| >>>Introduction | | | | Content: 3.29 |
| Indonesian Language and Culture Learning Service | | | | Instruction: 3.46 |
| (INCULS) is a department in the faculty of cultural | | | | Overall: 3.5 |
| science, Gadjah Mada University. The overall goal of | | | | The results suggested that the students were fairly |
| INCULS is to prepare foreign students with | | | | satisfied with the program. However, according to |
| Indonesian language and culture through a training | | | | the interview, some students revealed that the |
| course period. Foreign students from developing | | | | program was little of important for their future study |
| countries that get scholarship from Indonesian | | | | when they do master degree since they were told |
| government to pursue master degree in Indonesia | | | | they could use English. They perceived that the |
| have to be trained in INCULS so that they can | | | | program was very important for everyday life but |
| survive in term of communication in their everyday | | | | not academic. Some students complained that the |
| lives as well as their academic environment. The | | | | book was not very attractive and there were no |
| program was conducted during an eight-month period | | | | clear objectives in each lesson. Answering to the |
| from September to May 2007. An evaluation was | | | | question if a variety of media was used to help |
| intended to make judgments about the merit, value, | | | | teaching learning process, most students said no and |
| or worth of the training program conducted at | | | | some teachers come to teach without preparation. |
| INCULS. This evaluation study was to find out the | | | | 2. Learning |
| reaction of the students participating in the course | | | | There was absolutely learning occurred in the |
| and to find out if the program was effective and | | | | program. It was known that students had zero |
| efficient in delivering knowledge to students. It was | | | | knowledge of Indonesian before they came to study. |
| envisaged that this evaluation study would increase | | | | This means that they did not know anything about |
| efficiency, effectiveness and good performance in | | | | Indonesian; however, after studying they can |
| delivery good quality of learning program at INCULS. | | | | communicate Indonesian effectively, they can read |
| Evaluating reaction is the same thing as measuring | | | | some paper and even do some writing for their class. |
| customer satisfaction (Kirckpatrick, 1998:25). He | | | | To be sure, mean scores of two tests which were |
| continued that if training is going to be effective, it is | | | | done in the middle and at the end of the course |
| important that trainees react favorably to the training | | | | were taken to comparison. The report of the test |
| or they will not be motivated to learn. Motivation has | | | | was obtained from INCULS and the results revealed: |
| been considered a major impact on human behavior | | | | Vocabulary Writing Reading Grammar Conversation |
| (Sprinhall, N.A &Sprinhall R.C, 1987: 463). According to | | | | Total Mean |
| Brophy (1987), motivation to learn is a competence | | | | Test 1 77.58 83.83 85 72.33 77.75 79.29 |
| acquired "through general experience but stimulated | | | | Test 2 80.25 84 76.91 72.58 80.83 79.91 |
| most directly through modeling, communication of | | | | Total Gain 2.67 0.17 -8.09 0.25 3.08 0.62 |
| expectations, and direct instruction or socialization by | | | | The scores show that there was tremendous |
| significant others (especially teachers)." The beliefs | | | | improvement of students from 0% (zero knowledge |
| teachers themselves have about teaching and | | | | of Indonesian) to 79.29% in the first test and 79.91 in |
| learning and the nature of the expectations they hold | | | | the second test. There was an overall gain of 0.62% |
| for students also exert a powerful influence (Raffini, | | | | at the end of the course; however, if we look at |
| 1993:286). As Stipek (1988) notes, "To a very large | | | | each subject in the first and second test, reading |
| degree, students expect to learn if their teachers | | | | score decreases to 8.09%. This means students' |
| expect them to learn." School wide goals, policies, and | | | | reading ability is very limited. Conversational score |
| procedures also interact with classroom climate and | | | | increases 3.08% which is the highest gain among the |
| practices to affirm or alter students' increasingly | | | | five subjects and the vocabulary gain score is 2.67% |
| complex learning-related attitudes and beliefs. | | | | which is the second highest. The observation was |
| Classroom climate is important. If students | | | | made in school campus and public place including |
| experience the classroom as a caring, supportive | | | | market, football pitch…etc, and it amazingly |
| place where there is a sense of belonging and | | | | revealed that most of the time students used |
| everyone is valued and respected, they will tend to | | | | Indonesian language to communicate among friends. |
| participate more fully in the process of learning. | | | | Indonesian students who communicated with the |
| Effective learning in the classroom depends on the | | | | population reported that they understood the |
| teacher's ability to maintain the interest that brought | | | | communication 90% from various topics in |
| students to the course in the first place" (Ericksen, | | | | Indonesian. The foreign students further stated that |
| 1978:3). Courses should be instrumentally motivating | | | | they preferred communicating in Indonesian to |
| by being obviously related to preparation for future | | | | reading or writing. |
| goals and aspirations (McPartland & Braddock, 2000). | | | | >>>Conclusions and Recommendations |
| Cognitive theorists view learning as a reorganization | | | | The students conversationally learned a lot from the |
| of a number of perceptions; this reorganization allows | | | | program. Language training program in INCULS is very |
| the learner to perceive new relationships, solve new | | | | important for foreign students since it equips |
| problems, and gain a basic understanding of a subject | | | | students with the ability to use and understand |
| area (Sprinhall, N.A &Sprinhall R.C, 1987:192). In | | | | Indonesian in various contexts and culture. The score |
| addition, learning can be defined as the extent to | | | | of the reaction can always be improved if some |
| which participants change attitudes, improve | | | | aspects are taken into consideration. The content of |
| knowledge, and/or increase skill as a result of | | | | the course should be improved. The content should |
| attending the program (Kirkpatrick, 1998:20). | | | | be valid, significant, interested, learnable and |
| Thus, it can be assumed that positive reactions of | | | | consistent with social realities, and utility. The course |
| students toward a training program tend to help | | | | should be separated into two levels. First level is for |
| them learn more. Trainees can learn effectively and | | | | general language using ability; that is the ability to use |
| will be able to apply the knowledge learned efficiently | | | | Indonesian in everyday life communication. Finally, the |
| once they have high motivation to learn. It is in the | | | | language should be focused on each subject that |
| hand of instructors, administrator and school climate | | | | students will be doing in their master program. The |
| that can facilitate the learning process and increase | | | | objectives of each lesson must be stated clearly. The |
| students' motivation. | | | | students will be more motivated to learn if they |
| >>>Evaluation Method | | | | know real objectives and the benefit of learning. |
| The first two levels of Kirkpatrick's (1998) model of | | | | Instructors should plan their lessons well and present |
| evaluation, namely reaction and learning was applied in | | | | them attractively and effectively to the class. High |
| evaluating the training program. A combination of | | | | satisfaction and learning quality will be improved if all |
| qualitative and quantitative approach was used to | | | | those mentioned factors are considered. In contrast, |
| study the population in order to obtain valid and | | | | if all the negative aspects are not taken into |
| reliable data. Data collection techniques included | | | | consideration, the learning situation might be worse |
| observation inside and outside class activities, | | | | for the next program. |
| interview, documents and questionnaire. Twelve | | | | >>>Acknowledgements |
| foreign students from various countries attending the | | | | I would like to express my gratitude to all those who |
| program were the population of this evaluation study. | | | | gave me the possibility to complete this evaluation |
| 1. Reaction: How well did the students like the training | | | | study. |
| course? Each student completed the reaction sheet | | | | I am deeply indebted to Prof. Kumaidi who gave so |
| which was divided into content, instruction and overall | | | | freely of his time with valuable comments and |
| course satisfaction. The course content was referred | | | | support to me during the study in Indonesia. His |
| to the clarity of the course objective, the agreement | | | | stimulating suggestions and encouragement helped |
| between course objective and lesson assignment, | | | | me in all the time of research for and writing of this |
| and the well planned, organized and used of time | | | | evaluation study. His priceless help and advice |
| period. The instruction was focused on the | | | | contribute tremendously to my educational |
| knowledgeability of instructors to the subject matter, | | | | achievements. |
| the teaching methods and techniques employed by | | | | I want to thank Dr. Ida Rochani Adi for giving me |
| instructors, and the understanding and facilitating of | | | | permission to conduct this study at INCULS. |
| the instructors toward students needs. Finally, the | | | | Students, friends, and staff at INCULS supported me |
| overall evaluation of the program was meant to | | | | in this evaluation study. I want to thank them for all |
| evaluate the whole satisfaction of students to the | | | | their help, support, interest and valuable hints. |
| training program. A five-point scale was used to scale | | | | >>>References |
| the responses, with 5 being the highest satisfaction | | | | Brophy, J. (1987). On Motivating Students. Occasional |
| and 1 the lowest. The interview was conducted to | | | | Paper No. 101. East Lansing, Michigan: Institute for |
| check the reliability. | | | | Research on Teaching, Michigan State University. |
| 2. Learning: Is there knowledge gained after the | | | | Ericksen, S. C. (1978). "The Lecture." Memo to the |
| training course? Can students use the language | | | | Faculty, no. 60. Ann Arbor: Center for Research on |
| learned? All students before getting the training did | | | | Teaching and Learning, University of Michigan. |
| not know anything about Indonesian language; this | | | | Kirkpatrick, D. L. (1998). Evaluating Traning Programs: |
| means that they had zero knowledge of Indonesian | | | | The Four Levels. San Francisco. Berrect-Koehler |
| language. To evaluate learning, the students' test | | | | Publishers, Inc. |
| scores were compared to see if there were | | | | McPartland & Braddock. (2000). A Conceptual |
| improvements in vocabulary, reading, grammar, | | | | Framework on Learning Environments and Student |
| writing, and conversation skills. The observation was | | | | Motivation for Language Minority and Other |
| made to see if the students used the language | | | | Underserved Populations. Available at (Access: 11 May |
| learned in public. | | | | 2007) |
| >>>Evaluation Results | | | | Raffini, J. (1993). Winners Without Losers: Structures |
| The evaluation was conducted as planned | | | | And Strategies For Increasing Student Motivation To |
| successfully and the results were communicated as | | | | Learn. Boston: Allyn and Bacon |
| follows: | | | | Stipek, D. (1988). Motivation To Learn: From Theory |
| 1. Reaction | | | | To Practice. Englewood Cliffs, New Jersey: Prentice |
| The reaction score to the content, instruction, and | | | | Hall. |
| overall evaluation was: | | | | |