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
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
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