The EFL Teachers’ Perception and Strategies in Developing of Portfolio Assessment Based on School-Based Curriculum (KTSP) at Junior High School 2 Kotabaru

zaprul khan; h.ujang suparman,m.a.,ph.d., dr.h.gunawan suryoputro,m.hum;

Portfolio Assessment is collections of students’ work during learning at the
classroom, by using giving tasks or some of kinds portfolio assessment for the
students, teachers are able know developing students’ skill from in the past to now,
and also know what are students understand material gave by teachers before. There are kinds of portfolio assessment not only multiple choice or essay but also making a journal, presentation, demonstration, etc, but sometimes teachers lazy and feel difficult in developing portfolio assessment. In this study have three Research Objectives, they are: 1. To investigate teachers’ perception in developing Portfolio Assessment, 2. To investigate teachers’ strategies in developing Portfolio
Assessment, 3. Identify portfolio assessment that English teachers uses. Three
instruments used in this study are Observation, Interview and Document Analysis.
Researcher found some of perception, they are: 1. Teacher did not develop portfolio
assessment. According to them, it was so difficult for Teachers and Students needed
more time and fund. It was because of that reason, they just usual way to assess their students at the class room, like as dialogue in pairs, and complete questions,
translating and question-answer. So, Teachers’ perception about developing Portfolio Assessment still not implementation yet by Teacher. 2. Teachers’ strategy about developing portfolio assessment did not appears toward English Teacher at SMP Negeri 2 Kotabaru, because according to them if too difficult gave portfolio
assessment, it will make students’ feel difficult to do it. So that why, teachers’
strategy in developing portfolio assessment, because teachers’ strategy to develop by teachers just used monotone Portfolio assessment like as complete – Question,
translating, question – answer, and dialogue in pairs, 3. Then kinds of portfolio
assessment used just based on task and suggest on the book not develop just as
teacher asked students translated procedure text on the book, then answered question from the teachers, complete-question, dialogue in pairs with their friend based on material. From Researcher Question above can concluded teachers’ perception if developing portfolio was not important so they used monotone portfolio at the classroom.