Washback of English National Examination in the Indonesian Context

Autor/inn/en	Furaidah; Saukah, Ali; Widiati, Utami
Titel	Washback of English National Examination in the Indonesian Context
Quelle	In: TEFLIN Journal: A publication on the teaching and learning of English, 26 (2015) 1, S.36-58 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0215-773X
Schlagwörter	Foreign Countries; Test Preparation; English (Second Language); Second Language Learning; Second Language Instruction; Testing Problems; Language Tests; High Stakes Tests; Interviews; High Achievement; Low Achievement; Teaching Methods; Language Teachers; Qualitative Research; High School Students; Secondary School Students; Exit Examinations; Instructional Materials; Material Development; Time Management; Class Activities; Indonesia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Interviewing; Interviewtechnik; Unterdurchschnittliche Leistung; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Qualitative Forschung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sekundarschüler; Final examination; Abschlussprüfung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrmaterialentwicklung; Zeitmanagement; Indonesien
Abstract	This study examines how teachers teach English to prepare students for high-stakes English national examination in the Indonesian context. Data were collected from two high-achieving and three low-achieving schools with eleven teachers as the subjects of in-depth interviews and non-participatory classroom observations. The findings reveal that bi-directional washback was found in both groups of schools. The schools of low achievers were found to have more intensive negative washback than those of high achievers. The different intensity of negative washback is likely related to the teachers' perspective about their students' level of competence for passing the national examination and about the quality of their schools. The consistently unsatisfactory national examination scores of the low-achieving schools, despite their concerted efforts in the examination preparation program, suggest that the government should focus on supporting such schools with more empirically-based empowerment programs, which would become an indispensable follow-up actions regarding the implementation of the high-stakes national examination. (As Provided).
Anmerkungen	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN). Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Tel: +62-341-570566; Fax: +62-341-567475; e-mail: journal@teflin.org; Web site: http://journal.teflin.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01