This study evaluates the process and product of English language learning at SMKN 1 Tapalang, a vocational high school in West Sulawesi, Indonesia, using the CIPP (Context, Input, Process, Product) evaluation model. Employing a qualitative descriptive design, data were collected through observations, semi-structured interviews, and document analysis involving two English teachers, twenty Grade XII students, and five parents. The findings reveal that the learning process has been implemented in a structured and interactive manner, with teachers applying varied methods such as discussions, group work, role play, and project-based learning, supported by instructional media including videos, audio, and digital tools. Classroom interaction is two-way and encourages active student participation. In terms of product, students demonstrate improvement in basic English competencies, particularly in vocabulary, sentence structure, and simple communication. Learning outcomes are aligned with students' vocational needs, as materials are tailored to specific majors such as nursing and office administration. However, student performance and confidence have not yet reached an optimal level, indicating the need for further improvement in instructional strategies, assessment practices, and facility support to achieve more consistent and sustainable learning outcomes.
Muhammad Shiddiq, Murni Mahmud, Amra Ariyani· International Journal of Lan...· 0 citations
Translanguaging is gaining increasing attention as a bilingual/multilingual pedagogical practice in English as a Foreign Language (EFL) classrooms because it allows teachers and students to utilize their language repertoires to support classroom interactions and learning processes. However, previous research in the Indonesian EFL context has largely focused on teacher practices, teacher observations, or instructional strategies without adequately exploring the roles and functions of translanguaging in supporting classroom engagement and conceptual understanding from both teacher and student perspectives. Therefore, this study aims to explore the roles and functions of translanguaging based on teachers' experiences and students' opinions in supporting engagement and conceptual understanding through translanguaging applications in EFL classrooms. This study employed a qualitative multiple case study design involving English teachers and students from two secondary schools in Indonesia. Data were collected from semi-structured interviews and analyzed using Reflexive Thematic Analysis. The findings indicate that teachers perceive translanguaging as an important instructional and interactional resource in clarifying concepts, facilitating classroom communication, encouraging student participation, and reducing language barriers during classroom interactions. Meanwhile, students perceived translanguaging as helpful in increasing emotional comfort, supporting active participation, and enhancing classroom engagement during English learning activities. The findings of this study indicate that translanguaging serves as a supportive bilingual practice in facilitating more meaningful classroom interactions in an EFL context. This study contributes to the growing discussion on translanguaging for multilingual research by providing a more comprehensive understanding of how translanguaging is perceived by both teachers and students in Indonesian EFL classrooms, particularly in Makassar.
Nadhifah Rifdhah, Murni Mahmud, Andi Anto Patak· International Journal of Lan...· 0 citations
