EVALUATING ENGLISH PRE-SERVICE TEACHER PROFESSIONAL EDUCATION PROGRAM IMPLEMENTATION

Abstract

The English Pre-Service Teacher Professional Education Program is a breakthrough established by the Indonesian government to produce certified professional English teachers who are trained to teach at the elementary, secondary, and preschool levels. This study aims to evaluate the implementation of the English Pre-Service Teacher Professional Education Program (PPG) at Sanata Dharma University using a Context, Input, Process, Product (CIPP) evaluation model. By evaluating and identifying the advantages and disadvantages of the current English Pre-Service Teacher Professional Education Program, this study would provide a framework that would improve the standard of English Pre-Service Teacher Professional Education Program implementation at Sanata Dharma University. This study employed mixed methods. The study participants were 30 English pre-service teachers enrolled in the English Pre-Service Teacher Professional Education Program in the English Department at Sanata Dharma University. A focus-group interview, an open-ended questionnaire, and a CIPP survey were used to collect data for this study which was conducted during the implementation of the English Pre-Service Teacher Professional Education Program. It is expected that utilizing the CIPP Model as a decision-making tool can help Sanata Dharma University improve the efficacy of the English Pre-Service PPG implementation.