THE EVALUATION OF THE FOURTH ENGLISH COURSE BOOK THROUGH CIPP MODEL AT PESANTREN MAMBAUS SHOLIHIN

Key words: Evaluation, The Fourth English Course Book, CIPP Model.

The quality of coursebooks plays a crucial role in supporting effective
English language education. Systematic evaluation of coursebooks used in
educational institutions is essential to ensure their relevance and effectiveness. This
study aims to evaluate the fourth English coursebook used at Pesantren Mambaus
Sholihin using the CIPP (Context, Input, Process, Product) evaluation model.
The research method was quantitative, with a descriptive approach through
a survey. Data was collected through a Likert-scale based closed questionnaire,
which was distributed to five instructors and 95 1st grade senior high school
students at the Pesantren.
The evaluation showed that instructors and students rated the context and
process aspects well. In contrast, the input (especially learning materials) and
product (learning outcomes) aspects showed weaknesses, especially in the 6th input
item. The validity and reliability of the instruments were tested, and the criteria
were met. These results indicate that the book, which is quite relevant to the learning
needs, requires urgent revisions to the material structure and content to improve its
effectiveness in supporting the English learning process.
This study is original in applying the CIPP model to evaluate a coursebook
explicitly used in an Islamic boarding school context, which has rarely been
explored in previous research. The findings imply that coursebook developers and
educators need to revise the content and structure of the current material to better
support students’ learning outcomes. Further researchers are advised to involve
more institutions for broader data and to use mixed methods to gain deeper insights.
More focused evaluation tools are also suggested to assess learning materials better
and improve them.