Teaching Methods Washback Occurs to the Parties

57 “…even I myself, who act as a student advisor for twelfth grade that actually posses the authority to process the school scores, get some intervention from school and some other teachers… I am made to somehow make up the scores… to graduate all the students…” – ET …karena saya kan juga wali kelas... bahkan ada gutru yang bilang udahlah buk… terserahlah... terserah hitungaannya gimana… gimana caranya buk biar dia besuk lulus… oke diubah… In addition, the teacher was only an honorary teacher. Her status in school had made her powerless. Thus, she did not have another choice except followed as school instructed. c. School’s Feelings and Attitudes The school had been confident to welcome the NE ahead. VP explained that all the series of preparation programs made them ready for NE. Besides, the current graduation regulation gave 60 precious quota for school score. He said that school had big chance to interfere the graduation by optimizing all the programs school had made. He said: “…I think the current NE regulation makes NE is not frightening anymore… If we have prepared from the beginning of tenth grade, it will help much…” – VP …nah ini kebijakan aturan UN kemudian menurut saya pengaruhnya UN menjadi tidak berat sekali.. kalau kita sudah menata dari kelas sepuluh... kalau sudah tertata dengan baik nanti pada akhirnya sudah membantu... It was obvious that the school, through VP, had positive feeling in response to the NE. In contrast, the teacher conveyed the opposite from VP. She pointed out that the school was in a huge pressure. She further explained that the pressure was demanded from the ISO and its prestige. It, previously, had been explained that the school had to achieve 100 graduation to defend the ISO certificate and keep society’s trust for prestige and getting students in the future. The unsatisfying result from the tryout tests lead the school to do whatever ways to save its goal –achieving 58 the 100 graduation. After all, choosing to do fraudulent practices was the attitude showed by the school. It showed that the school was not confident to what would its students achieved in the NE ahead. Thus, the school chose to do fraudulent practices to save its aim. 5. Learning NE preparation processes took a great portion of the learning. The researcher revealed that students had been accustomed with exercises since they entered the first semester in the twelfth grade. VP, moreover, indicated that the NE preparation was begun from the beginning of the tenth grade. It was shown by these excerpts: “…the teachers have focused on giving exercises from the beginning of twelfth grade… we have additional classes from January the following semester… and we have the first try out test in the second week after the Christmas break…” – Fifth Student …jadi, dari semester 1 sudah dikasih soal-soal… lalu pendalaman materi itu dimulai pas Januari semester berikutnya, liburan semester masuk, terus seminggu kemudian tes penjajagan pertama… “…I think Ne does not really give big impacts if we start the preparation earlier…” – VP …kemudian menurut saya pengaruhnya UN menjadi tidak berat sekali... kalau kita sudah menata dari kelas sepuluh... Thus, NE obviously took a great portion of learning. Learning relied highly on the graduate competence standard. Both teachers and students did understand that the NE was designed based on the graduate competence standard. It led them to rely all the preparation learning on the graduate competence standard. 59

D. How the Washback Happened

Hughes’ tracheotomy and Bailey’s model of washback presented in Chapter II provided a framework for the researcher to present the discussion of how the washback occurred. Synthesizing Hughes’ tracheotomy and Bailey’s model of washback, the researcher constructed a plot of how the washback occurred to the parties participants. To construct the general understanding of the plot, the researcher pictured in a figure below. see figure 4.1 Figure 4.1 Mechanism of how the washback occurred The nature of NE would first affect the perceptions and attitudes of the parties toward their teaching and learning. Any action from these perceptions and attitudes taken by the parties affected to the process of learning. What the parties learned and the quality of learning would be the final product that indicated the washback occurred. PRODUCTS PROCESSES PARTICIPANTS TEST Students The Teacher The School Learning Teaching Policies