Portfolio assessment: Learning outcomes and students’ attitudes
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 thro...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Universitas Syiah Kuala
2020-03-01
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| Series: | Studies in English Language and Education |
| Subjects: | |
| Online Access: | https://jurnal.usk.ac.id/SiELE/article/view/15169 |
| _version_ | 1811169514674454528 |
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| author | Teguh Sulistyo Katharina Poptrisia Nona Eltris Siti Mafulah Suhartawan Budianto Saiful Saiful Dwi Fita Heriyawati |
| author_facet | Teguh Sulistyo Katharina Poptrisia Nona Eltris Siti Mafulah Suhartawan Budianto Saiful Saiful Dwi Fita Heriyawati |
| author_sort | Teguh Sulistyo |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-10T16:43:42Z |
| format | Article |
| id | doaj.art-d2ae402bc1c145eab6783010b6425258 |
| institution | Directory Open Access Journal |
| issn | 2355-2794 2461-0275 |
| language | English |
| last_indexed | 2024-04-10T16:43:42Z |
| publishDate | 2020-03-01 |
| publisher | Universitas Syiah Kuala |
| record_format | Article |
| series | Studies in English Language and Education |
| spelling | doaj.art-d2ae402bc1c145eab6783010b64252582023-02-08T04:08:23ZengUniversitas Syiah KualaStudies in English Language and Education2355-27942461-02752020-03-017114115310.24815/siele.v7i1.1516910852Portfolio assessment: Learning outcomes and students’ attitudesTeguh Sulistyo0Katharina Poptrisia Nona Eltris1Siti Mafulah2Suhartawan Budianto3Saiful Saiful4Dwi Fita Heriyawati5English Language Department, Universitas Kanjuruhan MalangEnglish Language Department, Universitas Kanjuruhan MalangEnglish Language Department, Universitas Kanjuruhan MalangEnglish Language Department, Universitas Dr. SoetomoDepartment of English Education, Faculty of Teacher Training and Education, Universitas Syiah Kuala, Banda Aceh, IndonesiaEnglish Language Department, Universitas Islam MalangThis 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.https://jurnal.usk.ac.id/SiELE/article/view/15169portfolio assessment, writing ability, local issues, global issues, students’ attitudes |
| spellingShingle | Teguh Sulistyo Katharina Poptrisia Nona Eltris Siti Mafulah Suhartawan Budianto Saiful Saiful Dwi Fita Heriyawati Portfolio assessment: Learning outcomes and students’ attitudes Studies in English Language and Education portfolio assessment, writing ability, local issues, global issues, students’ attitudes |
| title | Portfolio assessment: Learning outcomes and students’ attitudes |
| title_full | Portfolio assessment: Learning outcomes and students’ attitudes |
| title_fullStr | Portfolio assessment: Learning outcomes and students’ attitudes |
| title_full_unstemmed | Portfolio assessment: Learning outcomes and students’ attitudes |
| title_short | Portfolio assessment: Learning outcomes and students’ attitudes |
| title_sort | portfolio assessment learning outcomes and students attitudes |
| topic | portfolio assessment, writing ability, local issues, global issues, students’ attitudes |
| url | https://jurnal.usk.ac.id/SiELE/article/view/15169 |
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