Abstrak

Kembali

This thesis aims to reveal the washback effect whether positive or negative on students’ teaching and learning in the classroom particularly formative assessment on the English vocabulary achievement of the fifth grade students of elementary schools.The methods used is qualitative approach by survey methods and this is also supported by quantitaive in the research process which obtained the data scientifically collecting data in this case,the researcher collected the data by using interview, observation, questionnaire, students working sheet, and documentation. The interview was done for the fifth grade students of SD Negeri Penjaringan 08 Pagi. This research can be concluded that the effect of assessment on the English vocabulary achievement is negative that influence students’ self confident when they are facing English vocabulary assessment and students’ perception toward English vocabulary assessment is also negative that influence their performance on English vocabulary assessment since it is assessed in the classroom.English teachers are expected to provide students with positive learning experience. Moreover, teaching technique, teaching materials, and assessment materials appropriate with students’ needs that can stimulate students to enthusiastic on learning English in the classroom particularly when they are facing English vocabulary assessment in the classroom.