ABSTRACT
The objectives of this research were to (1) identify the teacher’s perspective about the
characteristics and practices of portfolio assessment in English writing classes, (2)
investigate the enactment of portfolio assessment in English writing classes, and (3)
investigate the extent to which the enactment of portfolio assessment affected the quality
of teaching learning process in English writing classes. Design of this research was case
study. This research was conducted at a junior high school in Jember in 2015. Techniques
of collecting data used were observation, interview, and document analysis. In analyzing
data, Miles and Huberman’s model was considered to be used through data reduction,
data display, and conclusion. Based on the research data, it was found that (1) The
English teachers assume that assessing writing by using portfolio assessment is good and
useful, (2) portfolio assessment is enacted in English writing classes based on some
parameters such as documenting the students’ writings, scoring by using clear scoring
rubric, giving feedback and encouraging students’ self-reflection, giving chance to
students to revise, and keeping the portfolio document as the document model, and (3) it
gives good effect to the quality of teaching learning process in English writing classes.
From those research data, it can be concluded the English teachers have good
understanding about the characteristic and practices of enacting portfolio assessment in
English writing classes, and product portfolio is chosen as the type of portfolio.
Moreover, portfolio assessment brings some benefits which can be addressed to both
students and English teachers.
Keywords: scoring rubric, students’ writings, teacher’s perspective, learning process
and case study.