Empowering Efl Learners Through Portfolio-Based Writing Instruction: A Tertiary Experience  

Oleh:

Permana, Sudarya

Jenis: Article from Proceeding
Dalam koleksi: 58th TEFLIN International Conference: Language Teaching and Character Building, Semarang, 3rd-5th November 2011, page 1-17.
Topik: Empowerment; Portfolios; Writing
Fulltext: 7.SUDARYA PERMANA.pdf (80.45KB)

Isi artikel

Traditional or standardized testing has long been used for measuring student language achievement, including foreign language learning. However, this kind of assessment is often regarded to have not provided the whole description of student language performance to language teachers. Therefore, many propose to have alternative ways to evaluate student language achievement that can more comprehensively explain the overall picture of students’ learning progress. In this concern, the use of portfolios as an alternative assessment is considerable. This paper presents a report of case study research about the implementation of portfolios in an EFL writing course in which 15 student teachers had participated in it. The methods of data collection involved multiple sources of information: classroom observations, student texts, student interviews, and questionnaires. The data analyses of the study used a mixed method: quantitative and qualitative analyses. Quantitative analysis happened to the data gained from questionnaires, whereas qualitative analysis occurred in data of classroom observations, student texts, and student interviews. Results of the study indicated that portfolio-based writing instruction had empowered students in two ways; it empowered students as the writers (writer empowerment) and student writing as a text creation (text empowerment). Writer empowerment referred to how students become an effective and confident writer, and text empowerment concerned the betterment of student writing in terms of idea development/organization, fluency/structure, word choice, and mechanics.

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