Abstract:Since 2005, Indonesia has administered the National Examination (NE), from which the result is used as a basis to decide the students' exit from secondary schools. As a high stake testing, the NE has caused various washback effects, both positive and negative. Consequently, the existence of the NE has been accompanied by heated debates and controversies. The pros believe that the NE may improve secondary education standards, while the cons argue that the NE will create injustice and unnecessary anxiety among the students. However, both the pros and cons base their arguments on common sense not supported by a sound reasoning. The present study tries to explore the washback effects of the English National Examination (ENE) in Indonesian secondary education context, involving three Secondary Schools categorized based on their NE achievement. The results of the study indicate that English teachers and students from the schools involved have different perceptions on the ENE. The English National Examination has an influential impact on teachers' teaching in the aspect of: activity/time arrangement, teaching materials, teaching contents, teaching methods, teaching strategies, ways of assessing, and on the feelings and attitudes of the students. The ENE also affects the students' learning in the classroom in which teachers mainly teach to test, practice the test and develop test-taking strategies. The dimensions of the washback effect of the ENE on both English teachers and students are negative and positive, strong, specific and for a short period time.

Abstract:Since 2005, Indonesia has administered the National Examination (NE), from which the result is used as a basis to decide the students' exit from secondary schools. As a high stake testing, the NE has caused various washback effects, both positive and negative. Consequently, the existence of the NE has been accompanied by heated debates and controversies. The pros believe that the NE may improve secondary education standards, while the cons argue that the NE will create injustice and unnecessary anxiety among the students. However, both the pros and cons base their arguments on common sense not supported by a sound reasoning. The present study tries to explore the washback effects of the English National Examination (ENE) in Indonesian secondary education context, involving three Secondary Schools categorized based on their NE achievement. The results of the study indicate that English teachers and students from the schools involved have different perceptions on the ENE. The English National Examination has an influential impact on teachers' teaching in the aspect of: activity/time arrangement, teaching materials, teaching contents, teaching methods, teaching strategies, ways of assessing, and on the feelings and attitudes of the students. The ENE also affects the students' learning in the classroom in which teachers mainly teach to test, practice the test and develop test-taking strategies. The dimensions of the washback effect of the ENE on both English teachers and students are negative and positive, strong, specific and for a short period time.

Effective classroom management supports the teacher classroom teaching profoundly. During Pandemic COVID 19 most classroom teachings are conducted in virtual classroom that have been greatly affected the way how teacher manage his or her own classroom. This causes some challenges for teachers in managing his or her virtual classroom. This study was conducted in the form of a case study in one vocational school in West Bandung region, West Java, Indonesia in which one English teacher was purposively selected as the participant of the research and one class consisted of 27 students. The objectives of this study are: (1) to find out the challenges of teacher in classroom management in virtual classroom (2) to find out what classroom management the teacher used in her virtual classroom. The researchers employed a qualitative case study which used classroom observation and teacher interview as main instrument. Data from classroom observation and interview transcript were analyzed according to the themes, coding and categorizing to answer the research questions. The results indicate that the teacher experienced many challenges in the virtual classroom, such as the students’ unreadiness to join the virtual class, internet connection problem, restricted time so that the teacher immediately taught the core material, students turned off the camera and sound, students learnt unattentively, less interaction and inappropriate class control. Some suggestions are given to the challenges occurred in their virtual classroom such as, by a) joining the virtual classroom earlier; b) checking the students’ attendance first; c) optimizing the teacher-students interaction during whilst- learning and post learning activity; and d) giving quizzes at the end of the lesson to make the students are more enthusiastic in learning. In this study, it is found that the teacher employed a combination of democratic and leisurely classroom management style. This finding leads to the point where a new style for virtual classroom management called Maye’s Conceptualization Model is proposed.

Sources of information about adolescent reproductive health must be provided correctly and appropriately according to their growth and development, both informally and formally. The problem that often occurs in students is the emergence of anxiety when they first experience menstruation. Students seem unprepared and embarrassed to tell their parents/teachers about the problems they are facing. Assistance for adolescents in dealing with puberty needs to be done to increase adolescent knowledge and be psychologically ready to face puberty. Outcome: The target of care for society is to increase students' knowledge about puberty and reproductive organ care at prepubertal age. The output target is the publication of mass media or the publication of the Abdimas Health journal. Methods: Assistance and education program for adolescents about puberty and reproductive organ care in junior high school. Results: Program implementation proved effective in increasing adolescent knowledge about puberty and sexual organ care.