EVALUASI PROGRAM PEMBELAJARAN BILINGUAL TERHADAP PENINGKATAN KOMPETENSI ENGLISH SISWA MODEL KIRKPATRICK (CASE STUDY DI SMP ISLAM AL-AZHAR 26 YOGYAKARTA)

Eka Oktavia, NIM.: 23204092034 (2025) EVALUASI PROGRAM PEMBELAJARAN BILINGUAL TERHADAP PENINGKATAN KOMPETENSI ENGLISH SISWA MODEL KIRKPATRICK (CASE STUDY DI SMP ISLAM AL-AZHAR 26 YOGYAKARTA). Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research is motivated by the need to evaluate the effectiveness of a bilingual learning program that has not previously been assessed comprehensively, as well as by the discovery of variations in students’ English competence, which indicate the necessity for deeper analysis of teacher readiness, consistency of instructional methods, and the utilization of supporting facilities. Amid the demands of globalization that increasingly emphasize the importance of English proficiency, schools implementing bilingual programs must ensure that learning implementation meets ideal standards. SMP Islam Al-Azhar 26 Yogyakarta is an educational institution that develops a bilingual program by integrating the national curriculum with the Cambridge curriculum; therefore, it is important to examine the extent to which this program is effective in improving students’ competence. This research is an evaluative study employing a qualitative method with a descriptive approach. Data were collected through observations, in-depth interviews with the principal, bilingual teachers, the program coordinator, and students of the bilingual classes, as well as documentation. Data analysis was conducted using the Miles and Huberman data analysis techniques, which include data reduction, data display, and conclusion drawing/verification. Technique triangulation and source triangulation were also applied to ensure data validity The results of the study indicate that: (1) SMP Islam Al-Azhar 26 Yogyakarta demonstrates optimal readiness in implementing the bilingual program through visionary leadership, clear policies, competent teachers, adequate facilities and infrastructure, integration of the national and Cambridge curricula, and external partnership support that strengthens program sustainability. (2) The program implementation is carried out in a well-planned manner involving teachers, students, and parents. Interactive, technology-based learning methods are able to improve students’ English competence while also fostering motivation, interest, attention, and positive character in accordance with Islamic values. (3) The Kirkpatrick evaluation shows that students respond positively (reaction), experience improved English competence (learning), demonstrate more active and confident behavior (behaviour), and achieve improved academic performance and global readiness (results).

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