Washback Effect of National Examination on EFL Teaching  

Oleh:

Setiaji, Sholeh

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 2, page 448-457.
Topik: Washback Effect; National Examination; Teachers’ Teaching.
Fulltext: hal 448.pdf (15.04MB)

Isi artikel

Though National examination (NE) does not determine the students’ graduation any longer, the Indonesian government through the ministry of education still consider administering NE which is used as the standardization of education and the consideration of state universities admission. As a high stake testing which can causes various washback effects, NE in Indonesia has triggered never-ending debates. However, either the proposition or the opposition are not grounded on the basis of research results. This study tries to investigate the phenomenon of washback effects in a secondary school teacher context by conceptualizing a teacher’s perceptions of English National Examination. Theoretically relevant concepts were derived from qualitative interviews and classroom observation with an experienced English teacher of a senior high school in Banyumas regency. Iterative data collection and analysis revealed: (1) the dimensions of the washback effect of the NE which are strong, positive and negative, specific and for a short term; (2) the NE influences on the teacher’s teaching including the areas of curriculum, teaching method, materials, feeling, and assessment; and (2) a set of local conditions that make the teacher divert language teaching towards preparing students for the NE including teacher’s belief, school’s expectation, parents’ expectation, students’ motivation and students’ academic competence. The great tendency of the teacher in focusing the teaching on NE seems too strong to be erased. Therefore, it is suggested for the NE administrator to start formulating an examination which can turn the direction of the washback effect to the real goal of EFL teaching that is communication.

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