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This study aimed to analyze the effectiveness of a Communicative English Language Learning Program at ma’had UIN Sulthan Thaha Saifuddin Jambi which held by adopting the CIPP evaluation model developed by Stufflebeam. The name comes from the initial letters of the four types of evaluation functions which constitutes the model: Context, Input, Process, and Product. Questioners were distributed to 31 students in this study and applied to measure the Context, Input, Process, and Product variable as well as focused on the final value of the skills of students’ speaking. It measured: pronunciation, grammar, fluency, and vocabulary, then scored by adopting Brown’s TSE rating scale. Each variable multivariate converted and the latter interpreted via Glickman Quadrant Criteria. The findings showed positive outcomes for Variable Context, Variable Input, and Variable Process while the variable product was less effective. In addition, the outcomes of speaking skills were in rank 50 to 60 represented by the number of 19 students (61.29%), but 12 students (38.71%) obtained the score of 30 to 40 in rank, converted in a multivariate score that Speaking was positive. If it is interpreted, then the results of the study are in quadrant II, relatively effective. Keywords—evaluative study; communicative english language learning; CIPP

Communicative English Language Learning Program with CIPP: An evaluative study