60 The plot would be explained in detail based on each parties. The researcher
placed the students as the most important parties since what result performed by students took the biggest portion to indicate the success of an educational unit.
Thus, the flow of discussion would be as follows: the school, teachers, and the students.
1. The School
The school decided to do the fraudulent practices. The investigation revealed that teachers did those practices for some factors. The school was not
confident its students would come to the expected result after considering the fact from the tryout tests. Besides, teachers had enlightened the school that it was hard
for students to come to the expected result. In fact, the school did want to bet its ISO certificate and prestige. It led the school to the feeling of fear of failing the
goal. Thus, the school decided to do the fraudulent practices. Fraudulent practices, after all, produced a lie. The result presented of the
fraudulent practices obviously did not present the real ability of the students. In the other words, the result could not be used to reflect the quality of the graduates. In
short, it was just a lie.
2. Teachers
The teacher was led to teach about the test. Teaching about the test was a notion of narrowing down the curriculum that tended to neglect the education. Such
situations were motivated by some factors. The teacher was in a situation of solid school-ruled. As a teacher, she did understand that her authority was smaller than
the school. Besides, she was only an honorary teacher. Such situation made her so
61 powerless. In fact, she was also demanded to lead her students to the expected result
to support the school’ target. She did understand that realizing the school’ target was hard since she knew exactly the capability of her students. The school and her,
after all, agreed that teaching about the test was the best way. Teaching about the test practice asserted the school, the teacher, and
students to see the NE so instrumental. NE was no more like an instrument to lead them to their goal
–to graduate. The result was not important anymore. In short, the teaching had been neglected the education.
3. Students
Students had low expectation for themselves. It appeared that NE preparation had given them various pressure. The investigation to students revealed
that some students, moreover, got sick since they could not engage with their situation. Besides, it was also led by the fact that NE was one of the basis
determinant for the graduation. Unfortunately, the unsatisfying result presented by the tryout tests made her pessimistic to achieve the expected result in the NE ahead.
Thus, it was logical that students had low expectation upon themselves. NE encouraged students to rely on school. As revealed in the investigation
from the teacher, the fraudulent practices done by the school had already disclosed. The teacher asserted that some of her students, moreover, asked to make up their
school score verbally to the teacher. It was as seen by this excerpt:
“Ms… please make up my scores… If you don not, I will not graduate… and it will spoil our schoo
l name… our school has an ISO certificate, hasn’t it?”– ET Bu… naikin bu.. nanti kalau aku gak dinaikin nanti aku gak lulus lho, nanti kalau
gak lulus terus sekolahnya terus jelek l
ho, kan udah ISO…
62 Such situation encouraged students to a belief that their school would backup them
to ease them graduated. The investigation above showed that NE preparation produced negative
impacts to students. Students could not show their best potential since the learning was too narrowed focusing to pass the test. It was logical then if the graduates from
this school had low quality. It also explained that why most of the graduates worked such as shopkeeper, waiter, etc. In addition, this cycle would also be seen by the
juniors that created them the same expectation –what they would be after
graduating. Thus, NE preparation produced negative impact to students. In summary, this chapter consists of four subchapters. Justification of
epistemology asserted the nature of this research and stated the philosophical foundation used by the researcher. The second subchapter presented situations
faced by the parties in response to NE. Besides, the third subchapter examined washback happened more deeply through various areas in education. The last
subchapter explained the mechanism for the washback phenomenon.
62
CHAPTER V CONCLUSIONS, REFLECTIONS, AND RECOMMENDATIONS
This chapter consists of two subchapters. The first one was conclusions and the second one was recommendations. The conclusions summarized the findings of
the discussion of the study. The content of the conclusions is the answers of the research problems. The recommendations aim to give suggestions to readers related
to the issues in this study.
A. Conclusions
This study examined the washback effect occurred in the NE preparation of a religion-based private VHS. The data gathered in the year of study 20132014
through observation and interview. After examining and discussing the data, this study found the answers of the research problems.
The first research problem was the washback effects of National Examination preparations among twelfth grade of students of a private religion-
based Vocational High School in Yogyakarta. The students’ view and some areas
affected by washback that was proposed by Spratt 2005 became the focus to find the answer of the first question. The discussion found that the washback could affect
students very negatively or positively. Meanwhile, based on S pratt’s 2005
categorization, the washback gave dynamic impacts to the students. They particularly experienced negative and positive washback in the same time.
However, the analysis found that the negative washback gave dominant impact to
