Evaluation of Ninth Grade English Instruction Programme Oualitatively Through Hammond’s Cube Model* **

Abstract

In this study, it is aimed to evaluate the 9th Grade English Curriculum with the Hammond Cube Model within the scope of the new English secondary education program, which started to be implemented gradually key to the grade level in the 2015-2016 academic year. In the process of meeting the expected standards of the new program which aims to further improve communicative competencies in English language, the need for a program assessment has emerged. In the study, variables of organization, content, method, and facilities included in the dimension of instruction; the variables of cognitive, affective and psychomotor domains included in the dimension of instruction and the variables of teacher and student included in the dimension of institution which are all present in the Hammond Cube Evaluation Model were aimed to be evaluated systematically and comprehensively through observation and semi-structured interviews. The research was designed with qualitative study model. In the Aydın province center, among the 7 Anatolian high schools which were determined to take into the scope of the research, 3 high schools were opted for gathering data. Qualitative semi-structured interviews were conducted with 8 English teachers who lectured in 9th class in the 3 schools mentioned and with three students for each school and nine students in total. In these three high schools, different English teachers and different 9th classes were observed through non-participant observation. All qualitative data obtained are analyzed by inductive content (thematic) analysis. In the research it was found that the 9th grade English language curriculum is comprehensive and functional. However, in the learning and teaching situations there are many obstacles for students to gain communicative proficiency in English language.