Washback effects in language programs: A sociocultural perspective

This study explores how university entrance exam washback impacts language teaching and learning programs at a madrasa in Indonesia’s sociocultural context. Data were collected via semi-structured interviews, phone calls, voice notes, and WhatsApp with the headmaster, an English coordinator, two English teachers, a sociology teacher, and two student parents. Content analysis revealed how washback has changed the school’s language programs. The findings showed that the madrasa’s teaching practices differ from typical schools in curriculum design, policies, methods, materials, and activities. Its curriculum prioritizes state university entrance tests, splitting the national curriculum into three semesters for standard subjects and three for test preparation. Teachers rely on international textbooks and online resources instead of government materials. Their methods focus on memorization, repetition, and drills, rather than communicative language instruction. Assessments measure student proficiency rather than improving teaching. This approach enables students to excel in university entrance exams and succeed at global universities.