THE EFFECT OF PORTFOLIO ASSESSMENT ON TEACHER-STUDENT INTERACTION IN ENGLISH WRITING CLASS AT UNIVERSITAS MUHAMMADIYAH BULUKUMBA

Riskayadi. The Effect of Portfolio Assessment on Teacher-student Interaction in English Writing Class at Universitas Muhammadiyah Bulukumba. (Supervised by M. L. Manda and Ria Rosdiana Jubhari)
Research on portfolio assessment (PA) typically deals with the relation between student’s writing ability and the portfolio itself; however, not much attention is paid to its relation with teacher-student interaction. This research aims to investigate the extent to which PA affects teacher-student interaction by comparing two groups of students enrolled in English writing
class (with each group experiencing one portfolio systems, either conventional system). This research employed mixed-method design with questionnaire and interview as the instruments of collecting data. Findings from the questionnaire indicated that, statistically, there was no significant difference between the groups in the quality of teacher-student interaction comprehensively; however, in some aspects, the group with portfolio assessment showed significant differences. Those differences were supported by the findings from the interview that showed portfolio assessment could promote students’ learning through various learning
activities, could focus students toward learning objectives through reflection activities, and provided students with scaffolding that enable the student to monitor their progress in learning. Moreover, the continuation of feedback and the reflection activity in the portfolio group were found encouraging. This research concluded that PA could affect the teacher-student interaction as it promoted students’ learning through effective feedback and reflection. Keywords: portfolio assessment, teacher-student interaction