By Prapti Wardani
Introduction
The Merdeka Curriculum has been applied since last year, in the 2022/2023 academic year. And now is the second year that the school has implemented this curriculum. Teachers struggle to understand how to apply this system. And we, as teachers, were trained by attending workshops, seminars both at schools and teacher associations. In teaching English, English as foreign language (EFL), teachers also tried to find the proper strategies to implement it. Here the writer tried to illustrate how she implemented one strategy that she has done, that is implementing the e portfolio in her teaching learning process.
As stated in the curriculum policy there are 4 objectives of the English subject taught at schools respectively, to ensure that students can develop communicative competence in English through various multimodal texts (oral, written, visual, and audiovisual), to develop intercultural competence to understand and appreciate perspectives, practices, and cultural products of both Indonesian and foreign cultures, to foster self-confidence to express themselves as independent and responsible individuals and to cultivate critical and creative thinking skills.
Due to these objectives the writer as an EFL teacher recognizes the importance of developing students' writing competence as part of their English language learning. To achieve this goal, the curriculum embraces multimodal communication, encouraging students to express themselves through various mediums such as oral, written, audio, and audiovisual formats. By incorporating literacy and numeracy as the essence of learning, the Merdeka Curriculum aims to equip students with the necessary skills to thrive in a digital and interconnected world.
As Ki Hadjar Dewantara, our father of education, said that teachers must teach students according to their era. Nowadays is the digital era in which teachers should prepare them to face society era 5.0 where they are going to be a digital generation. An e-portfolio which the writer considered as one strategy to help students as digital generation to improve their competence is an authentic digital collection of a student's work, accomplishments, skills, and reflections. It is a dynamic and interactive platform where students can showcase their achievements, experiences, and learning progress over time. An e-portfolio typically includes various types of artifacts, such as documents, images, videos, and links, which demonstrate the student's abilities, projects, or academic work. It serves as a comprehensive and organized record of a student's learning journey, allowing them to curate and present their work to their peers, teachers, parents or public. E-portfolios are commonly providing a versatile tool for student personal branding, self-reflection, assessment, and showcasing student's skills and accomplishments.
Why is e portfolio important for students?
Nowadays is the digital era in which teachers should prepare them to face society era 5.0 where they are going to be a digital generation. An e-portfolio which the writer considered as one strategy to help students as digital generation to improve their competence is an authentic digital collection of a student's work. We live in a world, where ‘digitally savvy’ students will expect to use online e portfolio every day during their programme. E portfolios enable students to learn any time, anywhere, on any device - logging in online to view assignments, access resources, upload evidence and read feedback from their tutor. The importance of e-portfolios for students in the context of preparing them for the digital age, recording their learning journey, and tracking their writing skill progress:
Preparing Students for the Digital Generation in Society Era 5.0:
Digital Literacy: E-portfolios help students develop essential digital literacy skills. In Society Era 5.0, where technology is deeply integrated into daily life and work, digital literacy is a fundamental competency. By creating and managing their e-portfolios, students become proficient in using digital tools, which is crucial for success in the modern world.
Online Presence: In the digital era, having an online presence is increasingly important. E-portfolios serve as a professional online identity for students. They learn how to present themselves, their skills, and achievements in a digital format, which can be valuable for college applications, job searches, or networking in the digital space.
Adaptability: Society Era 5.0 is characterized by rapid technological advancements and changes. E-portfolios encourage adaptability as students must constantly update and improve their portfolios, reflecting the need for lifelong learning and adaptability in a dynamic world.
Recording Student Learning Journey with Authentic Artifacts:
Reflection: E-portfolios promote reflection and self-assessment. Students not only
collect artifacts but also reflect on their learning experiences and growth. This
helps them gain a deeper understanding of their progress and development over
time.
Authenticity: E-portfolios allow students to showcase their authentic work and
achievements. It's not just about grades; it's about the skills they've acquired,
projects they've completed, and personal growth they've experienced. This
authenticity is valuable when demonstrating capabilities to educators, future
employers, or colleges.
Long-Term Perspective: E-portfolios provide a long-term perspective on a student's educational journey. They can look back at their early work and see how
far they've come, which can be motivating and inspiring. This reflective practice
contributes to personal development.
Tracking Writing Skill Progress:
Continuous Improvement: E-portfolios enable students to track the progress of specific
skills, like writing. They can include writing samples from different stages of their
academic journey, allowing them to see their improvement over time. This a data-driven
approach encourages continuous improvement.
Feedback and Goal Setting: E-portfolios can be used to collect feedback from teachers
and peers on writing assignments. Students can use this feedback to set goals for their
writing and track their progress toward achieving those goals. The process of goal-
setting and self-assessment is a valuable skill in itself.
Evidence of Competence: When applying for colleges or jobs, having a record
of writing skill progress in an e-portfolio can provide concrete evidence of competence.
Employers and academic institutions often value strong written communication skills,
and e-portfolios make it easy to demonstrate this growth.
E-portfolios are essential tools for students in the digital age. They prepare students for a technology-driven world, enable them to record their learning journey authentically, and facilitate the tracking of specific skills like writing. Moreover, e-portfolios foster reflection, self-assessment, and adaptability, all of which are crucial for success in Society Era 5.0 and beyond.
Steps on teaching e portfolio
In implementing e portfolios in the Merdeka curriculum the writer is defining the objectives, selecting a suitable platform, providing guidance, integrating e-portfolios into assessments, scaffolding the portfolio creation process, fostering reflection and self-assessment, encouraging peer feedback and collaboration, celebrating and showcasing portfolios, and continuously evaluating and improving the implementation.
Here is each step of teaching e-portfolios:
Introducing the Concept of an E-Portfolio to Students:
Explanation: Start by explaining what an e-portfolio is. Describe it as a digital
collection of a student's work, achievements, and reflections. Emphasize that it's
a powerful tool to showcase their skills and growth.
Visual Examples: Show them examples of e-portfolios, either your own or from
other students, to provide a clear picture of what they'll be creating.
Purpose: Explain that e-portfolios are not just about storing documents but about
telling their unique educational story.
Discuss the Benefits of Creating an E-Portfolio:
Real-Life Relevance: Relate e-portfolios to real-life scenarios. Explain that in
professional contexts, people use portfolios to demonstrate their skills and experiences to
potential employers or colleges.
Reflective Practice: Emphasize that e-portfolios promote self-reflection and help in
tracking personal and academic growth over time.
Showcase Skills: Discuss how e-portfolios can serve as a dynamic resume that
showcases their skills and achievements effectively.
Choosing the Platforms:
Platform Options: Present various e-portfolio platform options. Explain the features
and benefits of each, such as Google Sites for simplicity, WordPress for customization,
or dedicated e portfolio platforms like Mahara.
Considerations: Guide students in considering factors like ease of use,
customization options, and accessibility when selecting a platform.
Guiding Students to Apply the Platform:
Step-by-Step Instructions: Provide step-by-step instructions for setting up their chosen
e-portfolio platform. This includes creating an account, selecting a template or design,
and customizing their page.
Troubleshooting: Anticipate common issues and offer solutions. Ensure students know
where to seek help if they encounter difficulties.
Outlining the E-Portfolio:
Structure: Help students create a structure for their e-portfolio. Suggest sections such as
an introduction, resume, academic achievements, projects, reflections, and future goals.
Consistency: Emphasize the importance of consistent formatting and organization
throughout the portfolio.
Uploading Their Artifacts:
Artifact Selection: Teach students how to select and upload their artifacts. Encourage
them to include a variety of work that highlights their skills and accomplishments.
Contextualization: Stress the importance of providing context for each artifact. They should explain the significance of the work and what they learned from it.
Evaluating the Portfolio:
Self-Assessment: Encourage students to evaluate their own e-portfolios based on criteria
like organization, clarity, visual appeal, and completeness.
Peer and Instructor Feedback: Promote peer and instructor feedback sessions.
Constructive criticism can help students improve their portfolios.
Revision: Teach students that e-portfolios are dynamic and can be continually updated
and improved as they progress academically and professionally.
By following these steps and providing guidance and support, students can create effective e-portfolios that serve as valuable tools for showcasing their achievements and personal growth.
An e-portfolio offers several ways to improve writing skills. Firstly, it provides a platform for reflective writing, enabling students to analyze their writing process, identify areas for improvement, and set goals for development. Secondly, through the sharing of writing samples, students can receive feedback from their peers and teachers, which helps them understand their strengths and refine their work. Additionally, e-portfolios allow for the organization of writing samples, enabling students to track their progress and recognize patterns of growth. By including a variety of writing genres, students can explore different styles and develop versatility in their writing. Sharing writing with their peers promotes motivation, accountability, and the desire to produce high-quality work. Finally, e-portfolios support lifelong learning by providing a record of growth and facilitating reflection on progress, allowing students to continuously improve their writing skills over time.
The points regarding the evaluation of teaching English using e-portfolios:
E-Portfolio Implementation Variation:
Consideration of Class Characteristics: Not all classes are the same, and the
successful implementation of e-portfolios can depend on various factors such as
class size, student demographics, and curriculum requirements. It's important to
recognize that what works in one class may not work as effectively in another.
Time Allocation and Student Characteristics: E-portfolios require time for
planning, creation, and ongoing maintenance. In some cases, due to constraints on
time and the characteristics of the students, it may be more feasible to implement
them in certain classes over others. For example, classes with more self-directed or
tech-savvy students might be better suited for e-portfolio use.
Careful Planning and Scaffolding:
Prior Competence: Teachers should assess the digital literacy and prior
knowledge of students before introducing e-portfolios. This helps in planning
appropriate scaffolding and support to bridge any skill gaps.
Genre Text Assessment: Understanding the genre of text to be taught is crucial. Teachers should conduct diagnostic assessments to gauge students' familiarity with the genre. This information can guide the design of activities and assignments within the e-portfolio process.
Diagnostic Assessment:
Genre Text Preparation: A diagnostic assessment before introducing e-portfolios
is vital. It allows teachers to identify areas where students may struggle with the
specific genre of text they will be working on in their e-portfolios. This enables
the teacher to provide targeted guidance and resources to address these challenges
effectively.
Reminding Students and Collaboration:
Communication: It's important for teachers to maintain clear communication with
students throughout the e-portfolio process. Reminding students about the
collaboration link with their teacher is crucial, especially for those who may not be
accustomed to online tools. Providing timely and accessible support can help
students stay on track.
Site Page Management: Some students may inadvertently close or lose progress
on their e-portfolios. Reminding them to save their work and providing guidance
on how to recover lost work can prevent frustration and ensure that their learning
process is not disrupted.
By evaluating students’ e portfolio the next academic year they would be improved and in short parents also could be informed of their kid’s learning progress if the teachers implemented the e portfolio.
In summary, the implementation of e-portfolios in English classes can be a valuable tool for enhancing learning and assessment. However, it's essential to recognize that not all classes may be equally suited for this approach. Careful planning, assessment of student characteristics, and ongoing support are key factors in successfully integrating e-portfolios into the curriculum. Flexibility and adaptability in response to class-specific needs and challenges are also important considerations for teachers.
Profile:
Prapti Wardani has been a teacher of English at SMA Negeri 15 Surabaya since 2006. She is a student of English magister at PGRI Adi Buana University. She is also an activist teacher (Guru Penggerak Angkatan 2 Surabaya) and active in the English teacher association (MGMP Bahasa Inggris SMA Kota Surabaya). Besides that she is a coordinator of the English textbook writer in the teacher association. To know more about her, visit e portfolio.
References
"E-PORTFOLIO AS AN AUTHENTIC LEARNING ... - Jurnal UGJ." https://jurnal.ugj.ac.id/index.php/RILL/article/view/3565/pdf. Accessed 3 June. 2023
"Latar Belakang Kurikulum Merdeka - Merdeka Mengajar." https://pusatinformasi.guru.kemdikbud.go.id/hc/en-us/articles/6824331505561-Latar-Belakang-Kurikulum-Merdeka. Accessed 3 Jun. 2023
"6 ways eportfolios benefit students - OneFile." https://onefile.co.uk/explore/6-ways-eportfolios-benefit-students/. Accessed 9 Sep. 2023.
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