The Effectiveness of TOEFL Program on the Students' English Proficiency: A case of an Indonesian university
DOI:
https://doi.org/10.30762/jeels.v12i1.3970Keywords:
English language proficiency, grammar mastery, listening and reading comprehension, TOEFL preparationAbstract
Having sufficient English language ability is considered important for university students to begin their undergraduate studies. English serves as one of the principal working languages in ASEAN nations, necessitating that ASEAN students complete an English test from graduation. This mandate would positively influence education, tourism, commerce, and investment in ASEAN regions. The present study was to measure the effect of the TOEFL preparation program on the English language proficiency of Islamic economics and business students in Indonesia. Using one group pre-test and post-test design, an experimental group consisting of 20 students was randomly selected from 50 students majoring in various Islamic economic and business programs in the first year. The experimental group were intensively taught and learned TOEFL preparation materials using a wide range of teaching and learning strategies and activities. Their ability was measured prior to and after the teaching intervention. The results of statistical measurement using t-test indicate a significant difference between the students mean score of both the pre-test and the post-test. Thus, this one group pre-test and post-test study served as an experiment to enhance students’ English language proficiency, particularly their listening, reading, and grammar mastery, respectively. The findings of the present study provide new insights for teachers and educational institutions in developing effective TOEFL preparation programs to improve students' English skills in various educational institutions.
Downloads
References
Ajabshir, Z. F., & Ebadi, S. (2023). The effects of automatic writing evaluation and teacher-focused feedback on CALF measures and overall quality of L2 writing across different genres. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 1–16. https://doi.org/10.1186/s40862-023-00201-9
Akmal, S., Risdaneva, R., Habiburrahim, H., & Sari, M. (2020). The English teachers’ challenges in TOEFL preparation for senior high school students. Journal on English as a Foreign Language, 10(1), 25–45. https://doi.org/10.23971/jefl.v10i1.1627
Allen, M. (2017). The SAGE Encyclopedia of Communication Research Methods (M. Allen, Ed.). SAGE.
Alqurashi, N. (2024). Exploring how language proficiency and reading anxiety influence reading comprehension in EFL learners: An analytical study of key contributing factors and implications. Journal of Language and Linguistic Studies, 20(2), 1–12.
Aprilliandari, D. I., & Sugiharto, P. A. (2023). TOEFL preparation training program to enhance students’ TOEFL score. Jurnal Education and Development, 11(1), 487–490. https://doi.org/10.37081/ed.v11i1.4327
Ary, D., Jacobs, L. C., & Sorensen, C. K. (2014). Introduction to research in education (9th ed.). Wadsworth, Cengage Learning.
Barbadillo, D. J. O., Grace Barrete, R. R., Ponce, H. T., & Jay Syting, C. O. (2024). Flanders’ interaction analysis category system in action: Analyzing teachers’ classroom discourse. Psych Educ, 16(6), 637–653. https://doi.org/10.5281/zenodo.10527875
Cheng, X., Zhang, L. J., & Yan, Q. (2021). Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction. Language Teaching Research, 29, 385–415. https://doi.org/10.1177/13621688211057665
Cohen, A. D., & Upton, T. A. (2006). Strategies in responding to the new TOEFL reading tasks. ETS Research Report Series, 2006(1), i–162. https://doi.org/10.1002/j.2333-8504.2006.tb02012.x
Cohen, A. D., & Upton, T. A. (2007). “I want to go back to the text”: Response strategies on the reading subtest of the new TOEFL®. Language Testing, 24(2), 209–250. https://doi.org/10.1177/0265532207076364
Council of Europe. (2001). Common European Framework of Reference for languages: Learning, teaching, assessment. In Common European Framework. Cambridge University Press. https://rm.coe.int/1680459f97
Crystal, D. (2003). English as a global language (2nd ed.). Cambridge University Press.
Dalimunte, A. A., Tika, A., Dalimunte, M., Tanjung, A. P., & Suryani, I. (2023). Evaluating TOEFL ITP test: A critical review. Humanitatis : Journal of Language and Literature, 9(2), 245–254. https://doi.org/10.30812/humanitatis.v9i2.2329
Dang, C. N., & Dang, T. N. Y. (2023). The predictive validity of the IELTS test and contribution of IELTS preparation courses to international students’ subsequent academic study: Insights from Vietnamese international students in the UK. RELC Journal, 54(1), 84–98. https://doi.org/10.1177/0033688220985533
DÖrnyei, Z. (2011). Motivational strategies in the language classroom. Cambridge.
Federer, W. T. (1967). Experimental theory and application. Oxford.
Ginther, A., & Yan, X. (2018). Interpreting the relationships between TOEFL iBT scores and GPA: Language proficiency, policy, and profiles. Language Testing, 35(2), 271–295. https://doi.org/10.1177/0265532217704010
Green, A. (2007). Washback to learning outcomes: A comparative study of IELTS preparation and university pre-sessional language courses. Assessment in Education: Principles, Policy and Practice, 14(1), 75–97. https://doi.org/10.1080/09695940701272880
Halim, N., & Ardiningtyas, S. Y. (2018). Difficulties faced by the students in answering TOEFL test questions. English, Teaching, Learning, and Research Journal, 4, 219–231. https://doi.org/https://doi.org/10.24252/Eternal.V42.2018.A7
Jing, W., & Rahman, A. B. A. (2025). Effective reading strategies for success in the TOEFL reading section: a comprehensive review. International Journal of Academic Research in Progressive Education and Development, 14(1), 909–927. https://doi.org/10.6007/IJARPED/v14-i1/24622
Kalantar, O. S. (2023). Attaining C1 level scores in TOEFL iBT: From challenges to needs. International Journal of Language Testing, 14(1), 99–113. https://doi.org/10.22034/IJLT.2023.414966.1287
Kamaşak, R., Sahan, K., & Rose, H. (2021). Academic language-related challenges at an English-medium university. Journal of English for Academic Purposes, 49, 3–41. https://doi.org/10.1016/j.jeap.2020.100945
Krashen, S. D. (1982). Principles and practice in second language acquisition. In TESOL Quarterly. Pergamon Press. https://doi.org/10.2307/3586656
Liu, O. L. (2014). Investigating the relationship between test preparation and TOEFL iBT ® performance. ETS Research Report Series, 2014(2), 1–13. https://doi.org/10.1002/ets2.12016
Maharani, M. S., & Putro, N. H. P. S. (2021). Evaluation of TOEFL preparation course program to improve students’ test score. Jurnal Penelitian Dan Evaluasi Pendidikan, 25(1). https://doi.org/10.21831/pep.v25i1.39375
Permatasari, A. N., Firmansyah, F., & Retnawati, H. (2024). The effect of test preparation on English proficiency performance of English learners: a meta-analysis. International Journal of Language Testing, 14(2). https://doi.org/10.22034/IJLT.2024.432975.1316
Phakiti, A. (2014). Experimental research methods in language learning. Bloomsbury.
Phiilips, D. (2002). TOEFL complete course for the TOEFL test: preparation for the computer and paper tests. Longman.
Pranoto, Y. H. (2020). The effects of the TOEFL preparation program on reading skills and structure mastery of prospective students. Journal of English Teaching Adi Buana, 05(01), 77–88.
Pusat Pengembangan Bahasa UINSU. (2024). Hasil TOEFL Pusat Pengembangan Bahasa UINSU Medan. https://pusatbahasa.uinsu.ac.id
Renandya, W. A. (2013). Essential factors affecting EFL learning outcomes. English Teaching, 68(4), 23–41. https://doi.org/10.15858/engtea.68.4.201312.23
Rina, P., & Tiarina, Y. (2021). An analysis of English department students’ difficulties in answering TOEFL test of listening comprehension. https://doi.org/10.24036/jelt.v10i1.1113555
Roohani, A., Dayeri, K., & Farhang-Ju, M. (2017). Role of background knowledge in Iranian EFL learners’ reading comprehension test performance. International Journal of Language Testing, 7(1), 28–39.
Ruegg, R., Hoang, H., & Petersen, N. (2024). The influence of English language proficiency test scores on the academic success of ESL undergraduate students. Educational Research and Evaluation, 29(3–4), 111–129. https://doi.org/10.1080/13803611.2024.2314533
Seyyed Ahmad Mousavi, S. A. N. N. (2014). The effect of test preparation on the test performance the case of the IELTS and TOEFL iBT reading tests. International Journal of English and Education, 3(2), 581–584.
Skehan, P. (2009). Modelling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied Linguistics, 30(4), 510–532. https://doi.org/10.1093/applin/amp047
Winke, P., & Lim, H. (2017). The effects of test preparation on second-language listening test performance. Language Assessment Quarterly, 14(4), 380–397. https://doi.org/10.1080/15434303.2017.1399396
Woodrow, L. (2006). Academic Success of International Postgraduate Education Students and the Role of English Proficiency. https://www.researchgate.net/publication/237441334
Xie, Q. (2013). Does test preparation work? implications for score validity. Language Assessment Quarterly, 10(2), 196–218. https://doi.org/10.1080/15434303.2012.721423
Zalha, F. B., Alfiatunnur, A., & Kamil, C. A. T. (2020). Strategies in dealing with the reading section of TOEFL prediction: A case of Aceh EFL learners. IJEE (Indonesian Journal of English Education), 7(2), 160–171. https://doi.org/10.15408/ijee.v7i1.17622
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 JEELS (Journal of English Education and Linguistics Studies)
This work is licensed under a Creative Commons Attribution 4.0 International License.
