Educational Policy: Voices from Local English Teachers and Students towards National Exam in Yogyakarta

Abstract

<p class="AbstractText">This study is aimed at exploring the voices of English teachers and students of a state senior high school towards the National Exam policy and its implementation in Indonesia. Several theories of psychology and language learning were applied in this study as the theoretical framework. This study used a descriptive qualitative method. The participants were chosen by purposive sampling technique. The data for this study were garnered through a Focus Group Discussion (FGD) conducted to the selected twelfth-grade students and semi-structured interviews done to two English teachers. Both data were analyzed descriptively. Upon the analysis, two paramount themes prevailed: (1) the negative response towards the implementation and accuracy of National Exam (NE) policy in Indonesia; and (2) unintended impacts of NE policy on teaching and learning activity, students’ motivation, and English Language Learning and Curriculum. This study offers information for the government as the policymaker, school leaders, teachers, and researchers to understand how the NE is implemented at the school level.</p>

Teachers’ Misconception about National Assessment and National Examination

“…National examination also caused other critics such as answer key leakage, and deceptional behavior by teachers, students, or proctors (Hartanto, 2013;Hadi & Arwan, 2011). Apart from that, national examination administered with computer-based led to another problem such as the students' capability in comprehending the questions (Pernamawati, Kritiawan, & Fitria, 2021;Romios, Kristianingrum, & Saragih, 2020). The other problem of computer-based examination was the incompleteness of facilities such as computer, electricity, and internet connection in every school (Ismail, 2015).…”