Evaluation of the Effectiveness of the English Class Program at Al Ghozali Islamic Boarding School Using the Discrepancy Approach

Abstract

This study aims to evaluate the effectiveness of the English Class Program at Al-Ghozali Islamic Boarding School using Provus’ Discrepancy Evaluation Model (DEM). The evaluation focuses on the alignment between program standards and actual implementation across four main components: design, installation, process, and outcomes. This research employs a descriptive qualitative approach with a case study design. Data were collected through in-depth interviews, observation of learning activities, and documentation analysis, and were examined using Miles and Huberman’s interactive analysis model supported by triangulation techniques to ensure data validity. The findings indicate that the program design was formulated comprehensively, and most standards were implemented during the installation stage, although documentation of competency standards and evaluation procedures had not been systematically organized. At the process stage, learning activities were conducted effectively through varied instructional methods and supported by pesantren-specific programs. At the outcome stage, the program contributed to improvements in students’ speaking and listening skills, while reading skills and documentation of learning progress still required further strengthening. Overall, the English Class Program was considered effective and feasible to continue with several modifications, particularly in strengthening standard documentation, ensuring consistency in instructional processes, and optimizing the use of digital media. Despite being limited to a single pesantren context, this study provides an evaluative reference for the development and improvement of similar English Class programs and contributes to the theoretical discourse on program evaluation and foreign language learning management in Islamic boarding schools.