English Teaching and Learning in Vocational High Schools: A Process and Product Evaluation Using the CIPP Model

Abstract

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.