EXAMINING WASHBACK OF NATIONAL EXAMINATION: EFL TEACHERS AND STUDENTS' PERCEPTIONS

摘要

This study aims at examining washback of 2017 English school national exam in Semarang, Indonesia, viewed from perceptions of EFL teachers and students. The participants of this study were 2 ninth-grade teachers and 16 ninth-graders of a junior high school in Semarang. Questionnaire and interview guide were used in gathering the data, and the research method used was descriptive qualitative method. The result of this study showed that the national examination provide both positive and negative effects for the participants. One of the positive washback indications for the EFL students was the big effort used by the students as the test takers in studying. However, the national examination also brought negative effect since the students paid more attention to the subjects tested in NE due to its use as the consideration of their next school level entrance, as it is said to be test-driven learning (Brown, 2004). Furthermore, for the teachers, it motivated them to have extra attempts to provide various teaching methods and teaching media in the teaching-learning process to help them get ready to take NE. In other word, it is test-driven teaching. In fact, the national exam only tested reading and writing skills, it made the teachers-not teach the English skills material equally. In conclusion, washback of the English secondary school national examination shows there is relationship between teaching and learning perspectives in preparing it.