THE EVALUATION OF CIPP (CONTEXT, INPUT, PROCESS, PRODUCT) MODEL FOR ENGLISH LANGUAGE LEARNING IN MTSN 5 NGANJUK

Abstract

The aim of this study was to find out the application of the implementation of English
language learning based on the Merdeka Curriculum at MTsN 5 Nganjuk with the evaluation of the
CIPP (Context, Input, Process, Product) model. This research is qualitative research that uses the
CIPP model by evaluating each component of the context, input, process and product to achieve an
effective learning process. Sources of research data were English language teachers, curriculum
representatives, and school principals at MTsN 5 Nganjuk. Data collection using observation
instruments, documentation, and interviews. The data is analyzed by descriptive qualitative.
The study reveals that the context, input, process, and product components in English
language learning at MTsN 5 Nganjuk are overall good. Context evaluation, covering school profile,
teacher preparation, learning activities, observations, and teacher feedback, is rated positively. Input
evaluation shows the teaching staff’s educational background (Bachelor's and master’s in education)
and material mastery as good, though teachers sometimes overly rely on textbooks. Information
technology is used but infrequently, and facilities adequately meet both student and teacher needs.
The process evaluation indicates that planning and implementing English language learning in the
Merdeka Curriculum is fairly effective. Product evaluation through formative and summative
assessments highlights listening as the most mastered skill, with writing as the least.
Keywords: Evaluation model, CIPP, Merdeka curriculum.