The Washback Effect of English National Examination (Ene) on English Teachers’ and Students’ Perceptions Toward Their Classroom Teaching and Learning (A Case Study at Three Secondary Schools in Bandung, West Java)  

Oleh:

Mardiani, Ridha

Jenis: Article from Proceeding
Dalam koleksi: 58th TEFLIN International Conference: Language Teaching and Character Building, Semarang, 3rd-5th November 2011, page 1-18.
Topik: perception; washback effect; English National Examination
Fulltext: 91.RIDHA MARDIANI.pdf (78.93KB)

Isi artikel

The phenomenon of how a test influences teaching and learning is commonly described as washback in language instruction. Literature indicates that testing washback is a complex concept that becomes even more complex under a variety of interpretations of washback phenomena on teaching and learning. This study was intended to investigate the effect of language tests on teachers’ and students’ perceptions toward their language teaching and learning (Hughes, 1989; Alderson and Wall, 1993; McNamara, 2000; Brown, 2004; Cheng, 2004, 2005; Fulcher and Davidson, 2007), particularly in the case of National Examination in Indonesia, which is regarded as a high-stakes test. Specifically, how teachers and students perceive ENE and its impact on their teaching and learning behavior. Perception is defined as the cognitive process involving knowing, understanding, comprehending, and organizing (Garner, 1969; Darley et.al, 1984; Hoof, 2004; Smith & Wing, 1984). In this study, the researcher used a case study in which it was an examination of a specific phenomenon or an exploration of a “bounded system” or a case over time through detailed, in-depth data collection involving multiple sources of information rich in context (Creswell, 1994; Merriam, 1988; Cohen and Manion, 1989, Maxwell, 1996; Creswell, 2008). Three Secondary Schools under justification of NE achievement were purposively chosen as the sites of study, and the participants were (a) the twelfth grade English teachers; and (b) the twelfth grade students. Findings from this study indicated that English teachers and students have positive and negative perceptions toward the implementation of English National Examination. These perceptions affect their teaching and learning behavior particularly in the second semester of the twelfth grade. The reason ENE had strongly influenced the teachers’ teaching and students’ learning, because its status as a high-stakes test, which led the teachers ‘to teach to the test’ and the students ‘learn to the test’. Based on the findings, this study recommends other researchers who are interested in washback study to conduct research on NE test items; and how NE feedback can be used to improve teachers’ instruction and students’ learning.

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