An evaluation of the effectiveness of the English Upgrading program for TOEFL in an Indonesian university using the CIPP model

Labibatussolihah Labibatussolihah, N. Adriani
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Abstract

Human resources capacity building is a vital part of institutional development, especially in the educational field, such as the university. As an academic language, English skills are highly needed among lecturers to improve the quality of institutions in general. What is the effectiveness of an English preparation course for lecturers in an Indonesian university during the pandemic time? Using Stufflebeam’s CIPP model, this study aims to measure the quality and make recommendations on what should be improved or changed from such activity. There were 25 participants, two tutors, and one program coordinator involved as an informant. An online questionnaire was administered, as well as an in-depth interview with the tutors, coordinator, and selected participants. The results show that (1) the context is suitable to the condition, resources, and needs of the institution as well as participants. (2) In the Input section, the curriculum and variations in learning methods need to be further developed. (3) In the process section, the obstacles faced were the lecturer’s workload, which should be adjusted during the course to make them focus on the program. (4) In the product section, a high level of satisfaction was found among the participants, with an overall positive review of its merit. There is still room for improvement. One of them is to follow up on participants’ progress after the program is ended. An evaluation sheet or survey should be administered after the program is finished to assess the quality of the tutors and participants’ satisfaction with the training.
使用CIPP模型对印尼一所大学托福英语升级课程的有效性进行评估
人力资源能力建设是机构发展的重要组成部分,特别是在教育领域,如大学。作为一种学术语言,英语技能对讲师来说是非常必要的,以提高整个机构的质量。在疫情期间,为印尼大学讲师开设的英语备课效果如何?使用Stufflebeam的CIPP模型,本研究旨在衡量质量,并就这些活动应该改进或改变的地方提出建议。共有25名参与者,两名导师和一名项目协调员作为线人参与其中。我们进行了一份在线问卷调查,并对导师、协调员和选定的参与者进行了深入访谈。结果表明:(1)情境与机构和参与者的条件、资源和需求相适应。(2)在输入部分,课程和学习方法的变化需要进一步发展。(3)在过程部分,面临的障碍是讲师的工作量,在课程中应该调整讲师的工作量,使他们专注于项目。(4)在产品部分,在参与者中发现了高水平的满意度,对其优点进行了总体积极的评价。仍有改进的余地。其中之一是在项目结束后跟进参与者的进展。课程结束后,应进行评估表或调查,以评估导师的质量和学员对培训的满意度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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