Abstract





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n introduction of Intensive English Program (IEP) for the Credit System Secondary Schools (CSSSs) was explored. Mixed methods approach is embraced. Qualitative inquiries were addressed by the first round of Delphi overview and individual meetings while the quantitative request is addressed continuously round of Delphi review and organized polls. In the qualitative inquiry, fifteen members were locked in including English teachers, managers, and educational program engineers. While in the quantitative request, sixteen female English instructors and 480 female understudies from five CSSSs were included. The qualitative results indicate the perceived appropriateness of the initial IEP components. In addition, all the participants in the interview show positive attitude toward IEP as an idea. Moreover, some obstacles were mentioned such as the resistance to change by the community. The quantitative analysis of student and teacher questionnaires show a positive perception of the IEPs and the possibility of adopting IEPs at the CSSSs. In addition, the results show that students of a higher level of English proficiency support the idea of adopting IEP at the CSSSs more than students of a lower level of English proficiency.