EVALUATING ENGLISH PRE-SERVICE TEACHER PROFESSIONAL EDUCATION PROGRAM IMPLEMENTATION

Patricia Angelina(1*),

(1) Ewha Womans University, South Korea and Sanata Dharma University, Indonesia
(*) Corresponding Author

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.

Keywords


English pre-service teacher professional education program, evaluation model, program evaluation

Full Text:

PDF

References


Afriadi, B., Tola, B., & Triana, D. D. (2023). Evaluation of the implementation of teacher professional education in Indonesia. International Education Trend Issues, 1(1), 1-9. https://doi.org/10.56442/ieti.v1i1.111

Apriliyanti, D. L. (2020). Enhancing teachers’ competencies through professional development program: Challenges and benefactions. Acuity: Journal of English Language Pedagogy, Literature and Culture, 5(1), 28-38. https://doi.org/10.35974/acuity.v5i1.2042

Bonk, C. J. (2002). Online training in an online world. Bloomington, IN: CourseShare.com.

Darmuh, M. M., & Ramdani, R. (2022). An analysis and evaluation toward the implementation of teacher competency test in Makassar, South Sulawesi, Indonesia. Journal La Edusci, 3(3), 81-91. https://doi.org/10.37899/journallaedusci.v3i3.654

Daud, A., Novitri, N., & Hardian, M. (2020). Evaluation of the teacher professional education program (PPG): English students’ perspective. Al-Ishlah: Jurnal Pendidikan, 12(2), 185-200. https://doi.org/10.35445/alishlah.v12i2.286

Fajrin, M., Roemintoyo, R., & Sukatiman, S. (2021) Persepsi dan minat mahasiswa program studi pendidikan teknik bangunan terhadap program profesi guru. Indonesian Journal of Civil Engineering Education, 7(2), 73-80. https://doi.org/10.20961/ijcee.v7i2.61103

Galih, A., & Iriani, C. (2018). Persepsi mahasiswa program pendidikan profesi guru (PPG) pendidikan sejarah terhadap program PPG. Jurnal Pendidikan Sejarah, 7(1), 66-83. https://doi.org/10.21009/JPS.071.05

Giatman, M., Haq, S., Inra, A., & Syah, N. (2020). Evaluation on teacher professional programs of Indonesia’s underdeveloped region (PPG SM-3T) for the building engineering education study program (PTB) Universitas Negeri Padang. International Conference on Education, Language, and Society, 278-282.

Hew, K. F., Liu, S., Martinez, R., Bonk, C., & Lee, J-Y. (2004). Online education evaluation: What should we evaluate? Association for Educational Communications and Technology, 243-246.

Hidayah, I. (2013). Implementation review of professional education of teachers (PPG) as the implementation of quality management function. Procedia-Social and Behavioral Sciences, 103, 467-472. https://doi.org/10.1016/j.sbspro.2013.10.361

Huda, S. A., Arifi, A., Putranta, H., & Azizah, A. N. M. (2021). Experiences of participants in teacher professional education on obtaining soft skills: A case study in Indonesia. European Journal of Educational Research, 10(1), 313-325. https://doi.org/10.12973/eu-jer.10.1.313

Indraswati, D., Utami, P. S., & Sutisna, D. (2020). Persepsi dan motivasi mahasiswa pendidikan guru sekolah dasar (PGSD) tentang profesi guru. Jurnal Dimensi Pendidikan dan Pembelajaran, 8(3), 131-138. http://dx.doi.org/10.24269/dpp.v8i3.2830

Kafrawi, F. R., Sodiq, S., & Julianto, J. (2021). The analysis of service satisfaction level in the implementation of teacher professional education program in 2020. Education and Human Development Journal, 6(1), 18-30. http://dx.doi.org/10.33086/ehdj.v6i1.1925

Kisrianto, A. G., & R, C. Iriani. (2018). Persepsi mahasiswa program pendidikan profesi guru (PPG) pendidikan sejarah terhadap program PPG. Jurnal Pendidikan Sejarah, 7(1), 66–83. https://doi.org/10.21009/jps.071.05

Kromrey, J. D., Hogarty, K. Y., Hess, M. R., Rendina-Gobioff, G., Hilbelink, A., & Lang, T. R. (2005). A comprehensive system for the evaluation of innovative online instruction at a research university: Foundations, components, and effectiveness. Journal of College Teaching & Learning (TLC), 2(6).

Ma’rifah, D. R., & Purbosari, P. P. (2020). Pendidikan profesi guru dalam pandangan mahasiswa. INKUIRI: Jurnal Pendidikan IPA, 9(1), 6-11. http://dx.doi.org/10.20961/inkuiri.v9i1.41375

Ristekdikti. (2018). Pedoman penyelenggaraan pendidikan profesi guru. Jakarta: Ristekdikti.

Roza, Y., & Siregar, S. N. (2018). Computer-based instrument for evaluation of professional teacher program (PPG). Proceedings of the UR International Conference on Educational Sciences, 521-527.

Sabilah, F., Abidasari, E., & Husamah, H. (2021). Teacher professional education coaching to produce high-quality lesson plans. Journal of Community Service and Empowerment, 2(1), 13-21. https://doi.org/10.22219/jcse.v2i1.15905

Saptono, B., Herwin, H., & Firmansyah, F. (2021). Web-based evaluation for teacher professional program: Design and development studies. World Journal on Educational Technology: Current Issues, 13(4), 672-683. https://doi.org/10.18844/wjet.v13i4.6253

Shalihah, R., & Syafryadin, S. (2023). In-service ELT teachers’ perception of learning management system (LMS) implementation during teacher educational education program (PPG). Edu-Ling: Journal of English Education and Linguistics, 6(2), 175-181. https://doi.org/10.32663/edu-ling.v6i2.3343

Simanjorang, M. M., Mansyur, A., & Gultom, S. (2020). Reconstruction of professional teacher education program. Journal of Education and Practice, 11(16), 99-105. https://doi.org/10.7176/JEP/11-16-12

Stufflebeam, D. L., & Shinkfield, A. J. (2007). Evaluation theory, models and applications. San Francisco, CA: Jossey Bass.

Stufflebeam, D. L., & Zhang, G. (2017). The CIPP evaluation model: How to evaluate for improvement and accountability. New York: Guilford Publications.

Stufflebeam, D. L. (2003). Institutionalizing evaluation in schools. In T. Kellaghan & D.L. Stufflebeam (Eds.), International handbook of educational evaluation (pp. 775-805). Dordrecht: Springer Netherlands. https://doi.org/10.1007/978-94-010-0309-4

Thompson, M. M., & Irele, M. E. (2003). Evaluating distance education programs. In G.M. Moore (Ed.), Handbook of distance education (pp. 567-584). Mahwah: Lawrence Erlbaum Associates.

Wang, Y. (2008). Influence of planning on students’ language performance in task-based language teaching. English language teaching, 1(1), 83-86. http://dx.doi.org/10.5539/elt.v1n1p83

Widiati, U., & Hayati, N. (2015). Teacher professional education in Indonesia and ASEAN 2015: Lessons learned from English language teacher education programs. ASEAN integration and the role of English language teaching, 3(1), 121-148. http://dx.doi.org/10.5746/LEiA/ASEAN_Integ_ELT

Yantono, A. (2016). Evaluasi program tunjangan profesi guru di SMP Negeri Kabupaten Kendal. Kelola: Jurnal Manajemen Pendidikan, 3(2), 277-293. https://doi.org/10.24246/j.jk.2016.v3.i2.p277-293

Zhang, G., Zeller, N., Griffith, R., Metcalf, D., Williams, J., Shea, C., & Misulis, K. (2011). Using the context, input, process, and product evaluation model (CIPP) as a comprehensive framework to guide the planning, implementation, and assessment of service-learning programs. Journal of Higher Education Outreach and Engagement, 15(4), 57-84.

Zid, M., Marini, A., Supena, A., & Casmana, A. R. (2021). A study on the implementation of teacher professional education (PPG) in State University of Jakarta. Proceedings of ICHELSS: International Conference on Humanities, Education, Law, and Social Sciences, l(1), 219-229.




DOI: https://doi.org/10.24071/llt.v27i2.7172

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Patricia Angelina

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed and abstracted in:

     

 

 

LLT Journal Sinta 1 Certificate (S1 = Level 1)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 1 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 169/E/KPT/2024. Validity for 5 years: Vol ... No 1, 20... till Vol ... No 2, 20...


Sinta 1 certificate to post here asap. Thank you for your patience and understanding. 

 

  

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

Free counters!


 LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.