PORTFOLIO-BASED WRITING ASSESSMENT IN THE

COURSE OF CREATIVE WRITING: A FOCUS ON

CONTRIBUTIONS

Anita Hayati
172122023

English Education Department

Faculty of Educational Sciences and Teachers’ Training
Siliwangi University
INTRODUCTION
ISSUE FOCUS FIELD GAP

The application of Describing the Language • Most of previous studies

focused on academic
Portfolio-based writing contributions of PBWA to Assessment : writing such as essays and
assessment (PBWA) in students’ writing skills in Alternative paperwork

the course of creative the course of creative Assessment • There is little attention
addressed to empirical
writing writing investigations on the
contributions of portfolio
assessment to their creative
writing skills
Aim of the Study
● The study aims to investigate the contributions of portfolio-
based writing assessment on EFL students’ writing skills during
the Creative Writing course.
 Literature Review

Portfolio-based Skills in Creative

Portfolios Creative Writing
Writing Assessment Writing
Research Procedures
•The study adopted a descriptive
case study which focuses on the
• The participants involved in
topic in detailed portrayal.
this study are 3
undergraduate students who
Method Setting and have taken the Creative
Writing
of the Participant
s
Research

Technique of Technique
• Thematic Analysis Analysing
of Collecting
(Braun & Clarke, 2006) the data the Data
•Semi-
structured
interviews.
Findings and Discussion
This present study covers three main themes which are:
• Enhancing the Students’ Competences and Performances of English
Grammar;
• Grammatical System (e.g., tense, agreement, pluralisation)
• Writing Patterns and Rules
• Invigorating the Students’ Creative Writing Processes;
• Pre-writing stages
• Drafting Function
• Applying Teacher’s Feedback for Students’ Assignment
• Promoting the Students’ Communication Strategies in Creative Writing.
• Accomplishing the Communicative Purposes of Written Texts
• Distinguishing Between Literal and Figurative Meanings
CONCLUSION AND SUGGESTIONS
Conclusion
The students’ writing skills were described into 3
main areas, they are; (1) Enhancing the Students’
Competences and Performances of English
Grammar; (2) Invigorating the Students’ Creative
Writing Processes; and (3) Promoting the Students’
Communication Strategies in Creative Writing. In
this statement, this study highlighted the use of a
portfolio is considered as a students’ writing
assignment which reflected the collection of
students’ regular tasks. Pedagogically, the
contributions of the portfolio as one of the
assessment tools implies a great way to
demonstrate the students' competencies. This will
be useful for students and teachers to observe the
learning progress.
Suggestions
Further research might combine two language
skills (e.g. reading and writing or listening and
speaking) to obtain more representation to describe
the portfolio in particular purpose and use.
This study only used a single data collection
technique namely interview, the next study is
required to use multiple data collections to
triangulate the data such as document analysis, and
questionnaires to gain more and provable data.
In another limitation, this study only focused on
students’ scope at the university level. For further
research, it should expand the scope to include
students and teachers in lower or higher education
levels.
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Thank you