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WASHBACK OF ENGLISH NATIONAL EXAMINATION IN THE INDONESIAN CONTEXT

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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 nonparticipatory
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 highstakes
national examination.
Keywords: English national examination, washback, high-achieving schools,
low-achieving schools, Indonesia

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Ketersediaan

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Informasi Detail

Judul Seri

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No. Panggil

420 FUR w

Penerbit

malaysia : TEFLIN Journal,., 2015

Deskripsi Fisik

23 hlm.; 20 cm.

Bahasa

English

ISBN/ISSN

36-58

Klasifikasi

420

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

vol. 26 no.1

Subjek

Politik Pemerintahan

Info Detail Spesifik

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Pernyataan Tanggungjawab

Furaidah

Versi lain/terkait

Lampiran Berkas

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