfolios and journals on Iranian pre-university students’ vocabulary learning. Theory and Practice in Language Studies, 6(7), 1403–1412.

Prastikawati, E. F., Sophia, T. C., & Sodiq, J. (2016). Portfolio assessment’s impact on writing ability of English Foreign Language (EFL) learners. Journal of Research & Method in Education, 6(6), 11-18.

Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press.

Roohani, A., & Taheri, F. (2015). The effect of portfolio assessment on EFL learners’ expository writing ability. Iranian Journal of Language Testing, 5(1), 46–59.

Samad, A. A., Kaur, C., & Singh, S. (2013). The use of portfolio as an assessment tool in the Malaysian L2 classroom. International Journal of English Language Education, 1(1), 94–108.

Samad, I. A., Jannah, M., & Fitriani, S. S. (2017). EFL students’ strategies dealing with common difficulties in TOEFL Reading Comprehension Section. IJoLE: International Journal of Language Education, 1(1), 29-36.

Shokraie, S., & Tabrizi, A. (2016). The effect of portfolio assessment on EFL learners’ L2 writing performance. Journal of Applied Linguistics and Language Research, 3(5), 321–331.

Sugiyono. (2013). Statistika untuk penelitian [Statistics for research]. Alfabeta.

Sugiyono, M. P. P. (2007). Metode penelitian kuantitatif kualitatif dan R&D [Quantitative qualitative research methods and R&D]. Alfabeta.

Tabatabaei, O., & Assefi, F. (2012). The effect of portfolio assessment technique on writing performance of EFL learners. English Language Teaching, 5(5), 138–147.

Tahriri, A., Sabet, M. K., & Aeineh, A. (2014). The effect of portfolio assessment on learning idioms in writing. International Journal of Education & Literacy Studies, 2(2), 53-57.

Taki, S., & Heidari, M. (2011). The effect of using portfolio-based writing assessment on language learning: The case of young Iranian EFL learners. English Language Teaching, 4(3), 22–23.

Uçar, S., & Yazıcı, Y. (2016). The impact of portfolios on enhancing writing skills in ESP classes. Procedia - Social and Behavioural Sciences, 232, 226–233.

Yi, K. P., & Aung, T. (2011). Effectiveness of portfolio in classroom assessment: Language learning. Yangon Institute of Education Research Journal, 3(1), 1-14.




DOI: https://doi.org/10.24815/siele.v7i1.15169

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Print ISSN: 2355-2794, Online ISSN: 2461-0275

This work is licensed under a Creative Commons Attribution 4.0 International License.


View Journal Stats