english as second language

English language program have become more important in today’s Indonesian schooling because of globalization. All educations levels in our country study English as a second language and make it compulsory subjects to be followed by all learners. English also becomes one of the 3 compulsory subjects in national examination. Every English teacher uses a variety of methods in teaching English as a second language. Whether all the methods that have been used can be absorbed by students? To answer these questions and show the results of all the learning processes that have been implemented, every teacher should provide an assessment of all the methods that have been used in the teaching and learning activities. Assessment is the gathering of information about something, Such as student performance. Through the assessment We can find out what the students know (knowledge), find out what the students can do, and how well They can do it (skills; performance), We can also find out how students go about the task of doing Their work (process) and To find out how students feel about Their Work (motivation, effort).
Assessment of student achievement in a second language presents an important challenge for the field of educational learning. Despite these challenges are legitimate familiarity attention of the students' second language, the challenges are more complex, especially in the context of large-scale assessments intended to hold schools accountable for what students know and can be done on the basis of their performance on assessments.
A well designed Assessment procedures is important to meet the needs of language students acquire English as their second language. Judgments are involved in many steps in a continuum of services for students: early identification, the placement of students into appropriate instructional programs, in monitoring student progress made in this program, the students transfer to a different level in the program depending on their English language skills, in moving students from special programs and into mainstream classes, and follow the progress of the students in the mainstream. Continuum is entirely dependent on every step in, using the interpretation of the right choice, and assessment procedures are relatively complex.
Recently, there has been a growing interest among mainstream educators in performance assessment due to concerns that multiple-choice tests, usually the only option available from test publishers, fail to assess higher order skills and other skills essential for functioning in school or work settings (Haney & Madaus, 1989; Neill & Medina, 1989; O'Neil, 1992: Wiggins, 1989). Multiple-choice tests are not authentic because they do not represent activities students typically perform in classrooms. In addition, multiple-choice tests do not reflect current theories of learning and cognition and are not based on abilities students actually need for future success (Herman, 1992). Another concern is that standardized tests cannot be used to closely monitor student progress in the school curriculum throughout the year since they are only administered once or twice annually. These concerns are no less valid for educators of language students.
Based on (Baron, 1992a; Stiggins, 1987; Tierney, Carter, & Desai, 1991) assessment defined into: alternative assessment, performance assessment, and portfolio assessment. What kind of assessment That We Will use to assessing the student's achievement, this paper Will discuss the portfolio assessment to assessing the student's achievement. Portfolios present a practical approach to assembling student work, interpreting evidence of student performance, and assessing student performance relative to instructional objectives. Diagnosis and placement, student strengths and needs are with regard to major Examined. Portfolio assessment may also be used to meet other purposes, Such as reassignment or reclassification, as determined by teachers or other school staff. Although assessment of student progress in the content areas and description Merits critical analysis, examples of performance assessment procedures provided here are limited to the monitoring of Home and/or native language development.