Document Type
Article
Abstract
This research was conducted to evaluate the management program in English village, maintain the implemented program, and increase program quality. The method used in this study was descriptive qualitative and quantitative research. The model evaluation used was CIRO (Context, Input, Reaction, and Outcome) by War, Bird, and Rackman. The subject of this research were 30 students, four tutors, and a program director. Interview, survey, and observation were used for collecting the data. The analyzed quantitative data used descriptive percentages, and qualitative data used condensation, data exposure, conclusion drawing, and verification. The results of this study show that (1) context in this study considered to participant needed which synchronized to the standard implementation of the TOEFL real test and national standard. (2) input has been provided and is well prepared, including program plan, tutor qualification, for admission of course participants, and facilities. (3) Reaction of the participants' satisfaction was in the satisfactory category, and the participant's assessment reaction of the TOEFL program implementation process was in the very good category. (4) Outcome obtained by course participants in the TOEFL scoring has not increased significantly; it has even decreased during the last test.
First Page
63
Last Page
76
Issue
1
Volume
25
Digital Object Identifier (DOI)
10.21831/pep.v25i1.39375
Recommended Citation
Maharani, Mega Selvi and Putro, Nur Hidayanto Pancoro Setyo
(2021)
"Evaluation of TOEFL preparation course program to improve students' test score,"
Jurnal Penelitian dan Evaluasi Pendidikan: Vol. 25:
Iss.
1, Article 6.
DOI: 10.21831/pep.v25i1.39375
Available at:
https://scholarhub.uny.ac.id/jpep/vol25/iss1/6
References
Adib, H. S., Mardapi, D., Zamroni, Z., & Jait, A. (2019). Evaluation of Islam education teachers training implementation. Jurnal Penelitian Dan Evaluasi Pendidikan, 23(2), 106-116. https://doi.org/10.21831/pep.v23i2.20986
AktaÅŸ, C. K., & GündoÄŸdu, K. (2020). An extensive evaluation study of the English preparatory curriculum of a foreign language school. Pegem EÄŸitim ve Öğretim Dergisi, 10(1), 169-214. https://doi.org/10.14527/pegegog.2020.007
Alemi, M., & Pazooki, S. J. (2020). A stakeholder-based evaluation of engineering ESP courses' effectiveness. https://doi.org/10.21203/rs.3.rs-58769/v1
Ali, H. (2012). The use of silent reading in improving students' reading comprehension and their achievement in TOEFL score at a private English course. International Journal of Basic and Applied Science, 1(1), 47-52. https://doi.org/10.17142/ijbas-2012.1.1.8
Barnes, M. (2016). The washback of the TOEFL iBT in Vietnam. Australian Journal of Teacher Education, 41(7), 158-174. https://doi.org/10.14221/ajte.2016v41n7.10
Britton, J., & Vignoles, A. (2020). Education production functions. In G. Johnes, J. Johnes, T. Agasisti, & L. López-Torres (Eds.), Handbook of contemporary education economics (pp. 246-271). Edward Elgar Publishing. https://doi.org/10.4337/9781785369070.00016
Choudhury, G. B., & Sharma, V. (2019). Review and comparison of various training effectiveness evaluation models for R & D organization performance. PM World Journal, 8(2), 1-13.
Dahuri, D. (2019, December 12). Indeks kemampuan bahasa Inggris orang Indonesia nomor 61. Media Indonesia. https://mediaindonesia.com/humaniora/277217/indeks-kemampuan-bahasa-inggris-orang-indonesia-nomor-61
Dewi, L. R., & Kartowagiran, B. (2018). An evaluation of internship program by using Kirkpatrick evaluation model. Research and Evaluation in Education, 4(2), 155-163. https://doi.org/10.21831/reid.v4i2.22495
Direktorat Pembinaan Kursus dan Pelatihan. (2018). Data dan informasi kursus dan pelatihan 2018. Direktorat Jenderal Pendidikan Anak Usia Dini dan Pendidikan Masyarakat.
English First. (2020). The world's largest ranking of countries and regions by English skills. English First - English Proficiency Index. https://www.ef.co.id/epi/
Gonçalves, G. J., & Chauma, A. M. (2020). Challenges for foreign English language teacher education programme in Mozambique with focus on Zambézia Teacher Training Colleges. London Journal of Research in Humanities and Social Sciences, 20(1), 23-34. https://research.journalspress.com/index.php/socialscience/article/view/585
Gür, R., & Eriçok, B. (2020). The relationship among academic success scores of graded foreign language courses. Dil ve Dilbilimi ÇalıÅŸmaları Dergisi, 16(2), 809-821. https://doi.org/10.17263/jlls.759309
Ismail, I., & Othman, R. (2020). A review of literature on the English language entry requirement for international students into postgraduate programs in Universiti Teknologi Malaysia. Journal of Critical Reviews, 7(11), 543-549. http://www.jcreview.com/?mno=117854
Kurniawati, E. (2017). Manajemen strategik lembaga pendidikan Islam dalam meningkatkan mutu pendidikan: Studi kasus di Madrasah Aliyah Nahdlatul Ulama Gondang Sragen. At-Taqaddum, 9(1), 113-132. https://doi.org/10.21580/at.v9i1.1784
Liu, F. (2020). Failure of humanities-based instruction to achieve students' language goal in college English courses. Journal of Language Testing & Assessment, 3(1), 1-4. https://doi.org/10.23977/langta.2020.030101
Ma, J., & Cheng, L. (2016). Chinese students' perceptions of the value of test preparation courses for the TOEFL iBT: Merit, worth, and significance. TESL Canada Journal, 33(1), 58-79. https://doi.org/10.18806/tesl.v33i1.1227
Mardapi, D. (2017). Pengukuran, penilaian, dan evaluasi pendidikan (Revised ed). Parama Publishing.
Maruf, Z., Rahmawati, A. S., Siswantara, E., & Murwantono, D. (2020). Long walk to quality improvement: Investigating factors causing low English proficiency among Indonesian EFL students. International Journal of Scientific & Technology Research, 9(3), 7260-7265. http://www.ijstr.org/final-print/mar2020/Long-Walk-To-Quality-Improvement-Investigating-Factors-Causing-Low-English-Proficiency-Among-Indonesian-Efl-Students.pdf
Mulyasa, E. (2005). Menjadi guru profesional. Remaja Rosda Karya.
Nazri, M. A., Wijaya, H., & Zainurrahman, Z. (2020). EFL students' ability in answering TOEFL reading comprehension section. Journal of Physics: Conference Series, 1539, 012044. https://doi.org/10.1088/1742-6596/1539/1/012044
Nikolaieva, O. (2016). A qualitative study on preparing EFL students to take the TOEFL internet-based (iBT) test in the Ukrainian context [Master thesis, University of Stavanger]. https://uis.brage.unit.no/uis-xmlui/handle/11250/2400189
Nurhayati, N., Hendrawaty, N., & Angkarini, T. (2013). The acquisition of English as a foreign language in Pare East Java (Kampung Inggris) (A case study of what and how the acquisition of English in Pare). Deiksis, 5(2), 81-88. https://journal.lppmunindra.ac.id/index.php/Deiksis/article/view/462
Perez, B. E. O., & Mardapi, D. (2015). Evaluation of the bridging course offered at a university to foreign students: Batches of 2012 and 2013. Research and Evaluation in Education, 1(2), 146-157. https://doi.org/10.21831/reid.v1i2.6667
Regulation of the Minister of National Education No. 49 of 2007 on the Standard of Educational Management by Nonformal Educational Units, (2007).
Sahayu, W., & Friyanto, F. (2019). The effect of Youtube on high school students' second language acquisition. International Journal of Linguistics, Literature and Translation (IJLLT), 2(6), 38-44. https://doi.org/10.32996/ijllt.2019.2.6.5
Sakurai, N. (2020). Exploring a placement test for extensive reading programs. Humanities Series, 2(3), 53-70. https://ksu.repo.nii.ac.jp/?action=repository_action_common_download&item_id=10468&item_no=1&attribute_id=22&file_no=1
Silva, A. L. B. de C. e, & Tosqui-Lucks, P. (2020). Around the world in Aeronautical and Aviation English courses. Revista CBTecLE, 2(1), 418-440. https://revista.cbtecle.com.br/index.php/CBTecLE/article/view/274
Sudjana, S. (2004). Pendidikan nonformal. Falah Production.
Sutton, B. (2006). Adopting a holistic approach to the valuation of learning programmes deployed in corporate environments [Thesis, Middlesex University, London]. https://eprints.mdx.ac.uk/2667/
Syakur, A., Zainuddin, H. ., & Hasan, M. A. (2020). Needs analysis English for specific purposes (ESP) for vocational pharmacy students. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(2), 724-733. https://doi.org/10.33258/birle.v3i2.901
Syamsuddin, I., & Min, A. (2014). Assessing moodle as learning management system platform for English course based TOEFL. International Journal of Computer Trends and Technology, 18(6), 276-279. https://doi.org/10.14445/22312803/IJCTT-V18P158
Topno, H. (2012). Evaluation of training and development: An analysis of various models. IOSR Journal of Business and Management, 5(2), 16-22. https://doi.org/10.9790/487X-0521622
Wang, Y. (Tina). (2019). The impact of TOEFL on instructors' course content and teaching methods. The Electronic Journal for English as a Second Language, 23(3), 1-18.
Wenjie, S. (2020). Evaluating an English course for master students in China: A case of business English for accounting program. International Journal of English Language Teaching, 7(1), 31-40. https://doi.org/10.5430/ijelt.v7n1p31
Yogawati, N. D., & Widihastuti, W. (2019). Evaluating the implementation of English communication therapy (ECT): An objective structured clinical assessment (OSCA) approach. Jurnal Penelitian Dan Evaluasi Pendidikan, 23(1), 87-94. https://doi.org/10.21831/pep.v23i1.22449
Zhao, L. (2020). A study on the feedback of college English dynamic classified teaching effect. Theory and Practice in Language Studies, 10(6), 678-684. https://doi.org/10.17507/tpls.1006.08