PHILIPPINE CHRISTIAN UNIVERSITY

Faith.Character.Service

Curriculum Evaluation Using CIPP Model

Presented to
Dr. Remalyn C. Bautista
North Luzon Extension
Philippine Christian University

In Fulfillment of the Final Requirement for the Course

Advanced Curriculum Development and Design

For the Program

Master of Management
major in
Educational Management

Submitted by:
Merejen Conde Ramos
Student Number:20224099
Introduction

English was compulsory as the first foreign language to be taught in Indonesia. By

implementing the 2006 School-based Curriculum within the framework of communicative
competence, significant efforts have been made to improve the quality of English instruction
in Indonesia during this period of globalization.

English is a required subject to be taken by all students. Students who learn English are
expected to be able to converse well in the language and to be prepared to continue their
education at college. However, making it mandatory does not ensure meeting the expectation.
The student’s willingness to learn the language plays a big role in achieving the expected
learning goals. Additionally, it cannot be denied that learning components also have an
impact on the students’ desire to learn the language. With respect to the learning process,
Riyana in Cici (2018:1) noted that its components include the objective of learning, the
learning content, the method of learning, the media of learning, assessment, students, and
teachers. To create a good English teaching and learning environment, it is believed that all
components must be maximized.

Based on the foregoing, I would like to carry out an evaluation of the English teaching-
learning process at SMPK 5 Bandung.

To evaluate the components of the English teaching and learning process, the CIPP
model will be used.

Overview of Context, Input, Process, and Product (CIPP) Model

The model CIPP developed by Stuffebeam entails four basic components such as context,
inputs, processes, and products. It captivated the interest of educationalists due to the model's
emphasis on evaluative data, which assisted in curricular decisions. It is an approach that is
built on a cycle of decision-making that includes planning, organizing, implementing,
reviewing, and revising the decisions as per the need.

The CIPP assessment methodology can be utilized formatively. Based on the four key
principles, the model encourages an evaluator in the formative type to question (a) what
needs to be done? (b) How should it be carried out? (c) Is it being completed? (d) Is it a
success?

Overall, the goal of CIPP assessment is to improve rather than to prove (Stufflebeam,
2003b), and it is therefore a helpful evaluation tool in curriculum or project evaluation.
Application of the CIPP Model

The table below illustrates the CIPP model in evaluation role with its purpose and tasks as
well as the process and/or methods.

Purpose Task Evaluation

Context To determine the To obtain information  The school library provides
general goals and on school’s policies, dictionaries and other resources
specific objectives learning environment, to assist English learning.
as well as to define purposes, and  The school environment
the characteristics students’ needs. supports the creation of active
of the environment. To identify various English communication for
factors such as the students.
teachers, students,
 The school environment
management, work
creates a conducive atmosphere
facilities, work
for students to learn English.
atmosphere,
 The school provides a language
regulations, the role of
laboratory.
the school committee,
community, and other  The school administers an
factors that may English extracurricular activity.
influence the  The school has a vision and
curriculum. mission for achieving the
English learning process well.
 The teacher’s teaching
handbook (buku guru) supplied
by the government has covered
the teacher’s needs in the
process of learning English in
the class.

Input To determine the to find out  Teachers graduated from the

level of utilization information about English Department.
of the various human resources at  Teachers have qualifications of
factors studied in school, students and minimal S1 education.
the context of teachers backgrounds,  Students have interest in
curriculum and the syllabus learning English and are
implementation. applied at SMPK 5. motivated.
 English KI (main competence)
and KD (based competence)
have matched the students’
needs in learning English.
 Subject matters written in the
English syllabus have matched
the need of students for
continuing higher education.
 The school has the English
 score standardization in student
enrollment.
 Learning media used by
teachers makes students pleased
with learning English.
 Learning activities are able to
build good communication
between students and teachers.

Process To collects various to obtain information  Teacher prepares for the

information about learning administration.
regarding the planning, teachers’  Teacher applies the scientific
implementation of methods approach to the teaching
the curriculum, and /approaches/strategies, process in the class.
various strengths classroom  Teacher understands and
and weaknesses in management, student applies learning material
the implementation activities, written in Buku Guru and Buku
process instruction, and Siswa supplied by the
evaluation. government.
 Teacher teaches students in the
class and outside of the class.
 Teacher uses library facilities in
the process of teaching English.
 Teacher uses IT media and
others.
 Teacher evaluates the students’
cognitive and psychomotor
aspects well.
 Teacher and students have a
great interaction.

Product gather information to investigate the  At the end of English learning,

on learning product of the criteria students feel happy and
outcomes, compare mentioned in the motivated to learn English
them to standards, process component. independently.
and make  After joining the English
curricular lesson, students indicate a good
judgments (revised, language character.
replaced, or  95% of students achieve the
continued). score above the Grade Point
Semester (KKM).
 Learning English process has
been able to improve students’
literation ability.
Results and Discussions

Context
Context evaluation is about the characteristics of the environment and its influence on
achieving the stated goals and objectives. It is fair to state that the school environment created
a conducive atmosphere for students to learn English. The existence of a language laboratory
and the institutionalization of English extracurriculars have supported the creation of active
English communication for students. The school vision and mission and the teaching
handbook supplied by the government have reinforced the teachers and the students in
achieving the English learning process well.

Input
Input evaluation is about the information on human resources at school, students’ and
teachers’ backgrounds, and the syllabus. From the table above, it is shown that teachers have
S1 education and graduated with an English degree. The data suggests that the students have
interests and are motivated in learning English. Lastly, it shows that teachers have a complete
understanding of the syllabus applied at school and have the capability to apply it to the
English teaching and learning process in the class.

Process
The process evaluation is about the teachers’ planning, teaching methods, approaches,
strategies, classroom management, students’ activities, instruction, and evaluation. The
information in the table indicates that the teachers make a big effort both in planning and
teaching. The teacher prepares for the learning administration and applies a scientific
approach to the teaching process. The teacher uses library facilities and IT media to enhance
the learning process. It is mentioned that the teacher and students have great interactions in
the class.

Product
Product evaluation is about investigating the product of the criteria mentioned in the process
of the component. The table above shows that students are satisfied at the end of the English
class and feel motivated to learn the language on their own. This arrangement has improved
the students’ literacy ability and they gain more confidence in using the language.