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.

This theoretical paper aims to explore the concept of the humanistic approach in the field of teacher education. Humanistic education is concerned with the study of learners’ emotions, knowledge, and experiences involved in their learning process. According to this approach, students should be viewed as “humans,” not as “machines” as they are the most crucial part of the education system. The curriculum and syllabus should focus on the students’ interests, needs, and overall learning circumstances. In humanistic teaching, students are perceived as active beings, not “robots” who are supposed to follow the teacher’s orders without any justification or challenge. Teachers’ roles in humanistic education are to cater support to the students considering several learner factors and guiding them to reach the highest point of autonomous learning. Therefore, the humanistic approach needs to be adapted in the academic field for ensuring practical learning and mutual respect between teachers and students. The paper is organized into three sections. First, it explores the origin and evolution of the humanistic movement in education. Secondly, a detailed account of the basic principles and teacher roles in humanistic education is provided. Finally, the paper discusses its implications in ELT and existing complications regarding this approach.