st The 61 TEFLIN International Conference, UNS Solo 2014 AN UPDATED FRAMEWORK OF ESP PROGRAM EVALUATION Arnis Silvia Faculty of Da’wa and Communication Science UIN Syarif Hidayatullah Jakarta arnis@uinjkt.ac.id Abstract: though considered as important, ESP program evaluation remains the “roads less taken” stage compared to need analysis. Whereas, program evaluation is needed to measure the effectiveness of the current program as well as to plan a revised program which better fulfill related stakeholders’ need. This paper describes a newly updated ESP program evaluation framework by Tsou and Chen (2014) which covers comprehensive elements involved in the ESP program. This framework combines the established Hutchinson and Waters’ (1987) model and the Watanabe, Norris, and Gonzalez-Lloret’s (2009) model. These two models were widely accepted by ESP scholars in conducting ESP program evaluation. Additionally, this framework adds authenticity, learner autonomy and learning transfer. This newly updated framework will contribute significantly to ESP program coordinators/ experts/ teachers to measure whether their goals of ESP program have been met and to ensure their program’s continuous improvement. Keywords: program evaluation, ESP, Tsou ESP Program Evaluation: What For? A big number of references has been discussing about various approaches in ESP needs analysis such as Hutchinson & Waters (1987), Benesch (1996), Purpura & King (2004), Long (2005), Belcher (2006), Kawpet (2008). This emphasizes that needs analysis is the prominent phase to be conducted in succeeding as ESP program. It aims at facilitating the needs of interested parties involving in the program, such as: sponsors, learners, teachers, and curriculum developers. In line with this, ESP pedagogy places heavy demands on its practitioners to collect empirical needs-assessment data, to create or adapt materials to meet specific needs identified, and to cope with often unfamiliar subject matter and even language use.... ”. Belcher (2004: p. 166). Though these needs analysis studies involves a comprehensive exploration on the needs of interested parties, the framework used was still output-oriented where formative assessment became the significant determinant. As the language program evaluation focuses more on the formative assessment, McKay (1991) and Richards (1997) initiate approach of evaluation by involving participants as active contributors. Later, Lynch (2003) includes the importance of values and ethical concerns in program evaluation approaches, with an emphasis on expanding the range of program stakeholders in the evaluation process. She distinguishes three levels of potential stakeholders, ranging from day-to-day participants, to those who might have a limited interest in long-term program outcomes. Kiely and Rea-Dickins (2005) acknowledge that different stakeholder constituencies may prioritize evaluation criteria in conflicting orders of importance, and may value various possible outcomes differently. Ross (2009: p. 764) later articulates the relationship among these needs into the following scheme. It implies that there should be a move beyond the formative assessment to meet these various needs and demands of related stakeholders. Figure 1. Logic model with social and economic factors (Ross, 2009: p. 764) 226