Formative Evaluation on Course Structure and Credits at English Language Teaching Curriculum

Abstract

This study aims to describe the appropriateness of the real condition of the course structure and credits on the 2010 Curriculum at English Education Department at Alauddin State Islamic University of Makassar (called UIN Alauddin Makassar) compared to the ideal conditions. The significance of this study is being primary data in developing the existing curriculum at the department. It adapts Stake's Countenance Model as the design evaluation. The data collected in this study are quantitative and qualitative data. The findings show that the appropriateness level between the objective conditions and actuality standard/objective intensity on curriculum design components with overall subcomponents on the course structure is categorized as moderate. In this case, some of the subcomponents still require limited amendment or revision in accordance with the instructions of National Education Standards Agency (called BSNP). Then, the appropriateness level of the learning burden between the objective conditions and actuality standard/objective intensity on the overall components is categorized as low. It indicates that the learning burden management through Semester Credit System still requires major changes or revisions in accordance with the instructions of National Education Standards Agency. Furthermore, the students and lecturers have relatively different attitude in viewing at the course structure and learning burden based on the curriculum. In this case, the students point out that the course structure and learning burden are less eligibility to be maintained with score 42.86%; whereas the lecturer point out the two components are totally not eligibility to be maintained with score 9.25%. Introduction Formative evaluation of curriculum as the object of this study was based on the need analysis (Li, 2014; and Nepomnayshy, et.al., 2016) dealing with the course materials, and the strengths and weaknesses of the curriculum utilized at English Education Department of Alauddin State Islamic University of Makassar. It was evaluated to ensure its appropriateness with the demands of the society development and stakeholders' needs. It aimed to repair or adjust and refine it. It was intended that the graduates had high competitiveness and their knowledge was relevant to the demands of the science and the users of the graduates. Related to this study, in the process of developing K-10 PBI through a consortium, there still remained some problems that the settlement requires time lapse with monitoring during the implementation of the curriculum. The problem that was most prominent and widely discussed among students and lecturers was the number of credits. In this case, there were several subjects in the group of scientific and skills belonging to faculty tend to overlap with some subjects in the group skills belonging to department. For example, Pengembangan Kurikulum course from faculty overlapped with Curriculum and Materials Development course from department. The contents of both courses are just the same.