Abstract:
The intent of this thesis was to identify the washback effect of grade 8 English Language
Regional Examination on ELTs actual classroom practices. To achieve this objective, the
thesis was designed to be descriptive research. Accordingly, the researcher used three tools
of data collection: observation, questioner, and interview. Through observation the
researcher observes the lessons and activities in correspondence to the time allotment and
the materials used by ELTs. The questioner and the interview items were used to collect data
about the washback effect on ELTs methods of teaching, ways of material selection and ELTs
ways of assessment. In order to undertake this study, descriptive survey research design was
used and both qualitative and quantitative ways of data analysis techniques were employed.
The data obtained through questioner are analyzed in a qualitative way by using SPSS
(Statistical Package for Social Science) version20 was used. This was analyzed using
descriptive statics such as standard deviation, mean and percentage will be used. Finally, the
mean and computed percentage of each variable are expressed interims of tables and
interpreted accordingly based on the data obtained. Whereas, the data obtained through
interview and observation were analyzed in a qualitatively in a narrative way. The finding of
this study reveals that the washback effect of grade 8 ELRE has a positive washback effect on
ELTs methods of teaching. This conclusion was made because when ELTs are teaching their
students they don’t narrow down the curriculum to the areas that where most probably to be
tested. The other finding of this study is also ELRE has a negative wash back effect on ELTs
ways of material selection. This is true when ELTs teach their students, they don’t relay up
on students textbooks and teachers guide alone. In addition to these, they use various
reference books. Concerning the washback and assessment, the grade 8 ELRE has a negative
washback effect on ELTs ways of assessment. This conclusion was made because the analysis
shows that ELTs don’t assess the entire language skills of their students.
