Context evaluation on implementation of English for Islamic studies program in IAIN Palu, Indonesia
Kasetsart Journal of Social Sciences -- formerly Kasetsart Journal (Social Sciences), Volume 042, Issue 2, April 2021- June 2021, Pages 307-312
ISSN: 2452-3151(0125-8370)
DOI: doi.org/10.34044/j.kjss.2021.42.2.14
Darwis Jauhari Bandua, Ishak Abdulhaka, Dinn Wahyudina, Rusmana, Rohmani Nur Indahb,*
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aCurriculum Development Department, Universitas Pendidikan Indonesia, Bandung 40154, Indonesia
bEnglish Literature Department, Universitas Islam Negeri Maulana Malik Ibrahim, Malang 65145, Indonesia
*Corresponding author, e-mail: indah@bsi.uin-malang.ac.id
This study aimed to evaluate the effectiveness of the Teaching of English for Islamic Studies (EIS) at IAIN Palu, Indonesia, from the context component. Evaluation of context component is one part of Stufflebeam’s CIPP model program evaluation consisting of context evaluation, input evaluation, process evaluation, and product evaluation. It highlighted the need analysis and goal of the EIS program as well as supporting factors and constraints of the program. Ninety-seven second-semester students of five study programs, namely: Islamic Education Management, Arabic Language Education, Islamic Da’wah & Communication, Al-Qur’an Science & Tafsir, and Syariah Banking study program were chosen as a sample of the study through stratified random sampling. The questionnaires were used to seek the perceptions of students and lecturers. The data are also supported by a semi-structured interview with the heads of departments, program designer and the authorized official, class observation and examination of relevant written documents. The results of the study showed that the aspects of context evaluation in this study were effective in general. The findings reveal the goal and needs analysis become the stepping stone for the development of EIS for Indonesian learners.
context evaluation, English for Islamic studies, English for specific purpose, model evaluation
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