THE IMPLEMENTATION OF PORTFOLIO-BASED ASSESSMENT IN ENGLISH LANGUAGE TEACHING TO ASSESS SPEAKING SKILLS

Abstract

Assessment is an Educational systematic process of documenting and using empirical data regarding knowledge, skills, attitudes, talents, and beliefs to improve programs and student learning. This research aimed to describe the teachers' use of portfolios for assessment in speaking to obtain data/information from the learning process and results to find out how well students are performing, growing, and developing their abilities over time based on feedback and self-reflection and to find out the research result of the implementation of portfolio-based assessment in English language teaching to assess speaking skills. The subject of this study was the English teachers who teach the English language, especially speaking skills. This research was descriptive qualitative with the descriptive research type. The sources of the data obtained from the results of the direct observation and interviews were conducted by the researchers during the research activities. The data were in the form of field notes, interview transcripts, and photographs. This study applied the triangulation technique to support data credibility. Then, the data were analyzed using Miles and Huberman's interactive models: data reduction, display, and conclusion drawing/verification. Accordingly, the result showed that implementing a portfolio-based assessment effectively organizes assignments to help teachers carry out assessments fairly, objectively, transparently, and accountably without reducing classroom creativity. This method benefits students, enhances their abilities and achievement, and produces good results in the learning process.