ENHANCING FINAL-YEAR STUDENTS' ENGLISH PROFICIENCY THROUGH STRUCTURED TOEFL PREPARATION TRAINING

Ida Zuraida; Hendar Hendar; Heri Heryono; Atri Nadia Astarina; Dina Yulia Wijaya

doi:10.33197/ejlutama.v10i2.338

Authors

Ida Zuraida Universitas Widyatama
Hendar Hendar Universitas Widyatama
Heri Heryono Universitas Widyatama
Atri Nadia Astarina Universitas Widyatama
Dina Yulia Wijaya STIE Gema Widya Bangsa, Bandung

DOI:

https://doi.org/10.33197/ejlutama.v10i2.338

Keywords:

TOEFL Preparation, English competence, English for Specific Purposes (ESP)

Abstract

The global demand for English proficiency has made standardized assessments such as the TOEFL critical benchmarks for academic and professional success. In alignment with Sustainable Development Goal 4 (Quality Education), this study evaluates the effectiveness of a structured TOEFL Preparation training model for 88 final-year students at STIE Gema Widya Bangsa, Bandung. Using a pre-experimental one-group pre-test-post-test design, the program was implemented in three stages: a diagnostic pre-test, intensive strategic intervention focusing on Listening, Structure, and Reading, and a final post-test evaluation. Findings indicate a significant improvement in student performance, with 100% of participants exceeding the minimum score threshold of 450. Specifically, 60.2% fell within the 460–500 range, while 39.7% scored above 500. The study identifies Structure and Written Expression as the primary challenge for learners, which was successfully mitigated through targeted error-analysis strategies and multimedia-based simulations. These results provide empirical evidence that systematic test-taking strategy training significantly enhances graduates' strategic competence, thereby increasing their competitiveness in the global job market.

Keywords: TOEFL Preparation; Standardized Assessment; Quality Education; Higher Education; English Proficiency.

References

Kahoot as a tool for structure and writing practice in TOEFL preparation in Indonesia. IJLHE: International Journal of Language, Humanities, and Education, 7(2), 329–344. DOI: 10.52217/ijlhe.v7i2.1645

Amalia, W., Hartono, R., & Pratama, H. (2024). Students’ motivation, challenges, and results in TOEFL learning process through online preparation course. English Education Journal, 14(3), 336–344. DOI: 10.15294/v8e1h921

Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice: Developing language assessments and justifying their use in the real world. Oxford University Press.

Brown, H. D., & Abeywickrama, P. (2019). Language assessment: Principles and classroom practices (3rd ed.). Pearson.

Council of Europe. (2020). Common European framework of reference for languages: Learning, teaching, assessment—Companion volume. Council of Europe Publishing.

Education First. (2025). EF English proficiency index 2025. EF Education First.

Educational Testing Service. (2024). TOEFL ITP test and score data summary 2024. ETS.

Educational Testing Service. (2025). TOEFL ITP test and score data summary 2025. ETS.

Educational Testing Service. (2026). TOEFL ITP assessment series: Test content and structure. ETS.

Educational Testing Service. (2026). TOEFL ITP assessment series: Scoring. ETS.

Fulcher, G., & Harding, L. (Eds.). (2022). The Routledge handbook of language testing (2nd ed.). Routledge.

Gong, K. (2023). Challenges and opportunities for spoken English learning and instruction brought by automated speech scoring in large-scale speaking tests: A mixed-method investigation into the washback of SpeechRater in TOEFL iBT. Asian-Pacific Journal of Second and Foreign Language Education, 8, Article 25. DOI: 10.1186/s40862-023-00197-2

Haug, T., Mann, W., & Knoch, U. (Eds.). (2022). The handbook of language assessment across modalities. Oxford University Press. DOI: 10.1093/oso/9780190885052.001.0001

He, S., Sénécal, A.-M., Stansfield, L., & Suvorov, R. (2025). A scoping review of research on second language test preparation. Language Testing, 42(1), 11–47. DOI: 10.1177/02655322241249754

Khairul, K., Ernati, E., Tavriyanti, L., & Farensha, H. (2024). Students’ ability to answer comprehension questions on TOEFL-like test. Jurnal Review Pendidikan dan Pengajaran, 7(3), 9288–9293. DOI: 10.31004/jrpp.v7i3.31118

Knoch, U. (2022). Scoring spoken second language assessment. In T. Haug, W. Mann, & U. Knoch (Eds.), The handbook of language assessment across modalities (pp. 301–314). Oxford University Press. DOI: 10.1093/oso/9780190885052.003.0026

Kurniati, D., Riyono, A., Solaeman, A., Millan, A. R., & Noordin, N. (2025). Exploring English proficiency levels of Indonesian university students through EnglishScore based assessment. Indonesian EFL Journal. DOI: 10.25134/9kjdz259

Lastari, D. S., Nargis, N., & Firdaus, M. I. (2025). Investigating the effect of TOEFL® preparation training on English proficiency of Grade 12 students at MAN 1 Tangerang. English Education and Literature Journal, 5(2), 336–345. DOI: 10.53863/e-jou.v5i02.1733

Muliasari, D., & Efendi, T. F. (2024). Peran pembelajaran TOEFL dalam meningkatkan kemampuan bahasa Inggris mahasiswa di era digital. Jurnal Ilmiah Edunomika, 8(3). DOI: 10.29040/jie.v8i3.16416

Puspawati, I. (2022). Teachers language assessment literacy: A systematic review. Indonesian EFL Journal, 8(1). DOI: 10.25134/ieflj.v8i1.5613

Puspawati, I., Khansa, M., & Widiati, U. (2024). Developing EFL teachers’ language assessment literacy: A systematic literature review on teacher training programs. TESL-EJ, 28(2). DOI: 10.55593/ej.28110a8

Rahman, P. M. I. S. (2023). Recognizing stakeholders and factors mediating washback in language testing. Education Research International, 2023, Article 5548723. DOI: 10.1155/2023/5548723

Rosaria, S. D., Riana, R., Waluyo, Y. A., & Tamba, T. (2024). Pelatihan TOEFL: Strategi menjawab soal-soal TOEFL bagi peserta didik SMK Nusaputera 2 Semarang. TEMATIK, 4(2), 106–112. DOI: 10.26623/tmt.v4i2.10287

Sarair, S., Farsia, L., Irnanda, S., & Romi, F. (2024). Exploring challenges and strategies in TOEFL preparation among students at Universitas Muhammadiyah Aceh. Journal of Linguistics, Literature, and Language Teaching, 4(1), 1–17. DOI: 10.37249/jlllt.v4i1.797

Seraj, P. M. I. (2023). Recognizing stakeholders and factors mediating washback in language testing. Education Research International, 2023, Article 5548723. DOI: 10.1155/2023/5548723

Shohamy, E. (2022). Critical language testing, multilingualism and social justice. TESOL Quarterly, 56(4), 1445–1457. DOI: 10.1002/tesq.3185

Silfani, A. N., Jamilah, Yulia, Y., & Mursyid, A. M. M. (2025). Improving TOEFL listening proficiency through targeted intervention: A pre-experimental study. Loquen: English Studies Journal, 18(2). DOI: 10.32678/loquen.v18i2.11669

Su, X., & Lee, I. (2024). Is the magic in the mix? The development and validation of the L2 teachers’ blended assessment literacy scale. System, 123, 103354. DOI: 10.1016/j.system.2024.103354

Vogt, K., Bøhn, H., & Tsagari, D. (2024). Language assessment literacy. Language Teaching, 57(3), 325–340. DOI: 10.1017/S0261444824000090

Yao, D. (2024). Does perceived test fairness affect test preparation? A case study of Duolingo English Test. Heliyon, 10(23), e40579. DOI: 10.1016/j.heliyon.2024.e40579

Yu, C., & Xu, W. (2024). Writing assessment literacy and its impact on the learning of writing: A netnography focusing on Duolingo English Test examinees. Language Testing in Asia, 14, Article 24. DOI: 10.1186/s40468-024-00297-x

Fan, J., Frost, K., & Jin, Y. (2022). Local English testing in China’s tertiary education: Contexts, policies, and practices. Language Testing. DOI: 10.1177/02655322211070839

Han, F. (2023). Test-taking strategy use by Chinese young EFL learners in an authentic international standardized English test. Porta Linguarum, 39. DOI: 10.30827/portalin.vi39.24390

Aprilliandari, D. I., & Sugiharto, P. A. (2023). TOEFL preparation training program to enhance students’ TOEFL score. Jurnal Education and Development, 11(1). DOI: 10.37081/ed.v11i1.4327

Umam, A., Malinda, M. D., Indah, Y. A., & Rahmawanti, M. R. (2023). Assessing English teachers’ assessment literacy in Indonesia context. English Journal, 17(2), 138–145. DOI: 10.32832/english.v17i2.15154