Washback of English National Examination in the Indonesian Context

Furaidah, Furaidah; Saukah, Ali; Widiati, Utami

doi:10.15639/teflinjournal.v26i1/36-58

Cited by 22 publications

(34 citation statements)

References 11 publications

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“…They mentioned that the schools and parents had very high expectations about the students' scores in English national examination, so teaching became very stressful. This is reasonable as even for more experienced teachers, preparing students for the high-stakes English national examination in the Indonesian context was burdensome that washback effects were found, for example, in the research conducted by Furaidah, Saukah, and Widiati (2015).…”

Section: Discussionmentioning

confidence: 85%

Unraveling the Challenges of Indonesian Novice Teachers of English

Widiati

Suryati

Hayati

2018

Indonesian J. Appl. Linguist

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This paper reports on a study aiming to unravel the challenges that Indonesian novice teachers of English have to cope with, in terms of lesson planning and implementation, classroom management, and professional development. It also inquires into the teachers' pre-service teacher education experience and support system provided by the school, which might relate to their challenges. The study is a qualitative case study involving eleven English teachers of secondary schools (junior and senior high schools and vocational schools) in Malang areas who have less than five years of teaching experience. Data were collected through open-ended questionnaires followed up with semistructured interviews as a means to clarify and elaborate what the respondents had written in the questionnaires. The study reveals various challenges faced by these novice teachers, including planning and implementing a lesson based on the 2013 Curriculum, designing and applying motivating learning strategies and assessment procedure that would be applicable to a class of students with a relatively low level of ability, and managing a big class. It concludes with some recommendations to bridge the gap between the pre-service and in-service teacher education and professional development.

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Section: Discussionmentioning

confidence: 85%

Unraveling the Challenges of Indonesian Novice Teachers of English

Widiati

Suryati

Hayati

2018

Indonesian J. Appl. Linguist

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“…Conversely, it disadvantages the teachers and students. Firstly, this high-stake test makes the teacher teach for the test covering listening and reading skills only (Furaidah, Saukah, & Widiati, 2015;Lie, 2007;Sukyadi & Mardiani, 2011). In addition, it is unfair for the students to take the same test regardless different curricula they experience (Putra, 2014;Depdiknas, 2007;Kemdikbud, 2016b).…”

Section: Assessment Carried Out By the Curriculamentioning

confidence: 99%

A Lesson from Indonesia: Implementing 2006 and 2013 English Curriculum

Nuraeni¹

2018

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It is widely assumed that there should be one curriculum in a country to set the standards guiding the teaching and learning process. In Indonesia, however, there are two national curricula implemented at the same time, namely Curriculum 2006 and Curriculum 2013. Given the lack of studies investigating this issue, this article presents a comparative study of these two curricula focusing on English subject in the senior high school context in Indonesia. It aims at examining the distinction between 2006 English Curriculum and 2013 English Curriculum implemented and their implications for English teaching and learning practice. It is found that these two curricula are distinctive in terms of the development, underlying principles, influential factors, both stated and unstated purposes, pedagogy, and assessment carried out. The discussion concludes with a presentation of the idea of the implementation of CORE pedagogy and authentic assessment to reform the education system as well as to address the most urgent educational issue.

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“…they may use to name their method. Furaidah, Saukah, and Widiati (2015) reported that teachers spent most of their time drilling their students in answering listening and reading multiple-choice questions and disregarding the other skills, speaking and writing, as the consequences of the high-stakes tests. These authors reveal that the teachers rely heavily on past papers which contain English multiple-choice exercises (listening and reading) and commercial exam-related publications in preparing students for the English National Examination (ENE).…”

Section: Societal Classroom Constraintsmentioning

confidence: 99%

Rethinking the Maintenance of CLT in Indonesia: A Response to Ariatna's “The Need for Maintaining CLT in Indonesia”

Fadilah

2017

TESOL Journal

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In his article, Ariatna (2016) recommends maintaining communicative language teaching (CLT) in Indonesia despite the impediments of inadequate teacher expertise, low student participation, large class size, and limited teaching timeimpediments situated in the context of a grammar-based syllabus and a noncommunicative examination. I agree with a few of his points but disagree with others where he has not viewed CLT through the broader lens of the social, economic, cultural, and ideological context of English-language education in Indonesia. In addition, I am rather alarmed by his radical recommendation that the status of English in Indonesia be changed from English as a foreign language (EFL) to English as a second language (ESL) as a means of enhancing CLT. In my view, such a recommendation can only be made after careful consideration of both the practical aspects and the broader implications of the concept of CLT.The radical shift in English teaching methodology from the audio-lingual method (ALM) to CLT has created an enthusiasm for CLT that does not always befit the context in which it is implemented (Bax, 2003). The Indonesian English curriculum has undergone eight revisions, and seen a number of English-language teaching methods come and go: the grammar-translation method, direct method, audio-lingual method, CLT, and the genre-based approach (Lie, 2007).

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Washback of English National Examination in the Indonesian Context

Cited by 22 publications

References 11 publications

Unraveling the Challenges of Indonesian Novice Teachers of English

Unraveling the Challenges of Indonesian Novice Teachers of English

A Lesson from Indonesia: Implementing 2006 and 2013 English Curriculum

Rethinking the Maintenance of CLT in Indonesia: A Response to Ariatna's “The Need for Maintaining CLT in Indonesia”

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