Abstrak

Kembali

The research was conducted to find out the actual washback of portfolio assessment in reading, students‟ perception to portfolio assessment and how students‟ make use of the portfolio assessment. This research employed qualitative approach which case study as the design. The participants involved in this study were 20 students from English department at university of Muhammadiyah Sorong. The result of this study revealed that, first, the actual positive washback in portfolio assessment were improving students reading strategy, Motivate students in reading, contribute positive change to learning attitude and cultivate students learning autonomous. In contrast of positive washback, negative washback of portfolio assessment was in time allotment, it spent much time. Second, students perceived portfolio assessment on overall satisfactory in term of design, objective and reading activity included; students perceive portfolio assessment is a fresh method in assessing their reading and students perceived portfolio as a helpful method on learning and third, students make use of portfolio assessment for future teaching, for reviewing learning and as a learning guideline. This study suggests the use of portfolio assessment in reading to the teacher due to its positive washback for students‟ learning as found out by this study. Teacher should considered some aspect when using portfolio as assessment such as appropriate objective and instruction embedded on the portfolio, time allotment for students in creating portfolio and provide a good model of portfolio for students that new on portfolio.