Evaluating the Implementation of Bilingual Learning Programs Using the CIPP Model

Abstract

This study aimed to evaluate the implementation of the bilingual learning program at SDS Laboratory UPI Purwakarta using the Context, Input, Process, Product (CIPP) model. The research used a qualitative approach with a case study design. Data were obtained through interviews with one coordinator, three teachers, and two grade VI students, observations in four classes for 35 minutes each, and documentation studies. Data were analyzed through deductive-inductive coding and triangulation of sources and methods. In the Context aspect, the program objectives were oriented towards early exposure to English and in line with the school's vision, while parents' expectations were known through informant reports. In the Input aspect, curriculum, teaching materials, and media were available to support the program, although some documents could not be verified. In the Process aspect, observation showed the use of two languages, re-explanations, and variations in learning strategies. In the Product aspect, observations recorded participation and opportunities to use English, while interviews revealed students' learning experiences and perceptions of confidence. The documentation contained a plan of supporting activities, but did not provide evidence of development of language skills. The findings showed that the availability of resources was not always followed by uniform implementation between classes. This study did not prove an objective improvement of English language skills.