EXPLORING THE WASHBACK OF TOEIC AS AN ENGLISH EXIT TEST IN VOCATIONAL HIGHER EDUCATION

Nurti Rahayu, - (2024) EXPLORING THE WASHBACK OF TOEIC AS AN ENGLISH EXIT TEST IN VOCATIONAL HIGHER EDUCATION. S3 thesis, Universitas Pendidikan Indonesia.

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Abstract

This study reports the washback effects of the Test of English for International Communication (TOEIC) as an English exit test (EET) in a tourism vocational higher education (VHE) institution, utilizing a mixed-method approach. The washback model was adapted from previous washback studies (Alderson & Wall, 1993; Bailey, 1996; Green, 2006; Hughes, 1993; Shih, 2007) and other sources. Data collection involved a survey with 190 students, 4 of them were interviewed. Then, document analysis, classroom observations, and interviews with 6 ESP teachers were conducted. The researcher also interviewed four policymakers . Quantitative data underwent SPSS 20, and Jeffreys's Amazing Statistics Program (JASP) analysis for Principal Component Analysis (PCA), statistic descriptive, and correlations, while qualitative data were thematically analysed. Engestrom's (2000) activity theory was adopted to portray students' learning activities. Students’ survey reported the positive washback of EET in enhancing English learning practices, including motivation, learning time, strategies, and learning outcomes. However, concerns arose regarding content reduction, multiple-choice reliance, and test-related anxiety. Additionally, weak correlations were observed between personal factors, test perception, anxiety, and learning practices. Then, students’ learning activities were directed toward specific goals to work in tourism industry. Similarly, teachers adhered to the syllabus as evident in their preparation, content delivery, and teaching methods but reported negative washback on feelings and attitudes. The washback on teaching was affected by teacher, student, and institution factors. Eventually, policymaker interviews confirmed TOEIC adoption for employability, language measurement, competence reflection, education, and quality assurance. Findings were corroborated by alumni, employers, and internship providers. Based on these findings, integrating EET into Indonesia's tertiary English curriculum could enhance teaching and learning. Strengthening the implementation of EET with international standardised tests requires collaboration among stakeholders to mitigate negative washback and promote positive outcomes. Simultaneously, the implementation of a comprehensive language development program alongside EET policy implementation is imperative. Keywords: English exit test, TOEIC, Washback, Vocational Higher Education. ABSTRAK Penelitian ini melaporkan efek washback dari Test of English for International Communication (TOEIC) sebagai ujian akhir bahasa Inggris (EET) di lembaga pendidikan tinggi kejuruan pariwisata (VHE), dengan menggunakan pendekatan metode campuran. Model washback diadaptasi dari penelitian washback sebelumnya (Alderson & Wall, 1993; Bailey, 1996; Green, 2006; Hughes, 1993; Shih, 2007) dan sumber-sumber lainnya. Pengumpulan data melibatkan survei dengan 190 siswa, 4 di antaranya diwawancarai. Kemudian, analisis dokumen, observasi kelas, dan wawancara dengan 6 guru ESP dilakukan. Peneliti juga mewawancarai empat orang pembuat kebijakan. Data kuantitatif menggunakan SPSS 20, dan analisis Jeffreys's Amazing Statistics Program (JASP) untuk Analisis Komponen Utama (PCA), statistik deskriptif, dan korelasi, sementara data kualitatif dianalisis secara tematik. Teori aktivitas Engestrom (2000) diadopsi untuk menggambarkan aktivitas belajar siswa. Survei siswa melaporkan dampak positif dari EET dalam meningkatkan praktik pembelajaran bahasa Inggris, termasuk motivasi, waktu belajar, strategi, dan hasil belajar. Namun, muncul kekhawatiran mengenai pengurangan konten, ketergantungan pada pilihan ganda, dan kecemasan terkait tes. Selain itu, korelasi yang lemah juga ditemukan antara faktor pribadi, persepsi tes, kecemasan, dan praktik pembelajaran. Kemudian, kegiatan belajar siswa diarahkan pada tujuan khusus untuk bekerja di industri pariwisata. Demikian pula, para guru mematuhi silabus yang terlihat jelas dalam persiapan, penyampaian konten, dan metode pengajaran mereka, namun melaporkan adanya dampak negatif pada perasaan dan sikap. Dampak negatif terhadap pengajaran dipengaruhi oleh faktor guru, siswa, dan institusi. Pada akhirnya, wawancara dengan para pembuat kebijakan mengkonfirmasi penggunaan TOEIC untuk kelayakan kerja, pengukuran bahasa, refleksi kompetensi, pendidikan, dan penjaminan mutu. Temuan-temuan tersebut diperkuat oleh alumni, pemberi kerja, dan penyedia layanan magang. Berdasarkan temuan-temuan ini, mengintegrasikan EET ke dalam kurikulum bahasa Inggris di perguruan tinggi di Indonesia dapat meningkatkan pengajaran dan pembelajaran. Memperkuat implementasi EET dengan tes berstandar internasional membutuhkan kolaborasi di antara para pemangku kepentingan untuk mengurangi dampak negatif dan mendorong hasil yang positif. Bersamaan dengan itu, implementasi program pengembangan bahasa yang komprehensif bersamaan dengan implementasi kebijakan EET sangat penting. Kata kunci: Tes Bahasa Inggris sebagai syarat Kelulusan , TOEIC, Washback, Pendidikan Tinggi Kejuruan.

Item Type:	Thesis (S3)
Additional Information:	https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=nurti+rahayu&btnG= ID Sinta Dosen Pembimbing: Fuad Abdul Hamied: 5978397 Didi Sukyadi: 5978293 Fazri Nur Yusuf: 5978422
Uncontrolled Keywords:	Tes Bahasa Inggris sebagai syarat Kelulusan , TOEIC, Washback, Pendidikan Tinggi Kejuruan. English exit test, TOEIC, Washback, Vocational Higher Education.
Subjects:	L Education > L Education (General) P Language and Literature > PE English
Divisions:	Sekolah Pasca Sarjana > Pendidikan Bahasa Inggris S-3
Depositing User:	nurti rahayu
Date Deposited:	13 Jun 2024 03:29
Last Modified:	13 Jun 2024 03:29
URI:	http://repository.upi.edu/id/eprint/118227

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