The Effectiveness of the English Teaching Program in Senior High School: Case of SMAN 3 Yogyakarta

Irambona, Alfred (2015) The Effectiveness of the English Teaching Program in Senior High School: Case of SMAN 3 Yogyakarta. S2 thesis, UNY.

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Abstract

The aim of this study was to evaluate the effectiveness of the English Teaching Program in senior high schoolat SMA Negeri 3 Yogyakarta, grade eleven. This research was a summative case study using a mixed-methods. Descriptive statistics were used to analyze the quantitative data and the qualitative data followed a descriptive analysis. This study involved 43 students of SMAN3 and their two respective English teachers as the data sources. The CIPP evaluation model developed by Stufflebeam (1971) was used. To collect the data, a variety of instruments were used such as observation, questionnaires, interviews and documentations. The study’s results from context component show that: (a) the program objectives were effective since the students’ needs were covered up to 66.67% and the students’ barriers were covered up to 75%. In the same component, it was also found that the classroom condition was conducive to the meeting of students’ needs and barriers with a mean score of 16.6. From the input component it is found that: (a) both SMAN3 English teachers were qualified in English teaching and that they were experienced, (b) the teaching training was found not enough since the time allotted to that training was not enough, (c) 25.58% of the students had no personal students’ book. That may be one of the handicaps of the program implementation, (d) English teachers of SMAN3 Yogyakarta grade eleven created their own course designs based on the program objectives, needs and barriers of the students. In the process component, it is found that: (a) the available teaching/learning materials felt in an effective category as they were helpful for students to overcome their needs and problems at SMAN3 Yogyakarta, (b) teaching methods were found effective with a mean score of 67.22. It was found that a variety of teaching methods were in regular use such as communicative approach, scientific approach, project-based learning, etc; (c) teachers were not relying only on the teaching methods set in the curriculum 2013; they were also using their hidden curriculum and collaborating with other English teachers, (c) assessments were found effective as they were helping teachers to resolve students’ problems and help students to meet their needs. In the product component it is found that: (a) students’ needs were in an “effective” category as 72.09% of the students’ needs were fulfilled, (b) students’ needs were in the “effective” category as 74.42% of the students’ barriers were solved, (c) the majority of the students (76.74%) were satisfied with their English marks as they passed the subject with a class mean of 83; (d) the teaching/learning materials were found “no effective” as 58.14% of the students said that they were not satisfied with the teaching materials; e) the English teaching program was “effective” as 60.47% of the students said that they were satisfied with the English teaching program.

Item Type:	Thesis (S2)
Uncontrolled Keywords:	Efektifitas Program, tujuan program, kebutuhan dan hambatan siswa, metode pengajaran, materi pengajaran
Subjects:	Pendidikan > Teori dan Praktek Pendidikan
Divisions:	Sekolah Pascasarjana (SPS) > Penelitian dan Evaluasi Pendidikan
Depositing User:	Perpustakaan Pascasarjana
Date Deposited:	08 Sep 2015 07:34
Last Modified:	21 Jun 2022 07:50
URI:	http://eprints.uny.ac.id/id/eprint/25904

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