Abstract
The research goals were to (1) identify the teacher’s perspective about the characteristics and practices of portfolio assessment in English writing classes, and (2) investigate the enactment of portfolio assessment in English writing classes. The research design was a case study, and it was conducted at a junior high school in Jember. Moreover, the data were obtained from observation, interview, and document analysis. In analyzing data, Miles and Huberman’s model was considered to be used through data reduction, data display, and conclusion. The research findings indicated that (1) assessing writing by using portfolio assessment is good and useful and (2) it gives good effect to the quality of teaching learning process in English writing classes. Therefore, portfolio assessment brings some benefits which can be addressed to both students and English teachers.
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