Teachers' Challenges in Implementing Portfolio Assessment in English Language Teaching at Madrasah Tarbiyah Islamiyah Canduang
In an effort to improve the quality of English language teaching, portfolio assessment has been used as an approach to evaluate students’ learning processes and outcomes more authentically. Portfolio assessment is designed to provide a comprehensive picture of students’ progress through the collection of various works and self reflections. However, the implementation of portfolio assessment in English language teaching still faces several challenges in classroom practice. This study employed a case study method aimed at analyzing the challenges faced by teachers in implementing portfolio assessment in English language teaching. The data were collected through observation and interviews with English teacher to gain an in depth understanding of their experiences in applying portfolio assessment. The data analysis technique consisted of data collection, data reduction, data display, and conclusion drawing conducted in one of the schools that implemented portfolio assessment. The findings revealed that the implementation of portfolio assessment involved several stages such as planning, collecting students’ work, reflection, and evaluation. The teacher made efforts to apply the principles of portfolio assessment, including continuous assessment, active student involvement, and the implementation of her role throughout the process.. However, several challenges were found, including time limitation, large class size, students’ inconsistency in managing their portfolios, and difficulties in the final evaluation process. Despite these challenges, the implementation of portfolio assessment had a positive impact on increasing students’ motivation and engagement in English language learning.