Penilaian kurikulum bahasa inggeris menggunakan model kipp di sekolah menengah atas sulawesi selatan

Abstract

Curriculum assessment for English is important in determining the achievement of goals, strength and weaknesses of a curriculum to ensure the quality of an education program. The achievement of students’ English education in South Sulawesi is still low in the four English skills because teachers lack vocabulary for communication and unsuitable implementation of teaching and evaluation methods. This study evaluated the High School English language curriculum in Barru District, South Sulawesi using Context, Input, Process, Product (CIPP) model with explanatory sequential mixed method design applying qualitative and quantitative methods. 30 English teachers and 354 students were involved in this research. Data were from purposive selected sample of nine teachers which were obtained through observation of teaching and learning besides review of lesson plan documents. In the analysis of this study, based on Context dimension, the goal of curriculum was studied while the structure and content of the curriculum and teachers' knowledge are from the Input dimension. Teaching and evaluation methods were examined in the Process dimension, while attitudes toward English skills and marks were studied in the Product dimension. Questionnaires were used to collect data on teachers’ knowledge, evaluation methods, and students’ attitudes towards English language skills. English syllabus documents were analyzed to determine the goals of the curriculum, teachers’ lesson plans and students' mark. Classroom observations were conducted to assess the implementation of teaching methods. This study found that the goals of the curriculum from the aspects of reading and writing skills met the standards, while listening and speaking skills have yet to meet the standards. The structure and content of the curriculum should be improved in terms of teaching material, indicator, and evaluation. Modifications are required for teaching and learning activities as well as teaching and learning resources. Teachers’ knowledge that needs improvement comprises learning materials and contextual knowledge, while teachers’ knowledge that should be modified includes communication and pedagogy and decision making. For teaching implementation, areas that need improvements are teaching methods and students’ activities in the teaching and learning process. In addition, some aspects in evaluation methods requires modification. Students’ attitude towards English language skills that did not meet the standards are listening and speaking. This study presents a guideline for improving the English curriculum based on the aspects of teaching and learning implementation, learning resources, teachers' knowledge in terms of communication and pedagogy, and decision making.