EXPLORING AN EFL TEACHER'S PERCEPTION OF PORTFOLIO ASSESSMENT IN ENGLISH CLASSROOM

Abstrak

This study aims to investigate the perceptions of English as a Foreign Language teacher regarding the implementation of portfolio assessment in English teaching. The method used is a qualitative approach with a case study design involving one teacher as the research subject. Data collection was conducted through in-depth interviews to understand the teacher's experience and view on teaching strategies and the use of portfolio assessment. Furthermore, the data were analyzed using thematic analysis. The results of this study indicate that teachers view portfolio assessment as a useful formative assessment tool for monitoring student learning progress on an ongoing basis. Teacher also applied teaching methods that increased students' active participation in English. However, the use of portfolio assessment still largely depended on written assignments, so it did not fully accommodate the various learning methods of students. These findings indicate that it is important to design more varied portfolio assignments so that portfolio assessment can be utilized optimally in the EFL learning process.