This study is a case study which has two main objectives: 1) To describe
the effects of the national examination on teachers’ perception of ELT, and 2) To
describe the effects of the national examination on teachers’ practice of ELT.
The writer uses the descriptive qualitative research. The data were collected
through giving questionnaire, interviews, observation and documentation.
The analysis of data yields the following results; 1) The teachers have
differences in perceiving ELT related to the UN. The differences of ELT
perception are classified into three groups. The first group perceives that ELT is a
process of transferring knowledge of English from a teacher to his students by
training patterns, rules, concepts, and structures continuously so that students can
work on the problems that exist in the UN. The second group perceives that ELT
is the process of creating conditions that allow students to learn and communicate
English. Learning is not only memorizing the rules, patterns, and rules but also
cultivating willpower, self-awareness, and sense of English need. Meanwhile, the
third group perceives ELT as the process of maximizing conditions, capabilities,
and existing potential of students to achieve certain goals. 2) The findings show
that the UN affected the teachers’ practice of English language teaching. The UN
has affected the teachers in applying lesson plans, using instructional book and
media, choosing teaching methods, highlighting skills, managing the time, and
giving assessment in classrooms.
Key words: effect, national examination, perception, practice.
